VOL. 20 TRE JANUARY, 1931 


‘@he a OURNAL of the 


NATIONAL EDUCATION 
ASSOCIATION 














sje 
=X5 TENTH ANNIVERSARY NUMBER 2 
The Ideal Teacher—George Herbert Palmer ; : ; : . ' LJ 
AS) The County Superintendent—J. T. Anderson : : ; . : : 9 ey: 
Rural Life and the Rural School : ; : ; , 10 
if Methods in Character Education—J/. Helen Aiitiiniine : ; ‘ ; 11 a 
When Children Perform in Public—Grace Van Dyke More ‘ , ; 13 
x2 School Success, an Element in Mental Health—Clara Bassett ‘ ‘ ; 15 =X: 
TT) The Training School—Charles C. Sherrod ; : , ’ : : 17 a 
ae Byrd: the Explorer and the Man—Gilbert Grosvenor . ; ; ; 19 saan 
we The Detroit Convention . : ‘ : : , ; ‘ 22 iy 
THE JouRNAL’s Annual Roll Call- A Continuing Record of Inspiring Advance 23 } |= 
: Ten Years of JouRNAL Service. ; ‘ ; , 31 LE 
The United States Office of Education R > ; , 33 
4 Benjamin Franklin and Beer—Classroom Poster . . ; : ‘ 34 12 FI 
| | : Vitalized Group Study and Faculty Meetings : ’ :, 35 1 1! 
Membership in Departments of the National Education hieieiien, = 
Se] 4 1930—Statistics , : : ; ; ; F 36 > eS 
Reading as\a School Subject —William 8. thins , ; , : ‘ 37 ; (Ti 

Is the in Pe for Teaching ?—Frank W’. Hubbard ; : : : 39 p | Rca 

Master Buxders of Our Profession ’ ? ; : ; ’ ; : 40 Ray, 

Builders of Our\Professi ae ' ? : . ; ; ; ‘ 41 ; 

Notes and Announcements: . . . R ‘ ' ; , ‘ . A-18 t J 


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. 


a: 


} 


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(Fi 











1 
Mile 


Pusuisuep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE 
NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- 
TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- 
CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, 
D. C., UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT 
SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF 
OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. 









of 25%. 


gation to you. 





Imagine for a moment that you 
have sent one of your students 
to the dictionary to look up the 
simple word “‘pelican.’’ Expect- 
ing to get a clear explanation, 
in simple English, he finds it 
defined like this: 


Pelican. Any of a genus (Pele- 
canus) of large, web-footed birds, 
with a distensible gular pouch in 
which the food (fish) is caught. 


Would he understand distensible and gular without 
further looking up? 





PELICANS (75) 


This definition is taken from a desk dictionary. Pos- 
sibly you have an unabridged dictionary which you 
require your pupils to use. Consider this typical 
definition from an unabridged dictionary: 

Pelican. A large piscivorous natatorial bird of the family 


Pelecanidae and genus Peletanus, having an enormously 
distensible gular pouch. 


What would your pupils say to that? 


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These examples are not isolated instances. Your 
own unabridged or desk reference dictionary will 
probably yield a definition with one, two or more 
words that would not be understood without further 
looking up, UNLESS you are using 


THE WINSTON SIMPLIFIED DICTIONARY 


Here, you wiil find at once an accurate definition, 
complete in itself and told in words of common 
usage that every child can understand: 

Pelican. Any of certain water birds (genus Pelecanus) 


with webfeet and a huge bill, the lower part of which has a 
large pouch for storing food.* 


Every word in THE WINSTON SIMPLIFIED 
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DALLAS SAN FRANCISC 





| special 





HE NOBLEST WEALTH of a nation 

is not in its mines, its soil, or its 

forests but in the idealism, the 
affections, and the energies of its teach- 
ers. When nations spend more for teach- 
ing than for fighting the turning point in 
human affairs will have come and the 
world will move forward to the finer and 
richer things of life at a pace hitherto un- 
known. That turning point may come in 
America within a decade if we choose 
to have it so. It is fitting, therefore, to 
celebrate this tenth anniversary of the 
first issue of THE JOURNAL of the Na- 
tional Education Association by publish- 
ing this justly famous essay—‘“The Ideal 
Teacher.” 

George Herbert Palmer is himself one 
of the most gifted teachers of the world. 
He has quickened the minds of several 
generations of students at Harvard. His 
essay, Self Cultivation in English, 
which appeared in 1897, is brilliant and 
helpful. He has written generously, in- 
cluding a biography of another great 
teacher, his wife, the famed Alice Free- 
man Palmer. Born on March 19, 1842, 
and still living in Cambridge, his life, 
like that of Dr. A. E. Winship, spans 
one of the most fascinating epochs of hu- 
man history. Great teachers such as Dr. 
Palmer and Dr. Winship are the soul of 
the profession. 

It is fitting to publish along with Dr. 
Palmer’s essay the introduction as it ap- 
pears in the Riverside Educational 
Monographs from the pen of Henry Suz- 
zallo, now president of the Carnegie 
Foundation for the 
Teaching. 

The best teachers will read this essay 
again and again—once for the perfection 
and beauty of the whole; once to estab- 
lish the framework more firmly in mind; 
many times a page or so at a time to en- 
large thinking and ennoble feeling. 

The Ideal Teacher was copyrighted in 
1908, by George Herbert Palmer and, 
1910, by Houghton, Mifflin Company. 
Reprinted with the permission of, and 
arrangement with, Houghton, 
Miffin Company, publishers of the 
Riverside Educational Monographs, in 
which this volume is included.—J. E. M. 


Advancement of 


ee the whole the 
American people are sincerely and 


Tenth Anniversary Feature for January 1931 


The Ideal Teacher 


GEORGE HERBERT PALMER 


deeply appreciative of their schools and 
teachers. The teachers themselves are for 
the most part contented in their work, 
strenuous and baffling as it may be. And 





head TEACHER is honored by this beautiful 
marble shaft done by the famous teacher 
sculptor, Lorado Taft. This memorial stands 
in the public park in White Hall, Illinois, “in 
memory of Annie Louise Keller who saved 
sixteen children but sacrificed her own life, 
when a tornado demolished Centerville school 
building April 19, 1927.” 


whatever may be said of the shortcom- 
ings of teaching as a life, they stand 
loyally by it. In spite of moments of pes- 
simism, they seldom change to another 
work, so tenacious are its ultimate attrac- 
tions. 

But it would be quite wrong to as- 
sume that either the public or teachers 
have no just criticism to make upon the 
life and the product of schools. The edu- 
cational ideals, and consequently the ex- 
pectations of both, are too high to per- 
mit a smug satisfaction with things as 
they are. The layman wants better ser- 
vice from teaching. The teacher wishes a 
happier life in his work. They will prob- 
ably continue to demand these till the end 
of time, though the schools grow con- 
stantly better. There is no ungrateful- 
ness in this attitude; it is part of the 
idealism that attaches to the work of 


schools and keeps them forever progres- 
sive. 


[1] 


It is for the body of teachers to strive 
earnestly to do their part to achieve both 
these ends—to increase the social service 
of their teaching and to perfect their joy 
in the work. This is what we mean when 
we say that we should make of teaching 
both a profession and a fine art. 


Teaching will be a profession when we 
have learned the need of thorough 
scholarly equipment and singleminded 
devotion to our daily and hourly duties 
in the schoolroom, under the guidance of 
those larger ideals which the world has 
set up for the protection of its cherished 
values. Nothing less than expert knowl- 
edge, tempered by a spirit of reverent 
ministry to those placed under our tui- 
tion, will 
teachers. 


ever make us professional 


Teaching will be a fine art when the 
situations of schoolroom life are made to 
call for the best in teacher and pupil. In 
such a soil of noble motivation the high- 
est powers of human beings thrive. The 
teacher who drives or is driven, who 
forces himself or his children through 
stated tasks, without any sense of their 
significance, will not find teaching con- 
genial. He will never know that absorp- 
tion which is the essence of art. Half- 
heartedly he will teach, his other, more 
imperious impulses beckoning him away 
to another life. And while he stays, he 
will know only that pain of conflict 
which destroys the possibility of happy 
work. To achieve real success, teaching 
must be kept an interesting business, 
where the free impulses of children and 
teachers are so used as to accomplish 
useful things happily. 


Ideal teaching, then, will be at the 
same time professional and artistic, so- 
cially useful and personally pleasant. It 
will always be a goal which we con- 
stantly approach but never reach, its ap- 
proximation whetting our hunger after 
perfection and giving us the satisfaction 
of a thousand victorious adjustments in 
every school day. Such an ideal is not 
for laggards or the indifferent. Only the 
man of fine qualities can enter the lists 
and joyously achieve. What these quali- 
ties are, how they are to be developed, 
and how used, will be told in this vol- 
ume.—Henry Suzzallo. 





2 THe JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 





January, 193] 





HE IDEAL TEACHER—In America, a 

land of idealism, the profession of 
teaching has become one of the greatest 
of human employments. In 1903-04 half 
a million teachers were in charge of six- 
teen million pupils. [In 1931 it is a mil- 
lion teachers and nearly thirty million 
young people.] Stating the same facts 
differently, we may say that a fifth of 
our entire population is constantly at 
school; and that wherever one hundred 
and sixty men, women, and children are 
gathered, a teacher is sure to be among 
them. 

But figures fail to express the impor- 
tance of the work. If each year an equal 
number of persons should come in con- 
tact with as many lawyers, no such so- 
cial consequences would follow. The 
touch of the teacher, like that of no other 
person, is formative. Our young people 
are for long periods associated with those 
who are expected to fashion them into 
men and women of an approved type. 
A charge so influential is committed to 
nobody else in the community, not even 
to the ministers; for though these have 
a more searching aim, they are directly 
occupied with it but one day instead of 
six, but one hour instead of five. Accord- 
ingly, as the tract of knowledge has 
widened and the creative opportunities 
involved in conducting a young person 
over it have correspondingly become ap- 
parent, the profession of teaching has 
risen to a notavle height of dignity and 
attractiveness. It has moved from a sub- 
ordinate to a central place in social in- 
fluence and now undertakes much of the 
work which formerly fell to the church. 
Each year divinity schools attract fewer 
students, graduate and normal schools 
more. On school and college instruction 
the community now bestéws its choicest 
minds, its highest hopes, and its largest 


sums. 


During the year 1903-04 the 
United States spent for teaching not less 
than $350,000,000. 

Such weighty work is illadapted for 
amateurs. Those who take it up for brief 
times and to make money usually find it 
unsatisfactory. Success is rare, the hours 
are fixed and long, there is repetition and 
monotony, and the teacher passes his days 
among inferiors. Nor are the pecuniary 
gains considerable. There are few prizes, 
and neither in school nor in college will 
a teacher’s ordinary income carry him 
much above want. College teaching is 
falling more and more into the hands of 
men of independent means. The poor 
can hardly afford to engage im it. Pri- 
vate schools, it is true, often show large 
incomes; but they are earned by the pro- 
prietors, not the teachers. On the whole, 
teaching as a trade is poor and disap- 
pointing business. 

When, however, it is entered as a pro- 
fession, as a serious and difficult fine art, 
there are few employments more satis- 
fying. All over the country thousands of 
men and women are following it with a 
passionate devotion which takes little ac- 
count of the income received. 4 trade 
aims primarily at personal gain; a pro- 
fession at the exercise of powers bene- 
ficial to mankind. This prime aim of the 
one, it is true, often properly becomes a 
subordinate aim of the other. Profes- 
sional men may even be said to offer 
wares of their own—cures,. conversions, 
court victories, learning—much as trad- 
ers do and to receive in return a kind of 
reward. But the business of the lawyer, 
doctor, preacher, and teacher never 
squares itself by equivalent exchange. 
These men do not give so much for so 
much. They give in lump and they get 
in lump, without precise balance. The 
whole notion of bargain is inapplicable 





in a sphere where the gains of him who 
serves and him who is served coincide; 
and that is largely the case with the pro- 
fessions. Each of them furnishes its spe- 
cial opportunity for the use of powers 
which the possessor takes delight in exer- 
cising. Harvard College pays me for 
doing what I would gladly pay it for al- 
lowing me to do. No professional man, 
then, thinks of giving according to meas- 
ure. Once engaged, he gives his best, 
gives his personal interest, himself. His 
heart is in his work and for this no equiv- 
alent is possible; what is accepted is in 
the nature of a fee, gratuity, or consid- | 
eration, which enables him who receives 
it to maintain a certain expected mode 
of life. The real payment is the work 
itself, this and the chance to join with 
other members of the profession in guid- 
ing and enlarging the sphere of its ac- 
tivities. 

The idea, sometimes advanced, that 
the professions might be ennobled by 
paying them powerfully, is fantastic. 
Their great attraction is their removal 
from sordid aims. More money should 
certainly be spent on several of them. 
Their members should be better pro- 
tected against want, anxiety, neglect, and 
bad conditions of labor. To do his best 
work one needs not merely to live but to 
live well. Yet in that increase of salaries 
which is urgently needed, care should be 
used not to allow the attention of the 
professional man to be diverted from 
what is important—the outgo of his 
work—and become fixed on what is 
merely incidental—his income. When a 
professor in one of our large universities, 
angered by the refusal of the president 
to raise his salary on his being called 
elsewhere, impatiently exclaimed, “Mr. 
President, you are banking on the devo- 
tion of us teachers, knowing that we do 





ND WHAT OF TEACHING? Ah, there you have the worst paid, and the best rewarded, of all the vocations. 
Dare not to enter it unless you love it. For the vast majority of men and women it has no promise of 
wealth or fame, but they to whom it is dear for its own sake are among the nobility of mankind. {I sing the 
praise of the unknown teacher. {[Great generals win campaigns, but it is the unknown soldier who wins the. 
war. {Famous educators plan new systems of pedagogy, but it is the unknown teacher who delivers and 
guides the young. He lives in obscurity and contends with hardship. For him no trumpets blare, no chariots 
wait, no golden decorations are decreed. He keeps the watch along the borders of darkness and makes the 
attack on the trenches of ignorance and folly. Patient in his daily duty he strives to conquer the evil powers 
which are the enemies of youth. He awakens sleeping spirits. He quickens the indolent, encourages the 
eager, and steadies the unstable. He communicates his own joy in learning and shares with boys and girls 
the best treasures of his mind. He lights many candles which, in later years, will shine back to cheer him. 
This is his reward. {Knowledge may be gained from books; but the love of knowledge is transmitted only 
by personal contact. No one has deserved better of the republic than the unknown teacher. No one is more 


worthy to be enroled in a democratic aristocracy, “king of himself and servant of mankind.”—From The 
Unknown Teacher, by Henry van Dyke. 











nt 





Vol. 20, No. 1 





not willingly leave this place,” the presi- 
dent properly replied, “Certainly, and 
no college can be managed on any other 
principle.” Professional men are not so 
silly as to despise money; but after all, 
it is interest in their work and not the 
thought of salary, which predominantly 
holds them. 

Accordingly in this paper I address 
those only who are drawn to teaching by 
the love of it, who regard it as the most 
vital of the fine arts, who intend to give 
their lives to mastering its subtleties, and 
who are ready to meet some hardships 
and to put up with moderate fare if they 
may win its rich opportunities. 

But supposing such a temper, what 
special qualifications will the work re- 
quire? The question asked thus broadly 
admits no precise answer; for in reality 
there is no human excellence which is 
not useful for us teachers. No good qual- 
ity can be thought of which we can 
afford to drop. Some day we shall dis- 
cover a disturbing vacuum in the spot 
which it left. But I propose a more 
limited problem: what are those char- 
acteristics of the teacher without which 
he must fail and what those which, once 
his, will almost certainly insure him suc- 
cess? Are there any such essentials and 
how many? On this matter I have pon- 
dered long; for, teaching thirty-nine 
years in Harvard College, I have each 
year found out a little more fully my 
own incompetence. I have thus been 
forced to ask myself the double question, 
through what lacks do I fail and in what 
direction lie the roots of my small suc- 
cesses? Of late years I think I have hit 
on these roots of success and have come 
to believe that there are four of them— 
four characteristics which every teacher 
must possess. Of course he may possess 
as many more as he likes—indeed, the 


more the better. But these four appear 
fundamental. I will briefly name them. 

First, a teacher must have an aptitude 
for vicariousness ; and second, an already 
accumulated wealth; and third, an abil- 
ity to invigorate life through knowl- 
edge; and fourth, a readiness to be for- 
gotten. Having these, any teacher is se- 
cure. Lacking them, lacking even one, he 
is liable to serious failure. But as here 
stated they have a curiously cabalistic 
sound and show little relation to the 
needs of any profession. They have been 
stated with too much condensation and 
have become unintelligible through being 
too exact. Let me repair the error by 
successively expanding them. 

The teacher’s art takes its rise in what 
I call an aptitude for vicariousness. As 
year by year my college boys prepare to 
go forth into life, some laggard is sure 
to come to me and say, “I want a little 
advice. Most of my classmates’ have 
their minds made up about what they 
are going to do. I am still uncertain. I 
rather incline to be a teacher, because I 
am fond of books and suspect that in any 
other profession I can give them but 
little time. Business men do not read. 
Lawyers only consult books. And I am 
by no means sure that ministers have 
read all the books they quote. On the 
whole it seems safest to choose a profes- 
sion in which books will be my daily 
companions. So I turn toward teaching. 
But before settling the matter I thought 
I would ask how you regard the profes- 
sion.” “A noble profession,” I answer, 
“but quite unfit for you. I would advise 
you to become a lawyer, a car conductor, 
or something equally harmless. Do not 
turn to anything so perilous as teaching. 
You would ruin both it and yourself; 
for you are looking in exactly the wrong 
direction.” 





RF THOSE WHO FAIL—A little sketch will serve to point a moral and adorn a tale. The early career of Sir 
Edwin Arnold, famous poet and savant, was marked by an alluring teaching experience. One day as 
headmaster of a school, while taking a stroll, a lad across the hedge spoke to him saying, “I am called a 
dunce, but I am not a fool.” The lad had been classified and tagged. He had reached the fifth proposition in 
Euclid, the isosceles triangle, and it was for him the pons asinorium [the bridge of donkeys]. Sir Edwin sat 
down with the boy and used the isosceles triangle as a figure merely to talk about other matters. After 
restoring confidence in this boy in the little episode, something was said about the fifth proposition. Sir 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 3 


Such an inquirer is under a common 
misconception. The teacher’s task is not 
primarily the acquisition of knowledge 
but the impartation of it—an entirely 
different matter. We teachers are for- 
ever taking thoughts out of our minds 
and putting them elsewhere. So long as 
we are content to keep them in our pos- 
session, we are not teachers at all. One 
who is interested in laying hold on wis- 
dom is likely to become a scholar. And 
while no doubt it is well for a teacher to 
be a fair scholar—I have known several 
such—that is not the main thing. What 
constitutes the teacher is the passion to 
make scholars; and again and again it 
happens that the great scholar has no 
such passion whatever. 

But even that passion is useless with- 
out aid from imagination. At every in- 
stant of the teacher’s life he must be con- 
troled by this mighty power. Most hu- 
man beings are contented with living one 
life and delighted if they can pass that 
agreeably. But this is far from enough 
for us teachers. We incessantly go out- 
side ourselves and enter into the many 
lives about us—lives dull, dark, and un- 
intelligible to any but an eye like ours. 
And this is imagination, the sympathetic 
creation in ourselves of conditions which 
belong to others. Our profession is there- 
fore a double-ended one. We inspect 
truth as it rises fresh and interesting be- 
fore our eager sight. But that is only the 
beginning of our task. Swiftly we then 
seize the lines of least intellectual resist- 
ance in alien minds and, with perpetual 
reference to these, follow our truth till 
it is safely lodged beyond ourselves. Each 
mind has its peculiar set of frictions. 
Those of our pupils can never be the 
same as ours. We have passed far on and 
know all about our subject. For us it 
wears an altogether different look from 





Edwin remarked: “Are you going to let that old baldheaded mathematician of Alexandria lick you?” 


approach of a very remarkable bridge across a mighty river he noticed a large isosceles triangle displayed, 
bearing the legend, My First Bridge. The master engineering feat was the bridge across the stream. A 
tablet on it bore the inscription, My Second Bridge. The lad was Tompkins, who became the famous bridge- 
building engineer. Somehow in that spirit we mean to carry on, regardless of the protest that democracy 


Pretty soon the boy said “Oh, I see it.” Some years afterward Sir Edwin was traveling in Canada. At the 


is a thing infirm and a thing that lacks efficiency. Tompkins was labelled a dunce, but he was not a fool.— 
From Creative Thinking and Learning, by Harold Lloyd Miller. 











* THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


that which it has for beginners. It is 
their perplexities which we must repro- 
duce and—as if a rose should shut and 
be a bud again—we must reassume in 
our developed and accustomed souls 
something of the innocence of childhood. 
Such is the exquisite business of the 
teacher, to carry himself back with all 
his wealth of knowledge and understand 
how his subject should appear to the 
meager mind of one glancing at it for 
the first time. 

And what absurd blunders we make 
in the process! Becoming immersed in 
our own side of the affair, we blind 
ourselves and readily attribute to our 
pupils modes of thought which are not 
in the least theirs. | remember a lesson | 
had on this point, I who had been teach- 
ing ethics half a lifetime. My nephew, 
five years old, was fond of stories from 
the Odyssey. He would creep into bed 
with me in the morning and beg for 
them. One Sunday, after I had given him 
a pretty stiff bit of adventure, it occur- 
red to me that it was an appropriate day 
for a moral. “Ulysses was a very brave 
man,” I remarked. ‘‘Yes,” he said, “and 
] am very brave.” I saw my opportunity 
and seized it. “That is true,” said I. 
“You have been gaining courage lately. 
You used to cry easily but you don’t do 
that nowadays. When you want to cry 
now, you think how like a baby it would 
be to cry or how you would disturb 
mother and upset the house; and so you 
conclude not to cry.” The little fellow 
seemed hopelessly puzzled. He lay silent 
a minute or two and then said, ““Well no, 
Uncle, I don’t do that. I just go sh-sh-sh, 
and | don’t.” There the moral crisis is 
stated in its simplicity; and I had been 
putting off on that holy little nature 
sophistications borrowed from my own 
battered life. 

But while I am explaining the blun- 
ders caused by selfengrossment and lack 
of imagination, let me show what slight 
adjustments will sometimes carry us past 
depressing difficulties. One year when I 
was lecturing on some intricate problems 
of obligation, I began to doubt whether 
my class was following me and I deter- 
mined that I would make them talk. So 
the next day I constructed an ingenious 
ethical case and, after stating it to the 
class, I said, “Suposing now the state of 
affairs were thus and thus and the in- 


terests of the persons involved were such 
and such, how would you decide the 
question of right, Mr. Jones?’ Poor 


ITHIN every young life is 
W: divine spark. To find 
that spark and to fan it into 
flame is the supreme achieve- 
ment of the teacher. This celes- 
tial fire is nurtured in the 
affections. It finds itself in 
creative work. Its power is so 
great that, once kindled, the 
whole life is oriented and ener- 
gized by it. An individual or a 
nation which is to be strong 
needs this divine fire and 
appreciates it. That is why 
America is so full of the pro- 
phetic quality—it has 30,000,000 
young people in school and col- 
lege searching to find the light 
under the guidance of a mil- 
lion teachers.—J. E. M. 








Jones rose in confusion. “You mean,” he 
said, “if the case were as you have stated 
it? Well, hm, hm, hm—yes—I don’t 
think I know, sir.” And he sat down. I 
called on one and another with the same 
result. A panic was upon them and all 
their minds were alike empty. 1 went 
home disgusted, wondering whether they 
had comprehended anything I had said 
during the previous fortnight and hop- 
ing I might never have such a stupid lot 
of students again. Suddenly it flashed 
upon me that it was 1 who was stupid. 
That is usually the case when a class 
fails; it is the teacher’s fault. The next 
day I went back prepared to begin at the 
right end. I began, “Oh, Mr. Jones.”’ He 
rose, and I proceeded to state the situa- 
tion as before. By the time I paused he 
had collected his wits, had worked off his 
superfluous flurry, and was ready to give 
me an admirable answer. Indeed in a few 
minutes the whole class was engaged in 
an eager discussion. My previous error 
had been in not remembering that they, 
I, and everybody, when suddenly attacked 
with a big question, are not in the best 
condition for answering. Occupied as I 
was with my end of the story, the ques- 
tioning end, I had not worked in that 
double-ended fashion which alone can 





January, 1931 


bring the teacher success; in short, I was 
deficient in vicariousness—in swiftly 
putting myself in the weak one’s place 
and bearing his burden. 

Now it is in this chief business of the 
artistic teacher, to labor imaginatively 
himself in order to diminish the labors 
of his slender pupil, that most of our 
failures occur. Instead of lamenting the 
imperviousness of our pupils, we had bet- 
ter ask ourselves more frequently whether 
we have neatly adjusted our teachings to 
the conditions of their minds. We have 
no right to tumble out in a mass what- 
ever comes into our heads, leaving to that 
feeble folk the work of finding in it what 
order they may. Ours it should be to see 
that every beginning, middle, and end of 
what we say is helpfully shaped for read- 
iest access to those less intelligent and in- 
terested than we. But this is vicarious- 
ness. Noblesse oblige. In this profession 
any one who will be great must be a 
nimble servant, his head full of others’ 
needs. 

Some discouraged teacher, glad to dis- 
cover that his past failures have been due 
to the absence of sympathetic imagina- 
tion, may resolve that he will not com- 
mit that blunder again. On going to his 
class tomorrow he will look out upon his 
subject with his pupils’ eyes, not with his 
own. Let him attempt it and his pupils 
will surely say to one another, ““What is 
the matter today with teacher?” They 
will get nothing from that exercise. No, 
what is wanted is not a resolve but an 
aptitude. The time for using vicarious- 
ness is not the time for acquiring it. 
Rather it is the time for dismissing all 
thoughts of it from the mind. On enter- 
ing the classroom we should leave every 
consideration of method outside the door 
and talk simply as interested men and 
women in whatever way comes most nat- 
ural to us. But into that nature vicarious- 
ness should long ago have been wrought. 
It should be already on hand. Fortunate 
we if our great-grandmothers supplied us 
with it before we were born. There are 
persons who, with all goodwill, can never 
be teachers. They are not made in that 
way. Their business it is to pry into 
knowledge, to engage in action, to make 
money, or to pursue whatever other aim 
their powers dictate; but they do not 
readily think in terms of the other per- 





— — 


HY TEACH P—Nothing that is good is too good for the child; no thought too deep; no toil too great; no 
work too arduous, for the welfare of the child means happier homes, better society, a purer ballot, 
and the perpetuity of republican institutions—Francis W. Parker. 











Vol. 20, No. 1 





son. They should not, then, be teachers. 

The teacher’s habit is wellsummed in 
the Apostle’s rule, “Look not every man 
on his own things, but every man also” — 
it is double—‘‘on the things of others.” 
And this habit should become as nearly 
as possible an instinct. Until it is ren- 
dered instinctive and passes beyond con- 
scious direction, it will be of little worth. 
Let us, then, as we go into society, as we 
walk the streets, as we sit at table, prac- 
tise altruistic limberness and learn to 
escape from ourselves. A true teacher is 
always meditating his work, disciplining 
himself for his profession, probing the 
problems of his glorious art, and seeing 
illustration of them everywhere. In only 
one place is he freed from such criticism 
and that is in his classroom. Here in the 
moment of action he lets himself go, un- 
hampered by theory, using the nature 
acquired elsewhere, and uttering as sim- 
ply as possible the fulness of his mind 
and heart. Direct human intercourse re- 
quires instinctive aptitudes. Till altruis- 
tic vicariousness has become our second 
nature, we shall not deeply influence 
anybody. 

But sympathetic imagination is not all 
a teacher needs. Exclusive altruism is 
absurd. On this point, too, I once got in- 
struction from the mouths of babes and 
sucklings. The children of a friend of 
mine, children of six and four, had just 
gone to bed. Their mother overheard 
them talking when they should have 
been asleep. Wondering what they might 
need, she stepped into the entry and 
listened. They were discussing what they 
were here in the world for. That is about 
the size of problems commonly found in 
infant minds. The little girl suggested 
that we are probably in the world to 
help others. “Why, no indeed, Mabel,” 
said her big brother, “for then what 
would others be here for?” Precisely! If 
anything is only fit to give away, it is not 
fit fer that. We must know and prize its 
goodness in ourselves before generosity is 
even possible. 

Plainly, then, beside his aptitude for 
vicariousness, our ideal teacher will need 
the second qualification of ‘an already ac- 
cumulated wealth. These hungry pupils 
are drawing all their nourishment from 
us, and have we got it to give? They will 
be poor, if we are poor; rich, if we are 


wealthy. We are their source of supply. 
Every time we cut ourselves off from nu- 
trition, we enfeeble them. And how fre- 












-—a MOST important work | 
of men and women is to | 
care for boys and girls, to give 

them a happy childhood, and | 
to equip them for a successful | 
| life. Our task is to give every | 
| child the opportunity to grow | 
up with a healthy body, a | 
_ trained mind, a disciplined | 
character, a cheerful faith in 
himself, and a devotion to our | 
form of government. The pub- | 
lic school system is America’s | 
distinctive and magnificent ally | 
of the home in this most pre- | 
cious trust.——Greetings from 

| President Herbert Hoover to 

the National Education Asso- 

ciation, July 4, 1930. 





















quently devoted teachers make this mis- 
take! dedicating themselves so to the im- 
mediate needs of those about them that 
they themselves grow thinner each year. 
We all know the “teacher’s face.” It is 
meager, worn, sacrificial, anxious, power- 
less. That is exactly the opposite of what 
it should be. The teacher should be the 
big, bounteous being of the community. 
Other people may get along tolerably by 
holding whatever small knowledge comes 
their way. A moderate stock will pretty 
well serve their private turn. But that is 
not our case. Supplying a multitude, we 
need wealth sufficient for a multitude. 
We should then be clutching at knowl- 
edge on every side. Nothing must escape 
us. It is a mistake to reject a bit of truth 
because it lies outside our province. Some 
day we shall need it. All knowledge is 
our province. 

In preparing a lecture I find I always 
have to work hardest on the things I do 
not say. The things I am sure to say I 
can easily get up. They are obvious and 
generally accessible. But they, I find, are 
not enough. I must have a broad back- 
ground of knowledge which does not ap- 
pear in speech. I have to go over my en- 
tire subject and see how the things I am 
to say look in their various relations, trac- 
ing out connections which I shall not 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


present to my class. One might ask what 
is the use of this? Why prepare more 
matter than can be used? Every success- 
ful teacher knows. I cannot teach right 
up to the edge of my knowledge without 
a fear of falling off. My pupils discover 
this fear and my words are ineffective. 
They feel the influence of what I do not 
say. One cannot precisely explain it but 
when I move freely across my subject as 
if it mattered little on what part of it I 
rest, they get a sense of assured power 
which is compulsive and fructifying. The 
subject acquires consequence, their minds 
swell, and they are eager to enter regions 
of which they had not previously thought. 
Even, then, to teach a small thing well 
we must be large. I asked a teacher what 
her subject was, and she answered, 
“Arithmetic in the third grade.” But 
where is the third grade found? In 
knowledge or in the schools? Unhappily 
it is in the schools. But if one would be a 
teacher of arithmetic, it must be arith- 
metic she teaches and not third grade at 
all. We cannot accept these artificial 
bounds without damage. Instead of ac- 
cumulated wealth they will bring us ac- 
cumulated poverty and increase it every 
day. Years ago at Harvard we began to 
discuss the establishment of a Graduate 
School ; and I, a young instructor, stead- 
ily voted against it. My thought was this: 
Harvard College, in spite of what the 
public imagines, is a place of slender re- 
sources. Our means are inadequate for 
teaching even undergraduates. But grad- 
uate instruction is vastly more expensive ; 
courses composed of half a dozen students 
take the time of the ablest professors. I 
thought we could not afford this. Why 
not leave graduate instruction to a uni- 
versity which gives itself entirely to that 
task ? Would it not be wiser to spend our- 
selves on the lower ranges of learning, 
covering these adequately, than to try to 
spread ourselves over the entire field ? 
Doubting so, I for some time opposed 
the coming of a Graduate School. But a 
luminous remark of our great president 
showed me the error of my ways. In the 
course of debate he said one evening, “It 
is not primarily for the graduates that I 
care for this school; it is for the under- 
graduates. We shall never get good teach- 
ing here so long as our instructors set a 
limit to their subjects. When they are 





HE COMMON SCHOOL is the greatest discovery ever made by man. Other social organizations are cura- 
tive or remedial; this is a preventive and antidote. They come to heal diseases and wounds; this to 


make the physical and moral frame invulnerable to them.—Horace Mann. 




















6 





called on to follow these throughout, 
tracing them far off toward the un- 
known, they may become good teachers ; 
but not before.” 

I went home meditating. 1 saw that 
the president was right and that | was 
myself in danger of the stagnation he 
deprecated. I changed my vote as did 
others. The Graduate School was estab- 
lished; and of all the influences which 
have contributed to raise the standard of 
scholarship at Harvard, both for teach- 
ers and taught, that graduate work seems 
to me the greatest. Every professor now 
must be the master of a field of knowl- 
edge and not of a few paths running 
through it. 

But the ideal teacher will accumulate 
wealth, not merely for his pupils’ sake 
but for his own. To be a great teacher 
one must be a great personality and with- 
out ardent and individual tastes the roots 
of our being are not fed. For developing 
personal power it is well, therefore, for 
each teacher to cultivate interests uncon- 
nected with his official work. Let the 
mathematician turn to the English poets, 
the teacher of classics to the study of 
birds and flowers, and each will gain a 
lightness, a freedom from exhaustion, a 
mental hospitality, which can only be ac- 
quired in some disinterested pursuit. Such 
a private subject becomes doubly dear 
because it is just our own. We pursue it 
as we will; we let it call out our irre- 
sponsible thoughts; and from it we ordi- 
narily carry off a note of distinction lack- 
ing in those whose lives are too tightly 
organized. 

To this second qualification of the 
teacher, however, I have been obliged to 
prefix a condition similar to that which 
was added to the first. We need not 
merely wealth but an already accumu- 
lated wealth. At the moment when 
wealth is wanted it cannot be acquired. 
it should have been gathered and stored 
before the occasion arose. What is more 
pitiable than when a person who desires 
to be a benefactor looks in his chest and 
finds it empty? Special knowledge is 
wanted, or trained insight, or professional 
skill, or sound practical judgment; and 
the teacher who is called on has gone 
through no such discipline as assures 
these resources. I am inclined to think 
that women are more liable to this sort 
of bankruptcy than men. Their sex is 
more sympathetic than ours and they 
spena more hastily. They will drop what 
they are doing and run if a baby cries. 
Excellence requires a certain hardihood 
of heart, while quick responsiveness is de- 
structive of the larger giving. He who 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1931 








would be greatly generous must train 
himself long and tenaciously, without 
much attention to momentary calls. The 
































do not know that I could make | 

entirely clear to an outsider the 
pleasure I have in teaching. I had 
rather earn my living by teaching than | 
in any other way. In my mind, teach- | 
ing is not merely a lifework, a profes- | 
sion, an occupation, a struggle: it is a 
passion. I love to teach. I love to teach 
as a painter loves to paint, as a musi- 
cian loves to play, as a singer loves to 
sing, as a strong man rejoices to run a 
race. Teaching is an art—an art so 
great and so difficult to master that a 
man or a woman can spend a long life | 
at it, without realizing much more than | 
his limitations and mistakes and his | 
distance from the ideal. There never 
has been in the world’s history a period 
when it was more worthwhile to be a 
teacher than in the twentieth century; 
for there was never an age when such 
vast multitudes were eager for an edu- 
cation or when the necessity of a lib- 
eral education was so generally recog- 
nized. It would seem as though the 
whole world were trying to lift itself 
to a higher plane of thought.—William 
Lyon Phelps. 


plan of the Great Teacher, by which he 
took thirty years for acquisition and three 
for bestowal, is not unwise, provided that 
we too can say, “For their sakes 1 sanc- 
tify myself.” 

But the qualifications of the 
teacher already named will not alone 
suffice. 1 have known persons who were 
sympathetically imaginative and who 
could not be denied to possess large in- 
tellectual wealth, who still failed as 
teachers. One needs a third something, 
the power to invigorate life through 
learning. We do not always notice how 
knowledge naturally buffets. It is offen- 
sive stuff and makes young and whole- 
some minds rebel. And well it may; for 
when we learn anything, we are obliged 
to break up the world, inspect it piece- 
meal, and let our minds seize it bit by 
bit. Now about a fragment there is al- 
ways something repulsive. Anyone who is 
normally constituted must draw back in 
horror, feeling that what is brought him 
has little to do with the beautiful world 
he has known. Where was there ever a 
healthy child who did not hate the multi- 
plication table? A boy who did not detest 
such abstractions as seven times eight 
would hardly be worth educating. By no 
ingenuity can we relieve knowledge of 
this unfortunate peculiarity. It must be 
taken in disjointed portions. That is the 


two 





way attention is made. In consequence 
each of us must be to some extent a spe- 
cialist, devoting himself to certain sides 
of the world and neglecting others quite 
as important. These are the conditions 
under which we imperfect creatures 
work. Our sight is not worldwide. When 
we give our attention to one object, by 
that very act we withdraw it from others. 
In this way our children must learn and 
have their expansive natures subdued to 
pedagogic exigencies. 

Because this belittlement through the 
method of approach is inevitable, it is 
allimportant that the teacher should pos- 
sess a supplemental dignity, replacing the 
oppressive sense of pettiness with stimu- 
lating intimations of high things in store. 
Partly on this account a book is an im- 
perfect instructor. Truth there, being 
impersonal, seems untrue, abstract, and 
insignificant. It needs to shine through a 
human being before it can exert its vital 
force on a young student. Quite as much 
for vital transmission as for intellectual 
elucidation, is a teacher employed. His 
consolidated character exhibits the gains 
which come from study. He need not 
point them out. If he is a scholar, there 
will appear in him an augustness, ac- 
curacy, fulness of knowledge, a buoyant 
enthusiasm even in drudgery, and an un- 
shakable confidence that others must soon 
see and enjoy what has enriched him- 
self; and all this will quickly convey it- 
self to his students and create attention 
in his classroom. Such kindling of inter- 
est is the great function of the teacher. 
People sometimes say, “I should like to 
teach if only pupils cared to learn.” But 
then there would be little need of teach- 
ing. Boys who have made up their minds 
that knowledge is worthwhile are pretty 
sure to get it, without regard to teachers. 
Our chief concern. is with those who are 
unawakened. In the Sistine Chapel Mich- 
ael Angelo has depicted the Almighty 
moving in clouds over the rugged earth 
where lies the newly created Adam, 
hardly aware of himself. The tips of the 
fingers touch, the Lord’s and Adam’s, 
and the huge frame loses its inertness and 


rears itself into action. Such may be the ° 


electrifying touch of the teacher. 

But it must be confessed that not in- 
frequently, instead of invigorating life 
through knowledge, we teachers reduce 
our classes to complete passivity. The 
blunder is not altogether ours but is sug- 
gested by certain characteristics of knowl- 
edge itself; for how can a learner begin 
without submitting his mind, accepting 
facts, listening to authority, in short, be- 
coming obedient? He is called on to put 











Vol. 20, No. 1 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 7 





aside his own notions and take what 
truth dictates. I have said that knowl- 
edge buffets, forcing us into an almost 
slavish attitude and that this is resented 
by vigorous natures. In almost every 
school some of the most original, aggres- 
sive, and independent boys stand low in 
their classes, while at the top stand 
“grinds’’—objects of horror to all healthy 
souls. 

Now it is the teacher’s business to see 
that the onslaught of knowledge does 
not enfeeble. Between the two sides of 
knowledge, information and intelligence, 
he is to keep the balance true. While a 
boy is taking in facts, facts not allowed 
to be twisted by any fancy or careless- 
ness, he is all the time to be made to feel 
that these facts offer him a field for criti- 
cal and constructive action. If they leave 
him inactive, docile, and plodding, there 
is something wrong with the teaching. 
Facts are pernicious when they subjugate 
and do not quicken the mind that grasps 
them. Education should unfold us and 
truth together; and to enable it to do so 
the learner must never be allowed to sink 
into a mere recipient. He should be 
called on to think, to observe, to form 
his own judgments, even at the risk of 
error and crudity. Temporary one-sided- 
ness and extravagance is not too high a 
price to pay for originality. And this de- 
velopment of personal vigor, emphasized 
in our day by the elective system and in- 
dependent research, is the great aim of 
education. It should affect the lower 
ranges of study as truly as the higher. 
The mere contemplation of truth is al- 
ways a deadening affair. Many a dull 
class in school and college would come to 
life if simply given something to do. 
Until the mind reacts for itself on what 
it receives, its education is hardly begun. 

The teacher who leads it so to react 
may be truly called “productive,” pro- 
ductive of human beings. The noble word 
has recently become Germanized and 
corrupted and is now hardly more than 
a piece of educational slang. According 
to the judgments of today a teacher may 
be unimaginative, pedantic, dull, and may 
make his students no less so; he will still 
deserve a crown of wild olive as a “pro- 
ductive” man if he neglects his classroom 
for the printing press. But this is to put 
first things second and second things first. 
‘He who is original and fecund and knows 
how to beget a similar spirit in his stu- 
dents, will naturally wish to express him- 
Self beyond his classroom. By snatching 
the fragments of time which his arduous 
work allows he may accomplish much 
Worthy writing and probably increase, 


too, his worth for his college, his stu- 
dents, and himself. But the business of 
book-making is, after all, collateral with 


MEETING THE CRIME WAVE 


There are twenty-seven children in 
Miss Murphy’s second grade, 

And she loves them with a mother’s 
overflowing heart; 

Shows them how to solve life’s prob- 
lems, comes to everybody’s aid, 

Teaches them how daily living can be 
made the highest art. 


There are forty-seven boys and girls 
in Miss McMurtry’s class, 

And she tries to be a mother to them 
every one; 

But there are so many that the crowded 
school days pass, 

Leaving much that she would like to 
do, undone. 


There are thugs and thieves and bur- 
glars from our crowded public 
schools; 

There are boys upon probation with 
the prison gates ahead, 

Boys who came from crowded classes 
and are neither knaves nor fools; 

And the teachers might have saved 
them if instead 


Of a horde there had been thirty, 
twenty-five, or even less, 
Teacher knowing each child’s problems 

and helping him learn how 
To live up to his highest. It’s true, 
finances press, 
But let’s use the future prison fund to 
pay more teachers now. 
Laura Bell Everett. 





us teachers. Not for this are we em- 
ployed, desirable though it is for show- 
ing the kind of mind we bear. Many of 
my most productive colleagues have 
printed little or nothing, though they 
have left a deep mark on the life and sci- 
ence of our time. I would encourage pub- 
lication. It keeps the solitary student 
healthy, enables him to find his place 
among his fellows, and more distinctly to 
estimate the contributions he is making 
to his subject. But let him never neglect 
his proper work for that which must al- 
ways have in it an element of advertising. 

Too long I have delayed the fourth, 
the disagreeable, section of my paper. 
Briefly it is this: a teacher must have a 
readiness to be forgotten. And what is 
harder? We may be excellent persons, 
may be daily doing kindnesses, and yet 
not be quite willing to have those kind- 
nesses overlooked. Many a man is ready 
to be generous, if by it he can win praise. 
The love of praise—it is almost our last 


infirmity; but there is no more baffling 
infirmity for the teacher. If praise and 
recognition are dear to him, he may as 
well stop work. Dear to him perhaps they 
must be, as a human being; but as a 
teacher, he is called on to rise above ordi- 
nary human conditions. Whoever has 
followed me thus far will perceive the 
reason. I have shown that a teacher does 
not live for himself but for his pupil and 
for the truth which he imparts. His aim 
is to be a colorless medium through which 
that truth may shine on opening minds. 
How can he be this if he is continually 
interposing himself and saying, “‘Instead 
of looking at the truth, my children, look 
at me and see how skilfully I do my 
work. I thought I taught you admirably 
today. I hope you thought so too.” No, 
the teacher must keep himself entirely 
out of the way, fixing young attention on 
the proffered knowledge and not on any- 
thing so small as the one who brings it. 
Only so can he be vicarious, whole- 
hearted in invigorating the lives commit- 
ted to his charge. 

Moreover, any other course is futile. 
We cannot tell whether those whom we 
are teaching have taken our best points 
or not. Those best points, what are they? 
We shall count them one thing, our 
pupils another. We gather what seems to 
us of consequence and pour it out upon 
our classes. But if their minds are not 
fitted to receive it, the little creatures 
have excellent protective arrangements 
which they draw down and all we pour 
is simply shed as if nothing had fallen; 
while again we say something so slight 
that we hardly notice it but happening to 
be just the nutritive element which that 
small life then needs, it is caught up and 
turned into human fiber. We cannot tell. 
We work in the dark. Out upon the 
waters our bread is cast and if we are 
wise we do not attempt to trace its return. 

On this point I received capital in- 
struction from one of my pupils. In teach- 
ing a course on English Empiricism | 
undertook a line of exposition which I 
knew was abstruse. Indeed, I doubted if 
many of the class could follow; but there 
on the front seat sat one whose bright 
eyes were ever upon me. It seemed worth- 
while to teach my three or four best men, 
that man in particular. By the end of the 
term there were many grumblings. My 
class did not get much out of me that 
year. They graduated and a couple of 
years later this young fellow appeared 
at my door to say that he could not pass 
through Cambridge without thanking me 
for his work on Locke, Berkeley, and 
Hume. Pleased to be assured that my 





questionable methods were justified and 
unwilling to drop a subject so agreeable, 
I asked if he could tell precisely where 
the value of the course lay. “Certainly,” 
he answered. “It all centered in a single 
remark of Locke’s. Locke said we ought to 
have clear and distinct ideas. 1 don’t think 
| got anything else out of the course.” 
Well, at first I was inclined to think 
the fellow foolish, so to mistake a bit of 
commonplace for gospel truth. Why did 
he not listen to some of the profound 
things I was saying? But on reflection I 
saw that he was right and I wrong. That 
trivial saying had come to him at a criti- 
cal moment as a word of power; while 
the deep matters which interested me and 
which I had been offering him so confi- 
dently day by day, being unsuited to him, 
had passed him by. Hehad not heard them. 
To such proper unthankfulness we 
teachers must accustom ourselves. We 
cannot tell what are our good deeds and 
shall only plague ourselves and hinder 
our classes if we try to find out. Let us 
display our subjects as lucidly as pos- 
sible, allow our pupils considerable li- 
cense in apprehension, and be content 
ourselves to escape observation. But 
though what we do remains unknown, 
its results often awake deep affection. 
Few in the community receive love more 
abundantly than we. Wherever we go, 
we meet a smiling face. Throughout the 
world, by some good fortune, the period 
of learning is the period of romance. In 
those halcyon days of our boys and girls 
we have a share and the golden lights 
which flood the opening years are re- 
flected on us. Though our pupils cannot 
follow our efforts in their behalf and in- 
deed ought not—it being our art to con- 
ceal our art—yet they perceive that in 
the years when their happy expansion oc- 
curred we were their guides. To us, 
therefore, their blind affections cling as 
to few beside their parents. It is better 
to be loved than to be understood. 
Perhaps some readers of this paper will 
begin to suspect that it is impossible to 
be a good teacher. Certainly it is. Each 


THe JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


of the four qualifications | have named 
is endless. Not one of them can be fully 
attained. We can always be more im- 
aginative, wealthy, stimulating, disinter- 
ested. Each year we creep a little nearer 


REST 


Rest is not quitting 
The busy career; 
Rest is the fitting 
Of self to one’s sphere. 


*Tis the brook’s motion, 
Clear without strife; 

Fleeting to ocean, 
After its life. 


’Tis loving and serving 
The highest and best; 
*Tis onward, unswerving, 
And this is true rest. 


—Goethe. 








to our goal, only to find that a finished 
teacher is a contradiction in terms. Our 
reach will forever exceed our grasp. Yet 
what a delight in approximation! Even 
in our failures there is comfort, when 
we see that they are generally due not 
to technical but to personal defects. We 
have been putting ourselves forward, or 
have taught in mechanical rather than 
vital fashion, or have not undertaken be- 
times the labor of preparation, or have 
declined the trouble of vicariousness. 
Evidently, then, as we become better 
teachers we also become in some sort bet- 
ter persons. Our beautiful art, being so 
largely personal, will at last be seen to 
connect itself with nearly all other em- 
ployments. Every mother is a teacher. 
Every minister. The lawyer teaches the 
jury, the doctor his patient. The clever 
salesman might almost be said to use 
teaching in dealing with his customer 
and all of us to be teachers of one an- 
other in daily intercourse. As teaching is 
the most universal of the professions, 
those are fortunate who are able to de- 
vote their lives to its enriching study. 





January, 193] 





ROM the beginning THE JouRNAL 

has emphasized the ideals and human 
possibilities of teaching. The following 
volume and page numbers refer to some 
of the more outstanding materials begin. 
ning in January, 1921: 


A Platform of Service—W. C. Bagley. 10:1-4 

The Ideal Teacher—L. C. Lord. 10:73 

The True Teacher—Manchester. 10:186-7 

Why Should I Teach ?—C. L. Dentler. 11:138 

Serve Democracy’s Greatest Need. 11:211 

Why I Teach—Louis B. Woodward. 11:348 

The Teacher—W. H. McCreary, 12:106 

The Teacher’s Ideal—C. J. Hawkins. 12:372 

Opportunity—Blynn Edwin Davis. 14:12 

A Sketch of Alice Freeman Palmer—Mar- 
garet Romer. 14:153-4 

Teachers of Mankind [box]. 14:182 

A Toast to Teachers [box]. 14:242 

The New Teacher—Editorial. 15 :67-8 

The Teacher’s Faith—H. MacCracken. 15 :142 

The Challenge Eternal—Lewis. 15:206-08. 

The Woman Who Was Forgotten—Bess 
Streeter Aldrich. 16:37-40 

The Teaching Spirit—Bernard Brodie. 16:134 

My Trust [poem]—C. S. Woodruff. 17:44 

Love One Another—A. L. Walker. 18:309-10 

A Prayer for Teachers—Glenn Frank: 19:54 


| queen one of the most appreciated 
services of THE JOURNAL has been 
its early emphasis on professional ethics. 


Ethics for Teachers—Pa. Ed. Assn. 10:92-3 

Ethics for Teachers—Mich. 10:140 

Ethics for Teachers—Editorial. 10:143-4 

Ethics for Teachers—Batavia, Ill. 11:148 

Ethics for Teachers—N. Y. 11:219-20 

Ethics for Teachers—J. W. Wayland. 11:364 

Ethics for the Teaching Profession—George 
Gailey Chambers. 11:401-03 

Training Teachers in Ethics. 12:100-01 

Ethics for Teachers—Natl. League of Teach- 
ers Assns. 13:65 

Professional Ethics—NEA Res. 13 :237-8 

Ethics for Teachers—Wickey. 13 :261-3 

The Teacher’s Code. 17:209 

Ethics of the Teaching Profession. 18:260-1 


The gems of thought which have been 
included in boxes and panels on the pre- 
ceding pages are the work of many co- 
operating friends who have sent in their 
favorite quotations. To choose the best 
from an embarrassment of riches has 
been the aim of the editors. 





ROM A PERSONAL LETTER TO THE EDITOR—The circumstances associated with our publication of the mono- 
graph by Professor Palmer—“The Ideal Teacher”—were these. Mr. Franklin S. Hoyt, of Houghton, 
Mifflin Company, had heard Professor Palmer give this address to the Indianapolis teachers. Ialsohadheard 
him give it before the teachers at Hartford, Connecticut. [Some time after, we were formulating the plans 
for the Riverside Educational Monographs. Both Mr. Hoyt and I felt this should be one of the very first 
{ issues. With the kindly cooperation of Professor Palmer the address was slightly modified and published 
in this form. It had previously been published in a volume of essays by George Herbert Palmer and Alice 
Freeman Palmer under the general title, “The Teacher, Essays and Addresses on Education.” {This will 
give you the background facts that led to this most influential distribution of Professor Palmer’s analysis of 
the professional and social service of the teacher. Yours very cordially—Henry Suzzallo. 








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The County Superintendent 


may be thrown on the rural school 

situation in matters of supervision 
and administration, the writer attempted 
in this study to find out something of 
value regarding (1) the professional 
training, educational experience, tenure, 
and salary of Nebraska county super- 
intendents and (2) the system under 
which they serve. An attempt is made to 
analyze the qualifications of those hold- 
ing the office of county superintendent in 
Nebraska and to determine, if possible, 
those qualities which are successful and 
those points of weakness which hinder the 
development of public education. 

Data for the study were obtained from 
a questionnaire sent to the 93 county 
superintendents of Nebraska, from the 
Nebraska Educational Directory, and 
from University of Nebraska records. 
Seventy-one of the 93 county superin- 
tendents of the state answered the ques- 
tionnaire. 

Findings—In the 71 counties from 
which reports were received : 


l THE HOPE that a little more light 


The number of school districts range from 
9 to 215. 

The number of teachers range from 30 to 
328, not including Lancaster and Douglas 
counties in which are located the cities of 
Lincoln and Omaha. 


Of the county superintendents report- 
ing: 

45.6 percent have office assistants. 

None have assistant supervisors. 

84.5 percent have had 4 years of high- 
school training, 7 percent have had none and 
the average is 3.6 years. 

83 percent have had some college training 
and the average is 2.4 years. 

45 percent report no training in school ad- 
ministration and supervision and 16.9 percent 
have had less than 5 semester hours in these 
fields. 

42.2 percent have no college credit in edu- 
cational psychology and the average is 6.9 
Semester hours. 

47.7 percent have had no training in other 
educational courses and 8.4 hours is the aver- 
age amount of other educational work that 
those taking such courses have had. 

33.8 percent hold college degrees, whereas 
80.2 percent of the city superintendents in the 
same county seats hold college degrees. 

93 percent have had teaching experience in 
tural schools, 1.4 percent have had 10 or more 
Years of such teaching experience, and the 
average is 4.6 years. 

71.8 percent report high-school teaching ex- 
perience and the average number of years 
taught in high school is 4. 


J. T. ANDERSON 


State Teachers College, Kearney, Nebraska 


+.9 years is the median tenure of county su- 
perintendents, whereas 3.7 years is the median 
tenure of city superintendents in the same 
county seats. 


| eRe COUNTY SUPERINTEN- 
DENT is the key to the prob- 

lems of rural education. Where 
he is able, welltrained, well- 
paid, secure in tenure, and a 
real leader of the people of his 
county, reforms needed in rural 
education quickly come about. 


Rural life is now facing a ter- 


rific crisis. It is imperative 
that it be given the highest lead- 
ership through the develop- 
ment of a rural education that 
will equip youth to face the 
new day intelligently and cou- 
rageously. 





$1825 is the median salary paid county su- 
perintendents. The median salary for city 
superintendents in the same county seats is 
$2963.63. 

73 percent of the county superintendents are 
women; only 4.3 percent of the city superin- 
tendents in the same county seats are women. 

On the basis of this study and his own 
experience as a county superintendent, 
the writer has reached the following 
conclusions : 


The duties of the county superintendents 
are varied and scattered. The fact that each 
one-room school is a unit of organization in 
itself and each has its compl.xity of problems 
and also the fact that the superintendent is 
both an administrator and a supervisor adds 
to the multiplicity of duties to be performed 
by the superintendent who must travel over a 
whole county in performing them. 

Under the present system there is lack 
of uniformity and definiteness of purpose. 
Schools and counties are of different sizes; 
tax levies within the same county vary from 
one to twenty-five mills; superintendents’ 
training varies from merely satisfying the 
legal requirements to the doctor’s degree; one 
group of school officials and patrons purpose 
to have the best school in the country and an- 
other is satisfied merely to “get by.” 

Systematic organization and vigorous exe- 
cution are hardly possible under the present 
system where one person must be responsible 
for so many duties scattered over so large a 
territory. 

As compared with city superintendents, 
county superintendents are poorly prepared 
by training for their work. 


[9] 


The tenure of county superintendents is 
slightly longer than that of city superintend- 
ents. The tenure of county superintendents in 
Nebraska is fixed by law at four years with 
the privilege of reelection to as many terms 
as the public sees fit. 

The salaries of county superintendents in 
Nebraska are too low, if the salaries of city 
superintendents may be used as a basis for 
comparison, and hardly justify one in spend- 
ing four or five years in college preparing for 
the position when the salaries of city superin- 
tendents are so much more attractive. 

Since 73 percent of the reporting county 
superintendents of Nebraska are women, it is 
evident that the position attracts women very 
much more than it does men. 


One of the chief handicaps of the 
one-room rural school undoubtedly is in- 
adequate supervision. If supervision is to 
aid in the improvement of instruction, it 
certainly must mean more than an annual 
visit by the county superintendent who, 
because of the number of schools he must 
visit and the territory over which he 
must travel in reaching them, can in most 
cases remain in a school for only a brief 
time. 

The district system of Revolutionary 
War days has served its purpose remark- 
ably well. One can hardly imagine any 
other system which could have better 
provided for the education of pupils of 
pioneer days. It has fulfiled its aim 
admirably but present educational de- 
mands require a new system capable of 
keeping pace with the times. 

One would judge from reading pres- 
entday educational literature that more 
people than ever before are thinking in 
terms of democracy in education; but 
there is little chance for equality of edu- 
cational opportunity under the district 
system, which makes it necessary for one 
district to tax itself from ten to twenty- 
five times as heavily as another, in order 
to support the same kind of school; or 
where the supervision is so unequally 
administered as it is in rural and city 
schools. 

The present trend seems to be toward 
the larger unit of organization, with 
enough trained supervisors to supervise 
instruction adequately and efficiently in 
all the schools of the county. Through 
the larger unit an attempt is made to 
apply the business principles of the best 
city school systems to rural school ad- 
ministration. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Some of the advantages of the larger 
unit advanced by its advocates are: 


It makes possible better administration of 
rural schools due to the larger organization 
which in itself adds dignity and strength. 

It makes possible the selection of more able 
members of the board of education which in 
turn makes for greater efhciency in the de- 
termination and execution of educational poli- 
cies. 

It gives the people an opportunity to place 
credit or blame for the management of the 
school where it belongs. 

it makes possible the elimination of politics 
from the selection of county superintendents. 

It gives the board of education a chance to 
select a superintendent from a larger group. 
More people will prepare for such positions 
and more educators will be attracted to the 
othce when the fear of defeat in a political 
campaign is removed. 

It tends to raise in dignity and influence the 
office of county superintendent to that point 
where the public will appreciate its impor- 
tance and follow its leadership. 

It makes possible better supervision through 
assistant supervisors. 

It tends to increase the tenure of teachers, 
which gives an opportunity for organizing 
and executing to a successful completion an 
educational program of merit. 





January, 193] 





It secures efficiency in instruction by at- 
tracting superior teachers. 

It makes possible a desirable salary sched- 
ule for teachers. 

It tends to provide adequate equipment and 
supplies. 

It gives opportunity for uniform physical 
education and may provide general medical 
care where needed and desired. 

It encourages the transportation of pupils 
which insures better daily attendance and 
greater punctuality. 

It provides for an economical business ad- 
ministration of the schools and hence a saving 
to the taxpayers. 

It tends to equalize school support by plac- 
ing a uniform burden over a large area. 

It tends to encourage state and federal 
financial participation which will equalize 
school support. 


‘The larger unit of organization is not 
an attempt, as some fear, to remove con- 
trol of the school from the people and to 
centralize power in the hands of a few. 
It is an honest attempt to secure to rural 
schools the best advantages of excellent 
city school organizations. City school 
systems are no longer subdivided into 


wards for the purpose of taxation and ad- 
ministration. The whole city is subject to 
the same tax levy and is under the ad- 
ministrative authority of one superin- 
tendent. A single board of education rep- 
resents all the schools of the entire city in 
the selection of teachers and expenditure 
of funds. The superintendent is not re- 
quired to be a voter in the city in order 
to be eligible to the office of city superin- 
tendent. On the other hand the board of 
education is free to go to any city or any 
state to select its superintendent. 

No progressive city would be satisfied 
to have one of its ward schools housed in 
a poorlyequipped building, manned by in- 
ferior teachers, and operated for only 
eight months, when the remainder of the 
city had wellqualified teachers, uptodate 
equipment, and nine months of school. 
Yet that is what is taking place in most 
counties under the old district system. 
Rural children are entitled to the same 


educational advantages that city children 
enjoy. 


Rural Life and the Rural School 


URAL LIFE in America is now pass- 
ing through one of the crucial 
turning-points in its development. 

The problems which now press for solu- 
tion cannot be put off. They require im- 
mediate attention. There is no simple or 
easy solution. These problems can be 
solved only by vigorous action along 
many lines, by men and women of vision, 
energy, and courage. 

The elementary school in the rural 
community is fundamental to the solu- 
tion of the farm problem. If that school is 
poor the high schools will be hampered in 
their work and the intellectual habits of 
farm people will be so inefficient that the 
efforts of scientific agriculture and rural 
sociology will be largely wasted because 
of weakness in the fundamental educa- 
tion of the people. There was a time when 
the rural teacher could get along with a 
meager education. Now nothing less than 
full college training can give to the 
teacher who is to be the intellectual leader 
of the rural community that breadth of 
knowledge, that information about rural 
sociology and scientific agriculture, that 
skill in the teaching art, that sense of re- 
sponsibility as a citizen which is essen- 
tial to the solution of the pressing prob- 
lems of farm life. 

There is especial need for trained lead- 
ership and supervision in the various 


counties. It is not easy to find a solution 
for this problem. The county superinten- 
dency is often imbedded in politics and the 
pitiful salaries will not attract competent 
people. Is there not a national approach 
to this problem? We have a Naval Acad- 
emy to train leaders for the navy and a 
West Point to train leaders for the army. 
In 1917, when we faced a war emer- 
gency, we created officers training camps 
and obtained remarkable results. We now 
face a peace emergency no less farreach- 
ing than the issue of the war period. Why 
not create a special training agency to 
prepare leaders for the rural education of 
tomorrow ? Why not a United States col- 
lege for county superintendents and rural- 
school supervisors? Let this college be 
financed by the federal government. Let 
it be under the direction of the United 
States Commissioner of Education. Let it 
be located in or near the city of Wash- 
ington. Let its instructional staff be 
drawn from counties which are now do- 
ing notable work, from the state de- 
partments of education, the United States 
Office of Education, the United States 
Department of Agriculture, the Chil- 
dren’s Bureau, the United States Public 
Health Service, and from other colleges 
and universities. Let the students of this 
college be selected by the state depart- 
ments of education at the rate of one 


from each county. Let these students 
come with all expenses paid plus a small 
salary, following the plan of West Point. 
A student at West Point receives $780 a 
year and it costs about $292 to provide 
his subsistence. This is approximately 
$1000 per year. Let us assume that it 
would require another $1000 a year to 
provide faculty and overhead, making a 
total of about $2000 per year per student. 
There are 3073 counties in the United 
States. Assuming that there would be one 
student from each county, there would be 
a total enrolment of 3073 students. Mul- 
tiplied by $2000 the total cost would 
reach only $6,146,000. Such a college 
would begin immediately to pour into 
the stream of rural life a group of men 
and women with a national vision, with 
an understanding of the newer problems 
of rural sociology, with a firsthand ap- 
preciation of the great work of the De- 
partment of Agriculture, with a knowl- 
edge of cooperative marketing and the 
work of the Farm Board which would 
simplify the task of that important body. 
There would be an opportunity to com- 
pare the problems of rural education as 
they are being worked out in the different 
states and these leaders who would come 
back into the counties would command 
the respect and confidence of the whole 
people.—J. E. M. 








ew eo 


Character Education 


Methods in Character Education 


A. HELEN ANDERSON 


Supervisor of Publications, Denver Public Schools 


SHALL CHARACTER EDUCATION be 
left to indirect methods? Shall it 
be taken care of as situations arise? 

Or shall Johnnie Junior’s morals, as 
though they were akin to decimals, be 
“attended to” at a certain period of each 
school day, set aside for that specific pur- 
pose, during which time his present sins, 
both actual and suspected, are discussed 
and all those he may be expected to com- 
mit anticipated by admonition, preach- 
ment, and golden text? 

If left to indirect methods wherein de- 
sirable habits are hopefully assumed to be 
the derivatives of classroom activities, no 
new contribution to character education 
could be claimed, since multiplication 
processes, the mysteries of latitude and 
longitude, the algebraic equation, and the 
Latin verb were the iron-handed disci- 
plinarians of the children of the old red 
schoolhouse as well as of the volatile 
youth of today. In fact, the influence of 
these disciplinarians has been lauded for 
so many generations that administrators 
of curriculum revision the country over 
are finding it almost impossible to remove 
certain archaic and wellnigh motheaten 
elements from the courses of study be- 
cause of the golden virtues of mental dis- 
cipline and perseverance which teachers 
stubbornly contend to be the handmaidens 
of these subjects. 

To confine character education, then, 
to indirect methods would be merely a 
matter of letting well enough alone, of 
announcing that the schools are taking 
care of this need and doing nothing at 
all about it. Obviously, then, any pro- 
gram of character education must be di- 
rect; and the only question to be con- 
sidered is: shall this direct method be 
formal or informal ? 

So far as the elementary schools of 
Denver are concerned, the supporters of 
the informal direct method seem to have 
the better of the argument, despite the 
report card in use in the Denver schools 
[discussed in the previous article] the 
very phraseology of which could be ex- 
pected to result in a definite formal direct 
Program. The reason is simple: The vast 


_ Majority of the teachers seem to find not 


only that the informal direct approach is 
all that is necessary but that the most 
effective character education experience 


is that which grows out of actual situa- 
tions. 

The diaries kept by the elementary 
school teachers during the week in which 
the survey of character education was 
made, listed 1051 incidents and situa- 
tions having definite character education 
values. Not more than fifty of these were 
of the formal direct type. Among these 
fifty were definite plans to teach the char- 
acter values listed on the report card and 
others not so enumerated by such direct 
means as planned discussions, selfrating 
sheets, blackboard statistics, and systems 
of awards. 

The remaining 1000 incidents were of 
the informal direct type. Evidently no 
teacher keeping a diary was sufficiently 
optimistic to assume or to discuss char- 
acter values resulting from 
methods. 

The common characteristic of the 1000 
incidents of the informal direct type was 
definite teaching for character in situa- 
tions and incidents accompanying the 
routine of the school day. Subjectmatter 
provided 582 such incidents; classroom 
management, 273; and such extracurric- 
ulum activities as clubs, class meetings, 
homeroom discussions, color guard, and 
lunchroom provided 146. 

The following classification of subject- 
matter experiences is of interest: 


indirect 


English pieBscsiecdeen issiathaslatos 186 
Health ee Se 
Social Science Se 82 
Art ee 81 
Mathematics _- eas i a 36 
Auditorium 2 ag 35 
Music ; aes 24 
Home economics a a 3 
Science : eae 3 
Industrial arts oe aT ae 2 

Total _- . a 582 


English, secial science, and health edu- 
cation, according to the one week’s sur- 
vey made in Denver, are the subjects most 
likely to stimulate character-building 
situations. 

A few typical examples might be cited. 

English—“Our reading lesson today in- 
volved a story about dogs,” writes a third- 
grade teacher. “Very definite training in 
kindness to animals, especially kindness 
through care, was involved. Many children 
decided that their dogs should have more 
fresh water and cleaner dishes to eat from.” 


[11] 


From another elementary teacher we hear, 
“Our reading today included two of Aesop’s 
fables, The Dog in the Manger and The Dog 
and His Shadow. Many interesting comments 
were made about these stories and the lesson 
was learned from each without holding the 
moral too plainly. I hope it was easy for the 
children to decide that the dog was selfish, 
that he lost all by wanting too much. Later in 
the day when Jack found Willard hiding a 
library book on the way to the auditorium, 
he said to him, ‘You will be like the dog in 
the manger if you do that.’ The book was 
immediately returned.” 

Social science—“We are beginning a new 
topic in social science, Heroes of Peace and 
Progress,” writes one teacher. “When I asked 
who were the heroes they could name, the an- 
swer was as usual, Washington, Lincoln, 
Lindbergh, and a few other conquerors and 
historical figures. Some had included such 
names as God, Henry Ford, Jack Dempsey; 
and one little girl gave the name of the 
doctor who took out her tonsils. I then sug- 
gested that many people were great cop- 
querors and had conquered enemies of man 
working quietly and alone. I told the story of 
Jenner and vaccination for smallpox. The im- 
plication was recognized immediately and 
Pasteur was mentioned. Enthusiasm was 
aroused. I launched on a new topic, the 
heroes of science in medicine, art, and engi- 
neering. I feel that many opportunities for 
character education must lie in this sort of 
discussion—the clarifying of ideals, study of 
the fine attributes of character—courage, ro- 
mance, bravery, patience.” 

One unit in the work of 6B is the study of 
manufacturing, and a social science teacher 
writes, “The subjects under consideration to- 
day were: the changes that have been brought 
about by extensive manufactures and a com- 
parison of our advantages, due te extensive 
manufacturing, with those of the colonists. 
A fair sense of appreciation was shown in 
the following answers: ‘We have better homes 
and furnishings, more improvements in heat- 
ing and lighting.’ ‘It’s easier to get our cloth- 
ing and it’s prettier.’ ‘We can go more places 
because of our roads, trains, autos, and air- 
planes.’ ‘We know more about the people and 
the world because of newspapers which get 
their news through mails, telephones, tele- 
graphs, and radios.’ ‘We have more pleasures 
due to better transportation, better education, 
shows, books, more ways of making money, 
musical instruments, and better-built and 
heated churches.’ “They knew more about the 
Bible because they had no outside recrea- 
tion.’ ” 

Health—“Each morning we have health 
inspection.” So say practically all the diaries. 
“When the chairs were in their proper places 
and the children seated,” one homeroom 
teacher writes, “I remarked about their pos- 
ture. We discussed our nicely combed hair, 
clean hands, teeth, faces, and displayed clean 
handkerchiefs. Some of the children told what 


| 
| 
| 
| 
| 





12 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





they had eaten for breakfast. This led to the 
discussion of things that ‘help us to be healthy 
so we won't miss school.’ ” 

In another diary we read, “In a class in 
health education the children were divided 
into groups and numbered. Each morning the 
captain inspected the inspectors. Each in- 
spector did likewise for the children in his 
row. One row seemed always to be checked 
because two boys did not comb their hair. 
The inspector of that row brought this matter 
up before the group, saying that those boys 
were not only injuring their own record but 
also that of the whole group. Considerable 
discussion followed, and the next day both 
boys came with combed hair and 
faces.” 


shining 


It may be argued that such incidents 
as those mentioned have always been the 
concomitants of subjectmatter experiences 
—that education can hardly claim a con- 
tribution to character building in such 
examples. However, further study of the 
1051 incidents, subjectmatter and other- 
wise, related in the diaries, reveals the 
fact that the outstanding contribution be- 
ing made to character education lies in 
the character-building values inherent in 


the newer philosophy of education as a. 


whole and in the newer téchnics which 
have given us the activity, the project, the 
platoon school, the socialized recitation, 
and the theory of the child-centered 
school. Fully seventy-five percent of the 


The Masonic Temple, Detroit, Michigan, where the Department of Superintendence will 





incidents described were the result of this 
newer thought in education and would 
have been highly improbable occurrences 
in the days of the subject-centered school 
where character education was either lim- 
ited to indirect methods or was a feat of 
holding the squirming juvenile in his seat 
during the process of traditional inquisi- 
tion methods. 

The newer education speaks of co- 
operation, initiative, fair play, teamwork, 
sportsmanship, courage, justice ; the older 
philosophy could rightly claim little more 
than discipline and control. It might be 
reasonably concluded, then, that the 
school system seeking to develop a char- 
acter education program may relinquish 
the formal direct type in favor of the in- 
formal direct to the extent to which it 
develops the technics, methods, and or- 
ganization of contemporary educational 
thought, since character-building experi- 
ences are the very life of these methods 
and this organization. 

Clyde, a problem case, gets hold of him- 
self as the chairman of an auditorium group. 

Billie, a “sore loser” in gymnasium games 
in health education classes, learns the desir- 
ability of good sportsmanship. 

A platoon-school library with a monthly 


circulation of 1800 books promotes the wise 
use of leisure time. 


A platoon school section at work on reports 


ee * = 7 * 
4 j i 4 ee tug ie, 
» : So's 





January, 1931 





on bird life in the library learns to its sorrow 
that it may not buzz, talk, and laugh to the 
disturbance of others. 

A scientific club discusses the question: 
“What character habits are essential to a 
student who would succeed in the field of 
science ?” 

A platoon-school section in social science 
breaks the reindeer made for an Eskimo vil- 
lage, a project of another group, and learns 
that some restitution must be made. 

A homeroom section divides into groups to 
choose their own activity for a half-hour’s 
work. 

John’s citizenship improves 
membership in the color guard. 

Willard learns the art of apology as a re- 
sult of rudeness during a health club pro- 
gram. 

Three B is building a miniature apartment 
house as a social-science project and learns 
the fine art of cooperation. 

Such character-building experiences of 
the 1931 schoolroom could hardly have 
accompanied the educational procedures 
of a generation ago. 


because of 


An educational organization provid- 
ing such experience must surely find a for- 
mal direct method of character education 
a superfluous addition to its program. At 
least the teachers in the Denver elemen- 
tary schools seem to have found the rou- 
tine of the school day so rich in oppor- 
tunities for character education that they 
must lend their support to an informal 
direct program. 





meet in February 























Better Teaching of Music 


When Children Perform in Public 


Grace Van Dyke More 


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


HE GRADE TEACHER is apt to sigh 
“T protounats when a_ public _per- 

formance is proposed and _ yet, 
deep down in her heart, she realizes the 
value of it. She knows that the public 
performance may furnish a strong moti- 
vation for the children’s work through a 
period of several weeks or even months. 
She sees the children gain in poise and 
initiative and selfreliance as they work 
out the various parts of the program they 
are to give and as they appear on the 
stage. She rejoices over the increased in- 
terest of the parents in the work of the 
school and over the willing cooperation 
of the mothers in the making of costumes. 
Finally, she is as thrilled as the children 
over the lovely things that can be done 
for the school with the money that has 
been earned through this public perform- 
ance and feels amply repaid for all the 
careful planning and strenuous work. 

The public performance by children is 
worthwhile, if it is properly planned and 
prepared and presented; but it may be 
utterly worthless and almost a pernicious 
thing, if it is not of the right sort and is 
not worked out and given in the right 
way. Perhaps | can tell you what | mean 
best by describing what I consider an 
ideal public performance. 

There are three requirements: first, it 
must be childlike and spontaneous; sec- 
ond, it must be enjoyed by the children 
themselves in the giving; and third, it 
must be as much as possible an outgrowth 
of the regular classroom work of the 
children. 

In contrast to this, it will not require 
an elaborate stage-setting and several 
changes of scene; it will not require elab- 
orate, expensive costuming ; it will not be 
given by a small cast of a chosen few; it 
will not contain long speeches nor grown- 
up sounding conversation by children; it 
will not contain solos to be sung by chil- 
dren; it will not call for difficult dances 
nor dances of a grownup sort; it will not 
have a plot of a kind foreign to children’s 
interests ; and it will not require the chil- 
dren to do and to say things in a stiff, ex- 
act way. 

The ideal public performance by chil- 
dren is a program, a play, a song-play, 
a festival, or a pageant built up by the 


children and the teacher so far as pos- 
sible out of the materials of their daily 
work; perhaps based upon a story they 
have read and enjoyed and wanted to 
dramatize, using songs they have learned 
in their regular music hour, using cos- 
tumes and stage-settings planned and 
made by the children so far as possible, 
and finally, being rehearsed as little as 
possible. Doubtless you are surprised at 
the last phrase but it is fatal to insist that 
children learn the lines perfectly and say 
them over and over until they come to 
“parrot” them in a mechanical, meaning- 
less fashion that takes all the naturalness 
and spontaneity out of the performance. 
After all, what does it matter if the 
child changes the exact wording of the 
lines, so that he keeps the meaning the 
same and manages to give the cue to the 
next speaker ? 

Another reason for rehearsing as little 
as possible is to prevent killing the chil- 
dren’s enjoyment in giving the affair. If 
it is over-rehearsed the children become 
tired of it and will give it with an air of 
wearily doing their duty instead of having 
a gorgeous, good time. The rehearsals 
that are necessary should, according to my 
ideal, be group rehearsals whenever pos- 
sible, so that the children will not be fa- 
miliar with the parts of the performance 
in which they do not appear. That gives 
them a fresh delight in it when they see 
the complete performance, perhaps for 
the first time, when it is presented to the 
public. This also helps to make a free, 
spontaneous performance. 

The children’s enjoyment of what they 
are doing, reminds me of an excellent 
example of this that came to my notice 
recently. In a song-play given by a large 
number of children, a certain small group 
of third-grade children were Brownies 
and a part of their performance was danc- 
ing the Nixie Polka. They were always 
eager to do this and on the night of the 
final performance they had such a good 
time and laughed so much and so spon- 
taneously that the director of the song- 
play greatly feared that the dance would 
end in a riot of laughter and confusion! 
But it didn’t—it was a great success—en- 
tirely spontaneous and, of course, enjoyed 
by the audience as thoroughly as by the 


[13] 


children! Would that we could have had 
every moment of the performance as free 
and as happy! 

The participation of al] the children in 
the public performance is important. lf 
we use but the talented few—the best 
singers and speakers, the most graceful 
dancers, the prettiest girls and the hand- 
somest boys—we are defeating our most 
important objectives. We are depriving 
the very children who most need the expe- 
rience of a chance to gain poise and self- 
confidence, of their opportunity; we are 
stifling any tiny spark of initiative that 
may be beneath the surface in the most 
unpromising appearing child. If the pub- 
lic performance has any value in the de- 
velopment of the child, we are surely not 
justified in denying that value to any 
child in the group. It may be difficult to 
contrive something worthwhile for every 
child to do but it can be done. Perhaps it 
may not be on the stage at all but helping 
as a stage-hand, selling or taking tickets 
at the door, ushering or handing out pro- 
grams. The clever teacher knows her 
class so well that she can decide what task 
will best develop any latent talent or 
ability, that the child may possess. First of 
all, every child should be given a chance 
in his own classroom to try out for many 
parts—sometimes the teacher is surprised 
with the unexpected initiative of some 
child who is stirred to his best efforts by 
this chance at selfexpression as nothing 
else has stirred him. 

When I speak of public performances 
I am thinking of all sorts—from the sim- 
ple assembly program given by the chil- 
dren of one grade for the other classes 
in the school to enjoy or the program 
prepared for the meeting of the Parent- 
Teachers Association, to the most elab- 
orate performance given by all the chil- 
dren of the school with an admission fee 
charged. The ideals of which I have 
spoken should be before us in every case. 

You may be thinking, “This sort of 
public performance sounds as if it were 
an outcome of an activity program.” That 
is the ideal situation but is not always 
possible. However, if you cannot carry 
out a real activity program to this end, 
you can at least manage to motivate a 
great deal of the children’s work through 





id THe JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION 








your plans for a public performance. 

It is especially wise for a group of 
teachers to make their plans together— 
usually helped and guided by the help 
of the music teacher and the physical-edu- 
cation teacher. The program may be built 
around a central theme chosen for its 
timeliness or for the children’s special 
interest and it may eventuate in a play, a 
song-play, a festival, or a pageant. Such 
a project frequently provides an opportu- 
nity for the upper-grade classes or even 
the high-school classes to do some reading 
and research on the subjects chosen, then 
to show their skill in planning the scenes 
and in writing the dialog to be used. In 
the meantime the music teacher is choos- 
ing the songs to be used and the physical- 
education teacher is selecting the games 
and dances that will fit best in the whole 
production. Perhaps this planning and 
preparation takes several months and in- 
volves the interest and work of the teach- 
ers and children of many classes—so 
much the better, for you are building a 
real school interest and will produce a 
real all-school project. 

The market is flooded with all sorts of 
plays and operettas for children and 
young people—some of them good, some 
bad, and others of various degrees be- 
tween these two extremes. May I suggest 
that before you decide to use one of the 
published operettas or plays you measure 
it beside the standard of the three require- 
ments mentioned near the beginning of 
this article? Is it childlike and sponta- 
neous in its story, its dialog, and its mu- 
sic? Will the children enjoy working on 
it or will they get tired of it before the 
time of its presentation to the public? Can 
a large part of it be made an outgrowth of 
the regular classwork or will it require a 
great deal of extra time for drill and 
rehearsals? If you can find published ma- 
terial that will meet these tests success- 
fully, you are entirely justified in using it. 

If you cannot find such material then 
you should consider very seriously the 
idea of building your own program, with 
all the help you can get from other teach- 
ers, including the teachers of special sub- 
jects. Two concrete examples may serve 
to stimulate your thinking along this line. 

First—an illustration of a simple class- 
room activity. A certain second grade 
worked out a delightful program as an 
outcome of their study of the circus. 
While they were reading about and dis- 
cussing the circus they asked for some 
songs about the circus and were given 
several, including one about toy balloons 
and one about popcorn. In the clever and 





joyous dramatization of a circus which 
they finally worked out they sang all 
these songs and also used a toy band to 
lead the circus parade about the corridors 
of the building. Various stunts of rope- 
walking, riding of hobby horses, and 
funny tricks by the clowns were used and 
both toy balloons and popcorn were on 
sale. 


A more elaborate sort of program was 
a song-play in which almost two hundred 
children took part, which was given on a 
large stage and used as a money-making 
project. It was based on the idea of May- 
Day in a beautiful garden where happy 
children played all the day but where, 
after the sun had set and the Sandman 
had put the flowers to sleep, wonderful 
things happened. Then the garden was 
peopled with brownies, and fairies, and 
fireflies, and even little gray mice scam- 
pered about among the sleeping flowers, 
while the helpful brownies trimmed the 
throne for the May-Queen. On May-Day 
the garden became a gathering place for 
troops of happy children who crowned 
their chosen queen and played games and 
danced in merry measure in honor of her, 
finally reaching the climax of their day in 
the dancing about and winding of the 
May-pole. 

The music teacher worked out the 
little story and selected and taught 
the songs; the physical-training teacher 
chose and taught the dances; the art 
teacher designed the costumes which 
were made by the grade teachers and the 
mothers and designed the stage-setting. 
Most of the rehearsals were by groups 
only—just two rehearsals were held on 
the large stage and with all the children 
and when it was given all the children 
who were not on the stage were seated 
behind the scenes and were singing all 
the songs. The children who did not sing 
well were in certain games in which they 
did not need to sing and the other chil- 
dren were singing for them. The children 
enjoyed every minute of the song-play 
and were eager to repeat it. The result 
was spontaneous, happy performance by 
the children, a large sum of money made, 
and nobody tired-out or out-of-sorts 
through overwork with costuming and 
rehearsals. 

Permit me to wish for you and the chil- 
dren in your charge, in your next public 
performance, the thrill that comes from 
successful selfexpression, the joy of giving 
real pleasure to your watching friends, 
and the deep satisfaction that comes from 
doing an artistic, worthwhile piece of 
work in a fine fashion. 





January, 1931 


tion that I read the article in the 

November JoURNAL of the National 
Education Association on the training of 
children’s voices by Grace Van Dyke 
More. It emphasized methods which for 
ten years have been followed in preschool 
groups under my observation where there 
are twenty-five or more four year old 
children each year. With them the most 
popular period through the morning is 
the “Singing Time.” 

The songs used are carefully chosen 
Mother Goose songs, simple action songs 
with few tones, or short songs with few 
words and simple rhythm. The content of 
the songs must, in some way, come close 
to the everyday life of the little child. 

The singing, clapping, tapping, and 
repetition of words is done with as little 
noise as possible. The words are repeated 
slowly and evenly, so that the children 
may hear the rhyme words and under- 
stand the new words. 

That the singing is a constructive exer- 
cise is demonstrated by the fact that the 
teachers passing our door ask to come in, 
visitors ask to come again, and the entire 
school loves the “Singing Time” more 
than recess or any other period. The older 
groups gain in poise, rhythm, and appar- 
ently in concentration after a visit to this 
group. Instead of leaving the room in a 
tense or nervous condition the children 
go away with relaxed faces and most 
often in a receptive frame of mind. 

Apart from the choice of songs and the 
method we feel that the beauty of the 
room increases the love of good music and 
music as an art. The value of a quietly 
managed music group cannot be esti- 
mated. 

Little ones knowing only one tone at 
the start are able before Christmas to 
sing songs of six tones. Often one-toned 
children of September sing songs of six 
or seven notes by the New Year. The use 
of words helps, too, with tone work. 
Velvet, soft, silky, sweet, warm, cold, 
these words cause the children to make 
tones velvet, soft, sweet, warm, or cold. 
Carefully chosen and spoken words used 
in the songs help with clear diction and 
use of words in the older groups later. 
The love of good music begun in the early 
years is a most valuable influence through 
life—Lane Van Hook, director of Van 
Hook Studios of Fine Arts, Atlanta, Ga. 


3 WAS with enjoyment and apprecia- 


Great Nature had a million words, 
In tongues of trees and songs of birds, 
But none to breathe the heart of man, 
Till Music filled the pipes o’ Pan. 
Henry van Dyke 





Mental Health in the Classroom 


School Success, An Element in Mental Health 


CLaRA BASSETT 


Consultant in Psychiatric Social Work, The National Committee 


NYONE who has studied the patients 
who pass through a mental clinic 
is impressed by the frequency 

with which deep feelings of inadequacy, 
chronic discouragement and worry, lack 
of selfconfidence, and a profound sense 
of inferiority are found to play a promi- 
nent role in the maladjustment of the 
individual. Although some of these pa- 
tients are found to be normal or superior 
in their endowment, the symptoms de- 
scribed are most frequently associated 
with actual physical and mental handi- 
caps. 

Upon closer investigation it is found 
that it is not so much the actual handicap 
which has proved the stumbling block as 
the emotional attitude of the patient to- 
ward it. The truth of this is evidenced by 
the fact that others handicapped to the 
same degree are happily succeeding in the 
community while these individuals are 
failing. In securing the histories of the 
patients, it is usually found that the be- 
ginnings of these attitudes can be traced 
back to their childhood, to the early years 
of their school life. 

The fact that there are enormous vari- 
ations among children in their innate in- 
tellectual capacity is known to all teach- 
ers. However, the emotional problems 


drawn. He had executed several complicated 
errands for her in a highly satisfactory man- 
ner and until the last summer had seemed 
obedient and docile, more or less unnoticed 
at school because of his quiet compliance to 
rules and regulations. 

During the past summer his mother had 
found work for him as clerk in a grocery 
and he had bought with the money he earned 
a $75 violin and a new suit of clothes for 
school. The remainder of the money was 
placed in his school savings account. The boy 
was allowed 25 cents a week for spending 
money but the expenditure of this small sum 
was strictly supervised by the mother. She 
felt it was “foolish for him to buy candy with 
it,’ as she bought a small bag of candy each 
week for the children and Ralph had his por- 
tion of this. 

In November, Ralph came home with a 
flashlight and a chemical set and when ques- 
tioned, became frightened and claimed he 
had been given these by the school. The father 
told the boy he was going to make inquiries 
at the school and the next day the frightened 
youngster withdrew $40 from tue school bank 
and disappeared. He was gone two months, 
going to Boston where he got work in a res- 
taurant but was finally picked up by the police 
and returned home. He was home only four 
weeks when he took $112 which his mother 
was planning to put in the bank, and some 
jewelry, and again disappeared. This time he 
had a grand time visiting Boston, Philadel- 
phia, Atlantic City, New York, and returned 
to Boston, where tiring of his wanderings he 
came home of his own accord and was sent 
back to school. 


connected with these variations are not so J In the classroom, Ralph towered head and 


wellappreciated either by the home or by 
the school. As a matter of fact, so little 
attention is yet paid to these variations in 
intelligence that the majority of school 
systems in the country still have curric- 
ulums geared to the needs of the average 
child, into which all children are expected 
to fit or not as their ability permits, with 
little attention paid to the resulting emo- 
tional problems. Some children, when 
faced with continued demands at school 
and at home for success in work which is 
quite beyond their mental capacity, react 


to the pressure upon them by delinquent 
behavior. 


Thus, Ralph, aged 14, was referred to the 
clinic by his school principal because of tru- 
ancy and running away from home. Although 
14, Ralph was in the lowest section of 6B. His 
school record showed that he had repeated 
1A and 2A each once and 5A and 6B twice. 
In 6B, his work was carefully and neatly 
done and his teacher reported his conduct ex- 
cellent; he was truthful and very depend- 
able, responding well to responsibility but 
with an inclination to be silent and with- 


shoulders above the other youngsters. He was 
very sensitive about being the biggest boy in 
the class, felt chagrined that he had to repeat 
classes, was hopeless about his progress, and 
had the feeling that he was a failure and 
would never amount to anything. The other 
children called him a “dumbbell” and told 
him he hadn’t any sense. He hated school, felt 
that it was a prison from which he could not 
escape, and was eager to leave and go to 
work. He loved his work during the summer 
and he was highly praised for his carefulness 
and responsibility by his employer. 

At home, his every move was supervised 
and directed. The father, eager for his boy 
to be successful, was very strict, exacting 
instant obedience. He was scolded and pun- 
ished upon the slightest pretext. The only 
recreation he was allowed to indulge in was 
to accompany his parents to a movie once a 
week. The only satisfying spot in the child’s 
life was his mémbership in the school orches- 
tra where he played the violin, having taken 
lessons for three years. However, after his 
running away, the attitudes of the parents and 
the school people were even more severe and 
he was forbidden to take part in the orches- 
tra any longer. 

Physically the boy was very large and well- 
developed for his age but undernourished, 


[1s] 


for Mental Hygiene 


nervous, and possessed of badly infected ton- 
sils. Psychological examination indicated au 
intelligence quotient of 71, classifying him as 
a case of borderline mental defect. He was 
very slow and careful in responding to the 
tests, lacked confidence in himself, and was 
found to have a superior capacity in mechan- 
ical tests. When this information was ana- 
lyzed, one of the most important elements 
contributing to this boy’s problem was found 
to be a very dull intelligence, which made it 
impossible for him to benefit by the regular 
school course as organized for children of 
average intelligence and which was not de- 
fective enough to warrant placement in an 
ungraded class. The school, instead of recog- 
nizing his limited intelligence early, allowed 
him to fail repeatedly, resulting in the de- 
velopment of a depressed, discouraged atti- 
tude. Sensitive about being with younger chil- 
dren, baffled by repeated failure and inability 
to understand, taunted by his schoolmates, 
and nagged by his parents for his lack of 
school success, he struggled along silently, 
hating the whole procedure. His special abili- 
ties along mechanical and manuat lines were 
given no outlet and his conscientiousness and 
quiet reliability found no opportunity for ex- 
pression. 

Physically he needed a tonsilectomy, build- 
ing up, together with a great deal of physical 
exercise such as swimming, games, and the 
like to use up the energy of his overdeveloped 
body. Instruction as to the nature and mean- 
ing of his adolescent development would have 
helped him in understanding himself. 

At home, instead of being granted the free- 
dom, interests, and friends the adolescent 
craves, he was still scolded and directed as 
though he were a small child. His work dur- 
ing the summer had given him for the first 
time a feeling of confidence in himself and a 
sense of his own value and independence. 
His parents, instead of welcoming his desire 
for a flashlight and chemical set as normal 
for his age and recognizing his need for mak- 
ing a few decisions for himself, raised a ter- 
rible storm and terrified him into running 
away. With his running away came the won- 
derful sensation of freedom, relief from irri- 
tating restraints, and far from the constant 
evidence of his failures, he expanded and 
breathed a long sigh of relief. It is no wonder 
the experience was repeated a second time 
when his return was greeted with still fur- 
ther punishment, disapproval, and restriction. 

Some physically and mentally handi- 
capped individuals find escape from the 
demands made upon them by taking 
refuge in the development of peculiar 
physical symptoms. 

Jennie was a weak, undersized, insignifi- 
cant-looking girl of dull intelligence. She was 
unable to achieve success in her school work 
or to keep up in her classes because of her 
mental dullness, and because of her physical 


weakness and underdevelopment she was not 
able to compete successfully with the other 





16 


children in play and games. Her parents died 
when she was young and because of her gen- 
eral unattractiveness she did not receive the 
love and affection which she craved. Thwarted 
on every hand in her needs for approval, af- 
fection, and successful achievement, she finally 
more or less unconsciously hit upon a method 
which was successful in gaining attention at 
least. This she achieved by refusing to eat. 
She cheerfully but firmly found it impossible 
to eat. Only by means of much persuasion, 
coaxing, and petting could she be induced to 
eat at all. This disability reduced her to an 
interesting state of thinness and weakness, 
which had the result of attracting to herself 
quantities of interest, attention, and kindly 
consideration which she had been able to 
achieve in no other way. 

Ellen, whose mental test classified her as 
mentally defective, in the group of high- 
grade morons, likewise had never been given 
an opportunity for successful achievement 
within the limits of her capacity. Year after 
year she lagged behind in her classes, repeat- 
ing each class and becoming more hopeless 
and discouraged. One day she fell and 
sprained one leg which necessitated the use 
of crutches for a time. This experience 
brought new zest to Ellen’s life for she was 
at once released from the hateful necessity of 
going to school where she was hourly re- 
minded of her stupidity and where she, a 
big, clumsy, adolescent girl, was in a room 
full of smaller children who teased and made 
fun of her. Her relatives suddenly treated her 
with more attention and affection and she 
kept busy with simple handwork which she 
liked. Her leg healed and her doctor pro- 
nounced her well but she still insisted on 
using the crutches and could not be per- 
suaded to give them up, for they symbolized 
to her the only means she had yet discovered 
for gaining those satisfactions which are so 
indispensable to every human being. 

Misplacement and failure in school or 
the demands of a school program un- 
suited to the needs and abilities of indi- 
vidual children often result in general 
nervous tension, restlessness, vague fears, 
stuttering, a chronic psychological mood 
of depression, a keen sense of failure and 
unworthiness, and ‘.abits of failure which 
are likely to handicap the child for life. 

Norman, a slender 15 year old boy, was 
flushed, tense, nervous, and stuttering badly 
when brought to the clinic by his mother for 
advice following an emotional explosion, 
when shoved by another school boy. The boy’s 
symptoms were a chronic air of anxiety, de- 
pression, frequent weeping over unimportant 
matters, a sense of being inadequate to meet 
life, fears for the future, and belief that he 
was “no good”, inability to decide on his vo- 
cation in life, and stuttering which became 
much more marked at school. This boy came 
from a superior home but, being affectionate 
and demonstrative as a baby, he had been 
protected and badly spoiled by his mother. 
French had been spoken in the home, so when 
this helpless, spoiled child arrived in kinder- 
garten and bad difficulty in understanding he 
wae considered merely stubborn and dumb. 
He was frequently scolded and punished, 
made to sit in the “dunce chair” and soon de- 
veloped a hatred for school. At the same time 
his stuttering, which had never been evident 


THe JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 


before, developed. After this unfortunate be- 
ginning he plodded through school, always in 
spite of his greatest efforts and the constant 
aid of his parents, lagging at the foot of the 
class, never experiencing any joy of achieve- 
ment and feeling of success, and ever in fear 
of failing. The other children made fun of his 
stuttering, teased and mimicked him, so he 
made no friends. Unfortunately, added to this 
boy’s burdens was the constant spectacle of 
his older brother’s success. This boy was very 
bright, skipping classes, a splendid athlete, 
popular and successful in every way. A psy- 
chological examination showed that Norman 
had an intelligence quotient of 71, indicating 
borderline mental defect. It is little wonder 
then, as examination time approached in the 
8th grade, that the years of pressure, unhap- 
piness, and tension culminated in hysterical 
outbursts and weeping. 

This boy’s school maladjustment began the 
day he entered kindergarten and continued 
throughout his school life without recognition 
and without help. Even though his report 
card showed no repetition of classes, this 
achievement was attained at far too great a 
cost in mental and emotional health. 

Constant failure, discouragement, and 
unhappiness may not only result in a 
warped personality, but may push the 
child to the borders of mental disease. 

Harry was almost 17, when he was at last 
recognized as a serious problem and referred 
to the clinic. He was the youngest of six chil- 
dren, all of whom had been considered excep- 
tionally brilliant and successful. Harry had 
found following in their footsteps and main- 
taining their standards of achievement a 
bitterly painful experience. When he came to 
the clinic he was an overgrown boy, wearing 
at his own insistence, a suit several sizes too 
large; he smiled in a foolish, absent-minded 
manner, talked volubly of his fine physique, 
claiming everyone admired him for his build 
and strength. He said his family always had 
the habit of “picking on him,” his classmates 
“were always brighter and kidded him.” He 
was described as irritable and surly when ap- 
proached but otherwise quiet, always by him- 
self, much of the time sitting alone lost in a 
kind of trance or dream. His father said, “I 
hate the boy; why should I like him. He’s no 
good to me.” The principal of che school fre- 
quently complained and sent for the father 
because of poor lessons, saying, “He’s stub- 
born—not dumb.” 

The boy said, “I like to work if I’m not 
teased, because then I lose my head and get 
so excited I don’t know what I’m doing. I 
can work pretty well if they don’t tease or 
scold me. They tell me I’m dumb but I try to 
do my best. I wonder why everybody has a 
grudge against me. They tease me at camp, 
too, and all the boys in the street tease me. 
Folks all call me a loafer; everyone I am with 
does that. I wonder why.” 


Tasks 


Whenever a task is set for you, 
Don’t idly sit and view it, 


Nor be content to wish it done; 
Begin at once and do it. 


—Hale. 








January, 1931 


The psychological examination disclosed 
the fact that Harry had an intelligence quo- 
tient of 70, indicating a borderline mental de- 
fect. Under the best of conditions he would 
ordinarily only be expected to succeed in do- 
ing the work perhaps of the Sth grade and 
in comparison with the ability of others, he is 
equalled or excelled by 99 children out of a 
hundred. 

Nagged and prodded by his parents and 
brothers and sisters, he was pushed into first 
year of commercial high school. He was daily 
becoming more and more peculiar, withdraw- 
ing farther and farther within himself be- 
cause only in his own dream world of phan- 
tasy was he able to find the approval and 
satisfactions which were so completely denied 
him in the everyday world of reality. 

Thus, it is obvious that one of the in- 
dispensable elements of any school system 


is facilities for the psychological testing 


of children about whom there is any ques- \ 


tion of intellectual limitation, to deter- 
mine at the outset of their career approxi- 
mately what may be expected of them in 
the way of achievement. It is nothing 
short of cruelty to expose children of lim- 
ited intelligence to the situations and de- 
mands described above. The school curric- 
ulum must be greatly modified in plan- 
ning work for boys and girls of dull, 
borderline, and defective intellectual 
equipment. Many of these discarded chil- 
dren have special talents which would 
make them outstanding successes in some 
specialized field. Every child, no matter 
what his physical or mental handicaps 
are, must be handled in such a way that 
he will have frequent opportunities tor 
successful achievement and praise and ap- 
probation for productive effort within the 
limits of his own abilities. Depriving chil, 
dren of praise, approval, and encourage 

ment and exposing them to repeated fail- 
ures may permanently warp their person- 


alities and outlook on life and may even / 


result in mental disease. A large percent 
of the delinquent and truant children 
with whom the school has to deal defi- 
nitely comes from this group of intellec- 
tually dull, borderline, and defective chil- 
dren, who are unable to succeed in the 
regular classes and for whom little effort 
has been made to arrange a greatly modi- 
fied curriculum which will include trades 
and manual arts and other subjects more 
suited to their needs. This modified cur- 
riculum should not be postponed until the 
7th or 8th grade, for many of these chil- 
dren begin failing in the 2nd, 3rd, and 
4th grades. The question is: what types 
of work may be offered which will inter- 
est these handicapped children, at which 
they will succeed, and, in succeeding, will 
gain selfrespect, selfconfidence, a sense of 
their social value to the community, and 
habits of cheerful, persistent effort? 








e* 





a 


un = 2 Ooo 


The Education of Teachers 


The Training School 


President, State Teachers College, Johnson City 


N THE professional training of teach- 

ers, educators have substantially 

agreed that the preparation has to 
do with three major problems, namely: 
what is to be taught, it is to be 
taught, and practise in the application of 
this knowledge to concrete situations. 
The first is the great task of the teachers 
college as well as that of other profes- 
sional schools. Nothing can take its place. 
The teacher, if anyone, needs the broad, 
wellrounded, thorough education. Be- 
sides the possession of this knowledge in 
the accepted sense, there are other forms 
of information of equal importance to 
the successful teacher. He needs to know 
how to organize knowledge into com- 
plete units, looking toward wellconceived, 
purposeful ends. He needs to know how 
to discriminate in teaching between bar 
facts and purposeful activities around 
which facts are gathered and centered. 
He must realize that there is a science of 
education, at least in the making, and that 
teaching has a technic of its own, both as 
to organization of subiectmatter and the 
way in which it is presented to childrer 
of the various grade levels, which makes 
for economy of time and effort on the 
part of both the teacher and the pupil. 
Teachers are not born with this knowl- 
edge and skili readymade; they acquire 
them. Some teachers will eventually ac- 
quire much of the skill by independent 
experience but the waste involved for 
both teacher and pupil is not justifiable 
when experimental psychology has placed 
so much rich, valuable, and usable mate- 
rial at the disposal of teacher-training 
institutions. 


how 


Granting that subjectmatter courses 
are abundant and welltaught; that edu- 
cation, or theory, courses are wellchosen 
and welltaught, is there a requisite place 
in the teacher-training program for prac- 
tise in the application of this knowledge 
to concrete situations? Or stating it an- 
other way: Is a laboratory school located 
near the college, to which apprentice 
teachers may go and observe expert teach- 
ing and have ample opportunity to de- 
velop skill in teaching, an indispensable 
part of a normal school or 
college? 

If practise is any criterion, the valid- 

of this principle is wellestablished. 


teachers 


CHARLES C. SHERROD 


Every state normal school and state teach- 
ers college in the United States has a 
training department and some sort of 


Where the Gains Have | 
Been Made 


| go change from a two-year course | 
to a three- or four-year course. | 









(2)Development of the library as the 
heart st a new intellectual life. 


(3) Better facilities for practise teach- 
| ing. 








(4)Enriched curriculum—fine arts, ap- 


plied arts, social studies, health, | 
leisure. 

(©: Better articulation with other 
schools. 


1 


to health and social development. 
(;) Organized personnel guidance. 


(& Improved salari- 
bers. 


for faculty mem- 





& (6)Improved housing—a contribution | 
| .°) Continucs training for graduates. 
i. 








laboratory school available for directed 
teaching ; many educators, responsible for 
the preparation of teachers have gone on 
record designating the training [ practise, 
or model, or demonstration] school 
“the hub”, “the core’, or 
of the teacher-training in- 
teachers who have taken di- 
rected, or practise, teaching as a part of 
their training usually place it first in the 
matter of importance. A number of 
studies have been made to ascertain the 
teachers’ estimate of such a course. All 
substantially agree in their findings. 
One study will suffice to indicate the 
relative importance of this phase of a 
teacher’s training. At the meeting of the 
Association of Colleges and Secondary 
Schools of the Southern States in Lexing- 
ton, Kentucky in 1929, Professor M. E. 
Ligon, as chairman of the Committee on 
Specialization of Teachers, reported a 
study which his committee had made 
among the high-school teachers of Ken- 
tucky. In response to a questionnaire ap- 
proximately 4000 teachers indicated the 
relative value, as they saw it, of the vari- 
ous subjects pursued 


“the center’, 
“the heart” 
stitution ; 


in their college 


[17] 


. Tennessee 


preparation for teaching. The papers 
were assembled into three groups: The 
first was composed of teachers teaching 
their first year; the second group was of 
those who had taught from two to five 
years; and the third of those who had 
taught six or more years. It is interest- 
ing to note that in ranking the subjects 
each group placed practise teaching first, 
meaning that of all the subjects entering 
into their preparation for teaching, the 
practise teaching was of most value to 
them. If this be the verdict of those who 
have tried it out in practical classroom 
situations under our present program of 
apprentice teaching on the high-school 
level, what results might we expect if the 
teacher-training institutions were properly 
equipped and would organize and admin- 
ister practise teaching in the light of the 
most advanced thought on this subject? 
All recognize that teaching is essen- 
tially an art and as such, examples of what 
good teaching is are fundamental to learn- 
ing it. Art implies skill and the basis of 
skil! is intelligent practise. The principle 
that active participation is essential to the 
learning of a skill holds good in the pro- 
fessional preparation of teachers. 
Someone has said that if a person has 
one hundred hours in which to learn to 
ride a horse or to speak in public, he 
might profitably spend an hour in being 
told how to do it, four hours in watching 
an expert do it, and the remaining ninety- 
five hours in practise, at first under care- 
ful direction and later under general 
oversight. This may be, and no doubt is, 
far from the proper division of time in 
the preparation of teachers but it points 
to an important principle. To those who 
are charged with the responsibility of 
selecting beginning teachers it is very evi- 
dent that the great mass of young teach- 
ers enter the classroom for the first time 
with but little skill in the tasks they are 
to perform. This has been true to such 
an extent that most city boards of educa- 
tion and a few of the more progressive 
county boards have set out in their re- 
quirements for beginning teachers that, 
among other things, they must have had 
previous experience. Some are specific and 
require at least two years of experience 
in a city system. Others require two years 
of previous experience without stating 








18 





where it may have been done. It would 
seem that boards of education recognize 
experience in teaching as a means of de- 
veloping skill. But what will be the 
nature of the skill if practise has been in 
the wrong direction? For any sort of 
practise to be effective it must be well- 
directed and on correct forms. The 
learner must see and understand what is 
to be done and then be given opportunity 
under expert direction to perform similar 
activities. In the process of training teach- 
ers an effective program requires that 
both the demonstration lesson and prac- 
tise opportunities be provided. In the case 
of a few state teachers colleges the di- 
rected teaching has been so perfected that 
boards of education have accepted it in 
lieu of the “previous experience.”” Many 
teacher-training institutions would do 
well to limit the number of theory courses 
to a few, wellchosen and free from over 
lapping, and devote more time to develop- 
ing skill in the actual process of class- 
room instruction. Whatever may be the 
level at which this skill is to be developed, 
since active participation in the teaching 
act is fundamental to becoming .a good 
teacher, it is incumbent upon the teach- 
ers college to offer ample opportunities 
for the exercise of the skill and that un- 
der the direction of master teachers and 
supervisors. 

The relation of the training school as 
a laboratory to the teachers college has 
often been compared to the hospital and 
its relation to the school of medicine. In 
the preparation of physicians and surgeons 
the last two years are given very largely 
to clinical and hospital experience. After 
his graduation from the medical school 
the young doctor usually serves as an in- 





Tue JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION 


January, 1931 





terne in the hospital for another two 
years. It is quite evident that an educa- 
tion in medicine involves both learning 
and learning how. The profession of 
medicine goes on the theory that a stu- 
dent cannot effectively know unless he 
knows how. In no less degree does this 
principle apply in the professional train- 
ing of teachers. Just as the prospective 
physician enters the medical school with 
its clinic and hospital advantages for his 
technical training, so the prospective 
teacher enters the teachers college with 
its indispensable laboratory school where 
he may develop skill in the technic of 
teaching. The medical school has found 
it necessary to lengthen the period of ap- 
prenticeship. If the teacher-training in- 
stitutions wish to graduate better trained 
teachers, they, too, will find that, other 
things being equal, the remedy lies in 
a longer period of more effective directed 
teaching. 

The problem of providing this longer 
period of more effective apprentice teach- 
ing is not an easy one. The mathematical 
relations existing between the number of 
children in the training school and the 
number of apprentice teachers complicate 
the task. Many of the existing training- 
school buildings are inadequate both 
from the standpoint of size and in the ar- 
rangement of the floor plans. It is im- 
possible to do effective directed teaching 
without the proper classroom facilities. 
Instead of the single, conventional, large 
room for each of the training teachers 
[critic or supervisory] there should be a 
group of rooms conveniently arranged 
for this work. Besides the large class- 
room where the class as a whole meets 
and where the training-teacher does dem- 


onstration teaching, there should be an 
office and from one to three small and 
intermediate size rooms, opening into the 
office as a center where she can supervise 
the work of her student-teachers and di- 
rect them in their various activities with- 
out one group disturbing another. This 
arrangement will require practically 
twice as much floor space as the large 
single-room arrangement. But if this is 
to be a real laboratory school with a dif- 
ferent function from that of the ordinary 
public school, the building should be 
planned to meet the needs. With such a 
group of rooms at the disposal of each 
training-teacher, other things beingequal, 
a better trained teacher will result. This 
arrangement affords opportunity for indi- 
vidual and group work impossible in a 
single room. It is an ideal arrangement 
for what is called the case system in the 
training of teachers, as used in a few of 
the most progressive schools. 

In recent years a number of training- 
school buildings have been erected em- 
bodying, more or less, the general plans 
as indicated above. Some of the better 
type buildings may be seen at Bowling 
Green, Kentucky; Ypsilanti and Kala- 
mazoo, Michigan; Springfield and Kirks- 
ville, Missouri; and Johnson City, Ten- 
nessee. 

With the tendency among state teach- 
ers colleges toward the erection of train- 
ing-school buildings designed to serve as 
laboratory schools for the professional 
training of teachers, and staffing them 
with master teachers and supervisors, ad- 
ministrators responsible for the prepara- 
tion of teachers will do well to place 
more emphasis upon a longer period of 
more effective directed teaching. 


' 
; 
* Bs 
i 





Northeast Missouri State Teachers College, Kirksville 











wi 
da: 
the 
Ar 
let 


lif 


Byrd: the Explorer and the Man 


EAR-ADMIRAL RICHARD E. Byrp is 
R’ to be the guest of the Department 
of Superintendence at Detroit and 
will address the general session Mon- 
day evening, February 23. A tribute to 
the intrepid explorer from the schools of 
America is to be presented in the form of 
letters written to him by the children. 
Character in action is exemplified in the 
life of Admiral Byrd, and the study of 
his explorations is a constructive educa- 
tional project. Teachers wishing their 
classes to participate in this historic letter- 
writing project may obtain details from 
the Department of Superintendence, 
1201 16th Street N. W., Washington, 
D. C.—J. E. M. 


_— ANNALS of world exploration 
contain inspiring records of unflinch- 
ing courage, of unyielding fidelity to 
ideals, of high triumphs over adversity— 
narratives that surpass in their enthrall- 
ing interest any stories of fiction, narra- 
tives that dramatize man’s struggle to a 
higher civilization and the advance of 
science. 

The life stories of explorers open up to 
young readers neglected but potent chap- 
ters of world history. In years past pupils 
were taught the great parts played by 
Disraeli and the Pitts in Britain’s build- 
ing but they heard little of Captain James 
Cook, who discovered and explored so 
many areas that were to make up the 
British Empire. Rightly they were taught 
the deeds of Napoleon, Alexander, 
Charlemagne, and Nelson but infrequent 
mention was made of Marco Polo, of 
Vasco da Gama, of the Cabots, and other 
explorers who revealed new lands and 
explored the paths to them, making chem 
accessible to the conqueror, the ruler, 
and the trader. 

No explorers have 


shown greater 


GILBERT GROSVENOR 
President, National Geographic Society 


valor, resourcefulness, even willingness 
to risk death in its most terrifying forms, 
than the polar explorers who are carry- 


Rear-Admiral Richard Evelyn Byrd 


ing on their work in our own generation. 

The selfsacrifice of Kane and Greely 
in their efforts to trail Sir John Franklin 
and the gallant death of Amundsen in his 
effort to rescue Nobile; Peary’s crossing 
of North Greenland with the handicap of 
a broken leg and his attainment of the 
North Pole on feet that had surrendered 
their toes to the gangrenish aftermath of 
freezing flesh; Scott’s cheerfulness in the 





The airplane 








The sturdy ship 


[19] 





face of death that slowly was creeping 
over him—these areclimaxes in the thrill- 
ing records of deeds of brave men who 
dared invade the Kingdom of Cold to 
wrestle with Nature’s most menacing 
forces. 

Even today some of the immortals 
among the polar explorers have received 
scant popular recognition. Americans 
scarcely realized what great work their 
own Charles Wilkes did. 

Since recorded history only three con- 
tinents have been discovered—America, 
Australia, and the Antarctic Continent 
and Wilkes is the discoverer of the last. 
Like Columbus, he did not see the whole 
of the land he had found but he saw 
enough to make him realize that a con- 
tinental land mass lay about the South 
Pole. And that was long before the nature 
of the earth’s surface about the North 
Pole had been determined. 

Another American, Peary, crowned a 
notable life devoted to the exploration 
of the icy North by his heroic, hard-won 
discovery of the North Pole. The prize 
of four centuries of striving yielded at 
last to the most persistent and scientific 
attack ever waged against it. Peary’s suc- 
cess was made possible by long study and 
experience, which gave him a thorough 
knowledge of the difficulties to be over- 
come, by a resourcefulness which enabled 
him to find ways to surmount all ob- 
stacles, by a tenacity and courage which 
knew no defeat. 

Worthy to stand with the bravest and 
to share with them the highest honors 
men pay to explorers is Rear-Admiral 
Richard E. Byrd. 

In difficulties he had to surmount to 
prepare himself for his task, Byrd yields 
first place to no man. In the skill with 
which he solved new problems he made 








All photos © Byrd Antarctic Expedition 


The dog-team 





20 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





polar history. In area of polar territory 
he has sighted and mapped he is the fore- 
most among all who have gone there. 

Admiral Byrd is the only man who 
has ever flown over both of the earth’s 
poles; he is the only living man who has 
been to both; he has organized the most 
completely equipped expedition that has 
ever gone out. 

No hero of a fiction story has had more 
glamor, more adventure, a greater strug- 
gle, or a finer success than that which 
marks the life story of Richard Evelyn 
Byrd. 

When twelve years old, with a wise 
mother’s permission, he sailed away to 
the Philippines to visit his friend, Judge 
Kit Carson. His encounter withatyphoon 
on the way, the meeting of the constabu- 
lary which he happened to be accompany- 
ing with an ambush planned by hostile 
natives, his adventures when the tramp 
steamer on which he was sailing home 
lost its way at sea, made him envied by 
his boyhood companions. 

These experiences, added to his brush 
with a cholera epidemic, taught him a 
valuable lesson. Some writers have ap- 
plied to him such adjectives as “venture- 
some,” ‘‘devil-may-care,” “lucky.” Those 
who have been associated with Byrd know 
that carelessness, rashness, and reckless- 
ness have not the slightest part in his 
makeup. Rather he combines the patient, 
calculating mind of the scientist, the re- 
source and imagination of the inventor, 
the foresight of the prophet. It is these 
qualities, with no iota of his planning left 
to chance and luck, which have resulted 
in achievements so extraordinary, so un- 
paralleled, and so worthwhile that they 
are epics of high adventure, in the true 
meaning of that word. 

What Admiral Byrd has called the 
“battles of preparation” —the preparation 
of months and sometimes years—he has 
characterized as battles that were harder 
tests of patience and character than his 
work in the field—or in the air. 

Luck may come once to an explorer; 
but luck does not enable a man to main- 
tain a steadily ascending scale of achieve- 
ments—first to test out the airplane for 
Arctic flying, then to cross the Atlantic, 
then to fly to the North Pole, and ‘again 
to fly to the South Pole. 

Byrd’s career has been marked by 
steady and arduous preparation to reach 
his goal. Moreover it is an epic of triumph 
over adversity and repeated disappoint- 
ments. 

As a Naval Academy athlete he broke 


the bones of his foot in a football game 


and later his ankle in a gymnasium acci- 
dent. Nothing but sheerest determination 
enabled him to graduate with his class. 

Battleship duty that followed later 
proved his ankle too weak for the hard 
grind of Navy routine and a medical 
board retired him. 

Then came the World War. He re- 
quested his chance to serve his country at 
the front. Instead he was assigned to ac- 
tive duty in the Navy Department. His 
disappointment emaciated him and even 
in the stressful times when every trained 
man counts he was about to be invalided 
again. He begged for a few more weeks 
to win a physical comeback and his plea 
was granted. At the end of sixty days he 
was reexamined, passing all tests, pro- 
nounced in sound health, and ready for 
active duty again. 

He sought an assignment to fly one of 
the big NC planes to the battlefront but 
was sent to Newfoundland to establish a 
refueling station. After the Armistice he 
proposed the transatlantic flight of the 
big NC squadron, but got a post only as 
far as Newfoundland. 

After that he sought an assignment to 
go to England to help fly the big airship 
ZR-2 to America. But on the trial flight 
it fell into the Humber and only the un- 
avoidable missing of a train saved him 
from death in that disaster. 

Back from that duty he was at last to 
have his chance. The National Geo- 
graphic Society. was planning an expedi- 
tion for further scientific study of Arctic 
regions. Donald B. MacMillan was to 
lead the expedition, the U. S. Navy 
agreed to cooperate and at The Society’s 
request assigned Byrd, then Commander 
Byrd, to head the Naval contingent of 
three airplanes and eight men. 

Byrd’s flying over Ellesmere Island, 
North Greenland, and adjacent areas, 
mapping thousands of miles of new terri- 
tory, enabled scientists to gather new Arc- 
tic data, and gave Byrd his polar wings. 

Then came his gallant flight to the 
North Pole, with enough chances of fail- 
ure to have broken a spirit less determined 
than his. Failure of a single ski in the 
take-off at Spitsbergen would have ended 
his career in bankruptcy. Willing to ac- 
cept even martyrdom in the cause of avia- 
tion, he triumphed. 

President Coolidge emphasized his 
long preparation and selfdiscipline when, 
on behalf of the National Geographic 
Society, he presented The Society’s Hub- 
bard Gold Medal to Byrd, and said: 


“We must not forget, nor fail to appre- 


January, 1931 





ciate, the vision and persistence which led 
him ultimately to achieve the dream of 
his Naval Academy days. He never ceased 
to prepare himself mentally, scientifically, 
and physically, to meet the supreme test.” 

After the North Pole came the trans- 
atlantic flight. He must prove the value 
of tri-motored planes in overseas flight. 
Never before had flyers been so long in 
the clouds, beyond the sight of either sea 
or land. But never had flyers hit their 
mark better. 

Byrd had flown to the North Pole and 
back, making the identical headland he 
aimed at on his return, after 600 miles of 
flying and several complete circuits of 
the Pole, without a single landmark from 
the take-off to the return, a triumph of 
navigation. 

Now, in the clouds over the Atlantic 
and above France, he and his selected 
companions repeat the performance— 
proving himself the Nestor of aerial 
navigators. 

Great as were his successes in his bat- 
tles for health, his flights in the Arctic, 
his reckoning with the Atlantic, they were 
to be eclipsed by his expedition to the 
South Pole. 

That expedition will ever be memor- 
able in the history of exploration. He or- 
ganized the best equipped, the most care- 
fully manned expedition, using the widest 
variety of expert knowledge and scientific 
apparatus, that ever took the field to do 
battle with snow and ice and cold. He 
framed an enormous and diverse program 
—a program that utilized airplanes, 
radio, aerial cameras, and many other 
new instrumentalities and projected into 
a score of scientific fields of research. 
That almost incredible program disclosed 
such skill and foresight that his descrip- 
tion of what he proposed to do in his 
book, Skyward, might seem almost 
equally well as a description of what he 
actually accomplished. 

He carried his company of 42 men 
through 20 months of Antarctic life, in- 
cluding a dark winter on the ice, many 
hundreds of days in the field, many hun- 
dreds of aviator hours in the air, without 


a single fatality or a single permanent in- 


jury. That is a record without parallel. 

In the world’s vastest icy wastes, amid 
the world’s lowest temperatures and 
strongest winds, he flew airplanes 23 
times, made 23 safe landings, traversing 
7085 miles. 

Previous explorers of the Antarctic 
continent, necessarily land-bound, saw 8 
miles, at most, to either side of their path. 
His airplanes enabled him, at 10,000 








Vi 


fe 








Vol. 20, No. 1 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 21 





feet, to look down upon a visible area of 
500,000 square miles. 

The photographic camera superseded 
the notebook and sketch pad, so that an 
unquestionable record for future study 
was made of the 500,000 square miles 
viewed from the air; 200,000 of them 
never before seen by the eye of man. 

In a single flight of less than a day 
150,000 square miles were surveyed—an 
area nearly as large as our state of Cali- 
fornia. 

Radio daily apprised the world of the 
expedition’s progress, flashing the news of 
his circling the Pole, via Little America, 
to New York, 10,000 miles distant, be- 
fore he turned back toward his base. 

To Admiral Byrd’s mind the expedi- 
tion is far from ended. Some of its hardest 
work is in progress now. The leader is 
completing his book ; nine of his scientific 
staff are hard at work on their reports. 
Consequently it may be a year yet before 
we know all that was discovered. 

The charting on maps of the aerial 
photograph surveys is a tremendous task. 
Observations of temperatures, humidity, 
wind velocity made on the surface and 
similar data registered by instruments in 
balloons, should give results which may 
aid weather forecasting of southern 
Africa, southern South America, Aus- 
tralia, New Zealand, and insular sealing 
stations of the Antarctic seas. 

Extensive records of terrestrial mag- 
netism add to the data which has a bear- 
ing on the charts for every ship that puts 
out of port and for every boundary and 
property survey made. 

Studies of the Heavyside layer by radio 
experts will be eagerly awaited by stations 
in southern latitudes which broadcast 
commercial messages that flash across the 
Antarctic. 

There are masses of data on rocks and 
glaciers ; on sea creatures and ice crystals ; 
on new mountains, new bays, and new 
valleys which he and the expedition mem- 
bers were the first to behold, to study, to 
survey, and to photograph. 

These facts give only an inkling of 
what the Byrd Antarctic Expedition ac- 
complished. They indicate the broad scope 
of Admiral Byrd’s studies, the many 








" _ 





In Detroit, the city of motors, is this wellplanned art center, world famous 


fields of knowledge he invaded when he 
harnessed all the available instrumental- 
ities of science to exploration. His expedi- 
tion, in its attack on the Antarctic by air, 





R. Crozier, who as president has de- 

¢ veloped a most excellent program for 
the Detroit convention of the Department of 
Superintendence, is superintendent of schools 
in the city of Dallas. His constructive work 
as an educator and his able service as host of 
the Dallas convention in 1927 are prophetic 
of the riches that are in store for those who 
attend the Detroit meeting. 


ranks with that of Peary in the Arctic on 
ice. Both represented planning, prepara- 
tion, leadership, and organization of the 
highest order. The End. 


HE SIXTY-FIRST annual convention 
of the Department of Superintend- 
ence will be held February 21-26, 
in a city of action. In this city the power 
of brain and brawn is translated into the 
energy of machines on a larger scale than 
in any city in the world. The dynamic 
stream generated here quickens the world. 
The motors for which Detroit is justly 
famed may be found driving wheels on 
every civilized highway and plying their 
way through the unpaved byways of the 
most remote hinterlands. Industrial giant 
of an industrial age, Detroit is the home 
of the machine. 


+ 


Yet the 15,000 educators who attend 
the annual gathering will not find in 
Detroit a mechanized people. Their de- 
votion to the cultivation of mind and 
spirit lends hope to those who fear that 
the machine may some day become man’s 
master. 

Under the direction of Superintendent 
Frank Cody the Detroit schools are one 
of the city’s largest businesses and are 
recognized as one of the most important. 
It costs the city nearly $23,000,000 each 
year to operate the schools. 

These schools play an important part 
in educating the personnel required to 
staff and manage the world’s largest fac- 
tories. A small part of this education is 
vocational. A much more important part 
is designed to provide those riches with- 
out which the machine worker’s life 
would be largely an endless confusion of 
inclining levers and whirring wheels. 

The average workman in Detroit can 
learn the mechanical operation by which 
he earns his living in less than a day. The 
task of the schools is largely to help him 
learn how to live. They furnish him with 
the tools, technics, and spirit of learning, 
and provide him with creative skills and 
appreciations for his leisure. 

The Detroit schools attempt not only 
to teach the city’s children how to live, 
but to provide environment and treat- 
ment which will make them physically fit 
for living. Safety in home, school, and 
the streets is emphasized in courses, 
patrols, and demonstrations in accident 
prevention. A health-counsellor plan en- 
ables the schools to observe and record 
the physical limitations of pupils and to 
devise corrective exercise, clinical treat- 
ment, and behavior habits adapted to in- 
dividual needs. In school organization 
Detroit has ever been ready to accept new 
ideas of promise. The platoon school plan 
of Detroit has been adopted in scores of 
other American cities and is studied in 
every graduate school of educational ad- 
ministration. 

The Detroit school system is a com- 
plete unit extending from its preschool 
services on the one hand to the great 


municipal university with its profes- 


sional schools on the other. 


for its noted collections of rare and beautiful objects 








The Detroit Convention 


HE SIXTY-FIRST annual meeting of 

the Department of Superintendence 

will be held in the Masonic Tem- 
ple at Detroit, February 21-26, 1931. 
This beautiful structure, facing Cass 
Park, contains the largest public audi- 
torium in Detroit, as well as numerous 
smaller rooms for group or sectional 
meetings. It is within easy walking dis- 
tance from the downtown hotels. 


Special railroad rates—Round trip tickets 
on the identification certificate plan will be 
sold to Detroit, Michigan at one and one 
half fare for members of the National Edu- 
cation Association and dependent members of 
their families. 

Tickets will be on sale February 15 to 23 
in the territory of the Central, Trunk Line, 
Southeastern, New England, and Southwest- 
ern Passenger Associations. When validated 
at regular ticket offices in Detroit, tickets will 
be good for return to reach original starting 
point not later than midnight of March 4. 
Dates of sale in the western portion of the 
United States begin earlier and return limits 
are later on account of increased distance. 
Details may be had from your local ticket 
agent. In addition, the carriers have author- 
ized one and three fifths fare for the round 
trip on identification certificates with return 
limit of thirty days from date of sale. 
Identification certificates will be ready for 
distribution January 10. Write J. W. Crab- 
tree, secretary, National Education Associa- 
tion, 1201 Sixteenth Street, Northwest, Wash- 
ington, D. C. If in arrears, inclose check 
for membership dues. If identification cer- 
tificate is not obtained in advance, no ad- 
justment of fare can be made after arrival 
in Detroit. 


Detroit hotels—No headquarters hotel has 
been designated. Single rooms in principal 
hotels are no longer available. All sleeping- 
room reservations are handled through the 
hotel committee of the Detroit Convention and 
Tourist Bureau. Inquiries regarding sleeping- 
room accommodations should be addressed to 
Pav! T. Rankin, chairman, Hotel Committee, 
1805 Stroh Building, Detroit, Michigan. Please 
state exact time of your arrival and give 
name and address of each person to be ac- 
commodated by reservation. If for any rea- 
son a reservation is not needed, notify hotel 
immediately. 


Headquarters and exhibits—Convention 
headquarters, registration, exhibits, and post- 
office will be located in the ballrooms and 
drill ball of the Detroit Masonic Temple. In 
addition to the usual type of exhibits a spe- 
cial exhibit showing activities of the Detroit 
public schools will be arranged. An excellent 
dining room, comfortable lounges, numerous 
meeting halls, and many other facilities make 
it possible for the principal convention ac- 
tivities to be well cared for in the Masonic 
Temple. 


National High School Chorus—Superin- 
tendent Norman R. Crozier, president of the 
Department of Superintendence, has officially 
invited the National High-School Chorus to 





gets is something majestic about the 
downtown section of Detroit, the heart of 
which is shown in this picture. Our American 
cities are literally giants of a new era, poems 
in stone and steel, empires which reflect tre- 
mendous gains and almost unlimited ambition. 


give a grand concert at the Detroit meeting 
on Tuesday evening, February 24. The 
chorus, under the direction of Hollis Dann, 
will number over four hundred voices, repre- 
senting practically every state in the union. 
The National High-Schoo! Chorus gives a 
glimpse of what is possible in school singing. 
Perhaps the poet visioned such a chorus when 
he wrote “I heard America singing.” 


Detroit school activities—The final fea- 
ture of the convention on Thursday afternoon 
is to be a program given under the auspices 
of the Detroit Teachers’ Association. Its five 
parts will present elementary, intermediate, 
high-school, special, and college education. 
The intent is to portray as well as can be 
done on the stage and in a limited time the 
activities of the schools. In the drill hall at 
the Masonic Temple, an exhibit of important 
and unusual school materials will be shown. 
Plans will be in operation during the con- 
vention period by which visitors may observe 
actual work in the classrooms of the city and 
vicinity. 


1931 Yearbook—At Detroit, the Depart- 
ment of Superintendence will distribute its 
Ninth Yearbook which deals with five im- 


[ 22] 


portant unifying factors in American educa- 
tion: pupil promotion, professional education 
of teachers, school finance, community rela- 
tionships, and principles of articulation in 
American education. This is the second year- 
book which has been prepared by the Com- 
mission on Articulation. The Commission con- 
sists of Superintendent Herbert S. Weet, 
Rochester, New York, chairman; Superin- 
tendent Carroll R. Reed, Minneapolis, Min- 
nesota; Charles H. Judd, University of Chi- 
cago; Jesse H. Newlon, Lincoln School, 
Teachers College, Columbia University; 
Robert E. Tidwell, University of Alabama, 
University Alabama; John W. Withers, New 
York University; Superintendent David E, 
Weglein, Baltimore, Maryland. Problems 
raised in the yearbook are to be presented 
at the Wednesday morning general session. 
All Wednesday afternoon group meetings 
will discuss articulation problems. 


Departments and allied organizations are 
developing strong programs for the conven- 
tion. These will appear in the official program 
which will be distributed to all who register 
at Detroit. The Department of Superintend- 
ence has officially invited the following groups 
to participate: 


American Educational Research Association: W. 
W. Charters, Ohio State University, president; Wil- 
liam S. Gray, University of Chicago, secretary. 


Department of Elementary School Principals: Cassie 
F. Roys, Omaha, Nebraska, president; F. H. Duffy, 
Steubenville, Ohio, secretary. 


Department of Rural Education: Helen Heffernan, 
Sacramento, California, president; Mrs. Katherine M. 
Cook, Washington, D. C., secretary. 


Department of Secondary School Principals: Louis 
E. Plummer, Fullerton, California, president; H. V. 
Church, Cicero, Illinois, secretary. 


Department of Supervisors and Directors of In- 
struction: Elizabeth Hall, Minneapolis, Minnesota, 
president; James F. Hosic, Teachers College, Co- 
lumbia University, secretary. 


Department of Vocational Education: Z. M. Smith, 
Indianapolis, Indiana, president; O. D. Adams, Salem, 
Oregon, secretary. 


Municipal Normal. School and Teachers College 
Section: William Daniel Ellis, Richmond, Virginia, 
chairman; Frank Webster Smith, Ridgewood, New 
Jersey, secretary. 


National Association of Deans of Women: Thyrss 
W. Amos, University of Pittsburgh, president; Floy 
V. Elliott, Tulsa, Oklahoma, secretary. 


National Association of High School Inspectors and 
Supervisors: Samuel M. North, Baltimore, Mery- 
land, president; J. S. Stewart, University of Georgia, 
secretary. 


National Council of Childhood Education: Julia L. 
ahn, San Francisco, California, and Margeret C 
Holmes, Brooklyn, New York, convention committee. 


National Council of Education: Henry Lester 
Smith, Indiana University, president; Adelaide S. 
Baylor, Washington, D. C., secretary. 


National Council of State Superintendents and Com- 
missioners of Education: John Callahan, Madison, 
Wisconsin, president; W. F. Bond, Jackson, Missis- 
sippi, secretary. 


National Society for the Study of Education: L. V- 
Koos, University of Chicago, chairman; Guy M. 
Whipple, Danvers, Massachusetts, secretary. 


National Society of College Teachers of Education: 
Henry W. Holmes, Harvard University, presidesti 
S. A. Courtis, University of Michigan, secretary. 








e 
i, 
ye 








HIS Is THE JOURNAL’s ninth an- 
Twa roll call. It is a description of 

the year’s educational advance con- 
tributed by three people in each state— 
the state superintendent of public instruc- 
tion, the secretary of the state education 
association, and the NEA state director. 
Among points most emphasized are higher 
standards of teacher training, new curric- 
ulums to meet special needs, school-build- 
ing construction, and enlarged educa- 
tional opportunities. Photographs repro- 
duced here show school buildings of the 
year 1930 in 22 states. 


Alabama—The completion of a building 
program for higher institutions for the cur- 
rent quadrennium and the promotion of a 
program for the removal of illiteracy. The 
building program called for expenditure of 
over five million dollars of which approxi- 
mately one million was for two state-sup- 
ported institutions for the training of colored 
teachers. During 1929-30 more than 52,000 
illiterates were taught in opportunity schools. 
—A. F. Harman, state superintendent of edu- 
cation, Montgomery. 


Alaska—The codification of the school 
laws. The present school code contains all the 
school laws that are now in force. This is the 
first codification since the original school laws, 
passed in 1917.—Leo W. Breuer, commis- 
sioner of education, Juneau. 

The 1929 legislature made the office of 
commissioner of education elective, throwing 
it into politics. Last spring the present incum- 
bent who had held office only nine months 
was defeated in the primaries but continues 
in office until March 1. While his work has 
been going ahead in an apparently satisfac- 
tory manner there seems to be a doubtful feel- 
ing among the people of the territory as to 
the condition of the schools and this is no 
doubt due to the fact that the office is now in 
politics. I am sure that the school people and 
a large number of the voters will demand of 
the 1931 legislature that it make this office 


appointive again.—A. E. Karnes, NEA direc- 
tor, Ketchikan. 


Arizona—From an appropriation made by 
the last legislature the state board of educa- 





Thi 


A Continuing Record of Inspiring Advance 


The Journal’s Annual Roll Call 


tion has purchased land on which to construct 
buildings for a school for the feeble-minded. 
The buildings will probably be constructed 
sometime during this year.—C. O. Case, state 
superintendent of public instruction, Phenix. 

The ruling that all grade-school teachers 
should have three years normal or college 
training and a decided movement to raise 
the standard to four years—W. T. Machan, 


HE TEMPLE—I know a tem- 

ple in Italy where stately 

columns rise to vaulted 
roof. And there is a temple in 
India, The Taj, of snowy mar- 
ble; temples in Greece whose 
beauty has outlived the ages. 
These are the temples of the 
past. No one of them is the 
temple of America—of the 








future—for a new and pioneer 
people. All over the Land of 
Promise, from coast to coast, 
from gulf to mountain, often 
in a little clearing in the woods 
and more often crowning a 
hill, are Temples of the Re- 


public—the schoolhouses of 
America.—_George William 
Gerwig, Pittsburgh, Pa. 








secretary, Arizona State Teachers Associa- 
tion, Phoenix. 


Arkansas—Operation of equalizing fund, 
400 consolidated schools established, high- 
school enrolment increased 20 percent, chil- 
dren transported to school increased 300 per- 
cent, $4,000,000 invested in new rural school- 
houses.—Howard A. Dawson, director, divi- 
sion of research and surveys, Little Rock. 

The sweeping movement in consolidation 
and the 20 percent increase in high-school at- 
tendance as one result of the consolidation 


program.—J. P. Womack, NEA director, 
Arkadelphia. 


California—The closer coordination of ele- 
mentary, secondary, and higher education 


s school in Piedmont, Alabama, has a radio in each classroom 


[23] 


and the closer integration of professional 
thinking resulting from extended series of 
professional conferences held throughout the 
state for the purpose of discussion of com- 
mon problems and development of definite 
programs for improvement of administrative 
relations, finance, and legislative recommen- 
dations based upon formulated principles.— 
Vierling Kersey, state superintendent of pub- 
lic instruction, Sacramento. 

An awakened interest on the part of all 
school people in regard to financing educa- 
tion. Teachers throughout the state are study- 
ing the matter. Experts on taxation are lend- 
ing their aid. The people of California gen- 
erally are considering the matter.—Roy W. 
Cloud, secretary, California Teachers Asso- 
ciation, San Francisco. 

The appointment of a lay commission to 
study public-school education in California 
and the appropriation by the state legislature 
to meet the expenses of this commission’s 
study.—Willard E. Givens, NEA director, 
Oakland. 


Colorado—The development of good citi- 
zenship in keenness of ghought, good habits, 
and noble traits of eh a is progressing. 
The enrichment of adult life is being stressed. 
The activity to eliminate illiteracy is marked. 
Opportunity schools are being established. 
Interest to qualify in education and vocational 
work has been outstanding.—Katherine L. 
Craig, state superintendent of public instruc- 
tion, Denver. 

The report of the finance committee of the 
Colorado Education Association which pro- 
poses to begin a program of equalization of 
educational opportunity through cooperation 
of the state with local units. This report is 
receiving wide acceptance by the people of 
the state-—W. B. Mooney, secretary, Colo- 
rado Education Association, Denver. 


Connecticut—The extension of the course 
of study at the state normal school from two 
years to three—Ernest W. Butterfield, com- 
missioner of education, Hartford. 

The lengthening of teacher-training courses 
from two years to three, which will probably 
be increased to four in the near future.—G. C. 
Swift, secretary, Connecticut State Teachers 
Association, NEA director, Watertown. 


Delaware—The introduction of systematic 
instruction in art in all of our schools, under 








24 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


hats 8 


William H. Seward Elementary and High School, Seward, Alaska 


A consolidated school at Bridgewater, Connecticut 





McDuffie County High School, Thomson, Georgia 





Greene Township Consolidated School, St. Joseph County, Indiana 














January, 1931 


a state director and special supervisor, and 
authorization for a similar setup in music for 
the current year. For the systematic painting 
and repair of new school buildings in rural 
sections there has been established a bureau 
of repairs, which has proved most satisfac- 
tory—H. V. Holloway, state superintendent 
of public instruction, NEA director, Dover. 

The legalization and consequent develop- 
ment of the junior high school has been an 
outstanding achievement. There has been also 
a marked improvement in the quality of in- 
struction, a spirit throughout the state of rais- 
ing standards both of instruction and achieve- 
ment.—Harold E. Barker, secretary, Delaware 
State Education Association, Newark. 


District of Columbia—The creation of a 
new office with a first assistant superinten- 
dent in charge of business affairs has resulted 
in a more definite and effective organization 
of the financial and managerial activities of 
the school system of the District—Frank W. 
Ballou, superintendent of schools. 

The fixing of the requirement of the M. A. 
degree for high-school teachers, which is to 
take effect in 1932, is one of the most signifi- 
cant achievements. I should say, secondly, 
that the extension of the two-year normal 
school to a four-year teachers college is an 
accomplishment of great importance for the 
schools of the District.—J. Orin Powers, presi- 
dent, Education Association of the District of 
Columbia. 

The vindication of the teachers in kinder- 
garten work. This group were made the vic- 
tims of a reduction of personnel and, being a 
relatively small group, it was believed that 
they could not stand their ground. The NEA 
went on record as favoring this group of 
classes for the younger child and we find our- 
selves this fall in a situation very different 
from the one we were in when school closed. 
There is every evidence now that kinder- 
gartens will continue and that a saving will 
be made somewhere else.—Edith Louise 
Grosvenor, NEA director. 


Florida—The work done by the committee 
of sixteen appointed by the state association 
for the purpose of giving publicity to the 
financial status of the Florida school system 
and to suggest remedial measures for the 


situation—F. §. Hartsfield, NEA director, 
Tallahassee. 


Georgia—The defeat, on November 4, of 
the income tax amendment which sought to 
limit the tax to 5 percent for state purposes, 
and to require a reduction to two mills of 
the state ad valorem tax. The passage of 
this amendment would have hopelessly crip- 
pled the educational progress of Georgia.— 
Kyle T. Alfriend, secretary, Georgia Educa- 
tion Association, Macon. 


Hawaii—Gradual but steady development 
of the “activity program” throughout the ter- 
ritory through supervision of the publication 
of new course of study material. Increase 
of requirements for the professional training 
of elementary teachers to three years beyond 
high-school graduation—W. C. Crawford, 
superintendent of public instruction, Honolulu. 

Our teachers have acquired a broadened 
conception of the relation between industry 





Vol. 20, No. 1 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 25 





' 
i 





and education in Hawaii.—Jean W. Moragne, 
secretary, Hawaii Education Association, 
Lihue, Kauai. 


Idaho—The extension of rural-school su- 
pervision to every rural community in the 
state has paved the way to better teaching, 
better organization, and better interpretation 
of the educational processes for rural educa- 
tion—W. D. Vincent, commissioner of edu- 
cation, Boise. 

The beginnings of a statewide program of 
curriculum construction for junior and senior 


high schools.—R. H. Snyder, NEA director, 
Idaho Falls. 


Illinois—New provisions for financing the 
schools of Chicago, very definite steps toward 
a scientific assessment of property in Illinois 
for taxation purposes, and real progress by 
our state teachers association committees on 
state school funds and on larger district units. 
—Robert C. Moore, secretary, Illinois State 
Teachers Association, Carlinville. 


Indiana—The study being made by the 
commission of thirteen members authorized 
by the 1929 session of the General Assembly 
“for the purpose of conducting a scientific 
survey of the problem of state aid for public 
schools in the state of Indiana.” Develop- 
ment of standards applicable to all schools 
and the classification of all public schools 
rather than just the high schools as formerly. 
Progress in curriculum and course of study 
revisions.—Roy P. Wisehart, state superin- 
tendent of public instruction, Indianapolis. 





Iowa—Preparation and distribution of sec- 
ondary courses of study by the high-school Thruston Consolidated School, Daviess County, Kentucky 
course of study commission; census of the 
entire public school teaching personnel spon- is. 
sored by the state board of education exam- a aca 
iners; census of handicapped children of 
lowa; and preliminary report of costs and 
other statistics by research division of the 
Department of Public Instruction —aAgnes 
Samuelson, state superintendent of public in- 
struction, Des Moines. 

The surveys of teacher personnel and 
handicapped children made under the super- 
vision of the state department constitute the 
greatest achievements in education in lowa.— 
Mary A. Lord, NEA director, Sioux City. 


Kansas—The increased interest being taken 
in the report of the Kansas School Code Com- 
mission made January 15, 1929, especially as 
to the equalization of educational opportunity. 
The Kansas Tax Code Commission, after a 
careful study, also approved this equaliza- 
tion plan in its report of December 1, 1929.— 
Geo. A. Allen, jr., state superintendent of 
public instruction, Topeka. 

The giving of publicity and information 
relative to the recent report of the Kansas 
School Code Commission which was not 
acted upon by the 1929 legislature. This pro- 
gram is covered by the following publica- 


tions issued by the Kansas State Teachers 
Association: 


(1) A Public School Catechism for the State of 
Kansas 


(2) A Brief Summary of the Kansas School Code 
Oommission’s Report 
(3) What money Voter should know about the 


Financing Plan of the School Code Commission’s 
eport 


(4) Practical Applhicati f the Financing Plan eae . . 
il he Posgeand Stadl Gas ot Eee Boone School, District 56, Jackson County, Missouri 





26 THE JoURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


January, 1931 








John Hill School, Boonton, New Jersey 


F. L. Pinet, secretary, Kansas State Teach- 
ers Association, Topeka. 


Kentucky—The passage of an equalization 
law appropriating $1,250,000 for the purpose 
of supplementing teachers’ salaries.in school 
districts in which there were not adequate 
funds to pay the legal minimum salary of $75 
per month.—R. E. Williams, secretary, Ken- 
tucky Education Association, NEA director, 
Louisville. 


Louisiana—The reaching of a hundred 
thousand or more adults with instruction that 
enabled them to read and write—T. H. 
Harris, state superintendent of public educa- 
tion, Baton Rouge. 

The passage and ratification of an amend- 
ment to the state constitution requiring the 
legislature to appropriate annually a mini- 
mum of $12 per census pupil and to set aside 
one sixth of this amount for an equalizing 
fund to be used in the poorer subdivisions of 
the state.—P. H. Griffith, secretary, Louisiana 
Teachers Association, Baton Rouge. 

An amendment to the state constitution was 
passed and ratified which requires the legis- 
lature to appropriate annually a minimum of 
$12 per census pupil and to set aside $2 of 
this amount as an equalization fund to be 
used in the poorer parishes of Louisiana.— 
Annie T. Bell, NEA director, Baton Rouge. 


Maine—Committées on the revision of the 
state course of study for elementary schools 
and of the revision of the curriculum for 
state normal schools were appointed. A co- 
operative arrangement with the Universjty of 
Maine made possible the granting of two 
years of credit toward an A. B. degree in edu- 
cation on graduation from a state normal 
school. A school of education at the Univer- 
sity went into operation in September, 1930. 
—B. E. Packard, state commissioner of edu- 
cation, Augusta. 

Establishment of a school of education at 
the University of Maine; appointment of 
committees by the state commissioner of edu- 
cation to revise the state course of study and 


the curriculum of the state normal schools; 
a 100% enrolment in the Maine Teachers As- 
sociation.—Adelbert W. Gordon, secretary, 
Maine Teachers Association, Augusta. 

Higher education survey by University of 
Maine and Teachers College, Columbia Uni- 
versity (1) shows desirable changes in exist- 
ing institutions of higher education; and (2) 
gives recommendations regarding the estab- 
lishing of additional institutions —William 
B. Jack, NEA director, Portland. 


Maryland—More trained teachers and 
higher requirements for high-school teachers’ 
certificates. Stronger supervisory program. 
Vocational rehabilitation started. Survey for 
special classes for handicapped children in 
counties underway. Industrial arts and home 
economics in high schools strengthened. Effort 


to improve music instruction.—Albert S. Cook, 
state superintendent of schools, Baltimore. 


Massachusetts—Probably the most impor- 
tant single professional achievement of the 
year has been that of raising the period of 
preparation of elementary teachers from two 
to three years in the state normal schools and 
perhaps the most important material achieve- 
ment has been that of the addition, through 
actual construction and authorized appropria- 
tion, of new plants for the Massachusetts 
School of Art and the state normal school at 
Worcester.—Payson Smith, commissioner of 
education, Boston. 

The raising of the minimum course in all 
our normal schools from two to three years 
in length—Hugh Nixon, secretary, Massa- 
chusetts Teachers Federation, Boston. 

We have taken a most important step in 
providing for unfortunate children. Through 
legislation that became operative in 1930 
every town or city in which there are five or 
more crippled children is required to furnish 
special instruction for them.—Annie C. Wood- 
ward, NEA director, Boston. 


Michigan—Two epoch-making educational 
movements are in progress in Michigan. A 
legislative teachers retirement fund commis- 
sion is making a study of the present teachers 
retirement fund law and will be able to rec- 
ommend a new law to the coming legislature. 
The State Educational Survey Commission is 
making a study of the elementary and secon- 
dary schools of the state and will undoubtedly 
recommend to the next legislature a_ bill 
equalizing educational costs and establishing 
a minimum program of education for the ele- 
mentary schools.—Webster H. Pearce, state 
superintendent of public instruction, NEA di- 
rector, Lansing. 

Attention has been focused upon getting 
the facts with regard to inequality of school 
costs in Michigan and the insolvent condi- 
tion of the present teachers retirement fund 
law in this state. Both situations are being 
thoroughly surveyed by state legislative com- 
missions cooperating with state educational 





Elementary school, Jerome, Idaho 














co 
ti 
Ww 


st 














Vol. 20, No. 1 





agencies.—Arthur H. Rice, managing editor, 
Michigan Education Journal, Lansing. 


Minnesota—Nothing especially new; just 
advancing along established lines.—James M. 
McConnell, commissioner of education, Saint 
Paul. 

A revised, unified teacher-retirement fund 
measure has been worked out and will be 
presented to the 1931 session of the legisla- 
ture. The proposed measure when enacted, 
will set up a sound, equitable plan for teacher 
annuities. It is the product of concerted action 
of our association through its legislative com- 
mittee and the state trustees of the present 
fund—C. G. Schulz, secretary, Minnesota 
Education Association, Saint Paul. 

The state department of education is mak- 
ing a drive for the accrediting of certain 
rural schools which are employing teachers 
with two years of teachers college training. 
The teachers colleges are building up courses 
of study that make it possible for elementary 
teachers to receive a training that carries with 
it a degree qualification—Alice F. Sullivan, 
NEA director, Duluth. 


Mississippi—Mississippi has a new school 
code in which is some new school legisla- 
tion of considerable importance. This code 
was adopted last spring.—W. F. Bond, state 
superintendent of education, Jackson. 


Missouri—The comprehensive and analy- 
tical survey of Missouri schools under the di- 
rection of Strayer and Engelhardt whereby 
the facts concerning the public schools and 
higher education have been placed before 
the public with a constructive program for 
our educational welfare.—Chas. A. Lee, state 
superintendent of public schools, Jefferson 
City. 

The publication of the report of a survey 
of educational conditions in the state, made 
by Strayer and Engelhardt, has put before 
the friends of education definite objectives to- 
wards which future effort may be best di- 
rected.—E. M. Carter, secretary, Missouri 
State Teachers Association, Columbia. 


t 


we be - 6 


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ae 


THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION 27 





Number 2 Elm Grove School, Elm Grove, Wisconsin 


Montana—In response to a_ resolution 
passed by the legislature at the 1929 session, 
the state board of education has appointed a 
high-school survey commission made up of 
two city superintendents, two county high- 
school principals, and the high-school super- 
visors, to make a survey of the management, 
organization, courses of instruction, method 
of support, levies, bond issues, and encroach- 
ment of secondary education on elementary- 
school funds. The commission has drafted a 
bill for the reorganization of secondary edu- 
cation which will be submitted for enact- 
ment to the next legislature.—Elizabeth Ire- 
land, state superintendent of public instruc- 
tion, Helena. 

A commission on reorganizing and unify- 
ing secondary education will have its report, 
endorsed by the state board of education, 





Boyd Consolidated School, Wise County, Texas 


ready for the coming session of the legislative 
assembly. It will provide for uniformity of 
support of senior high schools, for the or- 
ganization and support of junior high schools, 
and otherwise for greater uniformity in the 
administration of secondary education.—R. 
J. Cunningham, secretary, Montana Educa- 
tion Association; NEA director, Helena. 


Nebraska—Raising the standards respect- 
ing the qualifications of teachers in our ac- 
credited secondary schools and our approved 
normal-training high schools. An investiga- 
tion of rural teaching qualifications shows 
conclusively that the level has been raised at 
least one half year above the former level of 
high-school graduation with about 20 percent 
of the teachers possessing one to two years 
above the high-school level.—G. W. Rosenlof, 
director, secondary education and teacher 
training, Lincoln. 

Establishment of the Nebraska State Read- 
ing Circle on a working basis. Nebraska now 
has a medium of professional leadership 
which is actually getting desirable books into 
the hands of boys and girls throughout the 
state—Dwight E. Porter, NEA _ director, 
Omaha. 


Nevada—With the cooperation of the 
teachers of the state the preliminary re- 
vision of the elementary course of study is 
practically completed. Work on the revision 
of the high-school course of study is under 
way.—Mrs. C. H. Luke, office deputy, state 
department of education, Carson City. 


New Hampshire—Training teachers for 
rural high schools. Five rural high schools 
operated under the practise departments of 
the Keene and Plymouth normal schools, fur- 
nish eighteen weeks actual practise teaching 
for each of the forty high-school teachers an- 
nually prepared for service in small high 
schools.—James N. Pringle, commissioner of 
education, Concord. 

The publication of a new program for 
elementary grades I to VI, comprehensive 
and progressive, written by New Hampshire 
teachers and superintendents and revised by 





A TT 
+ 





28 THE JOURNAL OF THE NATIONAL EpucaTion AssoclATION 









x 


F WASAA SSB a. 


Seth Halli, high-school gymnasium, Santa Fe, New Mexico 


Consolidated school, Little Compton, Rhode Island 





Smithfield Junior High School, Smithfield, Utah 








January, 193] 








the elementary school agent of the state board 
of education——Dana S. Jordan, NEA direec- 
tor, Lisbon. 


New Jersey—State survey of public educa- 
tion. During the year there was presented to 
the state legislature by its commission a re- 
port on public education in New Jersey with 
recommendations for its improvement.— 
Charles H. Elliott, commissioner of education, 
Trenton. 


New Mexico—The preparation of a new 
elementary state course of study and the first 
high-school course of study in this state. The 
establishment of an elementary training 
school for teachers at Albuquerque assisted 
by the Rockefeller Foundation and Bronson 
Cutting, senator from New Mexico.—Atanasio 
Montoya, state superintendent of public in- 
struction, Santa Fe. 

The publication of a course of study for 
the elementary grades and for the high 
schools. Both courses were prepared by teach- 
ers and supervisors of the state and will be 
printed and distributed by the state depart- 
ment of education—John Milne, secretary, 
New Mexico Educational Association, Albv- 
querque. 

Many convention cities in the United States 
showed a New Mexico all-state exhibit where- 
by much authentic information of our state 
was disseminated and favorable interest at- 
tracted to our advantages and activities.— 
Mrs. H. F. Brock, NEA director, Gallup. 


New York—Unusual interest in curriculum 
problems in both elementary and secondary 
fields. Teacher groups in all parts of the 
state studying individual pupil needs. Present 
year witnessing significant attack on mass 
instruction. Activity programs no longer lim- 
ited to experimental schools.—Geo. M. Wiley, 
assistant commissioner of education, Albany. 

The splendid progress of the central rural- 
school movement, which promises by evolution 
and not revolution the gradual elimination of 
the one-teacher school.—Harlan H. Horner, 
secretary, New York State Teachers Associa- 
tion, Albany. 

A thoroughgoing study of secondary prob- 
lems. The associated academic principals, 
specialists in the state department of educa- 
tion, the associate superintendents in charge 
of secondary education in New York City 
have cooperated in a study which bids fair to 
change the entire secondary procedure in the 
state—Harry W. Langworthy, NEA director, 
Gloversville. 


North Carolina—The committee on public 
information of the North Carolina Educa: 
tion Association has been very active and 
successful in building up not only among the 
teachers but among patrons of the schools 
greatly increased support of public opinion.— 
A. T. Allen, state superintendent of public 
instruction, Raleigh. 


North Dakota—A professional survey and 
study of teacher training in North Dakota 
was made during 1930 to determine if the 
program fits the statewide needs of the schools 
in the type, the number, and the quality of 
teachers trained and if this is done econom! 
cally and efficiently —Bertha R. Palmer, state 
superintendent of public instruction, Bismarck. 


Ohio—The inauguration of a system of 
guidance, originating in the state department 





|= 


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p! 
nt 





Vol. 20, No. 1 THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 29 


eee 





of education and statewide in its ramifica- 
tions and seeking to coordinate educational 
procedures with the complex social and eco- 
nomic structure of the state and nation.—J. 
L. Clifton, director of education, Columbus. 

A study on the part of the Ohio Education 
Association, the state department of educa- 
tion, and a committee on taxation appointed 
by the governor to study the financial needs 
of the schools and suggest some reasonably 
permanent means of financing public educa- 
tion in Ohio.—F. E. Reynolds, secretary, Ohio 
Education Association, Columbus. 


| | 
} 


ah BH +H sh) 4 
| 


Oklahoma—Committees of outstanding 
business and professional people have made a 
comprehensive survey looking to an adjust- 
ment of school finances and administration. 
On this basis recommendations will be made 
to the legislature—John Vaughan, state su- 
perintendent of public instruction, Oklahoma 
City. 

The study of the financial conditions of the 
schools by the educational commission of 
Oklahoma and the definite recommendations 
for their improvement.—C. M. Howell, secre- 
tary, Oklahoma Education Association, Okla- 
homa City. 

The completion of the state course of study 
for the elementary, junior, and senior high 
schools—M. E. Hurst, NEA director, Tulsa. 


Oregon—The completion of a report by the 
Education Plan Committee of the Oregon 
State Teachers Association. This report con- 
stitutes a wellplanned program of educational 
reorganization that has the full support of all 
the educational forces of the state—C. A. 
Howard, state superintendent of public in- 
struction, Salem. 
| Provision for more supervision of the 
smaller high schools giving pupils a course 
of study that will meet more nearly their so- 
cial needs and provide a continuity to the edu- 
f cational experiences of students in the small 
; high schools; a course that may be carried 
8 out with a maximum of effectiveness and with 
a minimum of waste in teacher effort and in 
money; one that provides a new and modern 
, set of standards.—F. C. Fitzpatrick, NEA di- 
- rector, Echo. 





e 

y Pennsylvania—Encouraging evidences of 

‘0 increase in the improvement of the quality of 

e instruction; erection of a new state education 

r, building; increasing effectiveness of stand- a7 , . chi 
ards for the classification of high schools.— Senior high school, Cheney, Washington 

ic James N. Rule, deputy superintendent of pub- 

a: lic instruction, Harrisburg. 

id The adoption of a welfare program for 

he former teachers including monthly checks, 

Is ranging from $10,04 to $30, to 46 such per- 

— sons in financial distress, and the establish- 


lic ment of the Lloyd Mifflin Memorial Home 
for elderly women teachers and convalescents. 





7 J. Herbert Kelley, secretary, Pennsylvania 

om State Education Association, NEA director, 

he Harrisburg. 

“ Philippine Islands—The increased appro- 

al. Priation for education provided by the Philip- 

= pine legislature enabling the bureau of edu- 

ck. cation to expand and extend public school fa- 

cilities, increasing attendance by 54,000, The 

s Philippine government appropriates about 32 — 


Percent of the insular funds for educational Lulu M. McCormick Junior High School, Cheyenne, Wyoming 





30 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


purposes.—Camilo Osias, resident commis- 
sioner from the Philippines, Wash. 

Porto Rico—The development of our sec- 
ond units—consolidated rural schools of an 
agricultural-vocational type. These schools 
will solve many of the problems of our rural 
life.—Jose Padin, com. of education, San Juan. 

Rhode Island—The building program in 
progress and achieved during 1930 in Rhode 
Island is the most extensive in the history of 
the state, measured either by the increase in 
accommodations or the beauty and complete- 
ness of;:the architecture—Walter E. Ranger, 
commissioner of education, Providence. 

The state department has been reorganized 
and three directors appointed in the field of 
vocational education, of adult education, and 
of research and surveys. At Rhode Island 
College of Education indications are that the 
four-year course for prospective teachers is 
practically in effect and soon may be re- 
quired of all students.——Clarence W. Bos- 
worth, secretary, Rhode Island Institute of 
Instruction, Auburn. 

South Carolina—Revision of school reports 
made by the county superintendents of edu- 
cation to the state department of education. 
The new annual state report will include a 
statewide school census, enrolment and aver- 
age daily attendance according to high-school 
and elementary pupils, and a report of all 
school expenditures according to the eight 
fundamental educational accounts.—H. L. 
Fulmer, director, division of information and 
research, Columbia. 

The survey of teachers and teaching in the 
high schools of the state by the state depart- 
ment of education. This will greatly affect 
the training of prospective high-school teach- 
ers in the future.—J. P. Coates, secretary, 
South Carolina Teachers Assn., Columbia. 

South Dakota—The inauguration of a cur- 
riculum revision movement involving the ele- 
mentary and secondary courses of study.—N. 
E. Steele, secretary, South Dakota Education 
Associatio: Sioux Falls. 

Texas— “ne stabilization of administration 
of public schools by extension of term of 
county superintendents from two to four 
years by extension of term of school trus- 
tees except in districts of more than 100,000 
population, to three years with overlapping 
terms so that only a minority will be subject 
to election each year; by granting permission 
to boards of trustees of independent districts 
with fewer than 5000 scholastics to contract 
with superintendents, principals, and teach- 
ers for a term not to exceed three years and 


for independent districts with more than 5000 
scholastics a term not to exceed five years.— 
S. M. N. Marrs, state superintendent, Austin. 

The continuous cooperative efforts of our 
educational forces for a full year in the pre- 
paration of a legislative program for the im- 
provement of schools.—R. T. Ellis, secretary, 
Texas State Teachers Assn., Fort Worth. 

An act of the last legislature extended re- 
sponsibility for the support of the county su- 
perintendent’s office from the rural-school 
districts only to the entire county. This, with 
extension of county superintendent’s term from 
two to four years, marks no little progress 
towards a county unit of school administra- 
tion.—L. W. Rogers, NEA director, Austin. 

Utah—The passing of an amendment at 
the special session of the legislature in Janu- 
ary providing for a state school equalization 
fund, equal in amount to five dollars for each 
child of school age in the state—C. N. Jen- 
sen, state superintendent of public instruc- 
tion, Salt Lake City. 

The working out of a plan of educational 
equalization by which poorer school districts 
will be able to maintain a better school sys- 
tem.—Arch M. Thurman, NEA director, Salt 
Lake City. 

Vermont—A 50 percent increase in two 
years in the number of standard and su- 
perior rural and town schools. Adoption of 
graduation from a standard two-year normal 
school course as the minimum basis for regu- 
lar certification of elementary teachers. Sig- 
nificant growth of chapters and membership 
of parent-teacher associations.—Clarence H. 
Dempsey, commissioner of education, NEA 
director, Montpelier. 

After July 31, 1931, the minimum certifica- 
tion for all new teachers entering the pro- 
fession in the state must be graduation from 
a four-year accredited secondary school fol- 
lowed by graduation from an accredited two- 
year normal school or the equivalent, which 
must be approved by said state board of edu- 
cation—Marion C. Parkhurst, secretary, 
Vermont State Teachers Assn., Burlington. 

Virgin Islands—A complete survey of the 
course of study with the assistance and help 
of every teacher on active duty. The report 
of this survey was a basis for a complete re- 


- vision of the textbooks approved.—Arthur E. 


Lindborg, director of education, St. Thomas. 

Virginia—Application of an equalization 
fund which has resulted in an appreciable 
increase in teachers’ salaries. Formulation 


and promotion of a state retirement law for 
teachers. Promotion of an organized effort 
to reduce illiteracy in Virginia.—C. J. Heat- 


January, 1931 





wole, secretary, Virginia Education Associa- 
tion, Richmond. 

Lengthening of the school term in Virginia, 
The school term under the old law was 140 
days—under the new law 160 days. This was 
made possible through increased appropria- 
tion and equalization.—Edith B. Joynes, NEA 
director, Norfolk. 

Washington—New courses of study for the 
elementary, junior high, and senior high 
schools; a complete education bill for the re- 
organization of our entire state public school 
administration and financing; coordination 
between the institutions of higher learning 
and the common schools.—N. D. Showalter, 
state superintendent, Olympia. 

Modernization of the state course of study 
under leadership of the state department of 
education. Successful inauguration of the 
regional plan of W.E.A. convention and joint 
county institutes, with same major speakers 
in eight meetings. Tax classification amend- 
ment, supported by W.E.A., carried at polls 
two to one.—Arthur L. Marsh, secretary, 
Washington Education Association, Seattle. 

West Virginia—A council of education, on 
which every school interest in the state was 
represented, was created to request the 
enactment of legislation whereby the state 
would assume at least one third of the cost 
of elementary and high-school education, the 
revenues to be provided by the state through 
indirect taxation. Teacher groups passed 
resolutions asking better retirement laws, a 
tenure law, and a plan of group insurance 
for teachers.—J. H. Hickman, secretary, West 
Virginia State Education Association, 
Charleston. 

Wisconsin—Assisting the legislative In- 
terim Committee to get a real picture of the 
facts and conditions in the hope that we may 
move forward at the next legislature—John 
Callahan, state superintendent, Madison. 

The work of the Interim Committee of the 
legislature making a study of our whole edu- 
cational situation, the reorganization of the 
school of education of the University of Wis- 
consin, and the increase in summer school 
attendance at our state teachers colleges.— 
E. G. Doudna, NEA director, Madison. 

Wyoming—All day schools, evening classes, 
and partime classes in vocational agriculture 
are being rated on the efficiency of the ad- 
ministrative setup, that is, the opportunity 
for doing efficient work, using the twelve 
efficiency factors as arranged by Wright and 
Allen in their “Efficiency in Vocational Edu- 
cation.”—B. H. McIntosh, secretary, Wyo- 
ming State Teachers Association, Cheyenne. 





Broadmoor Elementary School, Shreveport, Louisiana 








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Ten Years of Journal Service 


HB JouRNAL of the National Edu- 

cation Association is one of the ma- 

jor cooperative enterprises of the 
Association and the profession. During 
the decade of service which has just closed 
literally tens of thousands of educational 
workers have contributed to its building 
through articles or through friendly ad- 
vice and professional judgment. The 
statements on this page were received in 
reply to the question—What has been 
the influence and the contribution of 
THE JourNAL of the National Educa- 
tion Association since its founding a dec- 
ade ago? These replies, with many 
others which cannot be included for lack 
of space, are a wonderful tribute to the 
devotion and loyalty of the membership 
of the National Education Association. 


Ten years ago THE JOURNAL was an ex- 
periment; now it is an assured success. There 
was much questioning as to whether or not 
THE JouRNAL could possibly succeed. There 
were also questions as to the field which it 
should attempt to serve and occupy. These 
and other questions have been met and THE 
JourNAL stands today a great success in in- 
fluencing public opinion among teachers and 
others throughout the United States.—John 
1. H. Keith, state sup’t of schools, Harris- 
burg, Pa. 

It has made great strides forward in the 
past decade. It provides constructive mate- 
rial for meeting present educational prob- 
lems.—Caroline F. Kimball, teacher, E. Lynn, 
Mass. 

THE JOURNAL has presented what might be 
called the advanced line of educational prog- 
ress in the various fields of education.— 
Payson Smith, state commissioner of educa- 
tion, Boston, Mass. 

In my opinion THE JoURNAL has done more 
than any other one publication to profession- 
alize teaching. I hope that THe JouRNAL 
during the decade 1931-41 will continue to 
lead also in the movement to humanize teach- 
ing—to stress personality values, to help the 
teacher to deal with the whole child in the 
light of the whole situation—Frank Cody, 
sup’t, Detroit, Mich. 

THE JourNAL has established a _ better 
understanding of educational problems com- 
mon to our states. It has imbued school folks 
with the kinship of educational endeavor; 
replaced local smugness by recognition of 
national issues; and has impressed its readers 
through its clearcut presentations of facts 
relating to our everyday work.—John Calla- 
han, state sup’t of public instruction, Madi- 
son, Wis. 

Sane, judicious, prudent, consistent; faith- 
ful to all genuine educational interests, repre- 
sentative of the best philosophy of the Amer- 
ican nation. Discreet in judgment; wise in 
sense, and honest in motive—Homer H. 


Seerley, former pres. State Teachers College, 
Cedar Falls, Ia. 


The contribution made by THe JOURNAL 
during the past decade cannot be measured. 
Every branch of education and every worthy 
educational endeavor have been tremendous- 
ly benefited—John W. Abercrombie, ass’t 
state sup’t of education, Montgomery, Ala. 

THE JOURNAL has done much to create a 
spirit of solidarity in the teaching profession 
of the United States. It has made teachers 
aware of the progressive movements in edu- 
cation and has stimulated better methods of 
organization in public schools and better 
methods of teaching—Charles H. Judd, 
director, School of Education, University of 
Chicago. 

It has been a potent factor in the develop- 
ment of a professional consciousness and a 
national sclidarity among the teachers of 
America. May we not hope that THE Jour- 
NAL will continue to stand four-square for 
more effective teacher training, for higher 
eligibility requirements, for tenure and re- 
tirement laws, for adequate compensation, 
for constructive educational research, and in 
general for every worthy endeavor in behalf 
of the teacher and the profession.—Frank W. 
Ballou, sup’t, Washington, D. C. 

THE JouRNAL commands the highest re- 
spect of educators. No other educational 
paper compares with it in interest, in reliabil- 
ity of information and in dignity of appear- 
ance.—H. M. Cressman, county sup’t, Egg 
Harbor City, N. J. 

During the past ten years THE JOURNAL 
of the National Education Association has 
attained the enviable position of being the 
best educational magazine published in the 
world. I have made this statement frequently 
to individuals and groups of educational 
workers and have not yet found a dissenting 
opinion.—J. Herbert Kelley, exec. sec’y, Penn- 
sylvania State Educational Association, Har- 
risburg. 

Its able leadership has established a re- 
spect for the teaching profession. It has set a 
high standard of literary excellence for other 
educational publications and thus lifted the 
whole cause of education—A/. J. Stoddard, 
sup’t, Providence, R. I. 

To the teacher in remote districts it has 
been the means of encouragement; to the 
busy teacher a real boon for solutions to con- 
crete problems; to the leader among us an 
opportunity to express his thoughts and 
visions for others to share; to all an inspira- 
tion—WNellie V. Lind, prin. Denver, Colo. 

THE JouRNAL has aroused and built up the 
professional spirit of its readers. Its optimism 
has cheered and strengthened those who fill 
hard places. It has emphasized the impor- 
tance of each section of the educational sys- 
tem.—Louise Biggerstaff, teacher, Luray, Va. 

One of the most remarkable movements in 
the past decade has been the wonderful im- 
provement that has been made in the field of 
educational journalism and the outstanding 
example of this change has been THE Jour- 
NAL of the National Education Association. 
It has set the pace, not only for state associa- 
tions’ publications, but for all other journals 
in the educational field. It has done a great 


[31] 


work in giving form and content to the 
organization movement. Through it the forces 
of education have been able to focus their 
energies upon definite and distinct problems. 
Without it the organization would have been 
inarticulate, scattered, and _ ineffective.— 
Charles F. Pye, editor, Midland Schools, Des 
Moines, Ia. 

Helped to develop solidarity of profession; 
has elevated professional standards; has 
clarified and improved professional thinking; 
has supplied information of value to the pro- 
fession; has properly stressed educational 
research and scientific procedure—Edwin C. 
Broome, sup’t, Philadelphia, Pa. 

The influence of THE JouRNAL has been in- 
formational and inspirational. It has con- 
tributed thoughts and experiences of noted 
American educators—always giving food for 
thought.—Edmonia Hardy, teacher, 
mattox, Va. 

THE JOURNAL has served the profession 
through its discussions of facts and princi- 
ples, particularly of national character which 
have tended to give members of the profes- 
sion a national consciousness regarding edu- 
cational procedures.—W. B. Mooney, editor, 
Colorado School Journal, Denver, Colo. 

THE JOURNAL has been a source of inspira- 
tion to those of us in the smaller school 
systems scattered throughout the United 
States, in helping us get the larger vision, 
strive toward a higher type of professional 
service, and above all, it has stimulated us in 
professional growth and advancement through 
its editorials and contributed articles —V. M. 
Rogers, sup’t, Gunnison, Colo. 

It has helped to amalgamate the teachers 
of the nation and of each state into a more 
effective working force for the advancement 
of their own interests and the cause of educa- 
tion —R. C. Moore, editor, Illinois Teacher, 
Springfield, Ill. 

THE JourNAL has performed an unparal- 
leled service for education by its part in 
building up a great association of teachers 
and of those engaged in educational work. 
The Association and THE JouRNAL are lead- 
ing factors in advancing the cause of educa- 
tion in the United States—J. McKeen Cat- 
tell, editor, School and Society, New York. 

It has seemed to me that the writers for 
THE JouRNAL have lived more in touch with 
our real problems and for that reason prob- 
ably seem to give me more help than some 
of those writing for similar magazines. The 
articles in THE JOURNAL have been more 
high-class and better timed than any others 
I have read.—Victor J. H. Seifert, sup’t, Lee, 
Ill. 

It has kept before the members of the NEA 
and, in a large measute the public in gen- 
eral, the enthusiasm which is needed by edu- 
cators from college president to kindergarten 
teacher. This has been a great help in bring- 
ing the teaching profession to the proper 
point of appreciation by the public and there- 
by the support from the same source. It has 
correlated the effort of those interested in 
education and furnished them with much 
valuable material to promote the cause, as 


Appo- 





32 ‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





January, 193] 





well as instruction in matters pertaining to 
their profession.—HW’. P. Morgan, pres. West- 
ern State Teachers College, Macomb, III. 


More perfect union, justice, domestic tran- 
quility, common defense in the broadest, 
most intelligent, and civilized sense. There 
is no more really patriotic journal than ours. 
—Wm. McAndrew, president, NEA Depart- 
ment of Superintendence, 1925. 


It has stimulated both ordinary member- 
ship in the NEA and also interest in life 
memberships through its Builders of Our 
Profession. It has by its high standards and 
tone made the country at large realize that 
we represent a real profession. It has allied 
itself, and so the NEA, with the highest 
standards of life and worthwhile causes. It 
has kept the profession in the field in touch 
with great movements and people.—Florence 
M. Hale, state agent for rural education, 
Augusta, Me. 

One outstanding contribution made by THE 
JouRNAL has been the positive stand taken 
on all moral questions, especially as they 
relate to law enforcement.—Nettie A. More, 
teacher, Kane, Pa. 


It has humanized and socialized our work 
by inspirational articles, drawing us into the 
great circle of the “social sciences,” not keep- 
ing education a topic by itself—Madelaine F. 
Cohn, editor, Forum Quarterly, Omaha, Nebr. 

I regard THE JourRNAL and other publica- 
tions of the Association as the most inspiring, 
uplifting, and coordinating force in Amer- 
ican education—C. C. Sherrod, pres. East 
Tennessee State Teachers College, Johnson 
City. 

THE JOURNAL has made the National Edu- 
cation Association articulate to the great 
body of American teachers and to the public. 
It serves as an integrating force and has 
done much to make American teachers aware 
of their larger educational responsibilities.— 
Jesse H. Newlon, director, Lincoln School, 
Teachers College, Columbia University. 


It has given a unified feeling to education 
in the United States, furnished a means for 
every teacher who has something worth say- 
ing to be heard by others. It has preached 
hopefulness and goodwill, shown decisive 
leadership on fundamental moral questions.— 
Eugene Fair, pres. Northeast State Teachers 
College, Kirksville, Mo. 


Because of its effective presentations of 
progressive school practises and of its terse 
and specific treatment of such modern aspects 
of school readjustments as those involving 
mental health and the wiser uses of leisure, 
and because of its wide circulation, THE 
JouRNAL has aided materially in overcoming 
educational inertia and complacency and in 
creating a readiness for innovations.—P. W. 
L. Cox, New York University. 


THE JOURNAL has helped all of us‘to keep 
more alive, more alert, more responsive to 
changing conditions. We are today more 
forward-looking because of the quality of its 
leadership.—Hoeward S. Braucher, sec’y, Na- 
tional Recreation Association. 

The organized teaching profession of the 
United States has taken form and become a 
cohesive force, using THE JOURNAL as a 
means of bringing the message of education 
to every community in the land. THe JouRNAL 


speaks the language, voices the ideas, inter- 
prets the aims and ideals of the teachers and 
schools in America.—C. G. Schulz, editor, 
Minnesota Journal of Education, St. Paul. 


It makes for solidarity; for a feeling of 
pride in the profession; for better under- 
standing of purpose and method in all lines 
of educational endeavor. It is a unifying fac- 
tor and a force for better achievement. It has 
made of teaching a calling of which other 
professions speak with respect.—Edward E. 
Hood, teacher, Evansville, Ind. 


THE JOURNAL has played an important part 
in the growth of public schools during the past 
decade. It has been a means of keeping at- 
tention centered on the modern trends of edu- 
cation based on the best scientific thought of 
the age, and has reflected in an artistic and 
effective way, ideals of larger and better serv- 
ice for the childhood of today and the citizen- 
ship of tomorrow.—George N. Child, sup’t, 
Salt Lake City, Utah. 


Has greatly improved and organized a co- 
operative spirit leading toward a professional 
attitude among the school people themselves. 
With a pure spirit of democracy it has lead 
to building up a great interest for the teach- 
ing of all children and awakened the public to 
that duty—James H. Hope, state sup’t of 
education, Columbia, S. C. 


Inspired thousands of teachers to take a 
more professional view of their work.—Eliza- 
beth Otis, prin., Bloomfield, N. J. 


THE JouRNAL has influenced the schools of 
America to experiment with new methods in 
education. Its contribution has been its value 
as a clearing house for the best ideas in the 
profession—Thomas N. Davidson, teacher, 
Ocean Grove, N. J. 


It has tended to unify public sentiment in 
behalf of a fine, progressive educational pro- 
gram for the nation —W. F. Bond, state sup’t 
of education, Jackson, Miss. 

THE JouURNAL has given to teachers a na- 
tional view of education; has made available 
facts and figures helpful in selling the schools 
to the people; has promoted the growth of 
the professional spirit among its readers; has 
stressed in a practical way the major objec- 
tives in education; has provided sane, read- 
able articles dealing with new educational 
movements; and has shown us glimpses of 
the glory of our profession—glimpses that 
have been a _ real _ inspiration Hannah 
Parkyn, teacher, Holland, Mich. 


It has greatly helped to dignify the pro- 
fession; it has broadened our horizon; it has 
helped to unify the teaching statf; it has in- 
terested each one in all others; it has helped 
to take the schoolroom into life.—Olive Fer- 
ris, prin., Salt Lake City, Utah. 

THE JOURNAL is a monthly reminder to the 
thousands of NEA members that they belong 
to a profession which is represented by a 
great national association which is a service 
agency to every member. The tremendous suc- 
cess of THE JOURNAL is evidence that it has 
reached the personal and professional prob- 
lems of teachers in the field. It has made us 
professionally conscious—J. Orin Powers, 


pres. District of Columbia Education Associa- 
tion. 


A clearinghouse of national information; 
promoter of the esprit de corps in the pro- 
fession; builder of the NEA and its member- 


ship; forecaster of movements and trends in 
modern education.—James E. Rogers, direc- 
tor, National Physical Education Service. 


It has given impetus and unity to the edu- 
cational movement in the United States; it 
gives us a monthly pulse-beat on educational 
life; it clarifies the educational atmosphere; 
and it illustrates the highest type of helpful, 
educational journalism.—H. 4. Moran, prin, 
Mishawaka, Ind. 


THE JouRNAL has made a large contribu- 
tion to the professional organization of teach- 
ers. It has collected data and disseminated in- 
formation which has been accurate and which 
has made teachers conscious of the need of 
advancing their occupation. It has supplied 
necessary vocational guidance to teachers who 
are beginning their work. It has made use of 
organizations which further educational work 
and it has won the approbation of the general 
public.—Caroline Bengston, Chicago, IIl. 


It has dignified the teacher’s opportunities 
to the teachers themselves. It has furnished 
news of what is going on in education all 
over our country and especially it has held up 
teaching ideals to us all—dAmy M. Siriley, 
prin., Beverly, Mass. 


THE JouRNAL has been one of the greatest 
factors in firmly establishing the fundamental 
idea that it is the concern of the nation to see 
to it that as nearly as possible equal oppor- 
tunity should be afforded its youth—Frank 
S. Hartsfield, sup’t of Leon County schools, 
Tallahassee, Fla. 


Its influence has been great in directing our 
thoughts away from school matters entirely 
local to the broader view of nationwide scope. 
—George A. Allen, jr., state sup’t of public in- 
struction, Topeka, Kans. 

Greatest contribution has been to keep 
advanced educational ideas before teaching 
groups. It has been the most powerful agency 
in crystallizing educational thinking in Amer- 
ica. It makes vocal the ideals of American 
education.—L. H. Petit, sup’t, Chanute, Kans. 

It has built up a new interest in education 
in the nation and has been instrumental in 
the marvelous growth of the NEA.—George 
H. Kellogg, county sup’t, Nevada, Iowa. 

THE JOURNAL has set a new standard for 
an educational publication during the last ten 
years. It has kept our teachers in a profes- 
sional and constructive frame of mind.—Milo 
H. Stuart, pres. Indiana State Teachers Asso- 
ciation, Indianapolis, Ind. 

It has made teachers aware of their strate- 
gic position, of the value of unity, of a desire 
for professional advancement, of their need 
for a code of ethics, of the importance of 
higher standards in training, salary, require- 
ments for certification —Raymond R. Hutch- 
ings, director of research, Santa Barbara 
(Calif.) schools. 

It is a pleasure to me to bear witness to the 
power of the printed page as expressed 
through THE JouRNAL and to say that the 
message it is carrying to the teachers and edu- 
cators of America will give every child in the 
great American Commonwealth an oppor- 
tunity to livea broader and better life. Democ- 
racy itself, our government, and its institu- 
tions rest securely alone upon an educated 
citizenship. The uplift which Tue Journal 
has given and is giving to American life is 
inestimable.—Willis 4. Sutton, sup’t, Atlanta, 
Ga.. 








acon as. O&O @ za es ee. 


ae a SSS 


The United States Office of Education 


{E REORGANIZATION of the United 
"| sites Office of Education has been 

completed with the final appoint- 
ment of chiefs for all divisions. Among 
the recent appointments are Sabra W. 
Vought, chief of the library division, 
William Dow ‘Boutwell, chief of the 
editorial division, Emery M. Foster, in 
charge of the statistical section, Ambrose 
Caliver, specialist in Negro education, 
and Elise H. Martens, senior specialist 
in education of exceptional children. 

Miss Vought was formerly librarian 
at Pennsylvania State College. Mr. 
Boutwell comes to the Office of Educa- 
tion from the staff of the National Geo- 
graphic Magazine. Dr. Caliver, first of 
his race to meet the requirements for 
Ph.D. in the field of administration of 
higher education, served as dean of Fisk 
University at Nashville, Tennessee. Mr. 
Foster has been with the Office of Edu- 
cation for seven years and has been 
engaged in the statistical work of which 
he now has charge. Miss Martens’ work 
with the bureaus of research and guid- 
ance in the school systems of Oakland 
and Berkeley, California, has given her 
unusually fine preparation for her duties 
with the federal bureau. 

Of the division and section groups in 
the Office of Education as now organized 
only the collegiate-professional section 
lacks an administrator. The position left 
open by the resignation of Dr. Arthur 
J. Klein, who has gone to the education 
department of Ohio State University as 
professor of school administration, has 
not yet been filled. 

The Office of Education as now organ- 
ized consists of the commissioner, the 
assistant commissioner, six divisions: ad- 
ministration, research, editorial, library, 
service, and general surveys. Largest is 
the research division with two consult- 
ants and five sections: collegiate-profes- 
sional, American school systems, foreign 
school systems, special problems, and sta- 
tistical. 

Through the cooperation of the Gov- 
ernment Printing Office and by virtue of 
different scheduling within the Office, it 
is expected that the annual Educational 
Directory will be available at an earlier 
date than heretofore. The Office of Edu- 


tation hopes to have copies for delivery 


by the first of the year. Cards have been 
sent out to get any changes made follow- 
ing the November elections. One new 


section, a list of research bureaus in pub- 
lic school systems and institutions of 
higher learning, will be added to the 
Educational Directory compilations. 

Five new bulletins and one pamphlet 
of the Office of Education may be ob- 
tained from the Superintendent of Docu- 
ments, Government Printing Office, 
Washington, D. C.: 


Teachers Guide to Child Development, a 
manual for kindergarten and primary teach- 
ers, makes available to the nation’s teachers 
the major part of the recommendations of 
the California Curriculum Commission. As 
Office of Education Bulletin, 1930, No. 26, it 
is published simultaneously with the Cali- 
fornia publication. It suggests activity pro- 
grams for all types of schools within the 
kindergarten-primary range. The Bulletin re- 
places an older Bulletin, 1919, No. 16, which 
is now out of print. 

The library division of the Office of Educa- 
tion has compiled a Bibliography of Research 
Studies in Education, 1928-29, which is re- 
leased as Bulletin, 1930, No. 23. This com- 
prises 275 pages of references to research in 
all fields of education. It is the third annual 
printed publication of educational research. 

Housing and Equipping the Washington 
Child Research Center, Pamphlet No. 13, 
gives concrete suggestions of the cost, equip- 
ment, and other factors entering into the 
establishment of a research type nursery 
school. 

A list of all accredited high schools in the 
United States is made available in the Office 
of Education Bulletin, 1930, No. 24, Accredited 
Secondary Schools. 

The first Office of Education study since 
1922 of an educational system of a foreign 
country appears upon the delivery by the 
Public Printer of Bulletin, 1930, No. 17, Sec- 
ondary Education in Norway, by Gabriel E. 
Loftfield, Mount Vernon Junior College, 
Mount Vernon, Wash. 

Land-grant Colleges and Universities, Bul- 
letin, 1930, No. 28, gives a résumé of statistics 
and information related to this group of in- 
stitutions for the year ended 1929. 


Six bulletins in widely different fields 
have been sent out recently to libraries 
and schools and are available for pur- 
chase from the Superintendent of Docu- 
ments, Government Printing Office. 


Three deal with the rural field: Rural 
Schoolhouses, School Grounds, and Their 
Equipment, Bulletin, 1930, No. 21, [20 cents]; 
County Library Service to Rural Schools, 
Bulletin, 1930, No. 20, [15 cents]; The Small- 
ness of America’s Rural High Schools, Bulle- 
tin, 1930, No. 13, [15 cents]. The first is by 
the late Fletcher B. Dresslar, of George Pea- 
body College for Teachers, written in coop- 
eration with Haskell Pruett of the Oklahoma 
Department of Public Instruction, and gives 
14 plans for modern rural-school buildings as 
well as suggestions for remodeling old school 
structures. Two specialists of the Office of 


{ 33 } 


Education, Walter H. Gaumnitz and Edith 
A. Lathrop, are authors of the rural high 
school and library studies, respectively. 


Arch O. Heck, associate professor of 
school administration at Ohio State 
University, is the author of Education of 
Crippled Children, which is one of a 
series of up-to-date handbcoks on special 
school problems surveying current prac- 
tise and outstanding work which Com- 
missioner Cooper has planned. 

The Office of Education has cooper- 
ated with The Oregon Trail Memorial 
Association in the commemoration of the 
centenary of the beginnings of the west- 
ward migration by publishing a descrip- 
tion of the Oregon Trail as eye witnesses 
saw it. Florence C. Fox, specialist in ele- 
mentary education, is the author of this 
bulletin, which has already climbed into 
the Office’s “best seller’’ class. 

The American college and university, 
the land-grant college and university in 
particular, have been analyzed, taken 
apart, tabulated, and examined from the 
registrar’s office through the veterinary 
medicine department, the library, and 
down to the gymnasium locker room in 
the 1800 page, two volume survey of 
land-grant colleges and universities just 
published by the Office of Education 
($3.00). 

This survey report which mirrors the 
conditions in American institutions of 
higher learning is the product of three 
years’ research work authorized by the 
Congress of the United States which 
granted $117,000 for the study. More 
than 80 specialists were engaged in the 
task of preparing the material. The col- 
leges which are the subject of the survey 
aumber 69 and enroll 172,429 students 
who constitute one sixteenth of the col- 
lege and university student population of 
the United States. These institutions have 
a value of nearly a half billion dollars 
and their income has increased to $145,- 
000,000 per year. 

The United States Office of Education 
is yours. The members of its staff are 
eager to serve you. Its publications are 
outstanding. Progressive teachers use 
them freely. This office does for educa- 
tion what the Department of Agriculture 
does for farming or the Department of 
Commerce for business and industry. 

A complete list of the publications of 
the Office of Education can be obtained 
upon request to the Editorial Division, 
Office of Education, Wash., D. C. 



















































Benjamin Franklin and Beer 





N AN AGE when drinking and its evils were common the 
young Benjamin Franklin saw a better way of life and 
practised it. He was liked and influential among his associ- 

ates because in his thoughtful and kindly way he stood for 
something higher. In his autobiography he writes of his experi- 
ence in Watt’s Printing House in London: At my first admission 
into this printing house I took to working at press, imagining I 
felt a want of the bodily exercise I had been us’d to in America, 
where presswork is mix’d with composing. I drank only water; 
the other workmen, near fifty in number, were great guzzlers 
of beer. On occasion, I carried up and down stairs a large form 
of types in each hand, when others carried but one in both 
hands. They wondered to see, from this and several instances, 
that the Water-American, as they called me, was stronger than 
themselves, who drank strong beer! We had an alehouse boy 
who attended always in the house to supply the workmen. My 
companion at the press drank every day a pint before breakfast, 
a pint at breakfast with his bread and cheese, a pint between 
breakfast and dinner, a pint in the afternoon about six o’clock 
and another when he had done his day’s work. I thought it a 
detestable custom; but it was necessary, he suppos’d, to drink 
strong beer, that he might be strong to labor. I endeavored to 
convince him that the bodily strength afforded by beer could 
only be in proportion to the grain or flour of the barley dissolv- 
ed in the water in which it was made; that there was more flour 
in a pennyworth of bread;and therefore, if he would eat that with 
a pint of water, it would give him more strength than a quart of 
beer. He drank on, however, and had four to five shillings to 
pay out of his wages every Saturday night for that muddling 
liquor; an expense I was free from. And thus these poor devils 
keep themselves always under. 





[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. 2034) 


[ 34] 











4) 








Vitalized Group Study and Faculty Meetings 


F YOU were asked, “What has been the 
influence and contribution of THE 
JourNAL of the National Education 

Association since its establishment a dec- 
ade ago,” what would be your reply? 
Some of the many answers by JOURNAL 
readers to this question are published on 
page 31 of this issue. You may find it 
worthwhile to discuss this question in 
one of your January faculty meetings. 
Teachers whose acquaintance with THE 
JouRNAL is recent can join in the discus- 
sion by telling how their professional 
growth has been encouraged by the read- 
ing and use of THE JOURNAL and their 
own state association journal. This inter- 
change of experience will help everyone 
to see different values and to get new 
viewpoints. 

When Jessie Gray, teacher in the 
Philadelphia (Pa.) Normal School for 
Girls, answered the above question, she 
mentioned the contribution THE Jour- 
NAL has made in vitalized group study 
and faculty meetings. Her statement: 


During this decade, the classroom teacher 
and teaching have been stressed by THE 
JouRNAL; and those who lay the foundation 
of education and character have been recog- 
nized in educational activities. Their profes- 
sional growth and_ selfconsciousness have 
been developed for broader service. Sugges- 
tions for reading and faculty meetings have 
reaped rich rewards in broader views, more 
definite methods, and greater professionalism. 

THE JOURNAL might suggest that faculty 
meetings be planned so that time is given in 
which representatives of accredited organi- 
zations shall report the business, the achieve- 
ments, and the plans of those organizations. 
It is a duty of the faculty to listen to and par- 
ticipate in discussions of organization affairs. 
I know that it will not only double enthusiasm 
but membership and active participation. Too 
often the representative of the organization 
“duns” for money in her odd moments and is 
not offered a dignified place on the program 
of faculty meetings to discuss the results of 
membership in the organization. 


After buying a good tool, you don’t put 
it away unused. After becoming a mem- 
ber of the National Education Associa- 
tion, it is good economy to use THE 
JouRNAL for group discussion. You 
might have the same experience as an 
Indiana principal who wrote: 


We held monthly meetings last year. Much 
interest and spirit aroused. Several teachers 
reported never having read THE JOURNAL 
and were surprised to find it contained so 


much of interest. We expect much from our 
meetings this year. 


This principal and his faculty will find 
the results of their vitalized meetings 
in an improvement of teaching, which 
means a direct benefit to the children 
and the community. They will find sug- 
gestions in every issue of THE JOURNAL 
of other vital material—such as year- 
books of NEA departments of elemen- 
tary and secondary principals, classroom 
teachers, superintendence, and teachers 
colleges; research bulletins, the annual 
volume of Proceedings, reports of com- 
mittees on tenure, retirement, salary, in- 
ternational relations, health problems in 
education, parent education, ethics, etc. 
In their own state journal, they will find 
what their state association is doing to 
improve conditions for teachers in all 
these fields and others of special interest 
locally. Besides improving their own 
work and thinking, such a group of 
teachers will quickly influence every 
newcomer in their ranks to a pride in our 
profession and an appreciation of what 
state and national associations are accom- 
plishing for teachers, children, and the 
nation. 

Everett M. Hosman, secretary of the 
Nebraska State Teachers Assn., writes: 

A noted English leader who spoke here re- 
cently described THE JOURNAL of the National 


Education Association as the greatest educa- 
tional periodical in the world. 


If THe JOURNAL has achieved that 
position in a decade, should we not look 
forward to making it even better— 
worthy of the rising importance of the 
teaching profession in American life? 

Alert teachers and administrators who 
are encouraging their fellow workers to 
enrol in state and national education 
associations and use the publications of 
those associations for vitalized group 
study and faculty meetings are giving an 
important service within the reach of 
every educator. Such a service is one way 
of achieving the goal emphasized by Sec- 
retary Crabtree: “Every teacher at work 
on the problems of the profession.” Mr. 
Crabtree’s democratic ideas as to the con- 
stant services of the Association are help- 
ing to make it possible for every teacher 
to be at work in advancing the profession. 

H. L. Donovan, president of the East- 
ern State Teachers College at Richmond, 
Kentucky, says: 


THE JOURNAL should continue its good 
work until we have a half million active 
members of the NEA and readers of THE 


[35] 


JOURNAL. It meets the needs of teachers in 
every field of activity. 


Anyone who hopes for half a million 
active members of the National Educa- 
tion Association realizes the need for the 
constructive influence in American life 
which the teaching profession has. Ad- 
justment to rapid changes in industry, in 
finance, in social conditions; reducing 
crime and inequalities of educational op- 
portunity; planning our cities and rural 
communities so that positive health, wise 
use of leisure, and satisfactory conditions 
for work are possible, are some factors 
which call for real intelligence and in- 
tegrity of character. Teachers have these 
qualities. The size of the job is not dis- 
couraging when we consider the accom- 
plishments of the teaching profession in 
the past ten years. The beginnings of 
progress exist wherever teachers and ad- 
ministrators, individually or in groups, 
recognize the need for growth, and the 
joy in life and work which comes from 
keeping mentally alive. 

Readers of THE JOURNAL find enjoy- 
ment in its use for group study: 


Our schools have been using the vitalized 
faculty meeting idea for the past 3 years 
and we find it very stimulating, indeed.— 
Glenn D. Deatly, prin., Wood River, Ul. 

THE JOURNAL is a source of inspiration 
and help each month for every reading 
teacher.—Salome Townsend, Tucson, Ariz. 

We pursued this plan last year and are 
doing so this year.—Harris V. Bear, Miamis- 
burg, O. 

I am going to ask my teachers to tell me 
which JOURNAL articles helped them most 
and we will discuss them in teachers’ meet- 
ings.—Alice G. Baldwin, Wilmington, Del. 


Votes of readers as to the 5 articles 


they like best in the November Jour- 
NAL: 


First, “The Teacher’s Approach to the 
Problem Child” by Clara Bassett; second, 
“The Home and Character Education” by 
Jessie A. Charters; third, “Better Times 
Ahead,” editorial; fourth, “It’s the Brain 
that Counts” by Charles Mayo; fifth, “Hor- 
ace Mann Then and Now” by A. J. Stoddard. 


In this anniversary issue are several 
special features useful for group study: 


The Ideal Teacher. What larger aspects of the 
professional and social services of teachers do you 
see here? 

Tue JourNav’s Annual Roll Call. A concise state- 
ment of educational progress in your state for 9 years 
could be easily gathered from this issue and Jour- 
NALS of other years. 

The County Superintendent. Does your state pro- 
vide adequate help to county superintendents for 
supervision in all rural schools? 

Rural Life and the Rural School. In whet ways 
would leadership developed in such an institution 
bring immediate benefits to rural life? 








































































Department of superintendence | 


Mensherabiio in Departments of the National Education Association, 1930 






































three departments of the Nat- 
ional Education Association. 


You 
may obtain figures for your state by 
reading the table as follows: In Ala- 
bama there are 116 school executives 
eligible for active membership in the 
Department of Superintendence. This 
state has 58 members in this depart- 
ment. In Alabama 50.0 percent of 
those eligible for membership in this 
department are members. This gives 
Alabama a rank of 21 among the 
states and territories as to the percent 
of those eligible who hold member- 
ship in the Department of Superin- 
tendence. 


In Alabama there are 327 principals 


me secondary schools. This state has 





Alabama 6.7 percent of those eligible 
for membership in this department 
are members. This gives Alabama 
rank of 38 among the states and ter- 
ritories as to the percent of those 
eligible who hold membership in the 
Department of Secondary School 
Principals. 

In Alabama there are 268 principals 
of elementary schools. This state has 
58 members in the Department of 
Elementary School Principals. In 
Alabama 21.6 percent of those eligible 
for membership in this department 
are members. This gives Alabama a 
rank of 22 among the states and terri- 
tories as to the percent of those 
eligible who hold membership in the 


Department of secondary schoo! principals Department of elementary school principals 











States and | | | 
other units Number | Number Percent Rank Number Number | Percent 
| eligible for | of col. 3 is in eligible for of col. 7 is 
' membership | members | of col. 2 col. 4 | membership | members | of col. 6 
1 2 ox. | 4 | § 6 | 7 8 
| United States 7,283 4,011 55.1 | inabhine | 21,807 4,048 18.6 
| Alabama 116 58 50.0 21 327 22 6.7 
| Arizona 36 27 75.0 14 58 13 | 22.4 
Arkansas 123 45 | 36.6 35 407 20 4.9 
California 204 116 | 56.9 17 450 689 153.1 
| Colorado. 103 40 | 38.8 32 221 63 28.5 
Connecticut 108 92 85.2 10 99 | 70 70.7 
Delaware 17 19 tee a 5 28 | x 28.6 
| Dist. of Columbia 34 39 114.7 4 17 26 152.9 
Florida 98 25 25.5 4s | 241 | 73 30.3 
Georgia 231 | 50 21.6 48 | 532 10 | 2.9 
Idaho 70 | 10 14.3 $2 164 -) §.5 
Illinois 311 238 76.5 13 1,018 | 528 51.9 
Indiana 226 100 44.2 28 860 54 6.3 
lowa 191 86 45.0 26 953 107 4.2 
Kansas 175 | 68 38.9 31 759 183 24.1 
Kentucky 185 59 31.9 39 623 165 26.5 
Louisiana 111 29 26.1 | 44 353 | 11 3.1 
Maine... 201 35 17.4 | 50 224 133 59.4 
Maryland 52 65 125.0 3 186 27 14.5 
Massachusetts 281 205 72.9 15 378 184 | 48.7 
Michigan 200 | 201 100.5 6 682 186 | 27.3 
Minnesota is9 | 81 50.9 19 | 562 | 97 17.3 
Mississippi 120 | 39 32.5 38 513 6 a 
Missouri 201 | 97 48.3 24 877 85 9.7 
Montana...... 78 | 9 | 11.5 53 217 18 8.3 
| 
Nebraska 134 48 35.8 36 620 24 3.9 
Nevada. . 10 5 50.0 21 34 5 14.7 
New Hampshire 88 37 42.0 29 108 19 17.6 
| New Jersev 176 277 157.4 1 189 53 28.0 
New Mexico 48 | 18 | 37.5 34 124 6 4.8 
New York 457 | 364 79.6 12 902 196 21.7 
North Carolina 164 | 64 | 39.0 30 733 19 2.6 
North Dakota = 14 | 19.4 49 487 12 2.8 
CN coc s00 262 | 237 90.5 8 1,400 197 14.1 
Oklahoma 153 71 46.4 25 707 36 $.3 
Oregon..... 66 20 30.3 41 299 | 22 7.4 
Pennsytvania 425 360 84.7 11 1,136 | 196 17.3 
Rhode Island... 48 41 85.4 9 27 15 55.6 
South Carelina 82 22 26.8 43 322 12 3.7 
| South Dakota... 88 } 27 30.7 40 337 45 13.4 
Tennessee 147 | 44 | 29.9 42 430 12 2.8 
OS ae 393 176 44.8 27 1,200 31 2.6 
Utah 57 30 52.6 18 94 18 19.1 
Vermont 119 28 23.5 47 98 91 92.9 
Ns: ii i9'0 a6. | 156 53 34.0 37 515 16 3.1 
Washington 84 20 | 23.8 46 374 26 7.0 
West Virginia 104 52 50.0 21 289 108 37.4 
Wisconsin 180 114 63.3 16 473 64 13.5 
Wyoming. . | 35 17 48.6 23 80 15 18.8 
| 
Alaska. , 1 | 1 | 100.0 7 13 1 7.7 
Canal Zone 1 é 2 > a 
Foreign | i 7 ; os a re 
Hawaii 3 | 4 133.3 2 i5 4 26.7 
Philippine Island 52 9 17.3 51 35 | 6 17.1 
Porte Rico 47 18 38.3 33 1S | 7 46.7 
HIS TABLE compares member- 22 members in the Department of 
ship of the various states in Secondary School Principals. In 





























Rank Number Number Percent Rank 
in eligible for of col. 11 is in 
col. 8 | membership | members | of col. 10 | col. 12 
9 10 11 12 13 

22,738 4,814 22.0 
38 268 58 21.6 22 
19 126 19 15.1 34 
42 259 20 7.7 48 
1 1,219 382 31.3 13 
13 282 92 32.6 12 
4 408 96 20.5 23 
12 69 10 14.5 36 
2 106 61 i 1 
11 284 49 17.3 31 
52 4il 46 aa..2 44 
40 125 15 12.0 | 41 
7 1,137 288 25.3 17 
39 863 99 11.5 43 
32 589 76 12.9 38 
18 435 85 19.5 28 
17 237 | 45 19.0 29 
46 363 26 7 51 
5 153 11 . £F 50 
28 266 61 22.9 19 
8 941 243 25.8 16 
15 914 a 7 
24 374 129 | 34.5 11 
53 183 15 8.2 47 
33 638 192 30.1 14 
34 137 16 | .7 42 
} 
44 249 50 20.1 | 27 
27 6 | 3 50.0 3 
23 90 11 12.2 40 
14 831 318 38.3 8 
43 46 10 |e 21 
20 2,260 402 18.3 30 
49 486 qu 10.1 46 
$1 176 18 10.2 45 
29 1,400 346 24.7 18 
41 269 55 | 20.4 24 
| 

36 232 112 48.3 5 
25 1,440 291 20.2 25 
6 235 17 7.8 qv 
45 182 11 6.0 52 
31 136 23 16.9 32 
48 320 42 13.1 37 
50 668 151 22.6 20 
21 134 39 29.1 15 
3 64 2 3.1 53 
47 406 50 12.3 39 
37 384 134 34.9 10 
10 168 27 16.1 33 
30 428 86 20.1 26 
22 67 10 14.9 35 
35 2 1 50.0 3 
2 : 50.0 3 

16 | 79 37 46.8 6 
26 1,140 13 1.1 54 
9 $1 18 33.3 ) 





Department of Elementary School 
Principals. 

Column 2 includes chief executive 
officers of public school systems, 
state, county, and local even though 
the title is not superintendent of 
schools, in all cases, and heads of 
normal schools and teacher-training 
institutions. Column 6 includes prin- 
cipals of public junior, senior, four- 
year high schools and of combined 
high schools and elementary schools. 
Column 10 is an estimate based on the 
best information available and in- 
cludes both teaching and supervising 
principals of elementary schools and 
principals of combined elementary 
and high schools in rural communi- 
ties. 





















Better Teaching of Reading 


Reading as a School Subject 


WILLIAM S. Gray 


* Dean, School of Education, University of Chicago 


F: MANY GENERATIONS reading held 


a place of first importancein theele- 

mentary-school curriculum. In fact, 
more time was devoted to it than to any 
other subject in the daily program. As 
indicated in a previous article, the con- 
tent and methods of teaching reading 
were determined largely by three aims, 
namely to master the mechanics of read- 
ing, to develop good oral readers, and to 
cultivate appreciation of superior selec- 
tions of literature. Furthermore, guid- 
ance in reading was limited almost en- 
tirely to the activities of the reading 
period. 

During recent years, however, radical 
changes have taken place with respect to 
the purpose and place of reading as a 
school subject. Some reforms have mag- 
nified its imyportance and increased its 
obligations. For example, the activities 
of the reading period have been greatly 
expanded and enriched in many schools, 
the amount of attractive reading mate- 
rial provided has been notably increased 
and the training given has applied to a 
wide range of reading activities. Other 
reforms have tended to depreciate the 
importance of the reading period. For 
example, guidance in many forms of 
reading has been provided increasingly 
in the content subjects and efforts to 
cultivate appreciation of superior selec- 
tions of literature have been limited 
largely to the story hour and the litera- 
ture period. Indeed such changes have 
been so radical in some schools that the 
need of special periods for instruction 
in reading has been seriously questioned. 
It has been assumed in such cases that 
essential reading attitudes and habits can 
be developed incidentally as pupils en- 
gage in purposeful reading activities in 
various school subjects. 

Classroom experience, however, fully 
justifies the retention of a daily reading 
period in an improved program of teach- 
ing. Many schools which have endeav- 
ored to teach reading more or less inci- 
dentally have found that a surprisingly 









vantage.—Charles H. Judd. 








large number of remedial cases develop 
sooner or later. Schools which are or- 
ganized largely on an activity basis have 
found it necessary to provide periods 
regularly for instruction in reading in 
order to insure the orderly development 
of desirable reading attitudes and habits. 

The results of experiments confirm 
the conclusions based on classroom ex- 
perience. For example, Gates and others 
have shown that the use of a systematic 
method, in which the teacher assumed 
an aggresive policy in teaching funda- 
mental reading habits, secured “‘consid- 
erably greater average achievement” in 
silent and oral reading than was true 
when an opportunistic method was used. 
Other values, such as the development 
of interest and enthusiasm in reading, 
were secured readily by either method. 
It is obvious that some systematic teach- 
ing supplemented by many interesting, 
purposeful, but informal, reading activ- 
ities is superior to the exclusive use of 
either method. Schools which have fol- 
lowed such a plan find that the amount 
of time required daily for the reading 
period can be greatly reduced, as com- 
pared with the traditional time allot- 
ment. 

Since reading as a school subject can 
be clearly defended, the next question 
which arises relates to the extent to 
which it should be continued through 
the grades. Two types of studies have 
been made which suggest an answer to 
this question. In the first place, Buswell 
has shown that maturity in fundamental 
reading habits is not attained, as a rule 
until about the sixth or seventh grade. 
Other investigators have found that 
pupils who score lower than the sixth- 
grade norm on reading tests usually en- 
counter more or less serious reading diffi- 
culties in the junior and senior high 
school. It may be concluded, therefore, 
that special reading periods should be 
continued until pupils have acquired 
sufficient mastery of fundamental read- 
ing habits to enable them to read with 


HE ORDINARY MAN does not recognize the fact that reading is a highly skilful performance. Until people 
are ready to cultivate reading as they would cultivate the ability to play a musical instrument or to | 
play golf, they will never be able to use the best sources of information with readiness and to full ad- 


[37] 


reasonable ease and comprehension mate- 
rials usually assigned at the junior-high- 
school level. Some pupils may advance 
with sufficient rapidity to justify exemp- 
tion from the activities of the reading 
period during the latter part of the mid- 
dle grades. Other pupils may require 
daily training in reading until well into 
the junior-high-school period. In either 
group of pupils, systematic guidance in 
reading activities in the content subjects 
is essential. 

The specific nature and function of 
the reading period merit careful study. 
There is general agreement that the 
aims should be based on the uses and 
values of reading in contemporary life, 
on the broader relationships that reading 
has assumed recently among school sub- 
jects, and on the results of scientific 
studies of reading. A deliberate study of 
the facts that are available shows clearly 
that the aims of the reading period fall 
readily into two groups. One group in- 
cludes those that the reading period 
shares in common with other school sub- 
jects and activities. By their very nature 
these aims determine to a large extent 
the broader outcomes of instruction in 
reading. The second group include those 
that should be emphasized primarily 
during the reading period. They are 
concerned chiefly with the orderly devel- 
opment of fundamental reading attitudes 
and habits which may be applied and 
refined in various school activities. In 
the paragraphs that follow, both types 
of aims are presented in a single series. 
The statements which accompany them 
will suggest their classification. 

(1) To arouse keen interest in reading 
and a strong desire to learn to read well. 
One of the important problems that 
kindergarten and primary teachers face 
is to arouse keen interest in reading and 
a strong desire to learn to read well. 
Such interests usually insure the hearty 
cooperation of pupils in early reading 
activities and promote rapid progress in 
learning to read. Efforts to stimulate in- 











38 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


terest in learning to read should not be 
limited to the activities of the reading 
period, however. Broad interests develop 
as pupils discover in any phase of school 
work that reading contributes to their 
pleasure and happiness. 

(2)To provide for the orderly devel- 
opment of fundamental reading attitudes 
and habits. As soon as pupils acquire 
keen interest in learning to read, pro- 
vision should be made for the economical 
and orderly development of fundamental 
attitudes and habits involved in silent 
and oral reading. For our immediate 
purpose they may be designated as fol- 
lows: a thoughtful reading attitude; the 
fluent, accurate recognition of meanings 
and pronunciations ; a clear interpretation 
of the meaning of the passages read; 
appropriate rate of reading for different 
purposes; and quality of oral reading. 
The development of these groups of atti- 
tudes and habits is one of the important 
purposes of the reading period. This aim, 
however, should not be associated in any 
sense with the formal practises that char- 
acterized the teaching of reading in the 
past. In fact, satisfactory results can be 
secured only as pupils engage in very 
interesting, purposeful reading activities 
that appeal to them as significant and 
worthwhile. 

(3) To study continuously the difficul- 
ties and needs of pupils and to provide 
corrective and remedial training. This 
aim is so closely associated with the pre- 
ceding that it is in reality an integral part 
of it. It is discussed here separately for 
emphasis. Experience has shown clearly 
that pupils advance at different rates, that 
many fail to respond readily to group in- 
struction, and that some encounter un- 
usual difficulty in learning to read. Time 
should be reserved during the reading 
period for frequent tests of reading 
achievement, for detailed studies of the 
errors and difficulties of pupils and their 
causes, and for such corrective and reme- 
dial training as may be needed. 

(4) To extend and enrich experience 
and to satisfy interests and needs. The 
chief purpose of most reading in school 
is to extend and enrich the experience of 
pupils and to satisfy their interests and 
needs. This is as true of the activities of 
the reading period as it is of the literature 
class, the content subjects, and the library 
hour. The materials read should be rich 
in information, should stimulate new and 
varied interests, should present worthy 
ideals and arouse right attitudes, and 
should satisfy the longings, desires, and 


curiosities of the reader, and develop ap- 
preciations. A significant difference be- 
tween the function of the reading period 
and other school subjects can be pointed 
out in this connection. Whereas the 
reading period introduces pupils to many 
fields of interest and activity, it is not 
responsible for systematically extending 
experience along such lines. That is the 
primary function of other school subjects 
as they provide wide reading opportuni- 
ties and systematic guidance in reading 
for many purposes. 

(5) To cultivate strong motives for and 
permanent interests in independent read- 
ing. A common purpose of most school 
activities is to cultivate broad reading in- 
terests and the habits of engaging in free 
reading regularly. Such steps are essen- 
tial in directing and inspiring the present 
and future life of the reader and in pro- 
viding for the wholesome use of leisure 
time. They have become increasingly im- 
portant during recent years as the length 
of the working day has decreased and as 
the need for making education a con- 
tinuous process throughout life has been 
recognized. Teachers should take advan- 
tage of every opportunity that presents 
itself, both during the reading period and 
in other school activities to cultivate 
strong motives for reading and to provide 
reading materials that satisfy wholesome 
reading interests. 

(6) To develop power, efficiency, and 
excellence in various types and purposes 
of reading. As pupils begin to read wide- 
ly, it is essential that they acquire power 
(thoroughness and depth of comprehen- 
sion], efficiency [appropriate rates of 
reading silently for different purposes], 
and excellency [quality of oral reading] 
in various types of reading activities. If 
reading is to be of greatest value to chil- 
dren and adults, it must be recognized 
as a means of gaining ideas and a guide 
to behavior never contemplated in earlier 
days. Accordingly specific attention must 
be given regularly during the reading 
period to the development of power, efh- 
ciency, and excellency in various types 
and purposes of reading. The steps taken 
during the reading period must be sup- 
plemented and reenforced by those taken 
in other school activities. 

(7) To develop standards of excellence 
in all reading activities. Unless pupils 
grow in interest and enthusiasm for read- 
ing, it is obvious that they will not par- 
ticipate willingly and effectively in re- 
quired or independent reading activities. 
Similarly, if pupils do not acquire genu- 


January, 1931 


ine respect for accuracy and independence 
in recognizing meanings and pronuncia- 
tions, in thoroughness and clarity of in- 
terpretation, in fluency and appropriate 
rate of reading, and in superior quality 
of oral reading, they will not rise to the 
high levels of excellence in reading that 
contemporary life requires. The develop- 
ment of such standards is the joint re- 
sponsibility of the reading period, the 
content subjects, the story hour, the lit- 
erature period, and the library hour. 

(8) To acquaint pupils with superior 
literary selections and to elevate reading 
tastes. As pupils begin to read widely 
they should become acquainted with su- 
perior literary selections, appropriate to 
their age and development, and should ac- 
quire increasing preference for books and 
selections of superior literary quality. 
Whereas much may be done during the 
reading period to achieve this aim, the 
most valuable results are secured as such 
efforts are supplemented by carefully 
planned activities during a literature 
period, which aims primarily to cultivate 
hearty enjoyment and appreciation of 
good literature. 

(9) To study the progress and needs 
of pupils in various applications of read- 
ing in the different school subjects and 
to provide corrective and remedial teach- 
ing. Reference was made earlier to the 
fact that continuous studies should be 
made of the progress of pupils in funda- 
mental reading habits. It is equally im- 
portant that the needs of pupils in various 
applications of reading should be studied 
with equal thoroughness. This can be 
done to a limited extent during the read- 
ing period. The major responsibility for 
such activities, however, should be as- 
sumed by the various subjects in which 
reading is used for many purposes. The 
corrective and remedial steps which are 
often necessary may be taken to advan- 
tage in both the reading class and the 
subject involved. 

The foregoing discussion emphasizes 
the intimate relation that exists between 
the activities of the reading period and 
those of the content subjects. It points 
out clearly that there are certain aims for 
which the reading period is primarily re- 
sponsible and others which are shared by 
the reading period and various school 
activities. The most valuable results can 
be secured only as the instruction given 
during the reading period is supplemented 
by continuous guidance in reading activi- 
ties in the content subjects, the literature 
period, and the library hour. 








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Is the Class Period for Teaching? 


shifted the books on her desk and 

prepared for the day’s recitation. 
She looked forward to the forty-five min- 
utes when the third period group reported 
to her room. Here was an alert and keen 
bunch—thinking, not “re-citing,” was 
their specialty. 

The hum in the room ceased. Miss 
Smith quickly checked the roll, the prob- 
lems for the day were nicely oriented, 
everyone in the room was in full swing— 
knock, knock, knock. “Come in,” called 
Miss Smith. Knock! Knock! Miss Smith 
walked over and opened the door. “Please 
may I get some books I left?” 

“Yes,” said Miss Smith. It took a few 
work-pounds of energy to get the class 
under way again—but then they were 
angels. Everything moved along nicely. 

Ting-a-ling! Miss Smith stepped to 
the classroom telephone. Meanwhile, the 
pressure of pupil thinking dropped to 
zero. -“ Hello, Miss Smith, this is the 
ofice. We haven’t received your attend- 
ance slip for the second period yet. I am 
sending a pupil up for it right away.” 
“Yes, yes,” said Miss Smith as the buzz 
of the class heralded a disciplinary storm. 

Again the class was set into motion. 
But teacher leadership was only a skele- 
ton of what it might have been, for Miss 
Smith was trying to make out her attend- 
ance report. Now and then she raised 
dazed eyes to the class and said, “Yes, go 
on,” but her mind was vainly trying to 
recall whether Mary had been five or 
ten minutes late during the second period. 

At that instant a boy entered the room 
and made for her desk. She passed over 
the slip, the boy turned toward the door, 
advanced a few steps, and stumbled. A 
rattle of laughter shook the class. Of 
course, the “‘stumbling block’ was a 
human foot which had been propelled 
quite accidentally into the way of the 
Messenger. 

Order was eventually restored. The 
lesson groped its way to an unsatisfactory 
ending. Neither pupils nor teacher could 
be quite the same after such an ex- 
perience. Both had lost an opportunity 


[x With the final bell Miss Smith 





for calm thinking—a rich learning ex- 
perience. The child substituted indiffer- 
ence for the lost opportunity, while the 
teacher endured personal and professional 
discouragement. 

Is the above picture overdrawn? Not 
at all. It may be seen in the elementary 
and secondary schools of many systems. 
Constant interruptions of the classroom 
period, overwhelming demands upon 
teachers for reports, and unreasonable 
shortness in the time allowed for report- 
ing these are among the common Frank- 
ensteins. Combine these difficulties in any 
sort of a pattern and you still have the 
same story of many unnecessary interrup- 
tions of the class period. 

Is the teacher at fault? The first ques- 
tion naturally will be whether the teacher 
is at fault because of poor management. 
Undoubtedly, a few teachers do postpone 
reports or fail to use their time to best 
advantage. In the main it must be ad- 
mitted that many reports are unnecessary 
or at best the products of half-baked ad- 
ministration. 

Let the doubting principal have his 
teachers list the interruptions and emer- 
gency demands over a period of a week. 
Let him check over the demands and 
tabulate them under such heads as: 

(1) Could have been done: before school, 
at noon, after school. 
(2) Had to be done during teaching periods. 


Now total up the minutes wasted by 
emergency requests or reports which have 
been listed under (1). Multiply these 
doubtful demands by the number of chil- 
dren and teachers involved in every in- 
stance. Was the sacrifice of classroom 
time worth less than the various reports? 

What can be done about it? Most of 
the classroom interruptions can be blamed 
upon the principal. Either he is author 
of the demands or else he tolerates con- 
ditions which he could do much to 
remedy. 

First let us lessen the thoughtlessness 
of administrators. Only the teacher real- 
izes how many demands may pile up in a 
classroom at one time. A survey of class- 
room interruptions as suggested above 


will help to give principals concrete evi- 
dence. 

The second line of attack is in regard 
to the permanent value of the report or 
emergency which is set up. Perhaps many 
interruptions of classes would be unneces- 
sary if teachers and administrators 
checked over previous reports. It seems 
easier in the office to say “Go, ask Miss 
Smith” than to take time to go through 
the office files. Asking the teacher for the 
same information in several different 
ways should not be necessary. 

A third procedure worth trying upon 
the problem before us is the teacher’s 
handbook. This manual should describe 
all of the reports to be required of each 
teacher, the sources of clerical help, 
short-cuts in preparing facts for the 
office, and sources of supplies. These 
facts plus many others help the teacher 
to orient her work. 

Finally, the principal should do some- 
thing about the demands for information 
from the superintendent’s office. The in- 
crease in special supervisors, researchers, 
psychologists, statisticians, and medical 
workers has brought an overwhelming 
demand for facts about each pupil. Many 
of these requests for information are 
legitimate but they fail to take into ac- 
count the relatively small amount of 
clerical help provided in school offices. 
Sometimes clerks are panic-stricken be- 
cause of requests coming from the cen- 
tral office and they make demands upon 
teachers without consulting the principal. 
School administrators need to work to- 
gether with the central office in eliminat- 
ing duplications. Principals should keep 
cumulative records for each child which 
may be tabulated by clerical workers. 

No one school officer is entirely respon- 
sible for the present state of affairs. Re- 
ports and the routine affairs which con- 
sume teaching time have often been foot- 
balls of irresponsibility. But the time has 
come for superintendent, principals, 
special staff workers, and teachers to re- 
consider the question: Should teachers 
use the class period for teaching?—Frank 
W. Hubbard, NEA Research Division. 


D” YoU ever feel irritated when some one interrupted you? Wild animals at their food resent interrup- 
tion. Thinking is like eating in that respect. Interruption seems to destroy the very atmosphere of 
learning. It accounts for much of the chronic fatigue of schoolrooms. The school should encourage con- 


| 





centration and sustained effort as precious habits. 








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HIS PAGE is the most eloquent trib- 
ute to the professional devotion of 
educational which THE 
JOURNAL has been privileged to present. 
It is reserved for those men and women 


workers 


of vision and consecration who come into 
life membership and for those schools 
which for ten or more years have main- 
tained 100 percent enrolment. These are 
truly master builders. They call attention 
to the outstanding leadership of the pro- 
fession. They work on its problems. They 
maintain its significant activities. ‘They 
exemplify teacher growth in_ service. 
They can be counted on in emergencies. 
They are the prophets of a new and 
nobler epoch. They have the progressive 
attitude. They reveal the same pioneer 
spirit that conquered the American wil- 
derness. They know the supreme impor- 
tance of childhood and have dedicated 
themselves as teachers and citizens to a 
fair start in life for every boy and girl. 
Hats off to the master builders. 


New Life Enlistments 


s THE JOURNAL goes to press, the list of 
life members numbers 4862. Each life 
member takes a pride in encouraging other 
worthy members of the profession to enrol 
for life. It is expected that more than 1000 
life members will be added during 1930-31. 
Life membership appeals to both young and 
old. Young teachers see in it a life-long invest- 
ment and dedication. Older members are at- 
tracted by the great service of the Associa- 
tion and their desire to advance a profession 
which has done so much for children. The 
following life members have been reported 
since the list was published in the December 
JOURNAL. 


ALaBAMA—G. L. McCurdy, George T. Rodgers. 

ARKANSAS—Clifford S. Blackburn, C. M. Hirst, 
Mrs. Edah H. Mauldin, F. W. Plunkett, Doy L. 
Zachry. 

CALirorNiA—Earl P. Andreen, Caroll Atkinson, 
William G. Johnson, Georgia Elizabeth Johnston, 
Paul F. Shefer, Carroll L. Scott, Seymour I. Stone, 
Bernhard J. Strand, Mrs. Golden Weston, Glen D. 
Wight. 

CoLorapo—Glen T. Hardin. 

FLoria—John M. Crowell. 

Georcia—M. D. Collins, William Alfred Fountain, 
Jr., W. C. Jones, Louie L. Perry, J. D. Ramsay. 

Hawau—Cordelia Emmett. 

ILLiNois—Glenn Leaster Bute, Elmer A. Morrow, 
Mrs. Caroline L. Reilly, Hazel Leigh Stillman, Ralph 
R. Turner. 

INDIANA—E. C. Bratt, C. C. France, Paul Haller, 
J. Marvin Sipe, Milo H. Stuart. 

Iowa—Harvey M. Kluckhohn, Marie Sorum. 

Kansas—O. P. Loevenguth. 












Master Builders of Our Profession 


Kentucky—E, W. Richmond. 

MarYLAND—Edith V. Thompson. 

Massacnusetrs—-Grover C, Bowman, Harold M. 
D'Arcy, Gertrude D. Halbritter, Linford A. Mar- 


Hazel Dell Bradley, Wray H. Congdon, 


quart, James A. Moyer, L. C. Parsons. 
MICHIGAN 


Bde FIRST appearance of the new Jour- 
NAL feature—Master Builders—is dedi- 
cated to the beloved veteran circuit-rider of 
the profession, Dr. A. E. Winship. For more 
than half a century, his affection, wisdom, 
and enthusiasm have been a mighty force 
among us. He has never ceased to grow. 





DuFay R. Rice, William Gear Spencer. 

MINNEsSoTA—George H. Melbye. 

MississipPi—O. N. Cooper, Spencer L. Murphy, 
Jr., L. E. Rogers. 

Missourt—Henry J. Gerling, Alfred Davis, Stanley 
Hill, Marion S. Schott. 

NesBRASKA—A,. L. Martin, Maude Mousseau, Clara 
M. Slade. 

New Jersey-——Ralph F. Bates, H. C. Fries, James 
P. McMurray, Charlotta S. Miller, Walter F. Nutt, 
Earl Tharp. 

New Mexico—Mrs. Eleanor L. Walters. 

New York-—George W. Anderson, Ross Eugene 
Cameron, Darrell Boyd Harmon, Gladys M. Haywood, 
Carl H. Olson, Mrs. L. Wegman. 

NortH Dakora—Mrs. Anna L. Chalmers, Norman 
G. Jensen, James G. Moore, Dorothea Nevramon, 
H. C. Paulson, Edythe B. Stowell. 

On1to—Earle Fayette Baum, John C. Berg, M. M. 
Chambers, Gertrude L. Davis, Elmer Earl Dils, 
Homer R. Dunathan, Emil N. Fifer, Don J. Leahy, 
Sylvia M. Naish, Martha W. Radachy, H. K. Rayen, 
John E. Sherck, Crilla B. Thomas, O. C. Treece, Lil- 
lian Turnepseed, Tracy L. Vincent, Grace M. Warren, 
Harold F. Wherley. 

OKLAHOMA—Thomas R. Strange. 

OrEGoN—Alvin S. Hawk, Bertha M. Lary, Ruth 
Elizabeth Peck. 

PENNSYLVANIA—A. P. Akeley, Laura Florence 
Barth, Samuel Berman, Morris Bernhard, F. Stuart 
BreMiller, Florence A. Doyle, Helen G. Fudge, Mrs. 
Maud Doeblin Grimes, J. Albert Gulden, Ida M. 


OME TIME AGO I sent in enrolments representing 100 percent of the teachers of the Arnold Memorial 
School. I have been a life member since 1927 and I do not see how I could afford not to be a member 
of an organization that does so much for the cause of education. The NEA. JourNAL, according to my 
judgment, is the best educational paper published in America. It alone is worth the price of the $2 mem- 


bership and it should be read by every teacher in the land—John C. Hammer, principal, Arnold Mem- 
orial School, Cleveland, Tennessee. 






Hart, John L. Haney, Robert C. Landis, Charles R 
Neville, Albert Harman Schoell, S. C. Wallace, J, 
Sherman Welchons, Annie L. Williams. 

PuitipPINeE IsLANDS—Vicente Bernardo. 

Porto Rico—Julio Fiol Negron, Angel Saavedra, 

Ruope IsLanp—Harold T. Lowe. 

Soutu Dakxota—M. J. Emerson. 

TENNESSEE—Harry L. Upperman. 

Texas—W. P. Akin, Mrs. Georgia W. Bergeron 
Ralph Bobo, Sydney Melbourne Callaway, Enos Gary, 
Kathleen Gonzalez, Frank C. Johnson, Edwards YW, 
Kee, Marguerite Utley. 

Uran——John T. Wahlquist. 

VirGintra—Norris B. Clark, Herman Levy. 

WasHINGTON—Charles D. Coy, Amy G. Kelty. 

West Vircinia—E, J. Culp, Martin Taylor. 

WIscoNnsin—Peter A. Werner. 










































‘ 


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of 

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HE FOLLOWING schools have maintained 
I age 


their 100 percent enrolment in the Ne 
tional Education Association for 10 years o 
more. Many of these schools are also work 
ing on the problems of the profession through 
regular faculty meetings for vitalized grow 
study. This list includes schools which have 
reported since the list was published in th 
December JOURNAL. : 


thi 
wh 
bus 


pus 
Fo 


1 


tio! 
wa 


Twelve years 


Cotorapo—Denver, Perry; Greeley, Central Platoon, 
North Ward. 

Iowa—Sioux City, Hopkins. 

Missourt—Sedalia, Horace Mann, Mark Twain. 

On10—Elyria, Elyria Public Schools, Allen, Eby, 
Franklin, Garford, Gates, Gates School for Crip. 7 
pled Children, Hamilton, High, Jefferson, McKia- 7 
ley, Opportunity, Roosevelt, Washington- 


F 
Eleven years Se 

CALIFORNIA—Long Beach, J. C. Fremont. 

Cotorapo—Colorado Springs, Buena Vista, Lon: 
fellow, Washington. An 

INDIANA—Hammond, Maywood. : ( 

lowa—Sioux City, Irving, Smith, Webster. I 

MAssSACHUSETTS—Brookline, J. Elliott Cabot, Pieree. I 

MIcHIGAN—Detroit, Barstow. 

Missourt—Sedalia, Broadway, Jefferson, Smith-Cot- ( 
ton High, Washington, Whittier; St. Louis, Sim f 
mons. I 

NeEsraska—Lincoln, Bancroft, Capitol, Everett Jus . 
ior High, Hawthorne, Hayward, Park, Whittier c 
Junior High, Willard. . 

New York—Mt. Vernon, William Penn. Co 

Oun1o—Marietta, Marion, Norwood. Co 

VirGinta—Norfolk, Henry Clay. Iu 

Wryominc-—Cheyenne, Converse. ae 

Ten years 

CaLirorNiA—San Jose, Washington; Santa Barbars, 
Garfield, McKinley, Roosevelt, Wilson. . | 

Co_orapo—Arvada, Grade; La Junta, La Junta Pu | 
lic Schools, Boy’s Club, Columbian, High, Junior lo 
High, Lincoln, North La Junta, Park; Montrose, ° 
Central. | 

ConNECTICUT—East Hartford, Burnside. Kr 

ILLinois—Elgin, Columbia. M 

lowa—Sioux City, Bancroft, Floyd. M 

Maine—Portland, Butler, Chapman, Nathan Clifford, | * 
Emerson, Heseltine, Monument Street, Peaks 
land, Saunders Street, Shailer, Rosa E. True. 

MAssACHUSETIS—Brookline, Runkle; Springfield, 
Homer Street. ; 

MicHIGAN—Detroit, Bellevue. 

NFBRASKA—Lincoln, Belmont, Elliott, Hartley, Lont 
fellow, Normal, Randolph, Saratoga; Omaha, Cen M 


tral Park. 

New York—Mt. Vernon, DeWitt Clinton, Robert 
Fulton, Hamilton. 

Oxn1o—Bedford, Bedford Public Schools, Central 
Ellenwood, Glendale, High, Interstate; Evclid, 
Shore High; Massillon, Harvey; Norwood, Allisos 
Street, Sharpsburg. y 

Wyominc—Cheyenne, Churchill, Gibsoo 


Central, 
Clark. 











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fford, 
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field, 





Builders of Our Profession 


HE WILL TO ADVANCE—Good business, 
which in turn means general prosperity 
and employment, is not something which 
comes about by chance. It is a result of the 
skill with which business in general is man- 
aged—and business in general is only the sum 
of the activities of the business units. 
Through all the years that I have been in 
business I have never yet found our business 
bad as the result of any outside force. It has 
always been due to some defect in our own 
company and whenever we located and re- 
paired that defect our business became good 
again—regardless of what anyone else might 
be doing. And it will always be found that 
this country has nationally bad _ business 
when business men are drifting and that 
business is good when men take hold of their 
own affairs, put leadership into them, and 
push forward in spite of obstacles—Henry 


| Ford in Moving Forward. 


HE FOLLOWING SCHOOLS have completed 
T those 100 percent enrolment in the Na- 
tional Education Association since the list 
was published in the December JOURNAL. 


Ten years or more 
For a list of schools which have maintained 100% 


achievement for ten years or more see the special 
JouRNAL page ‘‘Master Builders of our Profession.” 


Nine years 


) Arizona—Globe, Globe Public Schools, Central, East 


Globe, High, Hill. Street, Noftsger Hill; Phoenix, 
Phoenix Public Schools, Adams, Capitol, Douglas, 
Dunbar, Emerson, Fillmore, Franklin, Garfield, 
Grant, Jackson, Kenilworth, Lincoln, Long- 
fellow, Lowell, McKinley, Monroe, Robert 
Louis Stevenson, Booker T. Washington, Wash- 
ington, John G. Whittier; Tucson, Roskruge Ele- 
mentary and Junior High. 

CaLironNia—Santa Ana, Roosevelt. 

Co.orapo—Boulder, Highland, University Hill. 

Connecticut—East Hartford, Second North, Union. 

ILunois—Elgin, Franklin, Garfield, Lowrie. 

InDANA—Anderson, Anderson Public Schools, Cen- 
tral Avenue, Columbia, Hazelwood, Jefferson, 
Junior High, Junior High Annex, Longfellow, Mt. 
Hope, Park Place, Riley, Senior High, Seventh 
Street, Shadeland, Twenty-ninth Street, Washing- 
ton; South Bend, Coquillard; Wabash, Wabash 
Public Schools, Century, East Ward, Junior High, 
Miami, Senior High, South Side, West Ward. 

lowa—Sioux City, Bryant, Cooper, Crescent Park, 
Emerson, Everett, Franklin, Hawthorne, Hunt, 
Lincoln, Lowell, McKinley, Roosevelt, Washington. 

Kentucky—Louisville, George Washington. 

MassacHusETTS—Beverly, Farms. 

MicHiGAN—Grand Rapids, Sibley; Hastings, Hastings 
Public Schools, Central, First Ward, High, Junior 
High, Second Ward; Mount Clemens, Mount 
Clemens Public Schools, Dickinson, A. T. Donald- 
son, Grant, High, Lincoln, Alexander Macomb, 
Woodrow Wilson; South Haven, South Haven Pub- 
lie Schools, Central, Hartman, Indiana, Junior 
High, Senior High. 

MissourI—Sedalia, Sedalia Public Schools, Broad- 
way, Jefferson, Martha Letts Junior High, Horace 
Mann, Smith-Cotton High, Mark Twain, Washing- 
_ton, Whittier. 

New Jersty—Plainfield, Lincoln. 


New York—Mt. Vernon, Columbus, Jefferson, Lin- 
coln, 

On1o—Cleveland Heights, Taylor; Oberlin, Oberlin 
Public Schools, Centennial, High, Junior High, 
Pleasant Street, Prospect Street. 





Ta TEACHING profession honors itself 
when it brings tribute to its own best 
leaders. This is George Herbert Palmer 
whose essay is the leading feature of this 
tenth anniversary number. 





Orecon—Portland, Joseph Lane. 

PENNSYLVANIA—Doylestown, Doylestown Public 
Schools, Grade, High. 

WISCONSIN—W ausau, Irving, John Marshall. 


Eight years 


ARIZONA—Bisbee, Lincoln. 

CaLirorNi—Monrovia, Orange Avenue; San Jose, 
Gardner; South Pasadena, El Centro Street. 

CoLorapo—Colorado Springs, Whittier; Rocky Ford, 
Rocky Ford Public Schools, High, Liberty, Lin- 
coln, Washington. 

DELAWARE—W ilmington, Public Number 13. 

Hawau—Olaa, Olaa. : 

ILtinois—Blue Island, Lincoln, Seymour Junior 
High, Whittier; Champaign, Colonel Wolfe; Elgin, 
Grant; Pekin, Pekin Public Schools, Community 
High, Douglas, Franklin, Garfield, Jefferson, Lin- 
coln, McKinley, Roosevelt, Washington Junior 
High; Pontiac, Pontiac Public Schools, Central, 
Ladd, Lincoln, Special Teachers Department, Wash- 
ington; Waukegan, Waukegan Public Schools, 
Greenwood, South, Special Teachers Department. 

INDIANA—Fort Wayne, Jefferson Prevocational, Wash- 
ington. 

lowa—Council Bluffs, Longfellow; Sioux City, Long- 
fellow, Riverview, Whittier. 

Maine—Caribou, High; Houlton, Houlton-Littleton- 
Hammond Public Schools; Portland, Morrill, Oak- 
dale Kindergarten, Vaughan Street. 


MARYLAND—Galena, High. 

MASSACHUSETTS—Beverly, Charles S. Brown; Brook- 
line, Sewall; Melrose, Franklin. 

MICHIGAN—Cadillac, Cadillac Public Schools, Cass, 
Cooley, Emerson, Franklin, High, Lincoln, Mc- 
Kinley, Whitttier; Detroit, Guyton; Grand Rapids, 
Madison. 

NEBRASKA—Lincoln, Lake View, Prescott. 

New Jersey—Plainfield, Stillman, Washington; West 
New York, Public Number One. 

On10o—Cleveland, Mt. Auburn Training, Scranten; 
Mansfield, Bowman, Carpenter; Norwood, North 
Norwood, Norwood View; Wooster, Beall Avenue; 
Youngstown, Harding. 

Orecon—Hood River, Hood River Public Schools, 
a Primary, Junior High, Park Street, Senior 

igh. 

PENNSYLVANIA—Erie, Garfield. 

SoutH Dakota—Mitchell, Mitchell Public Schools, 
Central, Eugene Field, Junior High, Lincoln, 
Litchfield, Longfellow, Senior High, Whittier. 

Vircinia—Lynchburg, Biggers; Norfolk, James Mon- 
roe. 

West Vircinia—Clarksburg, Central Junior High. 

WISCONSIN—A enosha, Weiskopf. 





Seven years 


ALABAMA—Birmingham, Glen Iris. 

ARIZONA—Bisbee, Garfield; Flagstaff, Emerson, 
High; Nogales, Nogales Public Schools, Elm Street, 
Grand Avenue, High, Lincoln, Plum Street; Tempe, 
Arizona State Teachers College. 

CaLirornia—Lompoc, Miguelito; Los Angeles, Ames- 
toy Avenue; Monrovia, Wild Rose; San Jose, 
Grant, Hawthorne, Longfellow. 

CoLorapo—Brush, Brush Public Schools, Central, 
High, Hagan, Knearl; Colorado Springs, Midland, 
Roswell, Steele; Denver, Barnum, Bromwell, Gil- 
pin, Globeville, Hyde Park, Montclair, Steele, 
Twenty-fourth Street, Washington Park, Webster, 
Wyman; Englewood, Hawthorne, North Englewood; 
Louisville, Louisville Public Schools; Wray, Yuma 
County High. 

ConneEctTICUT—Darien, Darien Public Schools, Fifth 
Street. 

DELAWARE—W ilmington, Public Number 5. 

FLorwa—Pinellas County, Tarpon Springs Elemen- 
tary. 

ILLiNois—Belvidere, High; Blue Island, Blue Island 
Public Schools, Lincoln, North Side Junior High, 
Paul Revere, Sanders, Greenwood, Senior High, 
Seymour Junior High, Whittier; Champaign, Ave- 
nue, Gregory, Doctor Howard, Lincoln, South Side; 
Chicago Heights, Garfield, Jefferson, Lincoln, 
Roosevelt, U. S. Grant; Dundee, Community High; 
Elgin, Elgin Public Schools, Columbia, Franklin, 
Garfield, Grant, High, Lincoln, Lord, Lowrie, Mc- 
Kinley, Sheridan, Washington, Wing; Jacksonville, 
Franklin, Jefferson, Lafayette, Morton, David 
Prince Junior High, Washington; Monmouth, Cen- 
tral; Mt. Sterling, Grade; Rock Island, Edison, 
Eugene Field, Grant, Hawthorne, Horace Mann, 
Irving, Longfellow. 

INDIANA—Bloomington, Elm Heights; East Chicago, 
Garfield; Elwood, Osborn; Evansville, Bosse 
High, Chestnut-Walnut, Delaware, Henry Reis; 
Fort Wayne, Hamilton; South Bend, Lincoln, 
Muessel, Oliver, Washington Junior High; Terre 
Haute, Albert Lange. 

lowa—Council Bluffs, Thomas Jefferson High; 
Keokuk, Keokuk Elementary Teachers Club; Sioux 
City, Grant, Joy. 

Kansas—Cherryvale, Garfield, High; Hutchinson, 
Avenue “A’’, Roosevelt; Pittsburg, Lakeside Grade. 

MaINne—Portland, Americanization, Isabella Garvin, 
Jackson, Libby, Lincoln Junior High, Longfellow, 
McLellan, North, Presumpscot, Riverton, Roose- 
velt, Sherman Street Kindergarten, Walker Man- 
ual Training, West, Willard. 

MARYLAND—Queen Anne’s County, Queen Anne's 
County Public Schools, Barclay, Centreville, Cen- 
treville High, Church Hill, Chester, Church Hill 
High, Crumpton, Grasonville, Price, Queen Anne, 
Queen Anne High, Queenstown, Stevensville, 
Stevensville High, Sudlersville, Sudlersville High, 
Templeville. 


_ THE Honoras_eE Mayor of the City of Detroit—The officers of the National Education Association 
are impressed and pleased with your taking the view that Detroit, whatever the economic condi- 
tions, cannot afford to disregard contracts with teachers covering scheduled increases in salary. You 
have stated a fundamental principle which will be accepted by other mayors and by boards of education. 


How appropriate that this announcement comes before the date of the national convention of this Asso- 
ciation to be held in Detroit in February. There are no better and more deserving teachers in the nation 
than you have in Detroit. You have not only won the confidence and admiration of the teachers of De- 
_troit and Michigan but you have merited the praise of the friends of the schools throughout the United 
States—Willis A. Sutton, president of the National Education Association. 








[41] 


H 
t 
‘ 
: 








42 THe JouRNAL OF THE NATIONAL EpucaTion As 












MASSACHUSETIS—Beverly, Prospect, Washington; 
Brookline, Lawrence; Gloucester, Point Grammar; 
Revere, Theodore Roosevelt; Swampscott, Clark. 

MICHIGAN—Adrian, Jefferson, Lincoln, McKinley; 
Detroit, Logan, Western High, Wilkins; Grand 
Rapids, Lexington; Minneapolis, Hiawatha, Irving. 

Missourt—Clayton, Clayton Public Schools, Bellevue, 
De Mun, Forsythe, Glenridge, High. 

NesraskA—Lincoln, Lincoln Public Schools, Ban- 
croft, Belmont, Bethany Junior and Senior High, 
Capitol, Clinton, College View Elementary, College 
View Junior and Senior High, Elliott, Everett 
Junior High, Hartley, Hawthorne, Hayward, Hunt- 
ington, Irving Junior High, Jackson Junior and 
Senior High, Leke View, Lincoln High, Long- 
fellow, Norman, Park, Prescott, Randolph, Riley, 
Saratoga, Sheridan, Supervisors Department, 
Twenty-sixth and O Street Junior High, Van Fleet, 
Whittier Junior High, Willard. 

Nevapa—Elko, Elko County High. 

New HampsHirke—Claremont, West Terrace. 

New Jerssy—Englewood, Cleveland; Hackensack, 
Hackensack Public Schools, Broadway, Fairmount, 
First and High Street, High, Jackson Avenue, 
Longview Avenue, State Street, Union Street; 
Neptune, Ridge Avenue; New Brunswick, Living- 
ston; Ocean Grove, Elementary; Plainfield, Irving; 
Summit, Roosevelt; Trenton, Girard. 

a New YorK—Yonkers, Public Number 14. 

Oxnto—Columbus, Heyl Avenue; Cuyahoga County, 
Beechwood, Bratenahl, Brecksville, Brooklyn Vil- 
lage, Butternut Ridge, Chagrin Falls Elementary, 
Chagrin Falls High, Coe, Fairview High, Forest 
View, Garfield Heights High, Garfield Park, Gar- 
nett, Gilles-Sweet, Maple Leaf, Miles Heights, 
Gates Mills, Mayfield High, Mayfield Road, North 
Olmsted High, North Royalton, Oakville, Orange, 
Park Knoll, Parkview High, Richmond Heights, 
Roosevelt, Solon, Valley View, Warrensville; East 
Cleveland, Chambers; London, London Public 
Schools, Grade, High; Lorain County, Amherst 
Public Schools; Mansfield, Western; New Lexing- 
ton, High; Norwood, Norwood Public Schools, 
Allison Street, High, North Norwood, Norwood 
View, Sharpsburg, Williams Avenue; Warren, Elm 
Road; Youngstown, Adams, Jefferson, Poland Ave- 
nue. 

Orecon—Lakeview, Lakeview Public Schools. 

PENNSYLVANIA—Carbon County, East Mauch Chunk 
Grade, East Mauch Chunk High; Chester, Morton, 
Starr; Clearfield, Fourth Ward; Erie, Glenwood; 
Mahanoy City, Mahanoy City Public Schools, High, 
Junior High, Mahanoy Street, Pine Street, Spruce 
Street, Spruce Street Annex, Twelfth Street; Mun- 
hall, Munhall Public Schools, Andrew Street, 
Franklin, Homestead Park, Nineteenth Avenue, 
Ravine Street, Senior High, St. John’s, Twelfth 
Avenue; Pittsburgh, James E. Rogers. 

TENNESSEE—Shelby County, Shelby County Public 
Schools, Arlington Junior High and Elementary, 
Bartlett High and Elementary, Bolton High and 
Elementary, Brunswick Elementary, Capleville 
Junior High and Elementary, Cheerfield Elemen- 
tary, Coleman Elementary, Coilierville High and 
Elementary, Cordova Junior High and Elementary, 
Ellendale Elementary, Forest Hill Elementary, 
Frayser Elementary, Gragg Elementary, Industrial 
Elementary, George R. James Junior High and 
Elementary, E. E. Jeter Junior High and Elemen- 
tary, Kerrville Elementary, Levi Elementary, Lucy 
Elementary, Macedonia Elementary, M. C. Wil- 
liams High and Elementary, Millington High and 
Elementary, Oakville Elementary, Rosemark Junior 
High and Elementary, Whitehaven High and Ele- 
mentary, White Station Elementary. 

Texas—Houston, Alamo. 

Utan—Jordan District, Jordan District Public 
Schools, . Bingham Central, Bingham Junior 

% and Senior High, Bluffdale, Butler, Copperton, 

Crescent, Draper, Granite, Herriman, Highland 
Boy, Jordan High, Lark, Midvale, Riverton, Sandy, 
South Jordan, Union, Upper Bingham, West Jordan. 

VERMONT—Brattleboro, Canal Street. 

Vircinia—Lynchburg, Ruffner. 

WIsconsin—Racine, Fratt, Jefferson, Gilbert Knapp; 
Wausau, Wausau Public Schools, Central, Frank- 

lin, Grant, Irving, Junior High, Lincoln, Long- 








President, WILLIS A. SUTTON 




















fellow, John Marshall, Senior High, Vocational, 
Washington. 
Wrominc— Cheyenne, Corlett. 
Six years 
ALABAMA—Birmingham, Henley, Jackson. 


ARIZONA—W inslow, Winslow Public Schools, Cooper- 
town, Junior-Senior High, Southside, Washington. 


New Year 
Resolutions 


| 


I WILL be professional. 


(2)I will be a member of lo- 
cal, state, and national associa- 
tions. 

(3)I will study the programs 
of professional organizations. 

(4)I will maintain the stand- 
ards of the teaching profes- 
sion. 

(5)I will encourage strong 
young men and women to en- 
ter the profession. 

(6)I will maintain broad 
civic and social interests, that 
my professional work may 
have a rich background. 

(7)1 will seek to make child- 
hood happy. 

(8)I will be loyal to my asso- 
ciates. 

(9)I will manage my work 
and not be managed by it. 

(10)I will keep in mind the 
real objectives of education 
and the improvement of the 
race. 














CaLirorNiA—Bakersfield, Indian; Los Angeles, 
Amelia Street, Carpenter Street, Eighty-seventh 
Street, Hyde Park, Lockwood Street, Reseda, Rose- 
mont Avenue, Sixty-eighth Street, Thirty-sixth 
Street, Union Avenue; Monrovia, Mayflower; Oak- 
land, Burckhalter; San Francisco, Cabrillo, Irving 
M. Scott; San Jose, Woodrow Wilson Junior High. 

CoLtorapo—Boulder, Mapleton; Branson, County 
High; Colorado Springs, Garfield, Helen Hunt, 
North Junior High, West Junior High; Denver, 
Alameda. Zz 

District or CotumBia—Washington, Blow. 

FLorma—Daytona Beach, Seabreeze High. 

ILLiINois—Champaign, Lawhead, Willard; Chicago 
Heights, Chicago Heights Public Schools, Franklin, 
Garfield, Jefferson, Lincoln, McKinley, Roosevelt, 
U. S. Grant, Washington; Evanston, Orrington; 





committee reports, and other regular publications of the Association. 





The Journal of the National Education Association 


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


The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates 
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THB JOURNAL is a member of the Educational Press Association of America and is published in accordance with the standards of that organization. 





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


Joy Evtmer Morcan, Editor Offices: 1201 Sixteenth Street N. W., Washington, D. C. 





SOCIATION January, 193 


INDIANA—South Bend, Central Junior High. 
lowa—Council Bluffs, Avenue B 

Kentucky—Louisville, California, Emmet Fie 
Maine—Dover-Foxcroft North Street, Pleasay 


MASSACHUSETIS—Adams, Maple Grove; Beverly 


MICHIGAN—Adrian, Adrian Public Schools, Adrix 


MINNESOTA—Cloquet, Central, Garfield; Minneapoli, 


Missourt—St. Louis, Marquette. 
New JersEYy—Atlantic City, Richmond Aveny 


NortH Dakota—Minot, Senior High. 
Qui0o—A kron, Glover; Ashtabula, West Junior Hig 


Orecon—Boring, Public; La Grande, La Grande Pu 


PENNSYLVANIA—A bington, Abington Public School 









































































Hampshire, Hampshire Public Schools; Peory 
Whittier; tock Island, Franklin Junior Hig 
High, Lincoln. 


John Marshall, Parkland, George D. Prentice, 
Street; Portland, Allen, Staples, Summit Street, 


Cove; Gloucester, Hovey; Lynn, Coburn Stree, 
Malden, Judson; West Springfield, Mittineague, 


Teachers Club, Central Junior High, Garfiey 
Jefferson, Lincoln, McKinley, Senior High; By 
City, Wenona; Detroit, Crosman, Hannemy, 
Monteith, Pingree, Scripps; Traverse City, Ty 
verse City Public Schools, Boardman Avenue, Cy 
tral, Elmwood Avenue, Junior High, Oak Pay 
Senior High, Union Street. 


Cleveland, Madison, Whitney. 


Bridgeton, South Avenue; Camden, C. K. Everd 
Northeast, J. S. Read, Sewell; Dover, Academ 
Street; East Orange, Washington; Englewou 
Liberty; Montclair, Grove Street; Morriston 
Speedwell Avenue; Plainfield, Bryant, Jeffersy, 
Whittier. 


New YorK—Mt. Vernon, Longfellow, Nich 


Junior High. 


Harbor Special Public Séhools, High, Jacksu 
Washington; Bellevue, Ellis, Junior High, McKia 
Pike; Champaign County, Woodstock Village; Cis 
cinnati, Boys Commercial Service, Girls Comme 
cial Service, Retail Selling, Sewing Trades; Cle» 
land, Waverly; Columbus, Avondale, John Bw 
roughs, Eastwood, Second Avenue; East Clevela 
Shaw High; Marietta, Washington; Odakwoo 
Shafor Boulevard; Springfield, Springfield Pubji= 
Schools, Blair, Broadway, Bushnell, Central Juniy 
High, Elmwood, Emerson, Frey, Fulton, Garfieli 
Gray, Hayward Junior High, Highland, Jeffersu 
Kenwood Heights, Lagonda, Lincoln, McKinle 
Northern, Northern Heights, Roosevelt Juniv 
High, Schaefer Junior High, Senior High, Sny 
Park Junior High, Southern, Warder Park, Was 
ington, Western; Warren, First Street; Wow 
County, Lake Township Public. 


lic Schools, Central, Greenwood, High, Riveri 
Willow; North Bend, North Bend Public Schook 
Central, High, Roosevelt, Westside. 


Cedar Road, Elementary, Glenside Weldon, Hid 
Highland, McKinley, North Glenside, Overload 
Park, Roslyn; Bradford County, Bradford Cow 
Public Schools, Athens Boro, Camptown Hi 
Canton Boro, Columbia X Roads, East Troy, 
Raysville Pike Joint, Monroe Boro, New Alb 
Joint Consolidated, Orwell Township, Overt 
Independent, Powell, Rome Township, Sayre 
ter, Smithfield Township, South Waverly Bon 
Towanda Boro, Troy Boro, Ulster Independes 
Warren Center High, West Burlington Townshi 
Wyalusing Township High, Wyndham Center; Ce 
bow County, Packerton Independent School: 
Chester, Graham, Howell, Thurlow; Indi 
Faculty, State Teachers College; Kane, Centr 
Clay Street, Sub-High, Welsh Street, West Sid 
Radnor Township, Wayne Primary; Reading, Test 
and Green Street; Slippery Rock, State 
College; York, York Public Schools, Burrows, 
tral, Cherry Street, Continuation, East King St 
Franklin, Garfield, Hannah Penn Junior 
Hartley, Jackson, Jefferson, Lincoln Junior 
Madison, McKinley, Noell, Old High, Pine St 
Plank Road, Princess Street, Ridge Avenue, § 

wood, Stevens, William Penn Senior High, W 
coe DaKxota—Sioux Falls, General Beadle, Ri 

side. 
Texas—Houston, Hawthorne, Woodrow Wilson. 























(Continued on page A-12) 





Secretary, J. W. CRABTREE 


Haro_p A. ALLAN, Business Managet 





Vol. 20, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-I1 





Per SS | s 


| 


= 





Eastman Classroom Films not 
only supply pupils with a wealth 
of information: they supply 
visual experience...a driving 
force to self-expression and 
richer personal development. 


e328 2 


Es 


On the screen: getting drinking- 
water from a Barrel Cactus. 
(From “‘The Arid Southwest."’) 


: Pictures...Ideas...Words.. 








Pi ee 


£2e35 





le 

née ° 

a The Natural Road to Understanding 

ah 

eh gwen MAN saw...thought...chen struct a picture of the world from vague 
~ learned to speak. Visual experience words and phrases, these films, with 


was the motive force that inspired his 
ideas, and then created the need for 
words to express them. 

This is the natural road to under- 
standing. To reverse the process and at- 
tempt to create the illusion of experience 
through words alone is, at best, difficult. 
Words must have concrete illustration 
to give them meaning. ..otherwise the 
pupils’ conceptions are hazy and, al- 
though a vocabulary may be acquired by 
rote, it will be of limited use in express- 
ing original ideas. 

Through the wide range of vivid ex- 
perience which they bring, Eastman 
Classroom Films 
offer extraordi- 
nary help to every 
school in inspir- 
ing pupils to 
original thinking. 
Far from requir- 
ing them to con- 


‘Yona rugged projec- 
tor showing brilliant 
pictures... especially 
suited to day-after- 
day service in the 


classroom. 





their rich content, give children a 
wealth of concrete, living experience on 
which to base their ideas. 

These ideas will demand an outlet. 
The vocabulary is bound to grow. 
Words are naturally and vividly com- 
prehended. They become easily used 
tools of self-expression. 


Eastman Classroom Films are not a 
substitute, either for the teacher or for 
long established classroom methods and 
devices. School authorities are begin- 
ning to realize more and more the sig- 
nificant value of these films in supple- 
menting other teaching devices. As a re- 
sult they are being widely used, not only 
in the United States but also in thirty 
foreign countries. 

Full information relative to the cost, 
meat ps and subject matter of the 
films will gladly be sent on request. 


Moist Akatexye LASTMAN TEACHING FILMS, INC. 
Subsidiary of EASTMAN KODAK COMPANY 


Rochester, N. Y. 


Mention Tue Journat, when writing our advertisers. 


| 
| 








THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





(Continued from page 42) 


WASHINGTON—Spokane, Hillyard High. 

West Vircinita—Clarksburg, Alta Vista; McDowell 
County, Browns Creek District, Browns Creek Dis- 
trict Public Schools, Asco, Big Four, Big Sandy, 
Browns Creek, Burke Hollow, Carswell, Davy, 
Eckman, Erin, Hemphill-Capels, Keystone, Kimball, 
King, Landgraff, Maitland, Marytown, Mohegan, 
Premier, Roderfield, Twin Branch, Vivian, Welch 
Grade, Welch High, Welch Junior High. 

WiIsconsin—A ppleton, Wilson Junior High; Kenosha, 
Frank; Madison, Hawthorne, Lapham, Marquette; 
New London, New London Public Schools, Grade, 
Junior High, Senior High. 

WyomiInc—Cheyenne, Junior High. 


Five years 

ALABAMA—Birmingham, Elyton. 

Ar1zona—Clarkdale, Clarkdale Public Schools; 
Safford, Safford Public Schools, High, North Ward, 
South Ward. 

Little Rock, Rightsell. 

CaLirorniA—Galt, High; Los Angeles, John Bur- 
roughs Junior High, Canyon, Cienega, Clifford 
Street, Le Conte Junior High, Horace Mann Junior 
High; Modesto, Washington; Santa Barbara County, 
Montecito Union. 

Cotorapo—Colorado Springs, Pike View; Denver, 
South High, University Park; Eckley, Eckley Pub- 
lic Schools, Grade, High; Fort Morgan, Baker 
Platoon, Central Platoon; Vernon, High. 


ARKANSAS 


ConNECTICUT—-Stamford, Springdale. 

District or Co_tumMBia—Washington, Randle High- 
lands-Orr. 

FiLormwa—Dade County, Buena Vista, Coconut Grove, 


Homestead Elementary, Riverside, Santa Clara. 
Ipano—Boise, Whittier. 
ILtiNots—Cham paign, Central, Columbia, Marquette; 
Chicago, Farragut Junior High; Monmouth, Gar- 
field, Harding, Willitts; Shabbona, Shabbona Com- 


munity High. 
INDIANA—Elwood, High; Evansville, Fulton; Fort 
Martinsville, Central. 


Wayne, Hanna, Hoagland; 

Iowa-—Des Moines, Webster; Sioux City, East Junior 
High, Hobson. 

Kansas—Atchison, Roosevelt; Hutchinson, Lincoln; 
Norton, Norton Public Schools, Community High. 

Kentuck Yy—Louisville, Hazelwood. 

Maine—Bath, Mitchell; Portland, Leland, Thomas B. 
Reed. 

MASSACHUSETTS—Beverly, Pleasant View. 

MicHiGAN—Detroit, Coolidge, Marxhausen; Jonia, 
Emerson, Jefferson; L’Anse Township, L’Anse 
Township Public Schools, Junior-Senior High, Vil- 
lage Grade; Pontiac, Crofoot. 

MINNeESOTA—Cloquet, L. F. Leach, Senior High: 
Minneapolis, Loring, Miles Standish, Sumner; 
Owatonna, Junior-Senior High. 

New Jersey—Bridgeton, High; Camden, Mulford; 
Carney’s Point, John J. Pershing; Dunellen, 
Lincoln; Hightstown, Grammar, Primary; Morris- 
town, Maple Avenue; Paterson, Public Number 
17; Port Norris, High; Summit, Washington; 
Trenton, Monument Demonstration. 

New Mexico—Roswell, Missouri Avenue. 

New YorKk—Congers, High; Schenectady, 
wine Avenue, Hamilton, Nott Terrace. 

NortH Caro_ina—Durham, Lakewood, South Side. 

On1o—Akron, Howe, Lincoln, McEbright; Colum- 
bus, Crestview Junior High, Leonard Avenue, 
Michigan Avenue, Northwood, Spring Street, West 
Broad Street; Hamilton, Jefferson, Tyler; Lake- 
wood, Hayes; Logan, Logan Public Schools, Cen- 
tral, East, Junior High, Senior High, West; 
Marietta, Junior-Senior High; Preble County, 
Lanier Township Public; Rittman, Rittman Pub- 
lic Schools, First Street, Primary; Toledo, Alex- 
ander Hamilton; Warren, Warren G. Harding 
Senior High; Youngstown, Bancroft. 

OKLAHOMA—Sapulpa, Garfield. 

PENNSYLVANIA—Chester, Gartside, Hoskins, Powell, 
Booker T. Washington Junior High; Clearfield, Clear- 
field Public Schools, Fourth Ward, High, Junior 
High, Market Street, Third Ward; Delaware 
County, Delaware County Public Schools, Aldan, 
Aston Public Schools, Bethel Public Schools, Clif- 
ton Heights, Collingdale, Colwyn, Concord Public 
Schools, Eastern Thornbury, East Lansdowne, 
Eddystone, Edgmont, Folcroft, Folsom, Franklin, 


Brandy- 


Glen-Nor Joint High, Glenolden, Johnson Avenue, 
Kedron, Lansdowne, Leiperville, Lima, Lincoln, 
Lower Chichester, Marcus Hook, Marple, Marple- 
Newtown Joint High, McKinley, Media, Nether 
Providence, Newtown, Norwood, Parkmount, Park- 
side, Prospect Park, Ridley Park, Roosevelt, Rut- 
ledge, Sharon Hill, Smedley, Springfield, Swarth- 
more, Tinicum, Trainer, Upland, Upper Chi- 
chester, Upper Providence, Washington, Western 
Thornbury, Wheatley, Woodlyn, Wright, Yeadon, 
Haverford Township, Haverford Township Public 
Schools, Brookline, Chestnutwold, Junior High, 
Llanerch, Manoa, Oakmont, Preston, Senior High; 
Nazareth, Intermediate; Oil City, Innis Street. 

Soutn Daxota—Elk Point, Elk Point Public Schools, 
Grade, High; Wakonda, Wakonda Independent 
Consolidated. 

Vircinia—Lynchburg, Fort Hill, West End; Nor- 
folk, Ocean View. 

WASHINGTON—Spokane, Lewis and Clark High. 

WisconsiIn—La Crosse, Hamilton; Madison, Emer- 
son, George Washington; Racine, Lincoln. 

Wyominc—Cheyenne, Johnson, Park Addition; 
Laramie, Parkview; Sheridan, High. 


Four years 

ALARAMA—Birmingham, Barker. 

ALASKA—Ketchikan, Ketchikan Public Schools. 

AriIZONA—Benson, Grammar; Clemenceau, Clemen- 
ceau Public Schools; Flagstaff, Brannen; Prescott, 
Prescott Public Schools, High, Jefferson, Lincoln, 
Miller Valley, Washington. 

CALIFORNIA—Alameda, Everett, Haight, Lincoln, 
Longfellow, Mastick, Porter, Washington; Alham- 
bra, Fremont; Anaheim, Citron, La Palma; Los 
Angeles, Fletcher Drive, Ninety-second Street; 
Modesto, Franklin; Monrovia, Santa Fe; San 
Francisco, Raphael Weill; Santa Barbara, Hard- 
ing; Venice, Machado. 

CoLorapo—Arvada, High; Canon City, Wilson Junior 


High; Castle Rock, Castle Rock Consolidated 
Schools; Colorado Springs, Bristol, Columbia, 
Curtis, Ivywild, Lowell, South Junior High; 


Denver, Adams Street; Fort Collins, Washington; 
Gilcrest, Gilecrest Consolidated; Montrose, John- 
son, North Side; Yuma, Yuma Public Schools, 
Grade, High. 

Connecticut—East Norwalk, Roger Ludlow Junior 
High. 

DELAWARE—Western Newcastle County, Middletown 
Public Schools. 

FLoriAa—Daytona Beach, Lenox Avenue; Palmetto, 
Palmetto Public Schools. 

GeorGia—Atlanta, Joel Chandler Harris. 

InaHo—Boise, Longfellow. 

I_Linois—Belvidere, Logan, Washington; Bowen, 
Community High; Champaign, Champaign Public 
Schools, Avenue, Central, Colonel Wolfe, Colum- 
bia, Gregory, High, Dr. Howard, Lawhead, 
Lincoln, Marquette, Opportunity, South Side, 
Special Teachers Department, Switzer, Willard; 
East St. Louis, Woodrow Wilson; Monmouth, 
Junior High; Oak Park, Oak Park Public Schools, 
William Beye, Emerson, William H. Hatch, Haw- 


thorne, Holmes, Horace Mann, Irving, Lincoln, 
Longfellow, Lowell, Whittier; River Forest, 
Roosevelt; Rockford, Brown, J. Herman Hall- 


strom, Jackson, Wight; Springfield, McClernand. 
INDIANA—Evansville, Baker, Campbell, Carpenter, 
Centennial, Columbia, Stanley Hall, Reitz High, 
Emma _ Roach, Howard Roosa, Daniel Wertz, 
Wheeler; Indianapolis, Calvin N. Kendall, Lu- 
cretia Mott; Seymour, Emerson, Lincoln, Riley, 
Washington. 
lowa—Cedar Rapids, Big Springs, Harrison. 
KAaNnsAs—Hutchinson, Lakeview, Winans; Pittsburg, 
Lakeside Junior High. 
KeNtTUCKY—Louisville, Monsarrat. 
Maine—Bath, North Grammar; Camden, Elm 
Street; Portland, Cummings, Long Island. 
MASSACHUSETTS—A ndover, Bradlee; Belmont, Homer; 
Brookline, Parsons; Everett, Hancock, Winthrop; 
Medford, James; Melrose, Livermore, Ripley, 
Winthrop; Pittsfield, Briggs; Plymouth, Mount 
Pleasant; Worcester, Thorndyke Road. 
MICHIGAN—Detroit, Duffield, George Ford, Goodale, 
Howe, Ravenswood, Rose, St. Clair; Muskegon, 


January, 193} 





Grant, Pillsbury; Pontiac, John P. Wilson. 

Nevapa—Battle Mountain, Grammar; Reno, South 
Side Grammar. 

New JersEY—Absecon, Absecon Public Schools; 
Livingston, Roosevelt; .Montclair; Watchung. 
Mountain Lakes, Mountain Lakes Public; Ne 
Brunswick, Weber; Paterson, Public Number }4. 
Plainfield, Evergreen. 

New Mexico—Albuquerque, University Heights, 
New York—Kenmore, High, Junior High; M. 
Vernon, DeWitt Clinton Junior High, Wilson, 
On10—Allensville, Richland Township High; Ajj. 
ance, Alliance Public Schools, Franklin, Hig) 
Mahoning Avenue, North Lincoln, North Park 
Park and Broadway, Riverside, Seneca, South 
Freedom, South Liberty, South Lincoln, Stat 
Street; Bellevue, Bellevue Public Schools, Ellis 
High, Junior High, McKim, Pike; Canton, Wash. 
ington, Woodland; Champaign County, Wayne 
Cable Rural; Cincinnati, Chase, Kennedy; Cleve. 
land, Chesterfield, Collinwood High; Columbus, 
American Addition, Champion Avenue Junio; 
High, Clinton, Hubbard Avenue; Euclid, Roose. 
velt; Fremont, Atkinson, Croghan, Hayes, Otis, 
Stamm; Goshen, Goshen Centralized; Lockland 
Lockland Public Schools, High, 
Forrer; Mansfield, John Simpson Junior High, 
Marietta, Harmar, Willard; New Philadelphia 
New Philadelphia Public Schools, Central, East, 
Front Avenue, Junior High, Schoenbrunn, Senior 


High, South, Tuscarawas Avenue, West; Oat. 
wood, Harmon Avenue, High; Piqua, Bennett 
Junior High, Spring Street, Staunton Street, 


Wilder Junior High; Preble County, Dixon Town. 
ship Public; Ravenna, Ravenna Public Schools, 
Chestnut, Highland, Junior High, Senior High; 
Somerset, Somerset Village; Toledo, Jefferson; 
Youngstown, Parmelee. 

OKLAHOMA—McAlester, Jefferson; 
Park, Jefferson, Woodlawn. 

Orrcon—Pendleton, Pendleton Public Schools, Haw. 
thorne, High, Lincoln, Washington; Roseburg, 
Roseburg Public Schools, Benson, Fullerton, 
Junior High, Rose, Senior High. 

PENNSYLVANIA—Biglerville, Biglerville Public 
Schools; Dormont, Hillsdale Avenue, Kelton Ave 
nue; Erie, Lincoln, Wilson Junior High; Shingle 
house, Shinglehouse Public Schools; Wilkinsburs, 
Wilkinsburg Public Schools, Allison, Johnston, 
Junior High, Kelly, McNair, Semple, Senior High, 
Turner. 

SoutH Dakota—Canton, Canton Public Schools, Cen 
tral, East Side, West Side. 

Trexas—Houston, Cooley. 

Uran—Davis County, Davis County Public Schools, 
Centerville, Clearfield, Clinton, Davis Senior 
High, Farmington, Kaysville, Layton, South 
Bountiful, South Junior High, Stoker, Syracuse, 
West Bountiful, West Point; Logan City, Logan 
City Public Schools, Benson, Ellis, High, Junior 
High, Webster, Wilson, Woodruff; Morgan County, 
Morgan County Public Schools, Grade, High, 
Milton, North Morgan, Peterson, Porterville, 
South Morgan; Wasatch County, Wasatch County 
Public Schools, Central, Charleston, Daniel, High, 
Junior High, Keetley, Midway, North, Soldier 
Summit, Wallsburg; Weber County, Weber County 
Public Schools, Burch Creek, Eden, Farr West, 
Harriott, Harrisville, Hooper, Huntsville, Kanes 
ville, Liberty, North Ogden, Plain City, Pleasant 
View, Riverdale, Roy, Slaterville, Taylor, Uintah, 
Warren, Weber County High, West Weber, Wilson. 

VirciIniA—Newport News, High. 

West Vircinta—Buckhannon, Main Street; Clarks 
burg, Washington Irving High. 

WISCONSIN—K enosha, McKinley Junior High. 


Three years 
ALABAMA—Birmingham, Gate City, Martin. 
ALASKA—Skagway, Skagway Public Schools. 
ARIZONA—Casa Grande, Union High; 

Liberty. 

CaLirorNiA—Alhambra, Park; Bakersfield, Lincoln, 
Lowell; Granada, Public; Irvine, San Joaquin; 
Los Angeles, California Street, Farmdale, Hazel- 
tine Avenue, Hoover Street, Nevin Avenue, Sat 


(Continued on page A-14) 


Sapulpa, Forest 


Liberty, 





E WERE PROUD of the teaching profession when in 1918 owing to threatening conditions an SOS call 

brought an immediate response which put the Association on its feet. Equally threatening conditions 
came to us a few months ago and the response to an appeal from this office seems to be equally effective. Let 
us go on with the good work, continuing to strengthen the arm of the state association and of the national as- 
sociation, continuing to act on and make effective suggestions that come from the steering committees of the 
profession. We are not yet out of danger. We only have what seems to be a new awakening in the profes- 
sion. The real work of providing the schools with a better informed public is yet ahead of us. Let us in- 
crease the present momentum of effort. In a few years we shall then look back with pride on what was 
accomplished in 1931 as we now look back in amazement on the remarkable achievements of 1918.—J. W. 


Crabtree, secretary of the National Education Association. 








Wayne, West 





i 


RBQrenen a erwrenarrTrTrrs Swe Lend 


ee ee oh tll 





Vol. 20, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


—_——— 





SPUR LAGGING INTEREST 


If your students are victims of the mid-year doldrums 
you'll appreciate the Mimeograph as at no other time. 
It’s a real spur to jaded interest. Lesson sheets may be 
illustrated, bulletins revitalized, room programs neatly 

and accurately outlined. Every form you use can be 

duplicated for generous distribution in rapid thousands 

all in a matter of minutes, and at remarkably low cost. 
Plan that school newspaper now. Send to us for a 


model, produced from cover to cover by the Mimeograph. 


MANY MODELS 
Our branch office nearest you will be glad to show you the par- 
ticular model best suited for your needs—some of them ranging 
surprisingly low in price. Look for the Mimeograph trade-mark 
heading in classified directory, or write A. B. Dick Company, Chicago. 


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Mention Tue Journat, when writing our advertisers. 








(Continued from page A-12) 
Pascual, Vinedale; Modesto, John Muir; Oakland, 
Hamilton Junior High; Pomona, Theodore Roose- 
velt; San Francisco, Commodore Sloat, Redding, 


San Miguel; San José, Hester, Lowell, M. R. 
Trace; San Pedro, Barton Hill; Santa Ana, 
Thomas A. Edison; Santa Barbara, La Cumbre 


Junior High, Peabody; 
morland, Harding. 

CoLtorapo—Colorado Springs, 
Denver, Franklin. 

De_awake—W ilmington, Thomas F. Bayard, Public 
Number 11. 

Fvorwa—Holly Hill, Elementary end Junior High; 
Pensacola, P. K. Yonge. 

IpaAno——Sand point, Jefferson. 

IL. 1No1s-—Belvidere, Belvidere Public Schools, High, 
Lincoln, Logan, Perry, Washington; Gurnee, War- 
ren Township High; Mahemet, Mahemet Com- 
munity High; Rock Island, Frances Willard. 

INDIANA—Evansville, Evansville Public Schools, 
Baker, Bosse High, Campbell, Carpenter, Centen- 
nial, Central High, Chestnut-Walnout, Columbia, 
Delaware, Fulton, Stanley Hall, Henry Reis, 
Reitz High, Emma Roach, Howard Roosa, Daniel 
Wertz, Wheeler; Fort Wayne, Bloomingdale; IJn- 
dianapolis, William Penn, Frances Willard; Mar- 
tinsville, Martinsville Public Schools, Central; 
South Bend, Benjamin Harrison, James Madison, 
Oakside; Terre Haute, Sandison. 

lowa—Cedar Rapids, Garfield; Council Bluffs, Wal- 
nut Grove; Sioux City, West Junior High, Wood- 
row Wilson Junior High. 

KANSAS—Hutchinson, High; Ness City, Ness City 
Public Schools, Grade, High; Wichita, Elemen- 
tary, Franklin, Ingalls, Kellogg, Skinner. 

MaAINe—Portland, Cliff Island, Pearl Street Kinder- 
garten. 

MASSACHUSETTS—E verett, Franklin; Somerville, 
Burns; Waltham, Pond End; West Springfield, 
Bridge Street; Winchendon, Poland. 

MICHIGAN—Detroit, Robert Burns, Ferry, Marr 
Training, Maybee, McKerrow, Noble; Highland 
Park, High; lonia, Ionia Public Schools, Emerson, 
Jefferson, Junior High, Senior High. 

MINNESOTA—Pipestone, Pipestone Indian. 

Mississipp1—Clarksdale, Clarksdale Public Schools, 
Eliza C. Clark, Junior-Senior High, Oakhurst. 

Missourt—Kansas City, Central Junior High; Web- 
ster Groves, Lockwood. 

NeBRASKA—Omaha, Windsor. 

Nevapa—Battle Mountain, Lander County 


Van Nuys, Encino; West- 


Cheyenne Mountein; 


High. 


16mm. Films 


Now Available 





Courtesy of the National College of Education, Evanston, IN. 
MotTIoN pictures for the schoolroom are now obtain- 


able in both 16 and 35 mm. width. Whatever the 
make of your school’s projector, you can use S.V.E. | 


SCHOOLFILMS. 


Examine our catalog of scores of films to help 
teach civics, nature, physics, geography, health, eco- 
nomic history, and many others. Rent of films only 


$1.50 and $2 per reel per day. 





—_—_—_——— 
SOCIETY FOR VISUAL EDUCATION, INC. 
Dept. 511, 327 S. LaSalle St., Chicago, Illinois 


Please send catalog of S.V.E “*SCHOOLFILMS.” 
| Name ——— 
Address 


School 





| e..... 





SOCIETY FOR VISUAL EDUCATION, INC. 


| CTL IRGA 
SOUTH 


2) j 
T0GCUCEIS Ald 2. 


327 LASALLE STREET 


Mention Tut JourNna. 


N 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


Ew JERSEY—Cumberland County, Delmont; De- 
lanco, Delanco Public Schools; Lambertville, 
High; Livingston, Central, Squiertown; Long Val- 
ley, Washington Township Public Schools; Mont- 
clair, George Inness Junior High; Morristown, 
Lafayette; Newark, Cleveland Junior High; Pal- 
myra, Palmyra Public Schools, Grade, High; 
Pitman, Pitman Public Schools, High, Elwood 
Kindle, Summit Avenue, W. C. K. Walls; Plain- 
field, Maxson; Port Norris, Elementary; Raritan 
Township, Bonhamtown; Ventnor City, Oxford 
Avenue. 


New York—Hartsdale, Public Number 7; Hunting- 


ton, Lincoln; Johnson City, Frank M. Smith; 
Mt. Vernon, Washington; Yonkers, Public Num- 
ber 6. 


Ou10—A kron, Teachers College of The University of 


Akron; Baltimore, Liberty Union Public Schools; 
Canton, Stark; Cincinnati, Cummins; Cleveland, 
Bolton, Lawn, Mayfiower, Puritas, Sackett, Settle- 
ment, Woodland; Columbus, Chicago Avenue, 
First Avenue, Ohio Avenue; Lakewood, Taft, 
Wilson; Pigua, Piqua Public Schools, Bennett 
Junior High, Favorite Hill, High, North Street, 
South Street, Special Teachers Department, 
Spring Street, Staunton Street, Wilder Junior 
High; Preble County, Jackson Township Public 
Schools, 


OKLAHOMA—Sapulpa, Sapulpa Public Schools, For- 


PENNSYLVANIA—Dauphin 


est Park, Garfield, High, Jefferson, Liberty, South- 
ern Heights, Washington, Woodlawn, 

County, Hummelstown 
Borough, Royalton Borough; Middletown, Gram- 
mar, Wood Street; Radnor Township, Rosemont, 
Wayne Grammar; Reading, Elm and Moss Street, 
Perkimen; Redstone Township, Redstone Town- 
ship Public Schools, Allison, Braznell, Brier Hill, 
Colonial Number 3, Filbert, Grindstone, Herbert, 
High, Orient, Republic, Royal, Thompson, Tower 
Hill; South Brownsville, Prospect; Uniontown, 
Benjamin Franklin Junior High. 


SoutH Dakota—Pine Ridge, Oglala Boarding. 
TENNESSEE—Chattanooga, Mission Ridge; Hamilton 


County, Friendship; Knoxville, Belle 
Tyner, High. 


Morris; 


Texas—Texarkana, Highland Park, Senior High. 


VERMONT—Bellows Fails, Atkinson Street. 

Virncinu—Newport News, Bankhead Mag: uder, 
George Washington, Woodrow Wilson; Narfolk, 
James Barron Hope. 

West Vircinta—Charleston, High. 

WisconsiIN—A ppleton, Columbus; Haugen, Haugen 


stributors of 
CHICAGO, 





January, 193] 





State Graded; Racine, 
Stephen Bull, Janes. 
WYoMINGc—Cheyenne, Cheyenne Public Schools, Cen. 
tral, Churchill, Gibson Clark, Converse, Corlett, 
Johnson, Junior High, Park Addition, Senior 


Supervisors Department, 


High; Sheridan, Linden. 
Two years 
ALABAMA—Birmingham, Curry, Graymont, Seven. 


teenth Avenue. 

ArIZONA—Bisbee, Don Luis; Clifton, High; Hum 
boldt, Public; Superior, Superior Public Schools, 

CALiIroRNiA—Alameda, Verseilles; Centerville, 
Washington Union High; Chula Vista, Union; 
Los Angeles, Dahlia Heights, Fries Avenue, Gard. 
ner Street; Modesto, Lincoln; Monrovia, Ivy Ave 
nue; San Francisco, Commodore Stockton, Me. 
Kinley; Santa Ana, Logan; Santa Barbara, Admin 
istration Department, Kindergarten Department; 
Soledad, Union Grammar; Venice, Broadway. 

CoLorapo—Canon City, Garfield, Jefferson, Lincoln, 
McKinley; Denver, Central, Columbian, Berkeley, 
McKinley, Swansea; Greely, Gipson; Gunnison, 
Gunnison Public Schools, County High, Junior 
High, Pine Street; Walsenburg, Huerfano County 
High. 


CoNnNECTICUT—Cochester, Dublin; East Hartford, 
Center. 
DELAWARE—Western New Castle County, Western 


New Castle County Public Schools, Brandywine 
Springs, Christiana, Hockessin, Middletown Public 
Schools, Newport, Oak Grove, Stanton, Yorklyn. 

District oF CoLUMBIA—Washington, Brent, Dent. 

GeEorGIA—A tlanta, Opportunity. 

Hawai—Makaweli, Makaweli. 

ILLiInois—Bellwood, Bellwood Public Schools, Grant, 
Lincoln, McKinley, Roosevelt; Cerro Gordo, 
Township High; Chicago, Foreman Junior High; 
Maywood, Melrose Park, Stevenson; Princeton, 


Princeton Township High; Reddick, Community | 


High; River Forest, Frances Willard; Rockford, 
Hall; Woodhull, Township High. 
INDIANA—Alexandria, High; Indianapolis, Thoma 
D. Gregg, Oscar G. McCulloch; South Bend, Mar- 
quette; Terre Haute, Fairview, Chauncey Rose. 
lowa—Cedar Rapids, Lincoln, Ungraded. 
Kansas—Wichita, Lincoln, Sunnyside. 
Kentucky—Louisville, Emma Dolfinger. 
MaIneE—Portland, Open Window, Riverside, Us 
graded. 
MARYLAND—Cumberland, John Humbird. 


(Continued on page A-16) 





Improved? 


in. from floor. 


little effort. 


finish. 


Light or Dark Oak 
Birch-Mahogany .. 





Stockton, Calif. 


/ _f 
ASU (lit) 
ILLINOIS. 


Strong enough for heavy loads—Light 
enough for convenience — Improved 
with Colson Castors. 


35 in. High, 30 in. Wide, 13 in. Deep. 
Shelves 14 in. apart, Lower Shelf 1344 


An Improved Book Truck which can 
be moved easily and quietly with 





Gaylord Bros... LL... 


Library Equipment 


Colson Ball Bearing Castors make 
this possible without increasing the 
price over $25.00. 
in diameter, rubber tired, ball bear- 
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Castors are 4 in. 


Made of quarter sawed oak, light or 
dark finish, or of birch in mahogany 
All edges sanded. 


F.O.B. Freight 
Syracuse Paid 
$21.50 $24.75 
23.75 27.00 





Syracuse, N. Y. 








when writing our advertisers. 

















a 


Vol. 20, No. 1 


‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 











to Pay the Bills Brought on by 
Sickness, Accident or Quarantine 


















What It Means to be 
Under the T. C. U. Umbrella 





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





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





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





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





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







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







Double these benefits for travel accidents sustained in 
~Aeetchd 
railroad, street car or steamboat wreck. 





Operation benefits in addition to other benefits after 
co selected 
your policy has been maintained in force for one year. 






Policies paying larger benefits are also issued. 


Sheds Worry and Fear 


“It is truly an umbrella that sheds the rainstorms of worry and 
fear, and there’s not a leak in it. My claims were promptly and 
courteously met. It seems to me that for a teacher a T. C. U. 
‘umbrella’ is as delightful as was the traveling cloak for the Little 
Lame Prince.”—Mary E. Rhoades, Westport, Tenn. 


An Incentive to Recovery 


“Realization that a check is coming to help pay the bills is an 


incentive to recovery.”—Jessie E. Freeman, Lincoln Inn, Essex 
Junction, Vt. 





When sickness, accident or quarantine disables you, are you one of 
the teachers who can face such a situation without worry? Are you 
financially able to meet, without help, the heavy burden that sick- 
ness brings on top of regular living expenses? If not, then surely you 
do not want to take chances of having added to your physical discom- 
fort the mental torture of going deeper and deeper into debt. Actual 
records show that one out of every five teachers, some time during the 
year, is disabled by sickness, accident or quarantine. In short, one- 
fifth of all teachers need the help and cheer that extra money can 
bring. T.C. U. has helped thousands of teachers over these “rough 
spots” in their lives by bringing to them in time of greatest need the 
welcome “‘check that cheers.” 


For just a few cents a day, the Teachers Casualty Underwriters, an 
organization of teachers for teachers, will assure you an income when 
you are laid up by sickness, accident or quarantine. It will share your 
burden, help you meet your doctor, nurse and hospital bills, and pro- 
tect your savings and vacation plans. 


Help That Comes in Time 


The check that cheers (the T. C. U. Check) is welcomed by 
thousands of teachers every year. One of these teachers, Pearl 
Campbell, of Long Beach, Cal., writes 

“TI wish to thank the T. C. U. for the check I have just re- 
ceived for $218.00. It certainly is a big help at this time. I 
have carried insurance with T. C. U. for many years and have cer- 
tainly never had occasion to regret it.’’ 


Get Under the T. C. U. Umbrella 


You, too, can be sure of receiving ‘‘the check that cheers”’ by getting 
under the T. C. U. Umbrella (joining the T. C. U.). The first step 
is to mail the coupon shown here. Complete information will be sent 
you. Join the great army of T. C. U. protected teachers. Then when 
sickness, accident or quarantine comes your way, the T. C. U. Check 
will come to help pay your bills. Fill out the cuupon today and mail 
for complete information. Your inquiry places you under no obligation 


Teachers Casualty Underwriters 
613 T. C. U. BLDG. LINCOLN, NEBR. 









7 
. FREE INFORMATION COUPON 


To Tue T. C. U., 613 T. C. U. Bumpine, 
LINCOLN, NEBRASKA 


I am interested in knowing about your Protective Benefits. 
the whole story and booklet of testimonials. 


Send me 


Vame. 


Address 


(This coupon places the sender under no obligation) 


Mention THe Journ4L when writing our advertisers 














A-16 ‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 193% — 


ALBERT 45TH YEAR.—Executives and teachers for all 
TEACHERS AGENCY kinds of Public School work, and men and women 
25 E. JACKSON BLVD. for good positions in State Teachers Colleges, 
CHICAGO, ILL. Universities, and Private Schools, in good demand. 


—_ el Petes “ete ‘i 
535 FIFTH AVE., NEW YORK Many thousands have secured PROMOTION 
HYDE BUILDING, SPOKANE, WASH. _ through this Agency. Why not you? Booklet free. 











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Distinctive Quality and Service at Reasonable Cost 
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Educational Book Publishers since 1838 

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have the opportunity to go ahead to a bigger position with 

P. % M. th more income—and with bright prospects for permanent work? 
er a on There are a few openings in this national organization, in business 
this twenty years, for teachers of personality and education who are 

S WA interested this summer in exchanging their usual profilless leisure 
Jummer. for a vacation of business experience and growing income. 





Teachers with normal school or college training (and at least two years 
of teaching experience) are desired. This position gives an oppor- 
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Address S. L. Weedon Co., Dept. 1- B, 2036 E. 89th St., Cleveland, Ohio . 





Mention Tur Journat when writing our advertisers. 





li 
(Continued from page A-1+) cou 
MASSACHUSETIS—Brookline, Longwood; Whitmas, le! 
Dyer. Di 
MicuiGaN—Detroit, Arthur, Berry, Brady, Capron, Fi 
T. Dale Cooke, East Side Girls Vocational, Finne Ls 
School, Higgins, MacCulloch, Marshall, Prieg, A 
Roosevelt, Sherrill, Thirkell, Turner, Von Steuben, a 
West Side Girls Vocational School; East Detroit, © W 
Kern Road Public Schools; Flint, Civic Park: H 
Garden City, Garden City Public Schools; Jackson, 9 
T. A. Wilson; Muskegon, Froebel, Vanderlaan. 


MINNESOTA—-Minneapolis, Jackson, McKinley, Pills. 





Con 
bury. la 
NEBRASKA—Omaha, Jackson. DEL 
NevaDa—Goldfield, Elementary; Lincoln County, 
Panaca District Public; Reno, Mary S. Doten, Dis 
Mount Rose, Kate M. Smith; Sparks, Junior High, L 
Robert H. Mitchell, Mary Lee Nichols. FLO 
New Jerstey—Bloomfield, Berkeley, Fairview: P 
Bridgeton, Bank Street; Camden, Cassady, O. Y. GEC 
Catto; Cumberland County, Brown, Hopewell, v 
Port Elizabeth, Shiloh, Union; Dunellen, Roose. C 
velt Junior High; Hammonton, Magnolia; Lap. ia 
rence Township, Slackwood; Lincoln Park, Public, © “ 
Livingston, Livingston Public Schools, Central, ILL 
Amos W. Harrison, Roosevelt, Squiertown; Mont. J 
clair, Nishuane, Senior High; Moorestown, Stan. S 
wick; Newark, South Eighth Street, Speedway E 
Avenue; Summit, Senior High; Trenton, Boys p 
Continuation, Girls Continuation; Wanaque, 5 
Haskell, Midvale; Woodbridge, Colonia. ( 
New Mexico—Albuquergue, North Fourth Street. IND 
New YorkK—Auburn, South; Johnson City, Harry v 
L. Johnson; Mt. Vernon, Supervisors and Super. F 
intendents Department, Nathan Hale, Part Time. ( 
NortH CaroLina—Durham, Fuller, Holloway Street, I 
George W. Watts. 4 " 
Ou1-——Adams Township, Adams Township Public ' 
Schools; Akron, Andrew Jackson; Ashland, Asb- § “« 
land Public Schools, Arthur Street, Grant Street, 





High, Lincoln, Osborn, Pleasant Street; Athens, ; 
East Side; Butler County, Collinsville, Reily, . 
Trenton Village; Champaign County, Jackson 
Rural; Cincinnati, Fairview, Sayler Park; Cleve. 
land, Detroit Elementary, John Hay High, Pearl, § 
Valley View; Clinton County, Clinton County KE 
Public Schools, Adams Township, Blanchester, ! 
Chester Township, Clarksville-Vernon, Cuba, ( 
Jefferson Township, Liberty Township, Martins 
ville, Mt. Pleasant, New Antioch, New Vienna, Le 
Reesville, Sabina, Wayne Township; Columbus, 
Broadview, Everett Junior High, Franklin County M. 
Home, Garfield, Livingston Avenue, Normal | 
Douglas, Shepard; Fostoria, Crocker Street; Fre M 
mont, Fremont Public Schools, Atkinson, Croghan, M 
Hayes, High, Lutz, Otis, Stamm; Greensburg, 
Green Township High; Hamilton, Buchanan, Mon \ 
roe, Pierce, Polk, Taylor, Van Buren, Washington; M 
Lakewood, Franklin, Harding Junior High; Lorais 
County, Avon Village, Brighton Township, Colum. 
bia Township, Fields Corners, LaGrange Village; 
Portage County, Mantua Township; Marietta, 
Marietta Public Schools, Fairview Heights, Har- 
mar, Junior-Senior High, Marion, Norwood, Pike, M 
Terberg, Washington, Willard; Mt. Blanchard, 
Centralized; Nelsonville, Junior-Senior High; New 
Lexington, Grade; Preble County, West Elkton M 
Public Schools; Rawson, Rawson Public Schools, 


Grade, High; Sylvania, Sylvania Public Schools; N 
Troy, Edwards; Wapakoneta, Blume High, Second 
Ward; Wooster, Junior High, Walnut Street; N 


Youngstown, McGuffey, Tod. 

OKLtaAHoMA—Oklahoma City, Franklin; Tulsa, Celia N 
Clinton. , 

OreEGON—Portland, Ladd. : 

PENNSYLVANIA—Chester, Clayton, Dewey-Mann, Lis N 
coln, Patterson; Cumberland County, Cumberland . 
County Public Schools; Middletown, Susquehanna; 
Pittsburgh, Penn; Susquehanna, Oakland Borough. 

Uran—Salt Lake City, Sumner. 

VERMONT—Bellows Falls, Wells Street; Brattleboro, 
Academy. 

Vircinia—Newport News, Thomas Jefferson, Walter 
Reed. 

West Vircinta—Beckley, Woodrow Wilson High; 
Cascade, Public. ‘ 

Wisconsin—A ppleton, Roosevelt Junior High; 
Kenosha, School for the Deaf; Racine, Blaine, 
Winslow. 


Current year 


ALABAMA—Birmingham, Minor, West End High, 
Woodlawn. 

AnizoNa—Bisbee, McKinley; Miami; Oak Street. 

ArKANSAS—Little Rock, R. E. Lee. 

CaLirorNiA—Alameda, Sadler; Alhambra, Marguet 
ita; Crannell, Little River; Encinitas, Element 
tary; Fullerton, Harvard Avenue; Hansen, Savanna; 
Inglewood, Highland, Oak Street; Los Angeles, 
Chevy Chase Drive, Eagle Rock High, Echandit 
Street, Glasswell Park, Harte Junior High, Hobart 
Boulevard, Hollywood High, Home Economics 
partment, Laurel, Micheltorena, Norwood -—_ 
Remsen Street, Saticoy Street, Thirty-sec® 
Street, Vine Street, Wadsworth Street, Wester® 
Avenue; Modesto, Capitol; National City, Jet 
High; North Hollywood, Rio Vista; Pacific Par 
sades, Public; Redlands, Lincoln, Lugonia; Res P 
Topeka Drive; Riverside, Val Verde; San Frow 
cisco, Hancock, Le Conte, George Peabody; “4 
Jose, Americanization; Santa Ana, Delhi, Fra 





itt 


Prarevrauao tee werlUmUTlUmS 


ce, 
rd, 


ls, 
Is; 


iter 


nen- 
1nd; 
ples, 


reet, 


tern 
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Pali- 
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ank- 


Vol. 20, No. 1 


lin, Fremont; Santa Barbara, Evening High, Wash- 
ington; South Pasadena, Oneonta. 

Co.oravo—Brighton, Junior High; Crowley, Crow- 
ley Consolidated; Denver, Denver Principals and 
Directors Association, Ashley, Byers Junior High, 
Fairview, Garden Place Junior High, Garfield, 
Lawrence Street; Fort Collins, Franklin, LaPorte 
Avenue; Fort Morgan, Rural Teachers Association; 
Fowler, Fowler Public Schools, Fowler Park, 
High; Thatcher, Public; Washington County, 
Washington County Public High Schools, Akron 
High, Cope High, High Prairie High, Lindon High, 
Lone Star High, Otis High, Platner High, Roose- 
velt High, Woodrow High; Wray, Armel High. 

Connecticut—East Hartford, South Burnside, Wood- 
land; Wethersfield, Ridge Road. 

DELAWARE—W ilmington, George Gray, David W. 
Harlan, Public Number 15, Public Number 24. 
District oF CoLUMBIA—W ashington, Force, Giddings, 

Lincoln, Murch. 

Fioriwa—Leesburg, Elementary, High; Opa Locka, 
Public; Palma Sola, Public. 

Georcia—Albany, Mulberry Street; Atlanta, Pryor, 
Williams Street; Avera, Avera Consolidated; 
Cochran, Cochran Public Schools; Mountain City, 
Public; Soperton, High. 

Hawau—Hana, Kaeleku; Kealakekua, Office of Super- 
vising Principal. 

ILuinois—Alden, Public; Chicago, Falconer, Westcott 
Junior High; Glen Ellyn, Glen Ellyn Public 
Schools, Junior High; Joliet, Hickory; Rockford, 
Highland; Rock Island, Special Teachers and Su- 
pervisors Department, Audubon, Denkmann; 
Springfield, WHay-Edwards, School for Crippled 
Children. 

InpIANA—East Chicago, Harrison; Indianapolis, Ir- 
vington, Thomas Jefferson, Public Number 27, 
Public Number 40, Public Number 53; Rushville, 
Graham Annex; South Bend, Kaley, John F. 
Nuner, Perley, Pulaski, Sunnyside Avenue; Sun- 
man, Sunman Public Schools; Jerre Haute, War- 
ren; Vincennes, Tecumseh. 


lowa—Cedar Rapids, Kenwood; Council Bluffs, 
Dodge, Franklin; Dubuque, Audubon, Central, 
Franklin, Fulton, Irving, Marshall, Washington 


Junior High; Sioux City, East Senior High. 
Kansas—McPherson, McPherson Junior High; Neo- 
desha, Central, North Lawn; Oxford, Rural High; 
Wichita, Emerson, Fairmount, Finn, Harry, Lin- 
wood, McCormick, Martinson, Meridian. 
KentuckY—Lexington, Arlington, Ashland, Harri- 
son, Jefferson Davis, Johnson, Junior High, Lin- 
coln; Louisville, Gavin H. Cochran, Emerson, 
George W. Morris. 
LoutsianA—Natchitoches, Louisiana State Normal 
College; New Orleans, Judah P. Benjamin. 
Maine—Rockland, Junior High; Watérville, Brook 
Street. 
MarYLAND—Upper Marlboro, Marlboro High. 
MAssacHUSETTS—Beverly, Ryal Side; Greenfield, 
Abercrombie; Lexington, Adams; Springfield, 
Carew Street, Hooker; Swampscott, Stanley. 
MicHIGAN—Detroit, Burbank Annex, Eastern High, 
Hillger, A. L. Holmes, Irving, Pestalozzi, Pitcher, 
Vocational Schools; Ecorse, Ecorse Public Schools, 
High, Public Number 1, Public Number 2, Public 
Number 3; Flint, Jefferson; Grand Rapids, Fair- 
mount, Henry; Jackson, Griswold, West; Romeo, 
Paton Hall-Pennington School for Girls. 
Minnesota—Mankato, Lincoln Grade, Lincoln Junior 
High, Roosevelt, Union; Minneapolis, Kenwood, 
Monroe. 
ae. Louis, Mallinckrodt; Webster Groves, 
igh, 
NesraskKA—Broken Bow, Junior High; 
Park; Grand Island, West Lawn. 
Nevapa—Kimberly, Public; Pershing County, Fair- 
view District, Lake Consolidated, Pershing County 
High; Sparks, Senior High; Wells, Grammar. 
New Hampsuire—Rochester, Rochester Public 
Schools, East Rochester, Gonic, High, Maple 
Street. 
New Jersey—Bogota, Bogota Public Schools, High, 
Public Number 1, Public Number 2, Public Num- 
ber 3; Camden, E. A. Stevens; Cumberland 
County, Gouldtown, Greenwich Township, Haley- 
ville) Mauricetown, Robbinstown, Stoe Creek 
ownship; Englewood, Roosevelt; Hightstown, 
High; Hillside, Hurden Looker; Maple Shade, 
Maple Shade Public Schools; Millville, Millville 
Public Schools, R. M. Bacon, Culver, Memorial 
High, Northeastern, T. D. Sensor, Western, R. D. 
wood; Montclair, Spaulding; Morristown, Morris- 
town Public Schools, High, Lafayette, Maple Ave- 


Fairbury, 


nue, Mills Street, Speedwell Avenue, George 
ashington; Newark, Charlton Street; North 
Plainfield, High; Passaic, Public Number 7; 


Plainfield, Hubbard; Rochester, High; Roseland, 
Public; Trenton, Senior High. 

New Mexico—Albuquerque, John Marshall, Monte 
Vista, San Jose Training. 

New Yorxk—Geneva, Cortland Street; Glens Falls, 
Ridge Street; Johnson City, Theodore Roosevelt; 
enmore, Lindbergh; Monsey, Public; Mt. Vernon, 
hool of Industrial Arts; New York, Walton 
High; Schenectady, Elmer Avenue, Yates. 

ORTH CaROLINA—Durham, North Durham, Senior 
High; Elizabeth City, Primary Teachers Depart- 
ment. 

Nortx Daxota—Fargo, Agassiz Junior High, Clara 
rton, Hawthorne, Horace Mann Platoon, Roose- 
velt, Junior High; Park River, Agricultural and 
Training. 
10—Akron, Bryan, Colonial, Firestone Park, For- 
est Hill, Rankin, West High; Athens, Athens Pub- 
lie Schools, Central, East Side, Junior High, 
Senior High, West Side; Austinburg, Grade, High; 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Bath, Bath Township Public Schools; Bexley, Bex- 
ley Public Schools, Cassingham Road, High, Junior 
High, Main Street; Butler County, Overpeck; 
Canton, J. J. Burns; Chillicothe, Central, Eastern, 
Mt. Logan, Southern, Western; Cleveland, Brown- 
ell Junior High, Dawning, Kentucky, Sterling, Tre- 
mont, Upson; Cleveland Heights, Coventry, Ox- 
ford, Roxboro Elementary; Columbus, East Main 
Street; Convoy, Tully-Convoy; Dayton, Fairview; 
Findlay, Liberty Township Centralized; Hamilton, 
Fillmore, Harrison, Jackson, Lincoln; Homerville, 
Homer Township; /ronton, Ironton Public Schools, 
Campbell, Central, High, Kingsbury, Lawrence, 
Lombard, Sedgwick, West Ironton, Whitwell; Lake- 
wood, Emerson Junior High; LeRoy, Westfield; 
Lorain County, Lorain County Public Schools; 
Mansfield, Trimble; Massillon, Emerson, Horace 
Mann; Medina, York Township; Pomeroy, Public; 
Preble County, Israel Township Public Schools; 
South Euclid, Charles F. Brush High; Toledo, 
Beverly, John Burroughs, DeVeaux, Evansdale, 
Franklin, Garfield, Glenwood, Harvard, Jones 
Junior High, Monroe, Newbury, Newton, Raymer, 
Riverside, Warren; Valley City, Liverpool High; 
Warren, Central, Central Junior High, Emerson, 
Horace Mann, Vienna Township; VW illiamsfield, 
High; Youngstown, Chaney Elementary, Chaney 
High, U. S. Grant Junior High, Madison. 

OKLAHOMA—Oklahoma City, Public School Super- 
visors Group, Columbus, Sequoyah, Stand Watie; 
Tulsa, Pleasant Porter. 

Orecon—Estacada, Estacada Public Schools; Gres- 
ham, Orient; Nyssa, Public; Ontario, Ontario Pub- 
lic Schools; Ranier, Grade; Salem, Grant. 

PENNSYLVANIA—Berwick, Fairview Avenue; Blooms- 
burg, State Teachers College; Carbon County, Car- 
bon County Public Schools, Audenried Grade, 
Beaver Meadows Borough, Bowmanstown Borough, 
Coxeville Grade, East Mauch Chunk Grade, East 
Mauch Chunk High, East Penn Township, Frank- 
lin Independent Grade, Franklin Independent High, 
Kidder Township, Leviston Grade, Lower Towe- 
mensing Township Schools, Mauch Chunk Bor- 
ough Grade, Mauch Chunk Borough High, Pack- 
erton Independent Schools, Packer Township, 
Parryville Borough, Summit Hill Grade, Summit 
Hill Junior High, Summit Hill Senior High, 
Tresckow Grade, Weatherly Grade, Weatherly 
Junior-Senior High, Weissport Borough, West 
Bowmans Grade; Mauch Chunk Township, Mauch 
Chunk Township Public Schools, East End, Hauto 
Grade, Junior-Senior High, New Columbus, West 
End; Centre County, Centre County Public Schools, 
Bellefonte Boro Schools, Benner Township Schools, 
Boggs Township Schools, Howard Boro Schools, 
Burnside Township Schools, Centre Hall Boro 
Schools, College Township Schools, Curtin Town- 
ship Schools, East Penns Valley High, Ferguson 
Township Schools, Gregg Township Schools, 
Haines Township Schools, Half Moon Township 
Schools, Harris Township Schools, Howard Town- 
ship Schools, Huston Township Schools, Liberty 
Township Schools, Marion Township Schools, 
Milesburg Boro Schools, Miles Township Schools, 
Millheim Boro Schools, Patton Township, Penn 
Township, Philipsburg Boro Schools, Potter Town- 
ship Schools, Rush Township Schools, Snow Shoe 
Boro Schools, Snow Shoe Township Schools, South 
Philipsburg Boro Schools, Spring Township Schools, 
State College Boro Schools, Taylor Township 
Schools, Unionville Boro Schools, Union Township 
Schools, Walker Township Schools, Worth Town- 
ship Schools; Cheltenham Township, Cheltenham 
Township Public Schools; Dauphin County, Dau- 
phin County Public Schools, Berrysburg Borough, 
Conewago Township, Dauphin Borough, Derry 
Township, East Hanover Township, Elizabeth- 
ville Borough, Gratz Borough, Halifax Borough, 
Halifax Township, Highspire Borough, Hummels- 
town Borough, Jackson Township, Londonderry 
Township, Lower Paxton Township, Lower Swa- 
tara Township, Lykens Borough, Lykens Town- 
ship, Middle Paxton Township, Mifflin Town- 
ship, Millersburg Borough, Paxtang Borough, 
Penbrook Borough, Reed Township, Royalton 
Borough, South Hanover Township, Susquehanna 
Township, Swatara Township, Uniontown Bor- 
ough, Upper Paxton Township, Washington Town- 
ship, Wayne Township, Wiconisco Township, 
West Hanover Township, Williamstown Borough, 
Williams Township; Erie, Perry; Middletown, 
Middletown Public Schools, Grammar, High, Sus- 
quehanna, Wood Street; Pittsburgh, Beechwood- 
Beechview, Clayton; Reading, Ricktown; Waynes- 
burg, High. 

RuHope IstaNnp—Bradford, Public. 

SoutuH Carottna—Dillon County, Kemper. 

TENNESSEE—Memphis, Bruce, Snowden Junior High. 

Texas—Ft. Worth, West Van Zandt; Shiner, Menger; 
Texarkana, Central, Sunset. 

Uran—Deseret, A. C. Nelson; Latuda, Junior High; 
Sait Lake City, Edison. 

Vircinia—Hopewell, DuPont, Highland Park; Lynch- 
burg, Monroe; Newport News, Stonewall Jackson, 
Booker T. Washington; Norfolk, Bay View; Wash- 
ington, High. 

WASHINGTON—Bellingham, Columbia, Roeder Junior 
High; Everett, Administrative Teachers Group; 
Vancouver, High. 

West Vircini—Beckley, Junior High; Price Hill, 
Public; Smoot, High. 

WISconsIN—A ppleton, 
Roosevelt; West 
Public Schools. 

Wrominc—Harding Center, Public; Sheridan, Credit 
Hill. 


Franklin; 
Milwaukee, 


Howell, 
Milwaukee 


Racine, 
West 


Mention Tae Journat when writing our advertisers. 


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A-18 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 193] 





* 





(+ em 00-0 —- se 0 —— 











The profession’s responsibility 
for unemployment—lIn keeping with 
the wishes of President Hoover’s Emer- 
gency Committee for Unemployment the 
National Education Association is taking 
the lead in formulating plans whereby 
the teaching profession shall provide re- 
lief for the unemployment within its own 
ranks. Early in November President 
Willis A. Sutton appointed the follow- 
ing committee to plan the relief program: 
W. C. Bagley, chairman, Teachers Col- 
lege, Columbia University; William 
John Cooper, U. S. Commissioner of 
Education; and Mrs. Susan M. Dorsey, 
Los Angeles, Calif. The president and 
the executive committee will serve as ex- 
officio members. 

The NEA will serve as a clearing 
house for the states. Through its com- 
mittee it will keep in close touch with 
the progress of the work in each state 
and give information to other states. 
Funds collected by the NEA will be ap- 


Greater Unity 


Life Membership 


Beautiful buildings — representing 
millions of dollars and often years of 
sacrifice—are being erected all about 
us. The new home of the National 
Education Association will not cost a 
million dollars, but it will be one of the 
finest headquarters buildings in the Na- 
tion’s Capital. What a fine monument 
and how proud the life members, whose 
fees have made it possible, should be! 
But these life members together with 
100 percent schools are building a 

















e008 er 


portioned among the states in proportion 
to needs except that a temporary emer- 
gency fund to meet desperate cases be- 
fore the states can organize, will be 
handled by the National Committee. 

The people’s rights in radio— 
“The question of monopoly in radio 
communication must be squarely met. 
It is not conceivable that the American 
people will allow this newborn system of 
communication to fall exclusively into 
the power of any individual, group, or 
combination. Great as the development 
of radio distribution has been we are 
probably only at the threshold of develop- 
ment of one of the most important human 
discoveries bearing on education, amuse- 
ment, culture, and business communica- 
tion. 

“Tt can not be thought that any single 
person or group shall ever have the right 
to determine what communication may be 
made to the American people. We can 
not allow any single person or group to 





An Opportunity for Service 


higher and finer monument than this— 
the teaching profession. 


Life members and 100 percent schools 
give an enduring solidarity to the pro- 
fession and prepare the Association 
for protecting education in a crisis. 
All lines of industry and all professions 
have been affected by the present eco- 
nomic depression and the drought. 
Membership in the profession and 
membership alone is the answer to the 











| NOTES and ANNOUNCEMENTS 


as 


place themselves in a position where they 
can censor the material which shall be 
broadcast to the public. 


“Radio communication is not to be | 


considered as merely a business carried 
on for private gain, for private adver- 
tisement, or for entertainment of the 
curious. It is a public concern impressed 
with the public trust and to be considered 
primarily from the standpoint of public 
interest to the same extent and upon the 
basis of the same general principles as 
our other public utilities.”—Herbert 
Hoover as Secretary of Commerce testi- 
fying before the House Committee which 
had under consideration the Radio Act 
in 1925. 

Child Health Conference — The 
White House Conference on Child 
Health and Protection, which is in ses 
sion as this JOURNAL goes to press, will 
be reported in coming issues. 

For classes interested in Admiral 
Byrd—The Department of Superin- 


Greater Concern for the Future 


in the Profession 


situation. A strong organization 1s 
fitted to meet any emergency. Let 
life members and all other leaders aid 
in strengthening the Association as a 
protection to the future generation. 


The invitation to become a life mem- 
ber of the greatest Association of 
teachers in the world becomes a real 
opportunity to render everlasting serv- 
ice to the great cause of Education. 
Will you not accept it ? 


Take advantage of this opportunity and Enlist Now 


MR. 3. W. CRABTREE, Secretary, National Education Association, 


1201 Sixteenth Street N. W., Washington, D. C. 
Dear Mr. Crabtree: 


I wish to take this opportunity tq become a life member on the ten-payment plan, making my first payment of $10.00, March 1, 1931 


the balance can be paid in nine equal annual installments. 


I understand that 


Ics 56x. 6 eal te aia le nn 'b wil apa gate 8d ek aA ie nag a incase RAIS ean she etmeardins ae ab 010-4 sakeR oe eke Ott omen oe cw ek Oe 


(Fill out, return at once and receive by return mail the life membership certificate, card and gold emblem.) 


Mention Tue Journat when writing our advertisers. 


ise 





















































































Vol. 20, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


tendence has issued the following list of 
U et o =] i references for use in schools in studying 


the life of Byrd and the value of his 


ROUND § i 85 U achievement: 
TRIP cd 


Descriptions of Byrd’s four major explora- 


ALL EXPENSE TOURS tions were written by him for the National 


Geographic Magazine: 


A-19 


1931 N.E.A. 
CONVENTION 











Frequent departures—April to August. 30 os ; , 
to 65 days. Most comprehensive sightseeing, ' lying Over the Arctic. Nov. 1925. ; 

‘dest choice of routes Experienced con- The First Flight to the North Pole. Sept. 1926. 
w . 


° 5 ¥ Our Transatlantic Flight. Sept. 1927. 
gt fo — information on request. The Conquest of Antarctica by Air. Aug. 1930. 
= Send for bo ‘ 


More exhaustive studies and comment on 
, Baoan sae yl N.Y Byrd’s expeditions are contained in his two 
(Est. og tNe Be 


books and a recent biography: 


Skyward. Published by G. P. Putnam’s Sons, New 
York, 1928. [359 pages, $3.50] 


Earn a Tour Little America. Published by G. P. Putnam’s Sons, 
t E New York, 1930. [440 pages, $5] 
oO urope Struggle: The Life and Exploits of Richard E. Byrd. 
Pp By Chas. J. V. Murphy. Published by G. P. Put- 
REMOST Student Tours wants one organizer for nam’s Sons, New York, 1928. [36 s, $2.50 
pao college and az. 7s selling -_— — S 4 — [368 pages, $2.50] 
tisfied clients in 1930. west in cost. jays ss 
$295 to 80 days $790. Most Uberal commission in Other books, giving the background of 
travel or cash. Cash bonuses an rave olarships ; $ wiell ° 
given in addition for hostesses and conductors, state polar problems, historic and scientific data, 
qualifications in first letter. are: 


COLLEGE TRAVEL CLUB 





The Polar Regions. By R. N. Rudmose Brown. Pub- 
154 Boylston St. Boston, Mass. lished by E. P. Dutton and Co., New York, 1927. 
245 pages, $3.75] 

Antarctic Adventure and Research. By Griffith Tay- 
lor. Published by D. Appleton and Co., New 
York, 1930. [245 pages, $2] 

The Polar Regions in the Twentieth Century. By 
Maj. Gen. A. W. Greely. Published by Little, 


. Brown & Co., Boston, 1928. [270 pages, $4] 
Alt EXPENSES $3 7 - AND LAND True Tales of Arctic Heroism in the New World. 





LOS ANGELES 
June 28-July 4 


By Maj. Gen. A. W. Greely. Published by Charles | 
FIVE COUNTRIES ot Gn 4 W Ore dae) Go via HAVANA and 
Become acquainted with our amazin $1.75] 


ee valuge be nay ty ve ct oe 
uropean lours for the intellectual elite. ° ® 
CUNARD Supremacy! 14,000 satisfied guests. Another Detroit meeting — The 


STUDENTS TRAVEL CLUB Progressive Education Association will 
551 Fifth Ave.,N. ¥. Write for Booklet Ww hold its eleventh annual conference in 
Detroit, Mich., Feb. 26-28, 1931, with 
headquarters at the Book-Cadillac Hotel. 
These dates overlap those of the NEA 


ys Department of Superintendence meeting, 
thus enabling those interested to take ad- 
vantage of both helpful programs. For 


information address the Progressive Edu- 


MOTION PICTURES cation Association, 10 Jackson Place, 
Washington, D. C. 


CANAL ZONE 


AKE your trip to the Convention city 

a grand success . . . sail the 5,000 
miles over the famous Recreation Route 
aboard a 33,000-ton turbo-electric liner 
—the new S. S. Pennsylvania—from 
New York June 13, arriving in Los 
Angeles June 27, on the eve of the Con- 
vention. Restful loafing on broad 
decks—daily swims and sunbaths in 
the open air, built-in deck pools fore 
and aft—dancing under the stars of 
the tropics—games and diversions of 





for Los Angeles makes preparations | every kind—delectable Panama Pacific 
Ed . —Los Angeles is making extensive plans | cyjsine. 
for the entertainment of the Nation: a” ; 
BF S268 . ; ac raven: “a You call at gay Havana, and tour this 
Education Association next summer. Su- ; 


sparkling city—marvel at the immen- 
sity of the Pantiama Canal as you steam 
through in 7 wonderful hours—go 
ashore at Panama City and Balboa co 
sightseeing. For sheer enjoyment, this 
is the way to go. Every moment is 
seg game . . . every hour brings 
new thrills. 


and perintendent Bouelle has appointed as 

p general chairman of arrangements, As- 
Entertainment sistant Superintendent W. C. Conrad, 
who is working out a most effective con- 
vention organization. The president of 
the Los Angeles City Teachers Club, 
Georgia B. Parsons, says in a letter to the 
teachers of the city: Ask us about special Water and Rail 
round trips, using steamer in either 
direction. S§. S. Pennsylvania, from 
Los Angeles July 6, is convenient for 
return by water after the Convention. 


Los Angeles will play host to the largest 
Trane mane convention of educators in history and many 
teachers will thus satisfy a long cherished de- 
sire to visit Southern California. We believe 





| Pathe Exchange, Inc., (NEA131) this is a great opportunity to show the com For full information apply No. 1 Broadway, 
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Mention Tue Journat when writing our advertisers. 









EUROPE 


NEXT SUMMER 
WHEN, WHERE and HOW MUCH? 


Now is the time to plan your vacation, for 


THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 








study or pleasure, in Europe next Summer. 


There is a Temple Tour to suit your conven- 
ience, your preferences and your purse. 

WHEN-—Sailing dates range from April 25 
to August 26. During June and July there are 


sailings practically every day. 


WHERE—You can choose from 83 principal 
itineraries and numerous optional extensions. 
HOW MUCH—Whatever your travel budget 
can afford. From as little as $295 (for a 22- 
day tour to England and France) to $1500 
(for a whole Summer of travel). 


For complete information address 


TEMPLE TOURS 


Department D 
Park Square Bldg. 
350 Madison Ave. 
1528 Walnut St. : 
230 N. Michigan Ave. . 
1676 N. High St. 
620 Market St. 








Porto Rico during the past school year 
has been the practical character of work 
in agriculture and industries, especially 
in the rural zones. This will be strongly 
emphasized during the coming year, in 
harmony with the social and economic 
conditions of the Island.—Francisco 
Vizcarrondo, NEA director, San Juan, 
r &. 

Beautify your community with a 
new school—School buildings are under 
construction in all parts of the United 
States. In many cases this construction 
was advanced as a means of increasing 
the demand for labor and materials in 
line with the efforts made by the National 
Education Association in cooperation 
with the United States Department of 
Commerce. The plan of using public 
work to stabilize economic conditions is 
now widely accepted. The resulting 
beauty of this program is illustrated on 
pages 23-30 of this JouRNAL. ° 





Special dates in January—As class- 
room material for Franklin’s birthday 
THE JOURNAL suggests the poster on 
page 34 of this issue, typical of the wit 
and wisdom of his pen. 

Temperance day will be observed in 
many states during January. Schools 
wishing authentic material for use in 
this connection should write to the Di- 
vision of Research and Education, Bu- 


Philadelphia 


. San Francisco 


Mention Tue Journat when writing our advertisers. 


Booklets 
available 
on Russian 
or European 


. Travel 
Boston 


New York 


Chicago 
Columbus 


reau of Prohibition, Department of Jus- 
tice, Washington, D. C. Suitable posters 
will be supplied by the NEA Division 
of Publications, 1201 Sixteenth St., N. 
W., Washington, D. C., at the rate of 
10 assorted or 20 of one kind for $1. 
Order blanks will be mailed upon re- 
quest. 

The new calendar thrift poster, in 
colors, giving the daily topics and basis 
of National Thrift Week, January 17- 
23, will be sent free to any teacher re- 
questing it from the National Thrift 
Committee, 347 Madison Avenue, New 
York, N. Y. 


If we should stop child labor what 
would happen P—Child Labor Day, to 
be observed the last week-end in Janu- 
ary, will emphasize the following results 
of placing the laboring child in school: 

(1)Unemployment would be reduced. 

(2)Wage rates would tend to rise. 

(3) Workers would be better trained. 


(4)Efficiency of production would be in- 
creased. 


(5)Industrial accidents would be less fre- 
quent. 


(6)Children would grow up with better 
health. 

(7) Illiteracy would decrease. 

(8)Living standards would rise. 

To secure plans for Child Labor Day 
observance write to the National Child 
Labor Committee, 215 Fourth Avenue, 
New York, N. Y. 


ENINGRAD 


the inquiring American is welcome in 
Soviet Russia. The Open Road, now in 
its fifth season, renders them a specialist's 
_ service based ona specialist's knowledge 
and facilities. 
HB In Moscow and Leningrad resident 
Open Road representatives facilitate ac- 
¥ cess to key institutions and personages. 
i Wl Travelers who follow the Volge or 
visit the Crimea, the Caucasus Mountains 
$ and the Ukraine are provided with inter- 
preters through whom contacts are mede_ 
‘with moujiks, collective farm officials, 
industrial workers, red soldiers, officials 
of local Soviets, et cetera. . 


VISITS TO SOVIET RUSSIA_THROUGH 


The Open Road 


11-15 West 42nd St., New York City 








January, 193) 


AVELING individually or in groups, 


ROOM 2372-78 


The Schools and Business—Thi 
is the title of a special publication of th 
Research Division of the NEA whic 
has just come from the press. Evenf 
school superintendent, principal, ani 
teacher in the nation who has reasons tv 
believe that the economic depression may 
result in retrenchment of school expend: 
tures or curtailment in school services 
needs this publication at once. Loc 
teachers associations and parent-teacher 
organizations will wish to purchas 
copies of this publication in lots for e 
fective distribution in their communities 
It can be used effectively in high-school 
classes and faculty meetings. The School 
and Business shows how the schools cor 
tribute to our material prosperity and 
why cutting their services will only make 
an economic depression worse. It wa 
prepared especially for use in the preseft 
emergency. Price: Single copies 25 cents, 
with discounts for quantities up to 33% 
percent discounts for more than one hut 
dred copies. 


Benjamin would enjoy this- 
“Who can give a sentence using tht 
word pendulum?” asked the teacher 
Little Rachel’s hand went up. 
teacher nodded encouragingly. “Light 
ning was invented by Pendulum Frank 
lin.” 































































¥ 


hool 


ool! 





Editorial for February 1931 


The Significance of Tenure 


service is a primary essential in the 

growth of the teaching profession. 
The greatest enemy of service is fear and 
insecurity. No teacher can give his best 
to the children when in danger of having 
his professional household moved into the 
street. This sense of secure association 
with the school or the community or the 
profession is not unlike the joy of home 
ownership. It gives richer significance to 
life and work. Just as the tenant does not 
make permanent improvements on_ his 
temporary holdings, the teacher does not 
develop the best in the school when his 
vision is cut off by an expiring contract 
at the end of the year. 

We have come to recognize individual 
property ownership as necessary to social 
progress. In the long sweep of the cen- 
turies, property ownership is compara- 
tively new so far as the masses are con- 
cerned but it has come to stay. The change 
from slavery to ownership has come 
slowly. Men who used land acquired 
rights in it which were recognized in the 
courts. In a sense they became trustees 
for the rest of society, holding the lands 
or other property until dispossessed for 
weighty social reasons. 

Likewise, they who take places in pub- 
lic service acquire certain rights to secur- 
ity in that service. They become trustees 
for that service and should hold it until 
there are substantial reasons for taking 
away their tenure rights. These tenure 
tights have been notably recognized in 
the army and navy services of the world. 
Officers in the army and navy not only re- 
ceive generous payment but are abun- 
dantly provided for thru long years of 
retirement. Teachers are also public ser- 
vants—literally the first line of defense— 


Sissi TENURE in return for efficient 


and they are as much entitled to the safe- 


guards of tenure and retirement as is 


the soldier or the sailor ; as much entitled 
to security and certainty as property. 
Are property rights more important 


Higher Standards | 
HERE is imperative need | 
for raising the require- 

ments under which teachers 
are permitted to enter the 
teaching profession. These re- 
quirements should be raised 
NOW. Teachers who entered 
the profession under lower 
standards should be encour- 
aged to take a year or two off 
for additional training. It is not 
fair to the children to keep un- 
trained teachers in the class- 
rooms so long as there is a sur- 
plus of teachers who have had 
broad and generous training. 
Teachers who are lacking in 
training would do well to an- 
ticipate the legal changes which 
are certain to require higher 
standards in the near future. 
The teachers of both training 
and experience will be most in 
demand. 





than the franchise of service? Do people 
not live in their work? Do they not come 
to love it even more than life itself? Is 
not the love of the consecrated worker 
for his task even deeper than the love of 
property? Is not whoever tears that love 
up by its roots a destroyer of personality ? 
Does he not rob the worker of his most 
precious possession? This is doubly so in 
teaching, for the life of the teacher roots 
deep in the hearts of children. No other 
qualification of a teacher is so important 


as the love of children—genuine identifi- 
cation with the child and the community 
in which he lives. American civilization 
is largely still in the camp stage. Many of 
our houses are little better than tents. We 
are living largely from hand to mouth 
Our local communities need the stabiliz- 
ing force of a permanent cultural leader- 
ship which will exalt and develop their 
human resources. 

It is no selfish motive, therefore, that 
underlies the campaign for tenure for 
teachers. Society itself loses when it makes 
teaching a tramp profession. People gen- 
erally must be led to appreciate the issues 
at stake. It will take long, patient indi- 
vidual and collective effort to do this. In 
this need alone there is a challenge to 
every teacher and to every teachers’ or- 
ganization. Among the next steps are 
these: (1) study of the problem by the 
profession and the public, particularly by 
teachers’ clubs, faculties, and boards of 
education ; (2) development in each city, 
county, or state not now having tenure 
of a suitable system of rules or laws. 

The fact that it is not possible to go 
the whole way is no reason for not begin- 
ning. Aside from public indifference and 
lack of understanding, the greatest ob- 
stacle to tenure is the untrained teacher. 
The profession should be able to find 
ways around this obstacle. Tenure might 
be given teachers who have had the four 
years training beyond the four-year high 
school urged by the National Education 
Association and to persons of less training 
who make regular progress toward the 
higher standard. The problem is prima- 
rily with the states and cities. Excellent 
tenure laws in the more favored areas 
will become the basis of programs of 
legislation elsewhere. Does your state or 
local association have a definite tenure 
plan? If not, why not ?—J. E. M. 


W HEN SHALL I MOVE?P—This is a question which comes to most teachers. In those sections of the coun- 
try which follow the absurd plan of electing teachers from year to year it comes as an annual strain 
_ and uncertainty and is a serious drain upon the most effective teaching. No teacher can do his best whose 
_ Interest does not root deep in the lives of individual children and of the community. There is truth in the 


[43 ] 


_ old adage “a rolling stone gathers no moss.” And when in doubt it is safer to stay than to go elsewhere. 
_ There is a tremendous loss of energy in adjusting oneself to new conditions. School boards and the public 
are likely to take the teacher at his own valuation and if he looks upon his service as an incidental matter 
_ of such little importance that he may move about lightly the community is likely to accept that view. If he 
_Teally counts in the lives of individual children and in the civic, intellectual, and moral life of the com- 
munity he will not lightly leave a task unfinished. 








ROM EVERY PART of the United States 

there come reports of efforts to mis- 

use the schools for commercial or 
political purposes. Sometimes these mis- 
uses involve so slight an infraction of 
educational standards that only a most 
thoughtful citizen or an experienced 
teacher would sense the danger to the in- 
tegrity of the schools which belong to all 
and whose mission is to inculcate the 
highest ideals and standards. One of the 
most flagrant attempts to violate school 
integrity which has happened in the 
history of American education occurred 
in Chicago in December when Mayor 
Thompson undertook to use the school 
children to promote a personal scheme in 
the name of prosperity. Mayor ‘Thomp- 
son’s amazing request is quoted : 


The Mayor desires that Superintendent of 
Schools William J. Bogan, request all district 
superintendents to have all principals in- 
struct teachers that they should ask pupils 
in all schools at the same hour [decided by 
Mr. Bogan in the next 48 hours] to take 
their pencils with a piece of paper and write: 

“To stimulate business and increase pros- 
perity and to create jobs for the unemployed 
Mayor William Hale Thompson has evolved 
a plan whereby one ‘million dollars in prizes 
will be presented to the holders of coupons 
which will be secured from the storekeepers 
with every 25-cent purchase during the 
Mayor’s ninety-day million dollar prosperity 
drive. The Mayor would like to have you 
ask your fathers and mothers to ask the 
storekeepers with whom they trade if they 
will have the Mayor’s coupons during the 
drive.” 


In explaining the matter to the Beard 
of Education Superintendent of Schools 
Bogan wrote courteously: 


This proposal would, without question, be 
regarded by many of our teachers as some- 
thing in the nature of a lottery. Teachers, 
like physicians, have a code of ethics which 
varies sharply from that of many persons 
who may see nothing objectionable in lot- 
teries. The community, as a whole, expects 
and demands that teachers protect their chil- 
dren from habits or practises which are not 
in accord with the highest ideals, and prin- 
ciples. You, the Mayor, and I would all re- 
ceive adverse criticism from teachers and 
parents alike if we were to ask teachers to 
use their positions of trust to influence pupils 
in a movement that smacks even slightly of 
gambling. 

Furthermore, this plan would undoubtedly 
violate the religious teachings of thousands 
of parents. I cannot believe that the Mayor 
himself understood the significance of this 
proposal. Many people would regard it as 
in conflict with standards of conduct which 


Sup’t Bogan Defends Chicago Schools 


parents and teachers have been building 
thru the ages. The argument may be ad- 
vanced that this plan is similar to a church 
bazaar with raffles and other devices. These 
practises, however, are against the law. You 
may recall that in a former administration 
of Mayor Thompson his chief of police 
stopped lottery schemes sponsored by various 
churches. 

I am, of course, always eager to cooperate 
in any legitimate way to relieve unemploy- 
ment, stimulate business, and promote pros- 
perity in Chicago. 


The Superintendent also called atten- 
tion to the many legitimate and construc- 
tive activities in which the schools had 
engaged to relieve unemployment. In- 
stead of the bulletin proposed by the 
Mayor he suggested the following: 


To the principals—You and your teachers 
are acutely conscious of the serious problem 
now confronting the city. Your cooperation 
in registering the unemployed recently, your 
enthusiasm in collecting funds for the Chil- 
dren’s Aid Society, and your activity in car- 
ing for destitute children and adults in your 
school communities give abundant proof of 
this. 

The Mayor of Chicago, the President and 
members of the Board of Education, and I, 
believe that judicious and sane buying on 
the part of our fellow citizens whose buying 
power has not been seriously impaired, will 
help in the financial, commercial, and indus- 
trial revival for which we all devoutly pray. 
In accordance with this belief I am asking 
that you have every pupil in your school 
copy the following letter: 

“Dear Father and Mother—The Mayor of 
Chicago desires to stimulate business, in- 
crease prosperity, and create jobs for the 
unemployed. He believes that if every person 
who can afford to do so will aid in a cam- 
paign to buy clothing, food, furniture, and 
other articles, Chicago will once again enjoy 
prosperity. Will you help in this campaign? 
—Your loving child, [Name].” 


Mayor Thompson’s next move was to 
print a handbill in red ink denouncing 
the Superintendent. This he ordered the 
police to distribute to the children as they 
left school. Its contents follow: 


To the Girls and Boys of the Public 
Schools of Chicago—You and I know that 
many people are out of work. You and I 
know that many people are suffering. You 
and I know that many pupils go to school 
without breakfast. You and I know that 
many others do not have enough to eat. I 
invite you all to join with your Mayor to 
help correct this condition by taking this 
handbill home and reading it to your mother 
and father. To stimulate business and in- 
crease prosperity and to create jobs for the 
unemployed I have evolved a plan whereby 
one million dollars in awards will be pre- 


[ 44] 


sented to the holders of coupons which wil] 
be secured from the storekeepers with every 
25-cent purchase during my million dollar 
prosperity drive. I would like to have you 
ask your fathers and mothers to ask the 
storekeepers with whom they trade if they 
will have the Mayor’s coupons during this 
drive. I regret that it is necessary to com- 
municate with you through a handbill. I re. 
quested Mr. Bogan, superintendent of schools, 
to have this message given to you by your 
teachers. This he refused to do. This is the 
only request I have ever made of him since 
I agreed to his appointment to his high office 
and I will never make another request of 
him, for his answer refusing me indicates he 
is heartless and has a head filled with im- 
practical ideas—as he insists on saving your 
spiritual bodies even if your physical bodies 
starve to death while he is doing so. Come 
on, girls and boys! Let’s go for Chicago! 
It’s teamwork that counts. We will pull the 
Old Town out of the rut she is in and bring 
back good times. A letter from you giving 
your name, address, and school will be ap- 
preciated, as I would like to appoint a com- 
mittee of girls and boys in each school to be 
my personal representatives.—Very sincerely, f 
William Hale Thompson. 


The reaction of the citizens of Chicago 
is suggested by the following quotations 
from three leading Chicago papers: 


We are confident enlightened public opin- 
ion will support the Superintendent. He can 
count upon the backing of citizens and civic 
bodies concerned for the welfare of the > 
schools and the children. Chicago, we are 
convinced, is not disposed to turn over the 
educational system to the administration of 
the Mayor and the police department.—From 
the Evening Post, December 3, 1930. 

Mayor Thompson undertook to use the 
school children for the distribution of cir 
culars in one of his personal projects. A 
rule of selfapparent propriety keeps the 
schools clear of such manipulation and 
Superintendent Bogan refused to order the 
teachers to cooperate for the employment of 
the children at the Mayor’s orders. Mr 
Thompson thereupon used the police force 
as a messenger service in violation of cit) 
ordinance. He also sent the pupils a messagt 
reflecting upon the character of the Super 
intendent.—From the Chicago Tribune, De 
cember 4, 1930. 

If there be value in skilful and orderly 
guidance of school work, if there be virtue 
in the exercise of scrupulous care in protect 
ing young minds from demoralizing i 
fluences and excitements, Superintendent Br 
gan’s course must be commended. In aij 
event the Mayor’s effort to poison the minds 
of the school children and their parent 
against the head of the city school syste® 
under whose direction the children purst 
their studies must be thought an astounding 
piece of sabotage wellcalculated to destroy, 
or at least to weaken, discipline in th 
schools.—From the Daily News, December 3, 
1930. 










































































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coe Toss - « 









vic 
the 
are 
the 
of 
rom 





The Education of Teachers 


Research in Teacher Training 


FrepDeRICK L. WHITNEY 


Director, Department of Educational Research, Colorado State Teachers College, Greeley 


ing is the basic business of the Ameri- 

can public school system. The class- 

room teacher has long been recognized 
as the final determining factor in school 
eficiency. Administration cannot plan 
nor supervision direct above the actual 
level of teaching ability, and curriculum 
revision programs must be fitted to the 
understanding and the teaching skill of 
the corps which is to use the courses sup- 
plied. For at least 50 years there has been 
general acceptance of the dictum of the 
educational pioneers who maintained 100 
years ago that there must be some sort of 
definitely organized preparation for 
teaching, that teachers are not only born 
but must be made also. 

Necessity for a study of teacher train- 
ing—If teachers must be prepared in 
order that public school teaching may be 
successful, the difficulties of teacher train- 
ing should be subjected to scientific in- 
vestigation, as well as the problems aris- 
ing when the teacher is working under 
contract. There is the same necessity for 
research that is always found in a social 
situation where the variables of human 
personality are in operation. Business and 
government long ago stepped up to the 
level of reflective thought where generali- 
zations are obtainable and prediction of 
the future operation of social forces can 
be made. Public education in the lower 
schools has likewise to some degree aban- 
doned the realm of traditional decision 
and unthinking procedure, particularly in 
matters pertaining to education in the ele- 
mentary school. But higher education, in- 
cluding teacher training, has only very re- 
cently begun to discover its problems and 
to make plans for their solution. 

Research in teacher training—The 
origins of state teacher training in Amer- 
ia are found in Massachusetts. The 
work of Governor Everett and of such 
educators as Cyrus Pierce, Charles 
Brooks, and finally Horace Mann re- 
sulted in the first state normal schools, 
Progenitors of the state teacher-training 
institutions found now in every common- 
wealth, But both administrative and cur- 
ttulum control began as a combination of 
lay and professional management of the 
new schools. There was no objective study 
o% problems of organization and super- 


| ONE point of view teacher train- 


vision other than dependence upon the re- 
ports of such European travelers as Cal- 
vin E. Stowe and others. It remained for 





ESEARCH is the method of 
R progress. It is especially 
important in institutions for 
the education of teachers. Edu- 
cational experiment stations 


are as necessary as agricul- 
tural experiment stations or as 
similar projects in business or 
industry. If a machine breaks 
down we find out why and 
build better. If a man breaks 


down and commits a crime we 
resort to a medieval method 
of legal armed camps which 
fill our prisons, but we do not 
find causes and remove them. 
The schools and homes and 
churches can mold life right if 
we give them a chance. Let us 
have more research at these es- 
sential points.—J. E. M. 











Henry Barnard of Connecticut to begin 
the first more or less systematic investiga- 
tion of the problems of teacher training 
in state institutions. Reports on these 
studies are scattered through his 4 meri- 
can Journal of Education and Colorado 
State Teachers College has recently re- 
printed his Normal Schools and other In- 
stitutions, Agencies, and Means Designed 
for the Professional Education of Teach- 
ers in two volumes in 1929. Here one 
finds critical studies of the organization 
of state teacher training in Massachusetts 
and five other states as well as in upper 
Canada and Nova Scotia. Plans for cur- 
riculums, for administration, and for sup- 
port are investigated in particular. 

A recent publication in the field of 
teacher-training finance [Frasier, G. W. 
and Whitney, F. L. Teachers College 
Finance. Colorado Teachers College Edu- 
cation Series No. 10. Greeley, 1930] 
traces through a list of 70 titles the de- 
velopment of research dealing with the 
fiscal problems of teacher training. This 
checking serves to give some idea of 
trends in the attack on difficulties arising 
in the establishment and growth of pub- 


[45] 


lic teacher-training schools by the use of 
an objective unit of amount—money. 
The first date in the list (1929), that 
of Barnard’s publications, has been noted 
above. The second is Gordy’s historical 
report of the Rise and Growth of the 
Normal School Idea in the United States, 
issued as U. S. Bureau of Education Cir- 
cular No. 8 in 1891. The third is Salis- 
bury’s history of the normal schools of 
Wisconsin up to 1893, including a report 
on federal and state support. The fourth 
is the report of the National Education 
Association commission on normal schools 
of 1895. With the fifth item, which is 
Cubberley’s doctor’s dissertation on 
School Funds and Their Apportionment 
(1905), may be said to begin the more 
modern type of inductive research which 
aims through a process of reflective 
thought to arrive at generalizations use- 
ful in practical application to actual situa- 
tions of need. In 1916 is found Bawden’s 
survey of the higher educational institu- 
tions of North Dakota. This included the 
teacher-training schools, and similar sur- 
veys by the Office of Education have fol- 
lowed in Washington, Iowa, Arizona, 
Colorado, South Dakota, Alabama, and 
other states. Very probably the first objec- 
tive studies dealing with teacher-training 
institutions alone were those made in 
1917 by Allen and Pearse | Self-Surveys 
by Teacher-Training Schools. World 
Book Company] for the State Board of 
Public Affairs of Wisconsin and by Car- 
ter Alexander of 15 southern state nor- 
mal schools [“‘Costs of Instruction in 
Normal Schools of the South and Mis- 
souri.” Elementary School Journal, May 
1917, p650]. In the same year, selfsur- 
veys were reported by the presidents of 
lowa State Teachers College and the 
Winona, Minn., State Teachers College. 
About one fifth of the agencies respon- 
sible for these investigations in the teach- 
er-training field appear to be the individ- 
ual teachers colleges, nearly one half of 
them acting in the person of graduate 
students whose studies constituted their 
dissertations. ‘The Office of Education 
had to do with another fifth; and practi- 
cally one tenth each may be assigned to 
state units—state department of public 
instruction, state boards and commissions 
outside the state department, and private 


foundations. Smaller frequencies were 


+6 





connected with the National Education 
Association, the American Council on 
Education, state education associations, 
the American Library Association, the 
American Association of Teachers Col- 
leges, and a state political department. 

Research facul- 
ties—The charge that teacher-training 
faculties are not as productive as they 
should be has been made _ repeatedly 
[ Judd, C. H. “Teachers Colleges: Cen- 
ters of Progressive Education.” School 
Executives Magazine, May 1929, p398] 
and has been answered recently by a 
number of teachers college men [ Pitman, 
J. A. and others. “A Symposium of Com- 
ment on the Address Made by Charles 
H. Judd before the American Association 
of Teachers Colleges.” School Executives 
Magazine, June 1929, p+63]. No attempt 
will be made to deny this fact but these 
institutions are not unique in this respect. 
When all state teacher-training schools 
are considered, it is found that our col- 
leges of education are in the making and 
most of them are still struggling for some 
degree of academic respectability 
their own campuses. 

It has been seen above that research 
efforts in a study of their own problems 
began among the teachers colleges in 
1917. In 1920, a selfsurvey was started 
at Colorado State Teachers College and 
a similar project is now to be found in 
the Territorial Normal and Training 
School of Hawaii. Committee and in- 
dividual attacks on research problems 
have increased in number and in import- 
ance rather rapidly in the last ten years. 
Recent reports from a group of state 
teachers colleges are indicative of types of 
studies now in progress. This list of 93 
items from eleven institutions includes 
such titles as: The cost of maintaining a 
junior college in a teachers college, The 
improvement of a college placement test 
in English, An evaluation and rating 
scheme for work books, Teachers college 
faculty preparation, A professional apti- 
tude test, and the like. 

Publication is one criterion for value 
of research. Productivity among teachers 
college faculties has increased in this re- 
spect notably over the last decade. In 
1917, Alexander published in the: Elemen- 
tary School Journal a report of “Costs of 
Instruction in the Normal Schools of the 
South and Missouri;’ and in 1919, 
Foght, then president of the Northern 
Normal and Industrial School at Aber- 
deen, South Dakota, conducted a survey 
of the four state normal schools of Ala- 
bama, which was issued as U. S. Bureau 
of Education Bulletin (1919) No. 41. In 


by teacher-training 


on 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


succeeding vears, the names of such teach- 
ers college men as Armentrout, Bagley, 
Condit, Cross, Frasier, Gist, Haig, 
Harup, Howerth, Kerr, Mahan, Rugg, 
Russell, Strayer, Whitney, and many 
others have appeared. 

A report from eight state teachers col- 
leges on publications for the year 1928-29 
consists of 39 titles, one half of them 
magazine articles, 15 in bulletin or bro- 
chure form, and three books. Just a casual 
search in the library card-catalog for titles 
for that year by teachers college faculty 
members yields a list of nearly two dozen 
books. 

The last annual report of research in 
a typical state teachers college [ Whitney, 
F. L. Research Activities at Colorado 
State Teachers College for the College 
Year, June 1928 to June 1929. Colorado 
State Teachers College, Greeley, 1929] 
found nearly 50 percent of a faculty of 
104+ members represented and one half of 
their research reports had been published 
or accepted for publication. Faculty rank 
was found to correlate positively with re- 
search activity but the number of studies 
undertaken was distributed rather equally 
among doctors, masters, and bachelors, 
those with no degrees doing only 6 per- 
cent of all. The studies:in progress were 
such as: dn investigation of children’s 
writing vocabulary, The relationship of 
motor ability to the intelligence of kinder- 
garten children, The effectiveness of films 
in classroom procedure, An experimental 
study of class size in the primary schools 

of Trinidad, Colorado, Sources of income 
for state teachers colleges. 

The fact is that there is occurring a 
renaissance of interest in research among 
teacher-training faculties which is rescu- 
ing the preparation of public school 
teachers, administrators, and supervisors 
in many institutions from rule-of-thumb 
decisions based on expediency and tradi- 
tion. Research seems to be the key word, 
the slogan, in many situations and it must 
be expected that this attitude toward ob- 
jective experimentation will become more 
characteristic of teacher-training institu- 
tions in general year by year. 





The happy home of a fine teacher. 





February, 1931 


ES 






























































Organized research in teacher train- 
ing—In a small group of state teachers 
colleges, educational research is being de- 
finitely provided for in distinct depart- 
ments or divisions. ‘Two or three such 
centers were in operation before the 
World War, notably that of Dr. W. §. 
Monroe at the Kansas State Teachers 
College at Emporia. In 1920 and 1923, 
research bureaus were opened in Lewis- 
ton, Idaho and Bellingham, Washington. 
At present, 13 institutions in the Ameri- 
can Association of Teachers Colleges re- 
port research offices definitely staffed— 
Gunnison and Greeley, Colorado ; Lewis- 
ton, Idaho; Muncie and Terre Haute, 
Indiana; Cedar Falls, lowa; Emporia 


and Pittsburg, Kansas; Natchitoches, 
Louisiana; Kalamazoo and Ypsilanti, 
Michigan; Bellingham. and Cheney, 


Washington. However, only two of these 
[Cedar Falls and Greeley] have full- 
time directors and research secretaries, 
the other 11 directors giving from 85 per- 
cent to one fourth of their time to teach- 
ing or administration. Nine of the direc- 
tors have the doctor’s degree and four 
the master’s. That part of their salaries 
allocated to research ranges from a very 
small figure to nearly $5000 and the an- 
nual department budget from $1883 to 
over $9000. 

These research organizations exist to 
serve both their own institutions and out- 
side agencies. In terms of frequency of 
types of service rendered, two thirds of 
their energy is expended at home and 
nearly one half of this consists of aid in 
routine matters, such as the classification f 
of data as tables or figures, the computa- 
tion of point, spread, and relationship 
measures, test making, and the like. It is 
found that work of this nature is of grat 
value, as it releases the time and energy 
of faculty members for more importaat 
activities and in some cases is the deter: 
mining factor in making research possible. 
The professional service within the teach- 
ers college consists most often of studies 
for the administration and for the train 
ing schools, next for the college teaching 
departments, and then for faculty com 
mittees. The conception held of the duty 
of the research department to education 
in general is indicated by the fact that 
over one third of all projects undertaken 
are for agencies outside the college itself. 
The largest number of these served state 
public school systems, local schools bene- 
fited in about half as many cases, and fe 
search contact was made also with other 
educational institutions, other research 
centers, and with certain lay groups and j 
organizations. 


ble. 


dies 
ain- 
Ling 
om- 


tion 
that 
aiken 
self. 
state 
yene- 
gd re- 
pther 
arch 


and § 


The Young Child 


Why Study Our Children ? 


W. E. Bratz anp Marjorie Popp._eton 
Director and Secretary of St. George's School for Child Study, University of Toronto 


EARLY TWO CENTURIES have passed 

since Rousseau wrote in Emile: 

I wish that some discreet person 

would give us a treatise on the art of observ- 

ing children, an art which would be of im- 

mense value to us, but of which our fathers 

and schoolmasters have not as yet learned the 
rudiments. 


As regards theory, at least, Rousseau 
was much before his time for there are 
still parents who do not echo his wish nor 
make any conscious eftort to materialize 
it. In place of accurate observation they 
pin their faith on love atid commonsense, 
rule-of-thumb management, or training 
methods based on the whim of the mo- 
ment supplemented by the afterthought, 
“Why should I suit all my reactions to 
the needs of my child?” 

Any of these three applied to any other 
study, for instance that of hort*:ulture or 
the rearing of animals, would be re- 
garded as insufficient and unsatisfactory 
but for human beings these methods are 
still—in some families—‘“good enough.” 

One hundred years later than Rous- 
seau, Preyer felt the same necessity ai.d 
began to watch his own child carefully 
from birth on. His observations w. -e 
published under the title The Mind of 
the Child. 

Later still, in America, Miss Milicent 
Shinn published her observations of her 
niece and these appeared in an abridged 
form as The Biography of a Baby. 

These early ventures, together with a 
study of animal behavior, laid the foun- 
dations for a genetic psychology, that is, 
a psychology of development. ‘This schvol 
vf psychologists took over the method of 
the biological sciences and tried to explain 
the nature of man by describing the way 
he developed, showing how each stage 
of growth arose from what preceded 
it and in turn gave birth to what was 
to follow. They began to take what might 
be termed “the long or longitudinal” 
view, wishing not only to study the child 
in his setting or in his context on one par- 
ticular page of his life history but to see 
him also in relation to the present chap- 
ter, the preceding chapters, and the pos- 
sible subsequent ones. Shakespeare, 
without doubt, had this view in mind 
when he spoke of the seven ages of man 
but at that time there were no modern 
Psychologists to profit by the suggestion. 

When people began to look at chil- 


| 


dren as children, it was no longer pos- 
sible to consider the child as a man in 
miniature. The adult came to be inter- 





ie MOST important point in the training 
of teachers is to learn to observe chil- 
drvn—to see as they see, to feel as they feel, 
to know their individual needs, habits, and 
resources. 


preted in terms of the child rather than 
vice versa. This brought with it the 
realization that >n this new foundation 
and in view of this changed aspect there 
was little material at hand with which 
to build. G. Stanley Hall attempted 
promptly to supply the lack by means of 
a rapid and widespread use of the ques- 
tionnaire. Abundance of case reports 
flooded the mails, narratives of childhood 
experiences by the score poured into the 
offices of the instigators, but these were 
found to be too inaccurate to be relied 
on, being for the most part second-hand 
impressions of children or incidents of 
childhood: reported from memory. Peo- 
ple were not yet aware of the necessity 
for making exact observations. They 
were, however, at last interested. 

In 1919 new emphasis was given on 
the scientific side by John B. Watson in 
his Psychology from the Standpoint of 
the Behaviorist. Watson systematized 
observation into definite experiments, so 
that for the first time children were stud- 
ied under controled conditions. His ex- 
periments in connection with the begin- 


[47] 


! 


nings of the child’s emotional life were 
of a kind easily duplicated by those in- 
terested in testing the validity of his re- 
sults and, although not completely sub- 
stantiated, the point to note here is the 
stress thus laid on the importance of emo: 
tion as a subject of investigation. It 
came to be recognized that the emotional 
life of the irdividual is, to a large extent, 
determined by his early experiences 
through which habits are built up which 
may make his life or spoil it. 

Freud, from a different approach, laid 
emphasis on the same thing. He claimed 
that the personality disorders he treated 
in his clinic had been caused by some 
shock or violent emotional experience of 
early childhood. Psychiatrists and oth- 
ers concerned in the care of the insane or 
feebleminded began to search in the early 
environment of the individual just as 
much as in the annals of heredity for the 
cause of his malady. Prevention of men- 
tal disease seemed more and more to de- 
pend on the securing of a satisfactory 
environment for the child during the 
first years of his lite. Soon hadit clinics 
[Dr. Douglas A. Thom, Boston; Dr. 
Esther Richards, Johns Hopkins Univer- 
sity; Dr. Ira S. Wile, New York City ] 
grew up to de:! with children who were 
not mentally defective but who were 
badly adjusted to their homes and whose 
behavior, therefore, was socially defec- 
tive; that is, they stole, lied, ran away 
from home, and the like. The workers 
in the clinics received invaluable assist- 
ance from pediatricians, notably Dr. 
Holt, whose book, The Care and Feeding 
of Children, prescribed a well thought 
out routine in child training and effec- 
tually disposed of the ideas that the baby 
must be fed because he cries and rocked 
because he is fretful, and other similar 
fallacies. 

On the educational side, when one 
looks forward from Froebel, it is easy 
to understand how the establishment of 
nursery schools came about. Attention 
had been directed towards the young 
child of kindergarten age and to the in- 
fant in arms but, though public interest 
in both of these had been effectively 
aroused, the child of intermediate age 
was completely ignored and forgotten. 
Only when day nurseries were opened 
in England as emergency measures for 





48 


meeting special needs during the World 
War was the preschool child discovered 
and regarded with active interest by the 
child welfare centers and clinics. Up to 
that time he was felt to be too young 
to profit by education and too old to 
require the concentrated attention be- 
stowed on a baby in arms. In the estab- 
lishment of nursery schools America fol- 
lowed suit, planning, however, to utilize 
the possibilities they would afford in the 
direction of research in psychology, nu- 
trition, anatomy, and other sciences. 

Many of those who are critical of this 
new movement advance the objection 
that the nursery school releases parents 
from their responsibilities. What the 
nursery school did in point of fact was 
to demonstrate the inadequacy of meth- 
ods of training frequently used. Noth- 
ing resembling a constructive program 
could be carried through if the effect of 
providing the child with suitable sur- 
roundings and consistent discipline dur- 
ing the day was bound to be neutralized 
at home over night. With this in view, 
the training of parents to facilitate their 
cooperation with the schools became one 
of the aims of the child study movement. 
There existed already certain types of 
parent and adult education, grownups 
having at last rebelled against the idea 
so often expressed by, “I am too old to 
learn that now.” Fired with the idea 
that there need be no limit to the learn- 
ing period many groups had set about the 
task of training themselves. 

The approach to parent education to- 
day should be that of stimulating in- 
dependent thinking, of fostering by this 
means and by directed reading the 
growth of an attitude, rather than ad- 
vising or prescribing for individual 
problems of child management, which is 
what grownups are inclined to expect. 

Members of parent education groups 
and nonmembers frequently make use of 
a consultation clinic and in this connec- 
tion it is enlightening to those who are 
still asking the question ‘““Why study our 
children?” to notice the different atti- 
tudes displayed by these two classes. The 
former have already begun to think ob- 
jectively about their difficulties: “I had 
not realised that regular habits of eating 
and sleeping might have a significant in- 
fluence upon habits of studying and play- 
ing;” “I thought that children knew how 
to play by instinct and that this at least 





did not require teaching and guiding.” 
The parent is now engaged in an illumi- 
nating and fascinating occupation similar 
to that of the actor. He is studying the 
situation of which he himself is a part. 
If he can achieve the actor’s temporary 
emotional detachment from the situation 
while he is considering it, so that he can 
view his own behavior impartially, his 
contribution to the progress of child 
study will be greater because it is more 
intimate than that which could be made 
by anyone else with reference to the 
same circumstances. 

At the presentday the three main 
points of emphasis in child study are: first, 
the need for training in the basic physical 
habits; second, the importance of emo- 
tional control; and third, the significance 
of the relationship of parent and child. 

But in spite of all that magazines, 
books, lectures, and radio talks may sup- 
ply in the way of advice and warning on 
the subject of child training, are parents 
requiring help with their children? 
There are many who ask, “Why this fu- 
rore when we grew up without any more 
help than the love and commonsense of 
our parents?” And so again, “Why 
study our children?” 

In striving to answer with the im- 
plication that such study is necessary it 
must be pointed cut that changed condi- 
tions require changed tactics. Conditions 
of living are so different from what they 
were a few years ago that we are faced 
by a new set of problems. Mechanical 
inventions have made housework less 
burdensome, standards of comfort are 
higher, and the radio and movie have 
altered the nature of our amusements. 
There are people who have not adjusted 
their thinking to harmonize with these 
changes. In a pioneer society the effort 
required to secure the necessities of life 
called for courage, perseverance, and en- 
ergy. Children had to cooperate in or- 
der that the work of the house might 
be done and this cannot be remedied to- 
day by assigning a few artificial duties to 
the child. Only a thorough comprehen- 
sion of present conditions can enable us 
to plan a satisfactory social discipline for 
our children. 

Among these conditions a changing at- 
titude towards authority is noticeable. 
Government by knowledge is supplant- 
ing the “instant obedience” school; the 
development of the capacity for making 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


February, 193] 


independent judgments rather than the 
ability to respond at once to commands, 

There is yet another thing which stim. 
ulates parents to study their children. 
Whereas they used to think themselves 
blameless or the victims of divine visi- 
tation if their children turned out bad]; 
or were subject to illhealth, they are 
now beginning to suspect that their own 
methods may have had something to do 
with it. Instead of being released from 
responsibility they feel it more. 

This brings us to the relation between 
parent and child. The fact that they 
are born at different times makes an in- 
superable difference in attitude which js 
better recognized and studied than ig- 
nored, as escape from its obligations js 
impossible. In learning to understand 
ourselves, how we acquired our ideas on 
child training, whether they are a re- 
volt against or an imitation of the meth- 
ods to which we ourselves were subject, 
how our outlook on life has been af- 
fected by attitudes established in child- 
hood—in finding an answer to these 
queries we may also find the key to our 
children’s problems. 

During all the present clamor about 
child study it is well to remember that 
the basic foundation of this is knowledge 
of children. The real task that the psy- 
chologist has to perform is to find out 
more about the child. The psychologist 
studies the child to find out and the par- 
ent studies the child in order.to make life 
more interesting and more peaceable. 
Scientists and research workers should 
keep in mind that the actual fund of 
knowledge about children is still very 
meager and that there is a genuine dan- 
ger that practise will far outstrip data. 

Most of ‘us would admit that we 
would like insight into the behavior of 
our children. How can this better be 
attained than by study, which brings us 
at least to some extent into the detached 
and objective attitude of the spectator? 
Such an attitude makes it possible, even 
for one in the intimate relationship of a 
parent, to step out of a situation and 
thus to understand and control it in a 
way which would be impossible if he 
remained emotionally linked up with it 
To study our children and acquire this 
capacity for insight will be a sure means 
of strengthening affection through saner 
understanding in the same way that sen- 
timent finds its backbone in friendship. 





E ARE LEARNING to look upon the education of the child during the preschool years as an asset or the 
lack of it as a liability to the welfare of the state—President Uel W. Lamkin, Maryville, Missour1. 











Mental Health in the Classroom 


Fear, a Mental Health Hazard 


CLARA BASSETT 


Consultant in Psychiatric Social Work, The National Committee for Mental Hygiene 


orous problems as the child who fre- 

quently lies, the youngster who 
takes things which do not belong to him, 
the pupil involved in sex offenses, or the 
obviously defective child are almost cer- 
tain to be considered in need of special 
help and understanding. Very soon in 
their career whatever constructive forces 
there are in the community are focused 
upon them in an effort to meet their 
needs. This is not the case, however, with 
one whole group of problem children 
from which many suffering from serious 
mental conditions later drift into the psy- 
chiatric clinics. 

The timid, shrinking child who is rigid 
with fear, the shy, selfconscious young- 
ster unable to make friends or to play 
with others, the child who is always 
by himself, withdrawn and absorbed in 
his daydreams, while usually causing no 
trouble in school, are often far more seri- 
ous problems from the standpoint of men- 
tal health than the obviously delinquent 
children. In the dank soil of such a fear- 
ridden, repressed, unhappy, and shut-in 
childhood frequently develops a chronic 
mental disease known as dementia prae- 
cox, which fills our state hospitals with 
young patients whose malady is very diffi- 
cult to treat successfully. Even though 
many of these timid children do escape 
a serious mental breakdown, their lives 
are in danger of being permanently char- 
acterized by fear and worry, inability to 
make friends or to have a good time, a 
sense of being different, and a marked 
feeling of inferiority and inadequacy. 

It is very difficult for the teacher to be- 
lieve that these children especially need 
her help because she often values them as 
her “model pupils.” Their exaggerated 
conscientiousness, their pathetic eagerness 
to please, their desire to conform in every 
way to the rules and regulations, their 
excessively careful and often superior per- 
formance in their school work, and their 
quiet timidity all seem to the teacher, 
shepherding a noisy, restless flock of forty 
or fifty children, to be the very image of a 
perfect pupil. 

David was a finelooking, wellbuilt 
youth of seventeen who came to the 
clinic alone because he was “afraid of 
losing his mind.” He hid behind his 


hand as he talked in a low monotonous 


[ ANY SCHOOL SYSTEM such clam- 


voice, jumped when someone came up 
behind him, and complained of indiges- 
tion, eye trouble, nervousness, inability 
to think, vague fears and worry, great 
embarrassment when with other people, 
inability to make friends, a painful lack 
of confidence in self, and a feeling of 
being watched. 

It was obvious from the combination 
of his symptoms that David’s mental 
condition was serious, that unless some- 
thing was done immediately hospital care 
might be necessary. His parents were 
visited at once. They refused at first to 
believe that the boy was really sick and 
kept repeating what a good, quiet boy he 
had always been, never causing them an 
hour’s worry and that his teachers, too, 
had always said he was a model pupil. 

The parents of the boy were in fairly 
comfortable financial circumstances, 
kindly, and eager to give their three chil- 
dren every advantage in their power. 
Their life revolved about their home and 
children, especially the mother, whose 
life was limited to the household and the 
children to whom she was abjectly de- 
voted. The mother said with dramatic 
gestures and tears in her eyes, “I have 
always been too crazy about my children; 
they are all little babies to me; some- 
times I think it seems too much, for they 
even ask me to cut their bread for them.” 

Paul, the oldest child, age nineteen, 
was a jaunty, handsome young man, who 
had always been outstandingly successful 
in school and in athletics and games. He 
had many friends among both boys and 
girls, went out to parties and dances, and 
was very successful in his work with an 
advertising agency. He had escaped the 
clutches of his mother’s smothering devo- 
tion because David, born a year and a 
half later, required her attention. Conse- 
quently he had been left free to develop 
a normal, balanced personality. 

David was not well as an infant and 
his mother lavished on him every care 
and attention. As the baby of the fam- 
ily he was indulged and petted and was 
the center of the stage until, when he 
was five years old, his sister was born. 
Almost overnight the spotlight of atten- 
tion and affection shifted to the new baby 
and he was left shivering out in the 
cold. David was suddenly rebuked, ex- 
pected to be quite grownup, and to give 


[49] 


up his baby ways which had been previ- 
ously encouraged. At the same time he 
was sent off to school. He had never been 
permitted to play with other children 
and now he was thrust into the midst of 
thirty. Instead of having the sole atten- 
tion and affection of his mother, he now 
had to compete with twenty-nine lusty 
and pushing youngsters for the attention 
of the teacher. The teacher was irritated 
at his babyish ways, his helplessness, and 
his inability to take his part with the 
other children. The other children didn’t 
understand his shyness, fear, and with- 
drawal from their activities. They 
thought he remained away from their 
games because he felt “stuckup” and su- 
perior. They called him a “sissy,” a 
“bookworm,” and with the ruthlessness 
of childhood excluded him from their 
fun so that throughout his school life he 
was lett alone. 

After this bad beginning David 
dragged disconsolately through school, 
quiet, obedient, submissive, never learn- 
ing to make friends, unnoticed by the 
teachers, always alone and absorbed in 
his own thoughts. After school he went 
on long walks alone, sat alone in the 
movies, spent long hours in the library 
dreaming over books, or sitting at home 
inactive. 

Another element in his difficulties was 
the fact that both his parents and teach- 
ers frequently compared him unfavor- 
ably with his successful brother. Night 
and day he heard the refrain, “Why 
can’t you be like your brother?” T’o be 
like his brother was the one thing he 
most longed for but he had not the 
slightest idea how it could be accom- 
plished and these admonitions merely 
added to his feeling of helplessness and 
hatred for his brother, to whom he had 
not spoken for two years. The brother 
reacted to the situation by behaving in 
a very superior manner, snubbing and 
twitting David when not disciplining 
and bullying him. As a result David 
felt something was wrong with him, that 
he was a complete failure, that no one 
liked him; he was hopeless, sensitive, 
easily discouraged, and filled with fear 
in the presence of others and especially 
paralyzed in the presence of girls. Phys- 
ical examination of David was found to 
be negative and psychological study 








50 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





showed him to have an intelligence of 
high average grade. 

Usually children like David develop 
because of mistakes in handling during 
the first few years of their lives. Some- 
times too much affection and unwise 
shielding from contacts with other chil- 
dren, too much clinging to mother for 
protection, too few opportunities for in- 
dependent experience which develops 
confidence and a knowledge of his en- 
vironment play a causative role in the 
child’s development. Mothers often un- 
consciously encourage this early timidity 
and dependence because they enjoy pet- 
ting and sheltering the child. Thus the 
child often finds it impossible later to 
feel at ease in the world, because no- 
where does he find the same fostering, 
uncritical care as lavished on him by his 
indulgent parents and his experience has 
been so limited that he is bewildered and 
has acquired none of the technics neces- 
sary for meeting life. 

More frequently too much harsh criti- 
cism, nagging, and repression, the fre- 
quent use of fear and threats, too little 
emphasis on spontaneity and joy, early 
darken the small life and fill it with 
shadows of fear. Unfavorable compari- 
son with brothers and sisters or friends, 
a secret feeling on the part of the child 
that he is not wanted or not loved by 
his parents, or that his brothers and sis- 
ters are their favorites, or that his com- 
panions don’t like him, may lie at the be- 
ginning of the difficulty. His deep feel- 
ing of inferiority may be based on a real 
or imagined physical defect about which 
he is extremely sensitive. Sometimes the 
root of the trouble may be traced to con- 
stant criticism on the part of adults be- 
cause of bedwetting or to the child’s 
excessive worry and fear over some secret 
habit. Inability to satisfactorily measure 
up to the expectations and demands of 
his parents or teachers may contribute. 

The timid, fearful, seclusive child like 
David needs the prompt and sympathetic 
assistance of some interested adult. He 
cannot help himself. The first step, per- 
haps, is to get really to know the child, 
to become acquainted with his inner at: 
titudes and feelings. This will require 
time and patience because psychologically 
the child habitually runs in and slams 
and bolts the door, so to speak, against 
anyone who approaches him. He must be 
coaxed out of his shell. He must be sur- 
rounded by such a warmth of love and 
approval that he will venture to open the 
door and peek out and later even step out 
in the open for a few minutes at a time. 


With sympathetic understanding, con- 
stant encouragement, and repeated evi- 
dences of uncritical affection he may be 
gotten to express his inmost feelings about 
school, his reactions to companions, par- 
ents, brothers, and sisters, and to unbur- 








HIs is the 36th article T ait 

JOURNAL has published on 
Mental Health. These articles 
are part of the library of every 
member who has formed the 
valuable habit of saving THE 
JoURNAL file. Among the ex- 
cellent articles which have 
appeared in past issues are: 

Clara Bassett—School Success, an 
Element in Mental Health (Jan. 1931) ; 
Understanding the Problem Child 
(Dec. 1930); The Teacher’s Approach 
to the Problem Child (Nov. 1930); 
The School’s Relation to Mental 
Health (Oct. 1930). 

J. Mace Andress—Mental Health 
and the School of the Future (June 
1930); The Physical Basis of Mental 
Health (May 1930); Mental Health 
and Learning (Apr. 1930); The Men- 
tal Health of the Adolescent (Mar. 
1930) ; On the Threshold of the School 
(Jan. 1930) ; The Mental Health of the 
Teacher (Nov. 1929); The Mentally 
Healthy Child (Oct. 1929). 














den himself about his secret worries and 
thoughts. The number of secret worries 
such a youngster may harbor unknown 
to anyone around him is often amazing 
and tragic in its possibilities for silent 
suffering. The modification or removal of 
the chief causes of the problem must next 
be considered. 

The child’s selfconfidence and assur- 
ance must be carefully and systematically 
cultivated. He must be weaned away 
from his preoccupation with books, his 
solitude and daydreams. He must be pa- 
tiently taught more or less concretely the 
art of making friends, beginning with the 
cultivation of one or two and extending 
outward until he is able to hold his own 
in groups. The person helping the child 
must actively arrange situations which 
will make personal contacts with other 
children easy, by inviting one or two in 
for supper, to stay all night, or to go on 
a picnic, and the like. At first the adult 
will have to be in on these affairs to en- 
courage and to assist, but as the child 
gains facility in making friends the adult 
may gradually withdraw. 

Much commendation and opportunity 
for the active exercise of any special 
ability or talent is a great aid in this proc- 


February, 193] 


ess. Lessons, accompanied by copious en- 
couragement, in swimming, games, or 
dancing, help greatly in developing the 
child’s ability to use his body spontane- 
ously and happily, which in turn results 
reflexly in less mental tension, fear, and 
selfconsciousness. Special care should be 
taken to help the child to become ac- 
quainted with the opposite sex and to 
make friends with individuals his own 
age. 

If the child’s problem is based on a 
definite physical defect this whole matter 
should be talked out with him. Instead 
of wasting his energy and emotion on bit- 
ter and fruitless rebellion against the in- 
evitable he must be helped to achieve a 
right acceptance of the handicap as a dis- 
cipline which can be made to yield gra- 
cious returns in an enlarged sympathy, 
a deeper understanding of others, a 
gentleness and consideration which will 
endear him to all. 

In short, everything in the child’s life 
which emphasizes fear, flight, and ab- 
sorption in phantasy should be eliminated 
so far as possible and emphasis placed on 
every little element which cultivates self- 
confidence, selfexpression, independence, 
spontaneity, joy, and social feeling. The 
child must be slowly and patiently won 
back to the group and he must be lov- 
ingly taught how to find his place and 
function in it, for only there will he find 
the satisfaction of work, friendship, love, 
and service. The way of solitude leads 
to tragedy, isolation, and perhaps a seri- 
ous mental disease. 

The process of treatment will not be 
easy, for the child will be inclined to pull 
back at every step. He will find many 
plausible excuses in his effort to escape 
the new and difficult situations to which 
he is exposed and to which he feels un- 
equal. But if the treatment suggested is 
applied lovingly, patiently, and with per- 
sistence the effort will be rewarded by 
a transformation in the child. 

As his fears slowly vanish and his self- 
confidence develops he will become less 
sensitive to criticism and will have a less 
intense need for conformity. Cultivation 
of friendships, increased participation in 
recreational activities with children his 
own age, and the development of new 10 
terests decrease his unhealthy absorption 
in school work, reading, and daydream- 
ing. His face will display more anima 
tion and interest. He will be more color- 
ful and better able to express himself and 
his emotions. In a word, the child will have 
developed from a lonely, sad onlooker to 
an eager participant in the game of life. 








a 


—_ 


r to 


life. 


Character Education 


Environment and Character Education 


A. HELEN ANDERSON 


Supervisor of Publications, Denver Public Schools 


public schools have subscribed too 

easily to the idea that situations de- 
manding character education are more 
prevalent in schools located in poorer 
districts than in those of better environ- 
ment. There have been teachers in 
schools where children have “a good 
background” who would make gestures 
of shuddering horror at the idea of teach- 
ing the children of the underprivileged 
classes. And teachers in poorer schools 
have been known to look enviously upon 
these fellow pedagogs and to sigh, “Of 
course, you have no discipline problems.” 

Bill, from the neighborhood in which 
gutters are gutters, because of his soiled 
clothes, his unwashed neck and ears, 
looks plain “tough.” The inexperienced 
observer would naturally assume Bill to 
be a member of a “gang” and an adept 
at directing a rock from a hidden nook in 
the alleyway straight to the window of 
the corner grocery. To the inexperienced 
teacher Bill, with his tousled hair and 
grimy face, is either a thing from which 
to flee or a source of inspiration. “Think 
of the good one can do in that school!” 
is a frequent fervid comment of the be- 
ginning teacher imbued with the mission- 
ary spirit. 

Horace, jr., on the other hand, who 
comes from the environs where golf, in- 
stallment plans, and contract bridge vie 
with the school in preparing him for his 
place in a civilized society, saunters into 
the schoolroom immaculate as to blouse, 
ears, and teeth. Cleanliness, at least, he 
has in common with the angels. “Of 
course,” announces the inexperienced 
teacher, “we have no discipline problems 
in our school.” At which moment Hor- 
ace, who has learned the fine art of look- 
ing as though he had long since out- 
stripped the Joneses, might be heard say- 
ing to Reginald Jones, jr., “Huh, your 
dad’s new car’s only a six, isn’t it? My 
dad’s going to get an eight.” A character 
education situation ? Well, no. For there 
is Horace’s clean blouse. A little child- 
ish rivalry, perhaps, and “we are all hu- 
man, you know.” Horace and Reginald 
are standardized as to blouses, signs of 
ablutions, and toothbrushes. To the un- 
Suspecting, they radiate an atmosphere 
of upper middle-class piety—and it be- 
comes easy to dismiss the character edu- 


Ties as well as patrons of the 


o 
cation problem with a serene, “Of course, 
in our district, we don’t have the char- 
acter education problem that you have. 



















—————EES 
Bere agen have a profound 

stake in the environment 
which surrounds children. By 
the very nature of their occu- 
pation they are concerned with 
every advance which means 
better housing, adequate play- 
fields, abundant parks, the abo- 
lition of gambling, the over- 
throw of vice and crime, the 
elimination of poverty, and the 
conservation of health. By giv- 
ing a little time as citizens to 
the solution of these commu- 
nity problems teachers can 
help to remove the millstones 
of vicious surroundings from 
the necks of children. 





Our children all come from better 


homes. Our homes always cooperate.” 

And Horace, having by environmental 
processes learned how to keep his better 
foot in evidence may, under the very 
eyes of the school, develop into a clever 
hypocrite; his clean blouse, wellcombed 
hair, and pretty manners ministering 
agents in maintaining an illusory aura of 
virtue. 

Teachers cooperating in the character 
education survey in those Denver schools 
representing the extremes of our social 
environment have, however, been able to 
see beyond the obvious. Interviews with 
teachers in a school located in a neigh- 
borhood of flower-filled porch urns and 
striped awnings, brought out such admis- 
sions as the following: 


“I meet the mothers of the children but 
they usually put on a ‘front.’ I seldom get 
at the real home situation.” “The children in 
our school are trained to keep still about 
home.” 

And many teachers in schools drawing 
their pupils from the submerged strata of 
our society will say: 

“Our people are all right—once you get to 
know them.” “We have been able to do a 
great deal in this community by creating a 
little community spirit.” “We have very few 
discipline problems.” 

The diaries kept by a selected group of 


[51] 


elementary-school teachers of Denver 
during the week in which a survey was 
made reveal a startling similarity in the 
character situations in schools represent- 
ing the two extremes of society. Inci- 
dents almost identical in nature and han- 
dling occurred in both types of schools. 

True, a few diaries kept by teachers 
in schools of the better districts showed a 
tendency toward abstractions and gen- 
eralizations, toward assuming character 
values without definite proof. Again the 
specific instance was dealt with in more 
vigorous terms in schools of the poorer 
vicinities. But the only great difference 
in the diaries from these contrasting 
schools lies in the matter of physical 
cleanliness, the influence of which is only 
too evident in both types of schools—its 
presence on the one hand deceiving the 
teacher into assuming that “all is well,” 
its absence, on the other, misleading the 
teacher into an assumption of sins as 
black as Bill’s hands. 

For the most part, however, the in- 
stances related in both types of diaries 
are surprisingly similar in number, na- 
ture, length, and detail involved. 

From a school located in one of the 
poorer districts comes the following 
story: 

Fannie J., a ten-year-old colored girl, was 
the terror of the neighborhood. With her 
temper tantrums she ruled her own house- 
hold and intimidated the children. , 
When she couldn’t have her own way, she 
kicked the wall and shrieked like a siren. 
The whole school knew that Fannie was on 
a “tear.” I took my class out of the 
room and put a chair against the door so 
she couldn’t get out, drew the blinds, and 


left her to herself. Without an audience, 
Fannie’s shrieking soon died down. 


Here is a story from an elementary 
school in one of Denver’s wealthy dis- 
tricts: 


The “show baby” of our group is a con- 
stant example of what unrestrained conduct 
means. She learned when an infant, evi- 
dently, to get what she desired by screaming 
for it. For several weeks she will make little 
trouble, then shows all signs of an impulsive 
animal nature. For days she will be quite 
tractable toward her associates, then breaks 
every promise and loses all control. Isolation 
and a complete ignoring of the child seem 
to be the only remedy. 


In a diary from a school located among 
railroad tracks and tumbledown houses 
we read: 

Several children tattled today. They were 








52 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


taking care of others and forgot to do the 
right thing themselves. We concluded that 
tattling was a bad habit and offenders and 
tattlers alike were deprived of privileges. 

The incident is tallied by a story from 
a school where the liveried chauffeur is a 
common sight: 

Four boys were coming down the hall mak- 
ing no attempt to conceal their anger.... 
The boy who seemed most angry was spokes- 
man. “Charles is a council member for our 
class,” he said, “and he has just reported us 
for fighting on the grounds. That is all right, 
for we were fighting. But he is the one who 
started it and he didn’t report himself. Wait 
till I meet him in the alley tonight.” 

Down in a district that has long since 
forgotten its better days, a teacher 
writes: 

During recess, a little kindergarten boy 
was reported for swearing. Everyone was 
horrified and as the attitude of the group 
seemed to surprise and shame the offender 
nothing more was said. 

And the same story comes from a dis- 
trict where incomes are told in terms of 
five figures: 

A little girl who received a conduct slip 
for swearing came to me weeping and as- 
sured me that this was the first such slip she 
had ever received. 

From a school where slant-eyed orien- 
tals, Mexicans from the beet fields, and 
colored folk vie with poorer white chil- 
dren in matters of patriotism, comes this 
story: 

Two Spanish-American boys failed to stop 
playing or to salute during the flag-raising 
this morning. Several children were indig- 
nant about it. “Frank and Mike did not sa- 
lute the flag,” said Pedro, another Spanish- 
American boy. “They didn’t stop playing 
marbles either,” said another. “May I tell 
him why we salute our flag?” breathlessly 
questioned Kai, a little Japanese. And the 
two boys were told in no uncertain terms 
about the honor due the flag. 

And from a neighborhood of prim box 
hedges and pert gables, a teacher writes: 

As we were about to begin our music les- 
son this morning, a boy asked if I would 
please play, “The Star Speckled Banner.” 
Then he looked around, seeming to expect the 
class to be amused. He was disappointed, for 
most of the children sensed the lack of respect 
shown by the boy. 

John, who lives in a district down be- 
tween the river bottom and the county 
jail, is a leader: 

He wants to lead all the time, and his ideas 
are such that his leadership would be profita- 
ble to others if they were all followers. When 
John does not get his own way, he sulks, 
pouts, and goes off by himself. 

Contrast John with Mary, who lives 
on a parkwayed boulevard: 


Mary, who is seven years old, wanted to 
be chairman of a committee. Mary is ex- 
tremely enthusiastic about building a house 
for the Three Little Pigs, our project for the 
2A group. The class chose Rodney for chair- 





HE NEED for smaller classes 

—A pernicious influence is 
showing its head in American 
education. It is the false no- 
tion that somehow classes can 
be made larger. It is all the 
more difficult because it seems 
to have some scientific founda- 
tion. There have been a few 
investigations — all of them 
dealing with petty accuracies— 
which appear to indicate that 
it is possible to teach a larger 
class in the drill subjects more 
effectively than a small class. 
These experiments may be en- 
tirely reliable so far as they go 
but they hardly go an inch 
down a road that is a mile 
long. The petty accuracies are 
the least of education and any- 
one who knows schools can 
see that teachers are already 
overloaded to the point where 
it is almost impossible for 
them to maintain that close 
contact with homes and that 
association with each young 
life without which education is 


a farce.—J. E. M. 


man. Mary flounced out in a temper, started 
to cry, and slapped Rodney. “If I can’t be 
chairman, I won’t be anything.” 

From a neighborhood where architec- 
ture is a mere matter of four walls and 
roof, these stories were received: 

Pauline, who does not take physical educa- 
tion, has been spending her time in the 
gymnasium while the other children were at 
play. Today we discovered that she had been 
taking various articles and money from the 
box for lost and found articles. 

Florence and Henry had a scuffle over a 
pair of scissors. “He took my scissors and 
gave me his.” 

And the echo of these incidents comes 
from a vicinity where the walls of Span- 
ish and Italian bungalows vie with the 
rainbow in their color effects: 

A second grade boy reported that another 


boy had taken money from him in the gym- 
nasium. 








February, 193] 


— 


Mary, a new girl, was assigned to work 
at the same table with Betty. At the end of 
the period, Mary said that Betty had taken 
her paint brush. I found upon investigation 
that there were two brushes and that both 
girls claimed the new one. 

The diaries of the two types of schools 
continue to reveal similarities in the 
teachers’ appreciation of the contribution 
to character education made possible by 
subjectmatter, socialized _ recitations, 
group work, and the project. In only one 
way do the diaries reveal any conspicu- 
ous difference. This difference lies in 4 
seemingly greater appreciation of posi- 
tive character education incidents on the 
part of the teachers in the poorer dis- 
tricts than on the part of the teachers of 
the wealthier communities. 

From the diaries of the poorer locali- 
ties come numerous stories like the fol- 
lowing: 

Opal asked if she might be permitted to 


hang up the wraps of some of our more 
“hasty” children. 

A child noticed that she was standing in 
the teacher’s light. She stepped aside and 
pardoned herself for “shutting off the light.” 

The children had been making clay ani- 
mals, some of which were on the window sill. 
Robert noticed these would be a hindrance to 
the custodian who had come in to wash the 
windows. He stepped up to the window and 
removed the animals. 


A bottle of milk was spilled. Without a 
word from the teacher Frank ran to the cup- 
board, got out a cloth, mopped up the milk, 
washed the cloth, and wrung it out. 

Last week a 6A boy brought a bird with 
an injured wing to school for our care. 

Such incidents, though not entirely ab- 
sent from the diaries representing the bet- 
ter districts, are so frequent in the diaries 
from the schools of the other social ex- 
treme that some element of difference is 
indicated. Perhaps the teachers of less 
fortunate pupils are more alert to such 
situations. Perhaps the teachers of the 
gold-spooned children take such incidents 
for granted; and yet the equal emphasis 
placed on incidents of a negative nature 
will hardly permit such an assumption. 

If any conclusions are made possible 
from a comparison of character educa- 
tion incidents in these two types of 
schools they must certainly lead us to the 
decision that a character education pro- 
gram may be essentially the same for the 
child of Judy O’Grady and the son of the 
Colonel’s Lady. 





THINK we may assert that in a hundred men there are more than ninety who 


are what they are, good or 


bad, useful or pernicious to society, from the instruction they have received. The least and most imper- 
ceptible impressions received in our infancy have consequences very important and of a long duration. . - «| 


We may turn the minds of children to what direction we please.—Locke. 





««,, 














Better Teaching of Reading 


Guidance in Reading 


WILLIAM S. Gray 


Dean, College of Education, University of Chicago 


pages 287-8, my article pointed out 

that an improved program of instruc- 
tion with respect to reading includes at 
least five unique features: 


I THE DECEMBER 1930 JoURNAL, 


A carefully planned series of purposeful 
activities during the reading period; pro- 
vision for wide reading in different school 
subjects; specific guidance in the various 
forms and applications of reading involved ; 
the organization of reading materials in 
terms of interesting, significant units or prob- 
lems; and provision for the development of 
initiative and excellence in independent read- 
ing activities. 


It is the purpose of this article to consider 
the broader place which reading has as- 
sumed during recent years in various 
school activities, to describe the provision 
made for reading activities at various 
grade levels, and to discuss types of guid- 
ance in reading that are essential. 

The rapid expansion of reading during 
recent years in such subjects as history, 
geography, and science was strikingly il- 
lustrated in an exhibit which appeared in 
the corridor of the Cleveland Public Li- 
brary in 1929. On one side of the exhibit 
case was an open copy of 4 History of 
the United States by Thomas. Beneath 
it appeared the statement, ‘Twenty-five 
years ago history was taught through the 
use of a single text.” In the center of the 
case hung a large map of the United 
States. Above it appeared the legend, 
“The Making of Our Nation.” Leading 
from numerous points on the map were 
ribbons which were attached to many 
books containing interesting accounts of 
importaat historical events. On the right- 
hand side of the case appeared the im- 
pressive statement, “Today the library 
enriches the study of history through the 
use of many books.” 

The provision for wide reading in dif- 
ferent school subjects has obvious values. 
In the first place, it greatly enriches in- 
struction. As pointed out by Judd, the 
true method of training pupils is to give 
them direct contact with nature and with 
social life about them and then to provide 
opportunity for them to extend their ex- 
periences thru reading. Bobbitt supports 
this view by emphasizing the value of 
reading as a means of familiarizing pupils 
with the world that lies beyond their im- 
mediate environment. Other educators 
have pointed out repeatedly the fact that 


the information which pupils should se- 
cure today in each subject is so broad that 
it cannot be obtained from a single book, 
if indeed it can be from many. Further- 
more, experiments show clearly that 
much reading in a given field not only 
contributes a wider range of information 
but also provides more permanent and 
lasting impressions than can be secured 
from a single text. 

Wide reading also promotes the de- 
velopment of desirable reading interests. 
As pointed out by Ayres and McKinnie 
in the Cleveland survey, 


The reading that produces the greatest 
educational returns to young people is the 
reading of books chosen for their value in 
revealing the great fields of science, indus- 
try, history, biography, invention, travel, 
exploration, manner and customs in other 
lands, and the like. When children are 
brought into contact with enough and good 
enough books of these sorts, life-long habits 
of intelligent reading become fixed. 


It is apparent that teachers of the con- 
tent subjects have unique opportunities 
to stimulate interest in many important 
problems and to promote the develop- 
ment of permanent habits of diversified 
reading. 

In the past, reading materials were 
used very little in enriching instruction 
below the fourth grade. Today much 
reading is introduced from the beginning 
in schools that have adopted progressive 
methods. Even before pupils can read 
from books they often read from the 
blackboard directions that relate to the 
activities in which they are engaged or 
sentences that summarize interesting 
facts that they have learned. As pupils 
make progress in learning to read they 
should be provided with mimeographed 
or hectographed accounts of some of their 
class experiences and with directions for 
use in the study of important units of 
work. 

During the middle and latter part of 
the first grade, teachers should make in- 
creasing use of simple books relating to 
the topics or problems studied in such 
fields as the social studies, science, health, 
number, and art. The books used should 
be carefully coordinated in difficulty 
with the material read in the reading 
class. Children are thus introduced early 
in their school life to printed materials 
relating to the great fields of experience 


[ 53] 


that merit emphasis in elementary educa- 
tion. Thru careful guidance in reading 
such books, pupils should acquire the 
basic attitudes and habits involved in 
reading various types of informational 
material. During the second and third 
grades the use of such books should be 
greatly extended, thus providing a broad 
informational background for the work 
of the middle grades. Furthermore, chil- 
dren should engage during the second and 
third grades both in careful reading 
under guidance and in free recreational 
reading. The former promotes the de- 
velopment of valuable reading and study 
habits in specific fields; the latter stimu- 
lates permanent interest in independent 
reading. 

During the fourth, fifth, and sixth 
grades at least four types of reading ma- 
terial should be provided. First, as a 
rule, there should be a carefully prepared 
text which presents an organized and se- 
quential view of the problems to be stud- 
ied. Second, there should be many supple- 
mentary books both in the classroom and 
in the library from which pupils may 
acquire a wealth of valuable information 
and vivid, lasting impressions. These 
books should vary in difficulty in order to 
provide adequately for the various levels 
of reading achievement represented in the 
class. Third, there should be interesting, 
attractive library books at hand relating 
more or less directly to the problems or 
fields studied which may be read inde- 
pendently during free periods. Fourth, 
there should be magazines, newspapers, 
and bulletins of various types from which 
pupils may secure needed information on 
frequent occasions. 

In junior and senior high schools even 
wider provision of reading materials 
should be made in each subject. As an 
example of desirable types the classroom 
equipment of an instructor of community 
life is summarized briefly: basic texts [30 
copies] ; parallel texts [175 copies] ; sup- 
plementary books [100 copies] ; mimeo- 
graphed material [60 guide sheets for the 
course] ; magazines, pamphlets, bulletins, 
reports, folders, yearbooks [8 filing case 
drawers full] ; newspaper and magazine 
clippings, pictures, cartoons, posters, 
drawings, charts [in classified folders in 
classroom files] ; copies of pupils’ individ- 
ual projects [completed during previous 





54 


THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION 


February, 193] 





terms]. Such materials, when supple- 
mented by the opportunities of a school 
library, enrich instruction, provide train- 
ing in various types of reading activities, 
and lay the foundation for broad reading 
interests. 

As the materials of instruction have 
been enriched during recent years in the 
content subjects, the uses and applications 
of reading have expanded rapidly. For 
example, studies made in the middle 
grades have revealed many uses of read- 
ing of which the following are typical: 
finding answers to thought-provoking 
questions; selecting facts which relate to 
a problem under discussion; discovering 
problems for additional study. In an in- 
vestigation at the secondary-school level 
Monroe discovered a wide range of pur- 
poses such as the following: 

Preparing a summary containing the cen- 
tral ideas of the materials read; extending 
one’s range of general information by read- 
ing much material directly related to a given 
subject; discovering reading materials relat- 
ing to topics under discussion; securing a 
clear comprehension of the significance of 
each word in a concisely expressed statement 
or principle. 

As the uses and applications of reading 
have expanded during recent years, two 
very significant facts have been discovered 
through careful studies and experiments. 
The first is that general training in read- 
ing does not insure efficiency in all the 
forms and purposes of reading required 
in the content subjects. There is some 
transfer, to be sure, for which we should 
be grateful. The only guarantee of effi- 
ciency in specific reading situations, how- 
ever, is wellplanned guidance and train- 
ing until adequate attitudes and habits 
have been developed. The second fact is 
that the purposes, forms, and applications 
of reading differ notably in different sub- 
jects. It follows that guidance in reading 
must be provided in all school subjects 
and activities that involve reading. Every 
teacher in both the grades and the high 
school, therefore, is a teacher of reading 
in the sense that he provides pupils with 
wide opportunities to read, gives specific 
training and guidance in the various 
forms and applications of reading re- 
quired, and stimulates interest in rec- 
reational reading relating to the fields 
studied. 


Without doubt one of the most chal- 
lenging problems today with respect to 
reading relates to the types of guidance 
that should be provided in the content 
subjects. Six types will be described 
briefly : 

[1] Continuous guidance in the appli- 
cation and refinement of fundamental 
habits of interpretation—As indicated in 
an earlier article, the reading period is 
primarily responsible for the orderly de- 
velopment of good habits of interpreta- 
tion. It is obvious, however, that the read- 
ing period can do little more than lay the 
foundation for good habits. Experience 
teaches that these habits become thor- 
oughly established and are developed to a 
point of excellence only as they are ap- 
plied under guidance in various school ac- 
tivities. To this end, teachers of the con- 
tent subjects should provide real motives 
for reading, should stimulate a thought- 
ful reading attitude, should make well- 
planned assignments which will challenge 
a maximum of good thinking while pupils 
are in the act of reading, and should fre- 
quently provide supervised study periods 
in which specific guidance in reading and 
study activities will be given. 


[2] Guidance in attaching to familiar 
words new meanings that are essential in 
given subjects—It is often assumed that 
when pupils have learned to recognize 
the pronunciations of words they are able 
to interpret accurately the meaning of 
any passage in which these words appear. 
Such is not the case, however. Contrast, 
if you will, the common meaning and the 
geographical significance of the following 
words: pass, divide, coast, deep. One of 
the important obligations of teachers of 
the content subjects is to aid pupils in 
attaching appropriate concepts to words 
that have special meanings in their fields. 

[3] Guidance in the recognition of the 
meanings and pronunciations of words 
used only in given subjects—The teacher 
of reading is usually responsible for de- 
veloping independence in the recognition 
of the meanings and pronunciations of 
words in general reading activities. The 
teachers of content subjects should build 
on that training and should provide such 
guidance as will acquaint pupils with ap- 
propriate sources of help on specific and 





| 
| 
i 





gp FOOD OF THE MIND—The impressions one allows to pour into his mind determine its fiber and its qual- | 
| ity. One should as surely avoid the trivial and the vulgar as he would avoid smallpox. One would not | 
think of putting poisoned food into his body; still less should he think of putting poisoned food intohis mind. 
The man who gorges his body to excess we call the glutton. He is a pitiable figure choked by his own fat. 
Even more pitiable is the man who gluts his mind until fatty degeneration of the brain and the choking of 
the higher impulses destroys his most precious possession. It’s the brain that counts. 


technical words in their fields and develop 
accuracy and independence in their use. 

[4] Guidance in acquiring power and 
excellence in types and purposes of read- 
ing peculiar to specific subjects—The 
teacher of reading devotes much time to 
training pupils to read for purposes com- 
mon to various subjects, such as answer- 
ing factual and judgment questions, se- 
lecting important points and supporting 
details, and securing information that re- 
lates to a given problem. In addition to 
improving and refining these habits when 
applied under their direction, the teachers 
of content subjects are directly respon- 
sible for initiating and carrying forward 
training in reading for purposes peculiar 
to their subjects, such as finding what is 
given and what is to be found in an 
arithmetic problem, reading and _inter- 
preting maps in geography, or judging 
the validity of printed statements in the 
light of fundamental principles in science. 
Each subject has many specialized read- 
ing problems which must be clearly rec- 
ognized and provided for. 


[5] Guidance in overcoming specific 
difficulties in the forms and applications 
of reading in given subjects—The fact 
is widely recognized that the reading 
teacher should make continuous studies 
of the progress, difficulties, and needs of 
pupils with respect to fundamental read- 
ing habits, and should provide appro- 
priate corrective and remedial training. 
Similarly, teachers of content subjects 
should study regularly the difficulties of 
pupils in the various forms and applica- 
tions of reading in their respective fields 
and provide the necessary corrective and 
remedial training. This recommendation 
departs radically from traditional prac- 
tise. Investigations show clearly that such 
steps are indispensable. 

[6] The cultivation of increasing 
standards of excellence and _ superior 
achievement in reading activities in vari- 
ous school subjects and activities—The 
need for higher standards is universally 
recognized. They can be rightly con- 
ceived and fully attained only as teachers 
of all subjects cultivate pride on the part 
of their pupils in superior achievement 
and provide daily stimulation and guid- 
ance in attaining them. 











a eh 


Iri- 
“he 
illy 


ers 
yart 
vent 
uid- 











The Enrichment of Adult Life 


OING TO SCHOOL and getting an 
(J education are two different things. 
We have seen people who went to 
school so much that they missed getting 
an education. There are many others who 
are intelligent beyond their schooling and 
not like some highbrows who are edu- 
cated beyond their intelligence. 

Some folks have the idea that they are 
sick of education, when as a matter of 
fact they had a youthful attack of school- 
ing indigestion from which they have 
never fully recovered. 

Yet these same adults show a real affec- 
tion for adult education. If they didn’t 
they would not turn radio dials and listen 
to educational, musical, political, theatri- 
cal, and economic programs. If folks were 
not interested in enriching their lives 
they would never travel, modernize their 
farms and homes, read newspapers and 
magazines, or learn to operate a new gear- 
shift. 

In a very large way we adults have 
gone back to school—not to the little 
brick or wood schoolhouse but rather to 
the radio, newspaper, magazine, club, ex- 
tension, correspondence, and movietone 
school. My only point is that much of the 
education received so informally needs to 
be supplemented by definite’and free pub- 
lic instruction. We who pay tax bills di- 
rectly or indirectly are just as much en- 
titled to a free opportunity for selfim- 
provement as are the youngsters. 

In fact, you and I know that we really 
have more use for education than many 
of our children seem to have. Some day 
our children are going to use their school- 
ing. Well and good—that’s all right. 
But meanwhile you and I, as adults, could 
use today an education which we never 
received, 

So I, for one, have gone back to school. 
I go to a musical radio school and hear 
Walter Damrosch and symphony con- 
certs. [ have enroled in a current-events 
class and hear Lowell Thomas, Floyd 
Gibbons, and H. V. Kaltenborn. I attend 


T 















— 








ARTHUR DEAN 


newsreel schools at movies. I have joined, 
for two cents a day, a newspaper reading 
school. My wife attends a parent-teachers 


MONG the many services of 
the National Education 
Association in its effort to ad- 
vance education are the na- 
tionwide radio programs which 
are featured during American 
Education Week. This article 
is an address which was de- 
livered over the network of the 
Columbia Broadcasting System 
on Saturday morning of Amer- 
ican Education Week. The con- 
stant interpretation of educa- 
tion, particularly in its newer 
and broader significance, is the 
privilege of every teacher. It is 
surprising how far a little effort 
in this direction goes; how 
eager the public is to hear of 
the fine things which educa- 
tional workers are doing to 
make happier people, more 
public-spirited citizens, better 
homes, and nobler commu- 
nities. 








association school where she learns about 
childhood and the practical cooperation 
between school and home. My secretary 
goes to a night high school for that aca- 
demic diploma which she lost in the days 
of her early schooling. My janitor is 
studying steam boiler practise by corre- 
spondence. Everybody in my personal and 
official family is going to school—except 
my dog. His education is finished. ; 
Speaking about dogs. The old saying is, 
“You can’t teach an old dog new tricks.” 
Well, you can. I know because I have 
raised thirty dogs. But generally speak- 
ing you can’t teach an old dog many new 
tricks, because he is no longer a student. 





He finished his education when he fin- 
ished his schooling. 

But adult humans are not dogs. Psy- 
chologists have proven that adults can be 
taught new tricks and that they learn 
nearly as well as young folks. That’s en- 
couraging, isn’t it? This means that 
mother can study French or Spanish as 
profitably as her high-school daughter ; 
that father, who is now bookkeeper, can 
study public accountancy and do as well, 
if not better, than his young son who is 
learning fractions. If adults could not be 
taught new tricks there would be no mar- 
ket for inventions, no field for invest- 
ments, no travel, no radio, no movie, no 
new ideas. The whole world would be a 
flat tire. 

We are living in a very complicated 
age. A complicated world involves a com- 
plicated man. And that’s why some men 
have failed—they could not learn new 
tricks in the complications of modern life. 

Many working men and women are 
always hovering on the edge of vocational 
failure. New processes of manufacturing, 
new ways of distributing products, and 
new systems of financing and accounting 
mean new workers. The old dog who will 
not learn new tricks must stand aside. 
It’s only those who have the habit of 
learning, the habit of thinking, the habit 
of growth, who can keep in line with 
this complicated old world. 

I know folks want to grow. Otherwise 
they would not subscribe for correspond- 
ence courses and pay out their own money 
for a thing which I think they should get 
for nothing thru the educational system. 
Surely a paved highway to adult learning 
is entitled to a bond issue. 

I know people are ambitious or else 
they would not enrol in the “Fly-by- 
night” and ‘‘Hide-by-day” fake schools, 
which promise to make you a seat-warmer 
endorsing a thousand-dollars-a-month sal- 
ary check at a mahogany desk. Why not 
public funds for selfimprovement of those 
who support the state by their industry? 





HE NaTIoNAL EpucaTIoN AssOcIATION has many important commissions and departments. An espe- 
cially important activity is that of the National Commission on the Enrichment of Adult Life. This Com- 
mission, working under the leadership of James A. Moyer, state director of university extension for Massa- 
chusetts, is working out a comprehensive program to encourage the wise use of leisure. This is a problem 


which can be studied by every teacher and every faculty. Let each school ask itself what it is doing to 
| train for leisure and the continuing enrichment of life. 











[55] 








56 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Instead of playing upon ambition for com- 
mercialized, selfish, and dishonest ends, 
let the community play up to ambition 
by helping those who would help them- 
selves. 

Why shouldn’t mother go back an hour 
a day or a couple of hours a week to 
school to study home decoration, French, 
parliamentary law, care of babies, or 
whatnot? 

Why shouldn’t bookkeeper father, who 
sees himself soon out of a job because a 
youngster can run an adding machine, go 
to a free evening vocational school or take 
a university extension course which will 
prepare him to learn a new vocational 
trick in a world full of new tricks? 

I like to hear an investment talk, or a 
speech about economics, or listen to beauti- 
ful music over the radio. They stir my 
imagination and interest. They make me 
want to grow. I like this listening and see- 
ing education which I am getting while 
sitting in a comfortable chair. But I need 
more. I want to attend a class in invest- 
ments. I want to know the basic principles 
of economics. I want to learn to play an 
instrument. Listening and seeing are good 


| ANGELES has one of the most remarkable school systems in the world—notable for its vitality, its adaptation to the 


needs, its wonderful staff of teachers and school officers, its amazing growth with the rise of the city itself. 


but I want to be up and doing. I want a 
better job, more money, a richer life. 

Quite frankly, my own educational re- 
quirements at my age are just as impor- 
tant to me as any school requirements of 
my ten-year-old boy are to him at his age. 

I don’t see why I shouldn’t use the 
school or the public university for my own 
education. I don’t see how I ever got into 
the habit of thinking that I was through 
with education just because I possessed a 
diploma. The world has grown a great 
many new tricks since this old dog gradu- 
ated. 

Whenever I get philosophical I like to 
compare life with a tree. A tree starts 
small, just as I did. If its roots had been 
confined to the limits of an iron water 
pail it would have died, just as I would 
have died mentally and physically had I 
been confined to the limits of an iron pail 
schooling. 

The tree wanted to grow. Its roots 
reached out and covered new ground. 
They drew new sources of nourishment. 
Every foot of new height meant new and 
longer roots. The tree reaches for the sky, 
even as you and I. The tight water pail 


February, 193] 


a 


couldn’t hold its aspirations. Mere school- 
ing of my younger days cannot hold the 
nourishment necessary for the growth of 
my own roots of human desires. 

The tree roots cannot break through 
an iron pail; that’s why we plant tree 
seedlings in paper cups. You and | must 
look upon our early schooling as being 
merely of the paper-cup idea. It served q 
good purpose in starting our roots in q 
rich soil which gave us the desire to grow 
outside of the paper cup. Those who see 
no use for further education are existing 
with their educational roots in the root- 
bound pails of a childhood schooling, 

Paper-cup education is all right for 
seedling youngsters. Make the soil rich, 
Help the children to get the habit of 
learning. Train them to be intellectually 
curious. Teach them to grow. 

But we oldsters are educationally root- 
bound. We ask increased interest in the 
public education of adults that we, like 
our children, may live enriched lives 
which shall continue to grow. 

We oldsters are old dogs but we'll 
show the world we can learn new tricks 
if given half a chance. 


most diverse 














HE WHITE House Conference on 
[cia Health and Protection which 

met in Washington November 19- 
22 has started a new epoch in child wel- 
fare. The material brought together is of 
the utmost significance. It is to be embod- 
ied in a series of books to be published by 
the Century Co. of New York. President 
Hoover’s address at the opening of the 
Conference was much appreciated. It 
follows: 

OMETHING more than a year ago I 
GS orled together a small group of rep- 
resentative men and women to take the 
initial steps in organization of this Con- 
ference on Child Health and Protection. 
Under the able chairmanship of Secre- 
tary Wilbur and the executive direction 
of Doctor Barnard, organization was 
perfected and enlarged until by the fall 
of last year something over 1200 of our 
fellow citizens were enlisted from every 
field of those who have given a lifetime 
of devotion to public measures for care 
of childhood. These skilful and devoted 
friends of children have given unspar- 
ingly and unselfishly of their time and 
thought in research and collection of the 
knowledge and experience in the prob- 
lems involved. Their task has been mag- 
nificently performed and today they will 
place before you such a wealth of mate- 
rial as was never before brought to- 
gether. 

I am satisfied that the three days of 
your conference here will result in pro- 
ducing to our country from this material 
a series of conclusions and judgments of 
unprecedented service in behalf of child- 
hood, the benefits of which will be felt 
for a full generation. 

I wish to express my profound appre- 
ciation to all those who have so gener- 
ously contributed the time and thought 
and labor to this preparation and to you 
for giving your time to its consideration. 
The reward that accrues to you is the 
consciousness of something done unself- 
ishly to lighten the burdens of children, 
to set their feet upon surer paths to 
health and wellbeing and happiness. For 
many years I have hoped for such a na- 
tional consideration as this. You com- 
prise the delegates appointed by our fed- 
eral departments and by the governors of 
our states, the mayors of our cities, and 
the representatives of our great national 
associations, our medical and_ public 
health professions. In your hands rest 


the knowledge and authority outside of 
the home itself. 

In addressing you whom I see before 
me here in this auditorium, I am mind- 
ful also of the unseen millions listening 
in their homes, who likewise are truly 
members of this Conference, for these 
problems are theirs—it is their children 
whose welfare is involved, its helpful ser- 
vices are for them, and their cooperation 
is essential in carrying out a united and 
nationwide effort in behalf of thechildren. 

We approach all problems of child- 
hood with affection. Theirs is the prov- 
ince of joy and good humor. They are 
the most wholesome part of the race, the 
sweetest, for they are fresher from the 
hands of God. Whimsical, ingenious, 
mischievous, we live a life of apprehen- 
sion as to what their opinion may be of 
us; a life of defense against their terrify- 
ing energy; we put them to bed with a 
sense of relief and a lingering of devo- 
tion. We envy them the freshness of ad- 
venture and discovery of life; we mourn 
over the disappointments they will meet. 

The fundamental purpose of this Con- 
ference is to set forth an understanding 
of those safeguards which will assure to 
them health in mind and body. There 
are safeguards and services to childhood 
which can be provided by the commu- 
nity, the state, or the nation—all of 
which are beyond the reach of the indi- 
vidual parent. We approach these prob- 
lems in no spirit of diminishing the re- 
sponsibilities and values or invading the 
sanctities of those primary safeguards to 
child life—their homes and their moth- 
ers. After we have determined every sci- 
entific fact, after we have erected every 
public safeguard, after we have con- 
structed every edifice for education or 
training or hospitalization or play, yet all 
these things are but a tithe of the phys- 
ical, moral, and spiritual gifts which 
motherhood gives and home confers. 
None of these things carry that affection, 
that devotion of soul, which is the great 
endowment from mothers. Our purpose 
here today is to consider and give our 
mite of help to strengthen her hand that 
her boy and girl may have a fair chance. 

Our country has a vast majority of 
competent mothers. I am not so sure of 
the majority of competent fathers. But 
what we are concerned with here are 
things that are beyond her power. That 


[57] 


The White House Conference 


Child Health and Protection 


HERBERT HOoveER 


is what Susie and John take on when out 
from under her watchful eye. She cannot 
count the bacteria in the milk; she can- 
not detect the ,typhoid which comes 
through the faucet or the mumps that 
pass round the playground. She cannot 
individually control the instruction of 
our schools or the setting up of commu- 
nitywide remedy for the deficient and 
handicapped child. But she can insist 
upon officials who hold up standards of 
protection and service to her children— 
and one of your jobs is to define these 
standards and tell her what they are. She 
can be trusted to put public officials to 
the acid test of the infant mortality and 
service to children in the town—when 
you set some standard for her to go by. 
These questions of child health and 
protection are a complicated problem re- 
quiring much learning and much action. 
And we need have great concern over 
this matter. Let no one believe that these 


_ are questions which should not stir a na- 


tion; that they are below the dignity of 
statesmen or governments. If we could 
have but one generation of properly 
born, trained, educated, and healthy 
children, a thousand other problems of 
government would vanish. We would as- 
sure ourselves of healthier minds in more 
vigorous bodies to direct the energies of 
our nation to yet greater heights of 
achievement. Moreover, one good com- 
munity nurse will save a dozen future 
policemen. 

Our problem falls into three groups: 
First, the protection and stimulation of 
the normal child ; second, aid to the phys- 
ically defective and handicapped child ; 
third, the problemsofthe delinquent child. 

Statistics can well be used to give em- 
phasis to our problem. One of your com- 
mittees reports that out of 45,000,000 
children— 


35,000,000 are reasonably normal. 
6,000,000 are improperly nourished. 
1,000,000 have defective speech. 
1,000,000 have weak or damaged hearts. 
675,000 present behavior problems. 
450,000 are mentally retarded. 
382,000 are tubercular. 

342,000 have impaired hearing. 
18,000 are totally deaf. 

300,000 are crippled. 

50,000 are partially blind. 

14,000 are wholly blind. 

200,000 are delinquent. 

500,000 are dependent. 




















Ten Years of Outstanding Professional Pio 


Worth McClure 


Jessie M. Fink 
1922-23 


1924-25 


W. T. Longshore 
1923-24 


Leonard Power 


Ide G. Sargeant 
1921-22 


1925.26 
HESE TEN PIONEER PRESIDENTS of the Department of Elementary School Principals of the Natic 
America. Organized at Atlantic City, February 28, 1921, this group has grown until now it 

achievement of the decade outranks in importance this remarkable growth. It means that the boy 

college and thruout their lives they will do better and be better because a good foundation has hee 
which they are receiving in the solution of educational problems. It means that 4000 communities hg 
the improvement of their service; that they are working on the problems of the profession; that the 
and social advance. All honor to these pioneers! May their tribe increase until every principal int 
by 1940. {No elementary school principal can afford to be without the bulletins and yearbooks of 

of matters which concern the principal and his school. Not to keep abreast of the significant devel 


among us. The great achievements lie ahead. There are more opportunities for leadership in the ele 





And so on, to a total of at least 10 mil- 
lions of deficients, more than 80 percent 
of whom are not receiving the necessary 
attention, though our knowledge and ex- 
perience show that these deficiencies can 
be prevented and remedied to a high de- 
gree. The reports you have before you 
are not only replete with information 
upon each of these groups, they are also 
vivid with recommendation for remedy. 
And if we do not perform our duty to 
these children, we leave them dependent, 
or we provide from them the major re- 
cruiting ground for the army of ne’er-do- 
wells and criminals. 

But that we be not discouraged let us 
bear in mind that there are 35,000,000 
reasonably normal, cheerful human elec- 
trons radiating joy and mischiefs and 
hope and faith. Their faces are turned 
toward the light—theirs is the life of 
great adventure. These are the vivid, 
romping, everyday children, our own and 
our neighbors’, with all their strongly 
marked differences—and the more dif- 
ferences the better. The more they 
charge us with their separate problems 
the more we know they are vitally and 
humanly alive. 

From what we know of foreign coun- 


tries, | am convinced that we have a right 
to assume that we have a larger propor- 
tion of happy, normal children than any 
other country in the world. And also, on 
the bright side, your reports show that 
we have 1,500,000 specially gifted chil- 
dren. There lies the future leadership of 
the nation if we devote ourselves to their 
guidance. 

In the field of deficient and handi- 
capped children, advancing knowledge 
and care can transfer them more and 
more to the happy lot of normal children. 
And these children, less fortunate as they 
are, have a passion for their full rights 
which appeals to the heart of every man 
and woman. We must get to the cause of 
their handicaps from the beginnings of 
their lives. We must extend the functions 
of our schools and institutions to help 
them as they grow. We must enlarge the 
services of medical inspection and clinics, 
expand the ministrations of the family 
doctor in their behalf, and very greatly 
increase the hospital facilities for them. 
We must not leave one of them uncared 
for. 

There are also the complex problems 
of the delinquent child. We need to turn 
the methods of inquiry from the punish- 


[ 58] 


ment of delinquency to the causes of de- 
linquency. It is not the delinquent child 
that is at the bar of judgment but society 
itself. 

Again, there are the problems of the 
orphaned children. Fortunately we are 
making progress in this field in some of 
the states through the preservation for 
them of the home by support of their 
mothers or by placing them in homes and 
thus reducing the institutional services. 

There are vast problems of education 
in relation to physical and mental health. 
With so many of the early responsibili- 
ties of the home drained away by the 
rapid changes in our modern life, perhaps 
one of the most important problems we 
shall need to meet in the next few years 
is how to return to our children, through 
our schools and extrascholastic channels, 
that training for parenthood which once 
was the natural teaching of the home. 
With the advance of science and ad- 
vancement of knowledge we have learned 
a thousand things that the individual, 
both parent and child, must know in his 
own selfprotection. And at once the re- 
lation of our educational system to the 
problem envisages itself and it goes fur- 
ther. The illnourished child is in our 











Arthur S. Gist 
1927-28 


E. Ruth Pyrtle 
1926-27 











Eva G. Pinkston 
1928-29 





Herbert C. Hansen 
1929.30 


Education Association have laid the foundation for one of the greatest professional groups in 
bers more than 4000 of the finest men and women in American education. No other educational 
nd girls in 4000 schools are having a higher type of educational service —that in high school and 
iid. It means that tens of thousands of teachers are happier and more effective because of the help 
a finer type of civic leadership. It means that 4000 men and women have dedicated themselves to 
e loyal to its high ideals; that they believe in personal growth and in the possibility of professional | 
nited States is inspired by a desire to do his part. Let there be 10,000 members in this Department | 
Department. In these publications are found the latest results of research and the most recent news 

ents in one special field of service is to miss the highest joy and success. May the pioneer spirit grow | 
ntary school today than there were in the college a generation ago.—J. E. M. 
















Cassie F. Roys 
1930-31 




















edt: : 











country not the product of poverty; it is 
largely the product of illinstructed chil- 
dren and ignorant parents. Our children 
all differ in character, in capacity, in in- 
clination. If we would give them their 
full chance they must have that service in 
education which develops their special 
qualities. They must have vocational 
guidance. 

Again, there are the problems of child 
labor. Industry must not rob our chil- 
dren of their rightful heritage. Any labor 
which stunts growth, either physical or 
mental, that limits education, that de- 
prives children of the right of comrade- 
ship, of joy, and play is sapping the next 
generation. 

In the last half a century we have 
herded 50,000,000 more human beings 
into towns and cities where the whole set- 
ting is new to the race. We have created 
highly congested areas with a thousand 
changes resulting in the swift transition 
from a rural and agrarian people to an 
urban, industrial nation. Perhaps the 
widest range of difficulties with which we 
are dealing in the betterment of children 
grows out of this crowding into cities. 
Problems of sanitation and public health 
loom in every direction. Delinquency in- 


creases with congestion. Overcrowding 
produces disease and contagion. ‘The 
child’s natural play place is taken from 
him. His mind is stunted by the lack of 
imaginative surroundings and lack of 
contact with the fields, streams, trees, and 
birds. Homelife becomes more difficult. 
Cheerless homes produce morbid minds. 
Our growth of town life unendingly im- 
poses such problems as milk and food sup- 
plies, for we have shifted these children 
from a diet of ten thousand years’ stand- 
ing. 

Nor is our problem one solely of the 
city child. We have grave responsibilities 
to the rural child. Adequate expert serv- 
ice should be as available to him from 
maternity to maturity. Since science dis- 
covered the cause of communicable dis- 
ease, protection from these diseases for 
the child of the farm is as much an obli- 
gation to them as to the child of the city. 
The child of the country is handicapped 
by lack of some cultural influences ex- 
tended by the city. We must find ways 
and means of extending these influences 
to the children of rural districts. On the 
other hand, some of the natural advan- 
tages of the country child must some- 
how be given back to the city child— 


[59] 





more space in which to play, contact with 
nature and natural processes. Of these 
the thoughtless city cheats its children. 
Architectural wizardry and artistic skill 
are transforming our cities into wonder- 
lands of beauty but we must also preserve 
in them for our children the yet more 
beautiful art of living. 

Even aside from congestion, the dras- 
tic changes in the modern home greatly 
affect the child. Contacts of parents and 
children are much reduced. Once the sole 
training school of the child, the home 
now shares with the public school, the 
great children’s clubs and organizations, 
and a hundred other agencies the respon- 
sibility for him, both in health and disci- 
pline, from birth to maturity. Upon these 
outside influences does his development 
now very largely depend. 

The problems of the child are not al- 
ways the problems of the child alone. In 
the vision cf the whole of our social fab- 
ric, we have ivosened new ambitions, new 
energies ; we have produced a complexity 
of life for which there is no precedent. 
With machines ever enlarging man’s 
power and capacity, with electricity ex- 
tending over the world its magic, with 
the air giving us a wholly new realm, our 








60 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





children must be prepared to meet en- 
tirely new contacts and new forces. They 
must be physically strong and mentally 
placed to stand up under the increasing 
pressure of life. Their problem is not 
alone one of physical health but of men- 
tal, emotional, spiritual health. 
These are a part of the problems that 
- I charge you to answer. This task that 
you have come here to perform has never 
been done before. These problems are not 
easily answered ; they reach the very root 
of our national life. We need to meet 
them squarely and to accuse ourselves as 
frankly as possible, to see all the implica- 
tions that trail in our wake, and to place 
the blame where it lies and set resolutely 
to attack it. From your explorations into 
the mental and moral endowment and 
opportunities of children will develop 
new methods to inspire their creative 
‘work and play, to substitute love and 
selfdiscipline for the rigors of rule, to 
guide their recreations into wholesome 
channels, to steer them past the reefs of 
temptation, to develop their characters, 
and to bring them to adult age in tune 
with life, strong in moral fiber, and pre- 
pared to play more happily their part in 


the productive tasks of human society. 

There has not been before the summa- 
tion of knowledge and experience such 
as lies before this Conference. There has 
been no period when it could be under- 
taken with so much experience and back- 
ground. The nation looks to you to de- 
rive from it positive, definite, guiding 
judgments. But greater than the facts 
and the judgments, more fundamental 
than all, we need the vision and inspired 
understanding to interpret these facts and 
put them into practise. I know that this 
group has the vision and the understand- 
ing and you are the picked representa- 
tive of the people who are thus endowed. 
It will rest with you to light the fires of 
that inspiration in the general public con- 
science and from conscience lead it into 
action. 

The many activities which you are as- 
sembled here to represent touch a thou- 
sand points in the lives of children. The 
interest which they obtain in the minds 
and hearts of our country is a turning to 
the original impulses which inspired the 
foundation of our nation, the impulse to 
secure freedom and betterment of each 


February, 1931 


coming generation. The passion of the 
American fathers and mothers is to lift 
children to higher opportunities than they 
have themselves enjoyed. It burns like a 
flame in us as a people. Kindled in our 
country by its first pioneers, who came 
here to better the opportunities for their 
children rather than themselves, passed 
on from one generation to the next, it has 
never dimmed nor died. Indeed human 
progress marches only when children ex- 
cel their parents. In democracy our prog- 
ress is the sum of progress of the individ- 
uals—that they each individually achieve 
to the full capacity of their abilities and 
character. Their varied personalities and 
abilities must be brought fully to bloom; 
they must not be mentally regimented to 
a single mold or the qualities of many 
will be stifled; the door of opportunity 
must be opened to each of them. 

May you who are meeting here find in 
your deliberations new fuel with which 
to light this flame of progress so that this 
occasion may be marked with a fresh lus- 
ter that will set us anew on the road 
through the crowding complexities of 
modern life. 


The Significance of the Conference 


R. CHAIRMAN, I am sure we have 
M all been greatly inspired by the 
significant discussions of these 
days and by the findings that we have had 
presented to us from day to day. There 
has been laid during this period the 
foundation for the most remarkable quar- 
ter of a century of progress that has ever 
come in the history of the world. This 
Conference has a significance which lifts 
it into a place of supreme importance, not 
only in a decade or a century, but in a 
period of a thousand years. 

It is significant, in the first place, 
because of the noble object to which 
it is dedicated—the giving of a fair 
start in life to every boy and girl. 

It is noble, in the second place, because 
it has brought together a vast group of the 
most gifted citizens of this nation; it has 
lifted them above the narrow confines of 
their localities or special fields into one 
gigantic, cooperative, joint enterprise on 
behalf of this great, common cause. 

It is significant, in the third place, be- 
cause by its very successful achievement 
it has given to the conference method of 
solving our problems a new impetus. 

It is significant, in the fourth place, be- 
cause it has brought together the greatest 
body of principles and purposes and plans 


and data that has ever been assembled in 
this great field of individual and racial 
advance. 

It is significant, in the fifth place, be- 
cause it is a long step in the direction of a 
planned America. If ever we are to in- 
spire our young people with that sense of 
adventure and achievement and coopera- 
tion that we have usually associated with 
war ; if ever we are to carry that over into 
the realms of peace it will be because we 
have built into the lives of those young 
people a sense of their opportunity and 
common destiny and possibility. 

We can solve all our petty problems 
and still we shall be nowhere, unless we 
have aroused that inspiring sense of our 
cpportunity as a great people. We have 
the beginnings of it here in Washing- 
ton, on the material side, in this great 
development that you see building here 
in the city; we have the beginnings of 
it on the social side, in a conference such 
as this. And the thing I want to say is 
just this: That this conference, in the 
end, is worth just the difference it makes 
in the lives of human beings. 

We can go home with these fine re- 
ports under our arms and read parts of 
them but unless each of us in his individ- 
ual capacity as a worker puts this truth 


into his work day by day and week by 
week and year by year, it will fall on 
infertile soil; and if we are going to put 
it into operation day by day in our work, 
with all which that implies in terms of 
public support, we can do it only as each 
member of this conference makes of him- 
self a continuing interpreter to the 
masses of the citizens of this country, of 
what this means in terms of child life and 
social advance. We need an entirely new 
appreciation of human statistics and so- 
cial research. It is as important to know 
how many people there are employed and 
unemployed month by month in the vari- 
ous occupations as it is to know how 
many hogs were sold yesterday. 

We have already too large a gap be- 
tween the specialist and the mass prac- 
tise of America. We can never bridge 
that gap until each teacher [not only 
each superintendent and each principal | 
and each parent and each social worker 
and each doctor who has a vision of a 
better day is willing to talk and write 
in every contact of his life to bring that 
picture to his associates and to the citi- 
zens at large-—Joy Elmer Morgan in 
the Official Proceedings of the White 
House Conference, United States Daily, 
November 28, 1930. 





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Teaching Topics on Narcotics 


MERICA is on the eve of a great 
A future. Through the courageous 
efforts of its pioneers and its mar- 

velous achievements in public education, 
it has laid a foundation such as no other 
people ever enjoyed. Americans have not 
been afraid of difficulties and sacrifices. 
They have preferred to look forward and 
upward. T heir idealism has been practi- 
cal and genuine. Out of this practical 
idealism came the outlawry of beverage 
alcohol—the most gigantic social achieve- 
ment ever deliberately undertaken by a 
great people. The foundation for this ad- 
vance was laid in the schools. Its contin- 
uing success, its ability to survive attack 
and confusion, its spread to other coun- 
tries—all these depend on the ideals and 
devotion of teachers in seeing that young 
people understand the great advantage 
of the new system and learn to take pride 
in the wisdom of our American policy. 
Ordinarily, it would take 25 years to 
bring into effective operation a great re- 
form like the outlawry of beverage al- 
cohol. Teachers can shorten this time by 
helping young people in high schools and 
colleges to see the wisdom of keeping 
their bodies and minds fit in this high- 
powered age. The material in the follow- 
ing pages gives specific suggestions which 


teachers will find useful—J.E. M. 


7 INSTRUCTION concerning alcohol, 
tobacco, and other narcotics should 
be. in the main, a part of the general 
work in training to personal health habits 
and to promotion of community health 
and welfare. The keynote should be, 
“Teach by facts and illustration; not by 
exhortation.” 

Ideally, the instruction should be posi- 
tive and demonstrative. Practically, the 
persistence of erroneous traditional be- 
liefs about these substances, especially 
about alcohol, makes necessary concrete 
knowledge of their nature and effect as 
teason for practising sobriety. 

The choice of material, therefore, in- 
volves: (1) recognition of the individual 
and community advantages resulting from 
sobriety ; (2) correction of current ‘falla- 
cles as to the nature and effects of these 


a 


substances in which much of their use 
finds excuse; (3) definite knowledge of 
modern scientific experiments and obser- 





The Aims of Health 
Education 


Sie INSTRUCT children and youth so 
that they may conserve and im- 
prove their own health. 

(2) To establish in them the habits 
and principles of living which through- 
out their school life and in later years, 
will assure that abundant vigor and 
vitality which provide the basis for the 
greatest possible happiness and service 
in personal, family, and community 
life. 

(3) To influence parents and other 
adults, through the health education | 
program for children, to better habits | 
and attitudes, so that the school may | 
become an effective agency for the pro- | 
motion of the social aspects of health 
education in the family and community | 
as well as in the school itself. 

(4) To improve the individual and 
community life of the future; to in- 
sure a better second generation and 
a still better third generation; a 
healthier and fitter nation and race.— 
From NEA Health Education Report, 
1930. 

[How do these aims of health edu- 
cation apply to the teaching of nar- 
cotics P ] 


































vations on this subject; (4) the applica- 
tion of this information to practical con- 
ditions of modern life in meeting indi- 
vidual and community problems. There 
are, for example, industrial and trans- 
portation conditions now which make 
the use of alcoholic liquors very much 
more dangerous in their results than was 
the case a century ago. The physiological 
lesson should be deftly interwoven with 
the concrete instruction. 


Facts taught should be graded to meet 
the interest and psychological develop- 
ment of pupils. Motivation may be given 
through the appeal to desire for fitness 
for sports, efficiency in play and work, 
vigorous health, safety, service to others, 
character qualities such as selfcontrol, 
kindness, sportsmanship, _ selfreliance, 


duty, reliability, truth, good workman- 
ship, cooperation, loyalty. Incidental 
training may be given in connection with 
or through arithmetic, language, history, 
geography, biography, English, drawing, 
projects. Much of this information will 
find its way through the children back 
into the home and if constructively de- 
veloped, will often react on the home en- 
vironment favorably to the child’s physi- 
cal, mental, and moral development. 

In this outline positive ideals around 
which physical facts may be taught are 
suggested solely as a guide to the teacher 
but are never to be made a basis for 
“moralizing.” The success of this train- 
ing will depend in no small degree upon 
leading young people to discover for 
themselves from the facts that sobriety 
has a value which makes it desirable to 
them in promoting activities or ideals in 
which they have interest. 

Ages six to eight—The health work 
at these grades emphasizes the impor- 
tance of using and of choosing healthful 
foods and drinks needed for growth and 
repair. 

Good drinks for children: Water, 
milk, fresh fruit juices. 

Drinks children should not use: Tea, 
coffee, soft drinks containing caffein, beer, 
wine. 

Ripe fruits are good foods for children. 
Fermented cider and wine, which man 
makes from them, are drinks harmful to 
children. 

Make use of simple facts taught by 
pictures and stories to small children to 
help them to understand that in these 
drinks good food material has been 
changed into a harmful substance. Use 
stories, pictures, songs, memory verses; 
make posters with simple drawings or 
cut-out pictures with accompanying leg- 
ends representing positive ideals of ab- 
stinence or of using what is healthful and 
will build up body, mind, and character. 

Ages nine to eleven—Continue use 
of concrete illustrations either from the 
experience or practise of individuals as 
Lindbergh and many athletes or from 
stories of experiments with masses of in- 
dividuals in games, army ma‘ ching tests, 


H™ FORMING DRUGS—The National Education Association urges all teachers to emphasize the evil effects of alcoholic drinks, to- 
bacco, and other narcotics upon the human organism. The Association condemns the fraudulent advertising of certain manufac- 


turers in their efforts to foster cigaret smoking. It commends for use in the schools selected periodicals which do not carry tobacco 


—— 


| advertising —Resolution adopted by the National Education Association, Columbus, Ohio, July 3, 1930. 








[Prices for reprints of this 4-page feature on the teaching of narcotics are: 1 copy, 10¢; 20 copies, $1; 100 copies, $4; 1000 copies, $30.] 


[ 61] 








62 


shooting tests, tests of rivalry in accom- 
plishing physical work, experiences of ex- 
plorers in hot and cold climates. Even 
some of the simpler laboratory experi- 
ments may be understood and their re- 
sults illustrated by simple charts, posters, 
or objects. 

Use the appeal of hero admiration; 
sayings of athletic leaders and of men like 
Franklin, Lincoln, Edison, Nansen, and 
the like about drink and the advantages 
of sobriety. Such instruction will help- 
fully contribute to training in courage to 
choose what will build up instead of what 
will tear down. 

SpoRTS AND ATHLETICS: The law of 
sportsmanship—Playing fair to win by 
strength, skill, courtesy. 

Alcohol, an ingredient in fermented 
beer, wine, and cider often offered to 
children, as well as in stronger drinks like 
whiskey; a narcotic poison which tends 
to make brain and nerves dull and less 
able to guide bodily activities properly. 

Actual experiences in football, base- 
ball, walking, running, marching, climb- 
ing, swimming, target shooting, have 
shown the advantages of abstinence from 
all kinds of alcoholic drinks in sports. 
Alcohol’s effects on the body impair 
strength, endurance [ability to hold out 
to the end], skill, cause mistakes or care- 
lessness. 

Disadvantages of tobacco using in 
athletics; training rules about smoking. 

SCHOLARSHIP: The law of good 
workmanship—The child who is a good 
worker tries to do the right thing in the 
right way, and to gain the best possible 
education to prepare for the time when 
grown up and at life work. Experience 
has shown that the use of alcoholic bev- 
erages decreases accuracy and reliability 
of performance in many kinds of work. 

GrowTH—In connection with foods, 
the changes and waste of food materials 
entailed by fermentation in turning sugar 
and starch of good fruits and grains into 
the alcohol in various beverages; experi- 
ences of the nations during the World 
War in saving food by reducing or stop- 
ping the manufacture of alcoholic drinks. 
Yealthful drinks from fruits and how to 
prevent fermentation [using at once or 
heating and sealing}. 

HEALTH: The law of good health— 
The good citizen tries to gain and keep 
good health, avoids habits which would 
harm him and others. 

Alcohol—Characteristic action as a 
narcotic checks and impairs physical and 
mental activities of healthy persons; dulls 
user’s ability to judge of its effects upon 


Tue JouRNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


himself; deceives user into thinking it 
does him good when it is really making 
him less capable and fit. How alcohol im- 





HE EIGHTEENTH AMENDMENT— The 

National Education Association 
reafirms its stand in favor of the 
Eighteenth Amendment and of the 
laws enacted thereunder. It urges their 
vigorous and impartial enforcement 
and pledges its support to an active 
educational campaign in the schools in 
behalf of habits of living for which the 
Eighteenth Amendment stands.—Reso- 
lution adopted by the National Edu- 
cation Association, Columbus, Ohio, 


July 3, 1930. 











pairs ability to resist many diseases [e. 
g., tuberculosis] and diminishes normal 
powers of resistance. 

T obacco—Dulling effect on ability to 
perceive need of fresh air and ventilation. 

Soothing syrups—Why they should 
not be given to babies. 

Ages twelve to fourteen—Continu- 
ing the point of view of the preced- 
ing period with direct teaching toward 
thought of preparation for life efficiency. 

HANDICAPS TO GOOD WORKMANSHIP 
AND RELIABILITY— Lhe good citizen tries 
to do the right thing in the right way, is 
reliable, gets the best possible education, 
and does good work in preparation for 
life; no slipshod or careless work with 
mistakes or blunders which may cause 
hardship or disaster to self or others, or 
spoil success, can be depended on. 

Tosacco—(1) Effect on growth at 
age when strength and vigor are needed 
for development; needless diversion of 
bodily processes required for repairing 
physical or mental injuries likely to be 
caused by tobacco. (2) Drug effect tends 
to require increasing use, to tie one up to 
it, to make it difficult to get along with- 
out it. (3) Effects on skill [experiments 
with baseball throwing, and target prac- 
tise]. (4+) Inconvenience ; habit may cause 
needless discomfort and therefore ineff- 
ciency when for any reason tobacco cannot 
be obtained or is forbidden on account 
of health. (5) Needless expense at an 
age when most young people feel they do 
not have all the money they would like to 
spend and should be saving and planning 
for more education or a fund to start in 
business. 

HABIT-FORMING DRUGS—Do not ex- 
cite curiosity about habit-forming drugs 
but give information that these drugs are 
sometimes used by unfortunate people 
who have been quickly enslaved by them 


February, 193] 


because of the effect of the drugs on body 
cells. This slavery sometimes is so great 
that the user breaks every rule of relia. 
bility to get the drug, i. e., honesty, care. 
fulness with money, keeping promises, 
truth. Warn against accepting pills, pow- 
ders, candy, or drinks from strangers or 
new acquaintances unknown to parents, 
ALCOHOL HANDICAPS—Changes with- 
in a century in methods of transportation 
[railroads, steamships, motor vehicles, 
airships] and in production from hand 
work to machinery now require clear 
brains and steady nerves. A project for 
study of the alcohol question of today can 
very well be built around this idea. 


Nature of alcohol—A narcotic poison 
especially affecting brain and nerve cells. 
Characteristic action: (1) to check or 
impair body activities; (2) to dull the 
user's ability to judge of its effects upon 
himself; (3) to deceive the user into 
thinking it does him good when it is really 
making him less capable and fit. 

Safety—Why American railroad en- 
gineers voluntarily became abstainers: 
why railroads require abstinence on the 
part of train operatives; why the mil- 
lions of motor vehicles in use make im- 
perative abstinence from alcoholic liquors 
on the part of their drivers; why em- 
ployers prefer abstinent employees. Ef 
fects of alcohol that make the drinker 
more liable to accident [in factories, 
mines, motor vehicles, airships] causing: 
clumsiness in handling delicate or high- 
power machinery; decreased alertness in 
perceiving or detecting danger ; decreased 
quickness and accuracy in deciding how 
to meet it; more recklessness in taking 
chances; effects on the sense of balance 
needed in aviation; longer time required 
by drinkers in recovering from accidents. 
Simple accounts of experiments proving 
these facts should be studied. 

Efficiency—Abstinence as an advan- 
tage to the worker; stories of experimen- 
tal tests showing that alcohol compels 2 
greater expenditure of energy in doing 
a given piece of work [‘“makes hard work 
harder’”’], fatigue appears sooner. Why 
good food and hot or nourishing drinks 
are better than beer or wine for the tired 
worker. Effects of alcohol on resistance 
to heat and cold; better means than al- 
coholic liquors for meeting exposure 0 
extremes of temperature. Efficiency and 
power to work safely may be impaired 
for several hours after taking alcohol be- 
cause the blood continues to carry It 
brain and nerve cells until the body has 
entirely disposed of it. 








Vol. 20, No. 2 


Health—The effects of alcohol already 
mentioned are examples of its poisoning 
some of the body cells so that they do not 
work accurately or perhaps not at all. 
The drunken man is sick, poisoned for 
some hours by the amount of alcohol he 
has taken. It is possible for one to take 
enough to cause death. But one does not 
have to get drunk to be poisoned by al- 
cohol to a degree seriously interfering 
with safety and work. 

The better average health of abstainers 
than of drinkers. Better average health of 
children in non-drinking homes where 
money instead of being spent for liquor 
is spent for good food, a comfortable 
home, and care of the children and their 
mother. 

Selfcontrol and kindness—The good 
citizen controls himself [herself] in 
speech, temper, actions; is kind. The de- 
pressant action of alcohol on brain and 
nerve cells results in impaired selfcontrol. 
This often leads to immoderate and de- 
structive use of alcoholic liquors, causes 
impatience or irritability, sometimes of- 
fenses against good order as assaults or 
other violent acts, sometimes cruelty 
shown by persons who, if they do not 
use alcohol, are naturally kind and con- 
siderate. 

The right of everybody to safety and 
protection against acts of people made 
dangerous or irresponsible by narcotic 
poisons. Why do all nations have laws 
intended to control or reduce the liquor 
trafic? Safety, efficiency, and health rea- 
sons for laws of the United States pro- 
hibiting the traffic in narcotics. 

Ages fourteen to eighteen—For 
the individual, use points of view of 
youth’s own dominant interests as self- 
esteem, desire for strength, freedom and 
capacity for selfsupport. This subject af- 
fords opportunity at these ages for culti- 
vating the spirit of openmindedness to 
new truth, fearlessness in choosing to 
govern life by it and in helping others to 
understand it—laws of truth and self- 
reliance; for the social point of view— 
the laws of teamwork and loyalty in 
friendly cooperation with others for the 
welfare of everybody. 

Special attention should be given in 

lology or physiology to modern experi- 
mental study of the nature and effects 
of alcohol and to the relation of these 
effects to conditions of modern living. 

Tobacco—Studies of experiments and 
Sutin om fect faking 
Sa Pete scholarship of col- 

vl aie. dvantages of abstinence 
g until at least twenty-one 


THE JOURNAL OF THE NATIONAL EDUCATION AsSOCIATION 


— 


years of age physically, mentally, morally 
[development of moral fiber in sticking to 
wise choices 
laughed at]. 


without fear of being 


























N THE KINDLY ATMOSPHERE of the 
school under the leadership of 
teachers who have commonsense com- 
bined with an understanding of human 
nature the whole question of beverage 
alcohol can be lifted to a high plane of 
intelligent consideration. Reliable facts 
can be broadcast, attitudes can be 
established that are firm enough not 
only to guide the individual in his 
own habits but to fortify him against 
the subtle influences that may he 
brought to bear in later years or in 
other places. It is well that teachers 
everywhere are again giving attention 
to this problem. No institution among 
us is so deeply indebted to our Ameri- 
can policy of outlawing alcohol as is 
the public school. We have more 
young people in high school and col- 
lege than all the rest of the world com- 
bined. Within a single decade from 
1920 to 1930, high-school enrolment 
has grown from two million to more 
than five million. Let every young per- 


son learn to be proud of this achieve- 
ment. 








Narcotic drugs—Viewpoint: Observ- 
ance of laws of health and of selfcontrol 
in order to become useful citizens worthy 
of their country. 

The story of China’s effort to free it- 
self from opium; why necessary; trade 
forced back upon her by selfishness of 
other nations; laws of the United States 
against traffic in these drugs; why neces- 
sary. Physical effects quickly fasten the 
habit on users. Young men and women 
of this generation can end the dangers 
of this habit by choosing to let these 
drugs absolutely alone. 

Alcohol—Industrial and business re- 
lations: Advantages of entire sobriety to 
efficiency, reliability, responsibility, mu- 
tual understanding, and goodwill ; studies 
of the experiments demonstrating why 
and how alcohol tends to impair these 
qualities and selfjudgment of user as to 
effects upon himself; the amounts of al- 
cohol producing experimental results, 
equivalents in quantities of beer, wine, or 
spirits. Drunkenness not the sole test of 
injury; is a late stage of the dulling or 
paralyzing effects on nerve cells normally 
exercising control or restraint. General 
stages of intoxication due to dulling the 
sense of feeling or to dulling conscious- 
ness: [From ‘‘Alcohol: Its Action on the 
Human Organism” by Alcohol Investiga- 
tion Committee of the British Medical 





63 


Research Committee, 1924.] (1) greater 
gaiety, volubility, or extravagance of 
speech; (2) slight clumsiness or inac- 
curacy in motion, slurring of speech, 
“don’t care” feeling, sometimes leading 
to recklessness, lack of responsibility, un- 
stable emotions; (3) unsteadiness and 
other familiar signs of drunkenness; (+4) 
stupor occasionally ending in death. 
Practical situations in industry, transpor- 
tation, the home or social relations where 
stages earlier than drunkenness may lead 
to unfortunate results. 

Home and social relations—How phys- 
ical effects of working ability impaired by 
alcohol may result in diminished earning 
capacity or waste of money, and work out 
into lower scale of living in the home as 
to food, housing, clothing, recreation 
which react unfavorably on health. Irrita- 
bility caused by drink as a factor in un- 
happy home conditions reacting unfavor- 
ably on youth often leading to wayward- 
ness and delinquency. Relation of un- 
balanced control to unreasonable jealousy, 
hasty speech, or acts leading to offenses 
against good taste or public order, even to 
crime. Personal responsibility, not only in 
avoiding alcoholic drink for one’s own 
sake, but in refraining from offering it to 
others. 

Personal and public health—Direct 
and indirect effects of alcohol in increas- 
ing special health problems like tuber- 
culosis, syphilis, gonorrhea, infant mor- 
tality, child health, mental hygiene; ex- 
perience of some life insurance companies 
as to the more favorable life expectancy 
of abstainers as compared to that of 
drinkers; what it costs the home and 
community to rear one to manhood or 
womanhood, the smaller return of this 
cost made by a life prematurely shortened 
because of drink and habit-forming drugs. 
The losses from chronic alcoholism which 
occur in steady drinkers who seldom if 
ever get “drunk,” but who by frequent 
drinks have alcohol constantly circulat- 
ing in the blood, impairing cells or tis- 
sues. Laws of the state and of the United 
States against the commercial traffic in 
alcoholic beverages. 

The law of loyalty and helpfulness— 
Help students to understand the move- 
ment against alcohol and other narcotics 
as a part of the progressive health move- 
ment; to watch and sympathetically help 
its development in this and other coun- 


tries in the spirit of loyalty to the welfare 
of all humanity. 


References for teachers—A.cono. IN- 


VESTIGATION COMMITTEE OF THE BRITISH MeEpI- 
CAL RESEARCH CounciL. Alcohol: Its Effect 
on Mind and Efficiency. The Scientific Tem- 





64 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


perance Federation, 400 Boylston Street, Bos- 
ton, Mass. 1928. 54p. 15c. A reprint of two 
chapters from the report of the aforesaid 
committee. Is of special importance in pre- 
senting modern facts as to the action of alcd- 
hol in relatively small amounts and the prac- 
tical importance of the successive stages of 
alcoholic intoxication as understood by mod- 
ern scientific experimentation. 


FisHER, IRvING, AND Fisk, E. L. How to 
Live. Funk and Wagnalls Company, New 
York. 1925. $2. [Chapter on Alcohol.] A re- 
print of Alcohol Chapter in How to Live. A 
summary of modern scientific findings about 
effects of alcohol. Scientific Temperance Fed- 
eration, 400 Boylston Street, Boston, 1926. 
56p. 15c. 


Fisk, Eucene L. M.D. Alcohol: Its Effect 
on Human Efficiency and Longevity. Funk 
and Wagnails Company, New York. 1917. 
216p. $1.10. A presentation of facts derived 
from experiments. 


Dose, E. F. How Can a Young Man Be 
Influenced to Become an Abstainer. Scientific 
Temperance Federation, 400 Boylston Street, 
Boston, Mass. 1929. 8p. 10c. A discussion by 
an educator of the interests of youth which 
can be enlisted in behalf of forming habits of 
personal sobriety, with suggestions of topics 
of subjectmatter for information and study. 


Earp, J. R. The Student Who Smokes. The 
Antioch Press, Yellow Springs, Ohio. 1926. 
6lp.$1. A report of observations on college 
smokers and nonsmokers as to intellectual 
and physical conditions. 


SCHRUMPF-PIERRON, PIERRE. Tobacco and 
Physical Efficiency. Paul B. Hoeber, Inc., 76 
Fifth Avenue, New York. 1927. 134p. $1.85. 
A clinical study of the physical effects of 
tobacco. Issued under the auspices of The 
Committee to Study the Tobacco Problem. 


O’SHEA, M. V. Tobacco and Mental Effi- 
ci ncy. The Macmillan Co., New York. 1923. 
252p. $2.65. A report partly on the results of 
experimental work, partly on subjective ex- 
perience. 


For elementary grades—FisHER, GEORGE 
and Berry, E. The Physical Effects of Smok- 
ing. Association Press, 124 E. 28th Street, 
New York City. 1917. 188p. $1.50. Reports 
results of smoking upon various tests, as ball- 
throwing, target shooting, and the like. 


FINK, Bruce. Tobacco. The Abingdon 
Press, New York. 1915. 123p. $1. A compila- 
tion of data, practical experience, and opin- 
ions as to effects of smoking by youth. 


Fisk, Eucene L. Alcohol: Its Effects on 
Human Efficiency and Longevity. Funk and 
Wagnalls Company, New York City. 1917. 
216p. $1.10. A presentation of facts derived 


from experiments. Information useful for 
background in instruction of even elementary 
grades. 


Grecc, F. M., and Austin, F. L. Nebraska 





HEREAS, There are sinister in- 

fluences seeking to undermine 
the efficacy of the Eighteenth Amend- 
ment to the Constitution of the United 
States and to render the laws for the 
enforcement thereof impotent, and 
Whereas, Individuals and organiza- 
tions favoring the repeal of the 
Eighteenth Amendment are making 
strenuous efforts to destroy the faith 
of the people of the United States in 
prohibition and to promote the idea 
that prohibition is contrary to the prin- 
ciples of our government, therefore, 
Be It Resolved, That the General Fed- 
eration of Women’s Clubs through its 
delegate body, reaffirms its conviction 
that prohibition offers the best means 
for curbing the liquor traffic and its 
attendant crimes, and pledges its con- 
tinued support to the Eighteenth 
Amendment and the rigid enforcement 
thereof.—Resolution adopted by the 
General Federation of Women’s Clubs, 
Denver, Colorado, June 1930. 








State Course of Study for Elementary Grades 
on Alcohol and Other Narcotics. State De- 
partment of Public Instruction, Lincoln, 
Nebr. 1929. 43p. 


FINEGAN, HAze_ ALprICH. Stimulants and 
Narcotics. School Publication No. 162, Los 
Angeles City School District, California. 1928. 
85p. A course of information and teaching 
suggestions along constructive lines worked 
out by Los Angeles teachers under the Divi- 
sion of the Course of Study. 


Methods of Temperance Teaching. The 
Signal Press, Evanston, Ill. 1929. 2-4p. 2 cents 
each. Park, G. L. Practical Methods in a 
Program of Temperance Education for Ele- 
mentary Grades. BARKLEY, E. M. How I Use 
Textbooks and the Library. Focarty and 
BLuporN. How to Socialize Class Work in 
Teaching the Facts About Alcohol. Price, E. 
The Best Method I Have Found for Teach- 
ing Temperance. MiLBouRNE, V. Methods of 
Teaching Temperance. A series of practical 
suggestions by teachers out of actual class- 
room experience along the lines of indicated 
subjects. 


Stopparp, C. F. Handbook of Modern 
Facts About Alcohol. American Issue Pub- 


February, 193] 


lishing Company, Westerville, Ohio. 1914, 
105p. 50c. Illustrations in 50 full-page dia. 
grams of the results of many of the standard 
scientific studies of the effects of alcohol 
with respect to important personal and social 
questions; full references. 


Stopparp, C. F. Science and Human Life in 
the Alcohol Problem. American Issue Pyb. 
lishing Company, Westerville, Ohio. 1925, 
80p. 45c. Illustrated by 28 full-page diagrams 
or drawings representing the results of physi- 
ological and sociological studies of the al. 
cohol question. A continuation of Handbook 
of Modern Facts About Alcohol. 


Stopparp, C. F. The World’s New Day and 
Alcohol. Scientific Temperance Federation, 
400 Boylston Street, Boston, Mass. 32p. 15c. 
A text of brief paragraphs descriptive of the 
illustrations which are _ reproductions of 
stereopticon slides available for stereopticon 
lectures. The pamphlet may be used as a 
supplementary handbook by pupils for read- 
ing and study. 


CuassiFiep HE ps. The Signal Press, Evans. 
ton, II]. 1930. 6p. 2c. A catalog of leaflets and 
pamphlets on the alcohol and tobacco ques- 
tions and of references suggesting methods of 
instruction. 


Primary Grades—TRANSEAU, E. L. Three 
Young Americans in Action. Signal Press, 
Evanston, Ill. 1926. 24p. 12 stories. 15c. 


CuassiFiep Hers. The Signal Press, Evans- 
ton, Ill. 1930. 6p. 2c. A catalog of leaflets and 
pamphlets on the alcohol and tobacco ques- 
tions and of references suggesting methods of 
instruction. Contains a list of fairy and bio- 
graphical stories carrying temperance truths. 
Also cards suitable for coloring by primary 
children. 


The material for this four page 
JOURNAL feature is taken from Health 
Education: A Program for  Pul- 
lic Schools and Teacher Training Instt- 
tutions [251 pages]. This excellent book 
was prepared under the direction of Dr. 
Thomas D. Wood, chairman, by a com- 
mittee of technical experts representing 
the National Education Association and 
the American Medical Association. Cop- 
ies of the revised and enlarged 1930 edi- 
tion may be had from the National Edu- 
cation Association, 1201 Sixteenth Street 
Northwest, Washington, D. C.; paper 
$1.25; cloth $1.75. 





——— from the slavery of alcoholic drink at its roots is an educational problem. Laws and constitutional 
amendments are fundamental. They are the temporary dikes that society erects to stop vicious advertis- 
ing and the cultivation of perverse appetites for selfish gain. But they are only temporary dikes and it is only 
as people of high ideals and courage pursue with vigor worthy educational activities that humanity can be | 
permanently protected from the exploitation of its vicious appetites. With this point of view in mind THE 
JouRNAL of the National Education Association is publishing month after month posters by outstanding 
scientific, educational, and civic leaders. These posters are lifting the whole question far above the plane of 


petty controversy and party politics. 





ee a ee 














Building a Rural Civilization 


GeorG_E Russe tt [“AE”’ 


not only on poetry but on the build- 

ing up of a rural civilization. You 
may wonder whether I, who come from 
the smallest state in the old world, could 
have anything wise or fitting to say on 
this to you who are citizens of the vastest 
and wealthiest state in the new world. 
My answer is that in this, size matters 
nothing. 

Well, Ireland is so small a state that 
an intelligent man can see all its impor- 
tant problems in relation to each other. 
Agriculture was our greatest problem, 
for the big cities in America and England 
were devouring our people. You may 
wonder what authority I have to speak 
upon a rural civilization. When I was 
last in your country I was speaking as a 
poet of my comrades in the Irish literary 
revival and it is not customary to regard 
poets as wise counsellors upon economic 
problems. But in my country the poets 
have always been as much concerned 
about their country as about their art 
and there has been no important move- 
ment in my lifetime in which the poets 
have not played an important part. It is 
their part to give vision and imagination 
and warmth to movements which might 
otherwise be dull and uninspiring. 

I was for twenty-five years a colleague 
of Sir Horace Plunkett in his famous Ag- 
ricultural Organization Society, which 
was the first body among the English- 
speaking people to promote agricultural 
cooperation in a considered and scientific 
way. My original qualification for this 
work was that I had published a frail 
book of mystical verse and the leader of 
the movement, who was a wise man, de- 
duced from this that I had imagination 
and he believed unless you had imagina- 
tion in his movement it would be a dead 
and dull thing. 

Now, to turn from my country to 
yours: I have been frightened as a human 
being by the exodus of the rural popula- 
tion to the cities which have sprung up 
So magically in half a century. There was 
nothing like the modern city in the 
ancient world. The capital of the ancient 
Roman Empire had not a greater popu- 
lation than a million people or there- 
abouts, In the ancient world travel was 
difficult, dangerous, and expensive. The 
World outside the village was full of 
vague perils. The countryman was often 


I HAVE COME to your country to speak 


serf or slave and even if oppressed he 
could not leave the land. And he was 
oppressed. 

Civilization has always been a flareup 
on a few square miles of brick and mor- 
tar. Outside the great cities, except for 
the villas of the wealthy or a per- 
cent of strong farmers, there has always 
been this depression, apathy, and ignor- 
ance of the finer things of life. I have no 
doubt Babylon was a mighty city but I 
cannot imagine any Babylonian grandeur 
in the heart of the farmer. Most probably 
under the whip of an overseer he was 
growing grapes to make the Babylonian 
king drunk. 

Even in the middle ages the world was 
not fully known and geographers would 
put on their maps when they knew noth- 
ing about the place, “Here be dragons” 
or “Here be lions.” Then came the dis- 
covery of the steam engine and when the 
railway ran along the land and the swift 
steamer across the sea the long pent-up 
disgust of the countryman with his lot 
broke out and the rural exodus began. 
This is likely to affect you more danger- 
ously than the nations in the ancestor 
continents, for you have achieved a 
greater mobility in your civilization than 
the world has known before. But what is 
it leading you to? 

In the last ten years 4,000,000 people 
have left the land in the United States; 
19,000,000 acres have gone out of culti- 
vation and 76,000 farms have ceased to 
exist as farms. One of your editors, Mr. 
McMillan, says 20 percent of your popu- 
lation are now on the farms, 15 percent 
is enough to produce all the food that is 
required, 10 percent properly educated 
could do it. Yet those who remain pro- 
duce more than ever before. The agricul- 
tural engineer and the agricultural scien- 
tist came to the aid of the depressed 
farmer. They acted like the elephant of 
myth who saw the motherless chickens 
and said, “I will be a mother to the poor 
little things” and lay down upon them. 
The survivors of their tenderness are 
really able to produce more but what is 
going to happen to your civilization if 
this process goes on? 

If 90 percent of your people live in big 
cities and only 10 percent on the land, I 
believe that must be a peril to life, to the 
quality of your humanity. Humanity is 
like that ancient giant Antaeus, who drew 


[65] 


4 


strength from touching the earth. In 
London I was told that only one Lon- 
doner of the fourth generation was 
known. I met him, a creature of aches 
and ailments since his birth. I looked 
with terror on the shrunken, anemic, and 
bloodless population, the third generation 
of factory workers about Lancashire. 
For I could find in those shrivelled forms 
no likeness to that noble Adam, the 
Father of all humanity, which Michael- 
angelo painted on the roof of the Sistine 
Chapel. And it maddens one to think 
that man, the immortal, the divine, about 
whom so many prophecies were made, 
could retrograde to the brute in fetid 
slums or mirky alleys, where the devil 
hath his many mansions, where thousands 
of families live each in one room, where 
no function of the body can be concealed, 
and modesty and delicacy are creatures 
ere they are born. 

Doctors have told me that many of 
these slums are so overrun with vermin 
that the only condition on which a man 
or a woman could purchase sleep was to 
be drugged with drink. The psalmist 
says, ““The Lord gives sleep to his be- 
loved.” But in these dark city slums men 
and women must pay the devil his price 
for a little of the peace of God. 

You do not fear this fate. At present 
your cities are teeming with vitality be- 
cause they are fed from the yet unex- 
hausted countryside and by the sturdy 
peasantries of the old world. But what is 
to happen to you if only 10 percent re- 
main on the land and in two or three 
generations, more of these great cities of 
yours must perpetuate themselves from 
their own inherent vitality ? It is not only 
in the country that the engineer and sci- 
entist enable fewer people to produce 
more. It is happening in the cities of the 
old and new world. 

It is because I foresee this that I wish 
to get the reformers and foreseers in your 
country to think of building up a rural 
civilization, something which the world 
has never yet seen. It is the noblest and 
most practical of human enterprises, the 
building up of a civilization. And it will 
need the highest political genius so to or- 
ganize the rural community that some- 
thing of the culture and prosperity of so 
great a state will be reflected in the men 
in the villages and fields—From Rural 
America, November, 1930. 








The United States Office of Education 


ATIONAL SURVEY OF TEACHER 
N PREPARATION—Every teacher in 
the public schools of the United 
States will receive or has received a 
single sheet of paper containing a series 
of questions, most of which can be an- 
swered by a single pencil mark. This 
paper is the questionnaire of the National 
Survey of Teacher Preparation directed 
by the United States Office of Educa- 
tion. It represents the most extensive in- 
quiry into conditions governing the sup- 
ply and demand of teachers in the United 
States ever undertaken. 

Out of this investigation, which has 
been requested by the leading educational 
organizations of the country, will come, 
for the first time, acceptable data that 
can be used to banish the dread specter 
of oversupply and consequent unemploy- 
ment. Moreover, the survey will supply 
basic facts upon which the teachers of 
America can more swiftly elevate their 
calling to a profession entitled to the re- 
spect and prerogatives enjoyed by medi- 
cine and law. 

The United States Office of Educa- 
tion has ordered 1,000,000 copies of the 
questionnaire and envelops from the Gov- 
ernment Printing Office. They will be 
sent in bulk to state superintendents and 
commissioners of education, and to city 
superintendents for distribution. 

The questionnaire has been worked 
over for the past four months by the 
nation’s leaders in educational research. 
It is pared to the limit and made as 
simple as possible. Every item will be 
used not once but many times. Most of 
the questions can be answered by a 
teacher as he reads down the columns. It 
is estimated that the average teacher will 
complete the questionnaire within 10 to 
15 minutes. 

The information received will, of 
course, be held entirely confidential and 
will be reduced to a number code. Teach- 
ers are requested to slip the questionnaire 
into the accompanying addressed franked 
envelop and mail it immediately. 


A new policy for School Life— 
William John Cooper, United States 
Commissioner of Education, has an- 
nounced a new policy for School Life, 
official organ of the Office of Education. 
Henceforth, School Life will be chiefly a 
guide to the educational resources from 
the federal government which are avail- 


able to teachers, supervisors, administra- 
tors, and even students. 

These resources include the findings of 
national surveys, committees, and com- 
missions such as the National Survey of 
Secondary Education, the National Ad- 
visory Committee on Education, the Ad- 
visory Committee on Education by 
Radio, the Washington Bi-centennial 
Commission, the White House Confer- 
ence on Child Health and Protection, 
the Committee on Illiteracy, and many 
others. The resources also include maps, 
pictures, circulars, reading lists, books, 
motion picture films, and the like—a vast 
horde of material of which most teachers 
are not aware. 


Government educational material 
—How many teachers know, for ex- 
ample, that the United States Govern- 
ment can, with certain exceptions, supply 
for 10 cents a map of a given region so 
detailed that it shows every house, every 
bridge, the height of every hill, every 
country road, every railroad, river, and 
creek—in fact every variation of 10 feet 
in elevation? How many teachers know 
that exquisitely illustrated booklets on 
our national parks can be had for the 
asking, or a facsimile of the Declaration 
of Independence for 15 cents? 

It is to this mass of U. S$. Government 
educational material, free or at small 
cost, that School Life will be a guide. 
This does not mean, Commissioner 
Cooper points out, that the bulletin will 
not devote space and illustrations to edu- 
cational activities outside of Washing- 
ton. It is part of the federal responsi- 
bility to call national attention to the 
outstanding contributions to education 
and this will be done through School 
Life. 

Specimen copies of School Life will be 
sent upon request. The subscription rate 
will continue to be 50 cents per year. 


Next national survey—The next 
extensive national survey that looms 
ahead for the United States Office of 
Education will be on the study of school 
finance. On the recommendation of the 
state superintendents, commissioners of 
education, and others, Commissioner 
William John Cooper has announced in 
the Office of Education annual report, 
which is now available for distribution, 
his intention of asking authorization to 
make the survey. 


[ 66] 


The necessity for a study of school 
finance is revealed in the National Edy. 
cation Association inquiry that found 
school revenue and taxation an impor. 
tant issue in 86 percent of the state legis- 
lative sessions of 1929-30. 

Four years is the estimated time re- 
quired to make a national study of school 
finance at a cost of not more than 
$350,000. An initial request for $50,000 
toward the study has been included in 
the Interior Department budget for the 
next fiscal year. The bill carrying this 
provision has already passed the House 
of Representatives and is now before the 
Senate. 


Advisory Committee on the edu- 
cation of the Negro—Secretary Ray 
Lyman Wilbur of the Department of 
the Interior has announced the appoint- 
ment of a National Advisory Committee 
on the Education of Negroes. The gen- 
eral purpose of the committee will be to 
give advice in connection with certain 
major problems which arise from time 
to time in the U.S. Office of Education 
and assistance in the work of Dr. Am- 
brose Caliver, the federal bureau’s spe- 
cialist in the education of Negroes. 
Twenty-one leaders in the field of Negro 
education have been appointed to the 
committee. 


New bulletins—T wo important lists 
have recently been released by the Office 
of Education and are now available from 
the Superintendent of Documents: 4c- 
credited Higher Institutions, Office of 
Education Bulletin, 1930, No. 19, [20 
cents] and Accredited Secondary Schools 
of the United States, Office of Educa- 
tion Bulletin, 1930, No. 24, [25 cents]. 


NEA exhibit booth—All superin- 
tendents and teachers attending the 
meeting of the Department of Superin- 
tendence of the National Education As- 
sociation at Detroit, February 21-26, are 
invited to visit the conference and exhibit 
booth of the Office of Education which 
will be on the balcony of the Crystal Ball 
Room in the Masonic Temple. Pub- 
lications of the Office of Education will 
be on display at the booth. The attendant 
in charge will aid those who desire to get 
in touch with representatives from the 
federal bureau who attend the meeting.— 


W. D. B. 





he 
in- 
\s- 
are 
bit 
ich 
all 
ub- 
vill 
ant 
get 
the 








Vitalized Group Study and Faculty Meetings 


HERE ARE two main functions of 
Tite professional meetings of the 

faculty of a school. Occasionally a 
teachers’ meeting should deal with a su- 
pervisory project that concerns all the 
teachers of the building. The other func- 
tion is that of broadening the views of 
the teachers with reference to the mean- 
ing and aim of education, thus securing 
their attention and reaction to new de- 
velopments in education. Objectives re- 
lated to the second function will prob- 
ably be most effectively realized by 
presenting new points of view, new con- 
ceptions of the theory of education, and 
illustrations of application in actual pro- 
cedures. Too often teachers are attempt- 
ing to put new procedures into operation 
without understanding underlying educa- 
tional conceptions.—Supervision of the 
Elementary School by Stone [ Houghton, 
Miffin Co., N. Y., 1929]. 

Meetings that “secure the reaction of 
teachers to new developments in educa- 
tion,” as noted above, are of the vitalized 
type; they can be planned from material 
in the NEA JoURNAL, your own state 
journal, and other professional literature. 
February is a good month to begin group 
discussions based on such material, in 
schools that are not already following 
this practise. Thousands of 100 percent 
schools have now completed their enrol- 
ment in state and national associations ; 
others will soon do so. Every teacher in 
these schools has a copy of state and 
national journals regularly. Half of the 
school year lies ahead. Definite sugges- 
tions that emphasize the general princi- 
ples of vitalized teachers meetings and 
give help in the details of planning can 
be found in preceding issues of THE 
JourNnaL, especially since October 1930. 
_ What is the difference between vital- 
ized faculty meetings and the other kind ? 
Here are three points that characterize 
the first kind: 

[1] The leadership of administrators in 
encouraging teacher participation. 


[2] The use of vital current material as 
the basis of discussion. 


[3] Applying the material under discussion 


to local conditions in the classroom and 
community. 


eacher participation discovers leader- 
ship and encourages growth; vital, cur- 
ent material brings new ideas; applica- 
tion to local conditions improves teach- 
ng and community life. Teachers par- 
ticipate by helping to select leaders and 
topics, by presiding, by working in com- 


mittees to plan meetings. Many schools 
that report their faculty meeting to THE 
JourRNAL follow the practise of preparing 
a dozen or more thought-provoking ques- 
tions, applying the articles to be dis- 
cussed to schoolroom practise and local 
conditions. This is done by the principal 
or superintendent, or better still, by a 
group of teachers. 

The material in state and national 
journals varies ; each journal supplements 
the other just as membership in state and 
national associations are both essential to 
the wellinformed teacher. An attractive 
young teacher in the Burlington, lowa, 
schools told a visitor: “Before I came to 
Burlington, I taught at W , where 
I was a member of the Iowa State Teach- 
ers Association and knew about our state 
journal, Midland Schools. Now that I 
am a teacher in Burlington, which has 
100 percent membership in the National 
Education Association, I have the NEA 
JOURNAL and am learning about the 
national association.” 

Back of this young teacher in both 
situations are leaders and a group of 
teachers who know the value of state 
and national associations. Their leader- 
ship brings to all new teachers in their 
city or county, opportunities for profes- 
sional growth which they might have 
been years in discovering by themselves. 
Last March Margaret C. Helt, county 
superintendent of Des Moines County, 
Iowa, told a visitor that Des Moines 
County that year for the first time had 
100 percent membership in the Iowa 
State Teachers Association. A county su- 
perintendent may well be proud of such 
an achievement. It is being accomplished 
in every state and is a long step toward 
Secretary Crabtree’s goal of “every 
teacher at work on the problems of the 
profession”. Recent material in THE 
JOURNAL of special interest to county 
superintendents and rural teachers: 


The Rural School of Tomorrow [Dec. 1930] 

Some Crucial Problems in Rural Educa- 
tion [Dec. 1930] 

The County Superintendent [Jan. 1931] 

Rural Life and the Rural School [Jan. 
1931] 


Building a Rural Civilization [Feb. 1931] 

Tenure is essential to the advance of 
the profession and of immediate, personal 
interest to every teacher. This is a live 
topic for group discussion ; there is much 
material on the subject. Note the edi- 
torial in this issue, page 43, also the 
Research Bulletin, The Problem of 





[67 ] 


Teacher Tenure, Vol. Il, No. 5, pub- 
lished by the National Education Asso- 
ciation. What material does your state 
association have on tenure? 

Retirement is closely related to tenure. 
A recent NEA Research Bulletin, Cur- 
rent Issues in Teacher Retirement, No- 
vember 1930, is particularly useful when 
more than 30 ‘states are considering 
teacher retirement legislation during 1930- 
31. 

Radio particularly concerns teachers 
not alone because of its use in the class- 
room but because of the indirect effect 
on the classroom of what it brings into 
the home. “Radio Notes for Class Study” 
page 69, is excellent material for group 
discussion. Radio is of supreme impor- 
tance to every citizen. 

Principals eager to advance will be in- 
terested in the centerspread, pages 58 
and 59 of this issue, and will make use 
of the nine yearbooks of the Department 
of Elementary School Principals, the 
quarterly bulletins of the Department, 
material in NEA Research Bulletins 
and THE JOURNAL, which pertains to 
their special field. How many members 
does your state have in the Department 
of Elementary School Principals? See 
page 36 of the January 1931 JouRNAL. 

Teachers colleges and normal schools 
have a special series, “The Education of 
Teachers”, in the 1930-31 JouRNAL. 
The article in this issue, ‘Research in 
Teacher Training,” is the sixth in the 
series. Faculty members who are follow- 
ing these articles call them to the atten- 
tion of students. 

Kindergarten and primary teachers 
and all who work with young children 
have a special series, also, this year. The 
first article, “Why Study Our Children ?” 
is by two noted Canadian writers. 

Teachers at all levels are interested in 
mental health and character education 
and because of the wealth of material 
which has been published in THE Jour- 
NAL in recent years on these subjects 
are keeping a permanent file of their 
JOURNALS. 

The 5 articles in the December Jour- 
NAL liked best by readers: 


First, “Understanding the Problem Child” 
by Clara Bassett; second, “Notable Reforms 
in Teaching Reading” by W. S. Gray; third, 
“Student Development thru Responsibility” 
by Lillian K. Wyman; fourth, “The Rural 
Life of Tomorrow’, editorial; fifth, “Some 


Crucial Problems in Rural Education” by W. 
G. Carr. 





The Influence of True Teaching 


AITH in the triumph of right in human society | 
received its impetus very largely from the fact 
that nearly two thousand years ago a handful 

of men in Judea, when the whole world was still bar- 
barous beyond our conception, dared to believe that 
a different sort of world was possible —one in which 
truth and love and justice should reign. Humanly 
speaking, there seemed no sort of chance that the 
ideals of these early Christians could possibly win 
out. When Jesus was put to death upon the cross, it 
must have seemed to all of his enemies and to most of 
his friends that his teachings, so subversive of the 
political and ecclesiastical order around him, were 
effectively crushed. Yet for nineteen hundred years 
his has been the ¢reatest influence workings for the 
establishment of truth, justice, and love in human rela- 
tions. All the power of Rome and of the Jewish Church 
proved insufficient to crush his teachings, while the | 
very memory of the Ceesars, the great ones of his day, 
is becoming obliterated from the minds of men. There 
are, we believe, scientific grounds for our faith in | 
the possibility and probability of a better human 
world, in the realization of freedom, justice, and love | 
in human relations.—From Charles A. Ellwood’s | 
Man’s Social Destiny. | 











‘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. 20681 


[68] 




















Radio Notes for Class Study 


of the marvels of modern science 

and industry. No one can now 
estimate the reach of its influence—its 
possibilities for good or for evil. Whether 
or not it is brought within the four walls 
of the schoolroom, it will permanently 
affect the work of the school and the at- 
titude of the public toward education. 
The radio may magnify the superficial 
and the trivial or it may exalt the higher 
and the more significant values. It may 
spread prejudice or goodwill, truth or 
error, beauty or ugliness. It may magnify 
the city as against the country or the com- 
mercial as against the cultural. During 
the present period of its rapid expansionit 
should be a subject of intensive study in 
every educational institution. Teachers 
and pupils should discuss this new giant, 
not only in its scientific but in its educa- 
tional and civic aspects. What is the re- 
lation of the United States government 
to radio? What is the Federal Radio 
Commission? What are its responsibili- 
ties and its duties? What kind of men 
compose its membership? Are they en- 
gineers, army officers, educators? What 
is the attitude of Congress toward this 
new force in American life? "To whom 
do the radio channels belong? How are 
they assigned and for how long a period ? 
Are the states and the localities given 
their share of the invaluable rights to the 
air? Is freedom of speech safeguarded ? 
Do great commercial interests in fact 
have censorship over what goes to the 
American people? What will be the 
effect of granting increased power to the 
wealthier broadcasting stations? What 
percent of the radio channels should be 
assigned exclusively and permanently to 
education? Should commercial advertis- 
ing be allowed on the international chan- 
nels? Are radio programs growing better 
or worse? Should narcotic advertising be 
allowed on the air? These are only a few 
of the many questions which arise con- 
tantly in a consideration of radio de- 
velopment. Unless the schools and inter- 
ested citizens study these questions and 


R' Is HERE. Its development is one 





take appropriate action, mistakes will be 
made in the development of radio which 
will be costly to democracy. 


The public domain of the air—The dis- 
covery of radio is like Columbus’ discovery 


HE MATERIAL on this page 

will be useful in many 
ways. It can be used in current 
events in schools of all types, in 
classes in social studies and 
science, in school radio clubs, 
in parent-teacher meetings, and 
faculty meetings. No teacher 
can confine himself to the four 
walls of the schoolroom and 
perform his full duty. Educa- 
tion is as broad as the commu- 
nity and as long as life. The 
great educational agencies out- 
side the school—the news- 
paper, the movies, radio—are 
the concern of every citizen. 
These agencies will respond 
favorably to intelligent, con- 
structive influence and leader- 
ship. Let the teachers do their 
part to create a public senti- 
ment which will demand the 
highest standards. 


ce 








of America. It opens up a vast new continent 
of rights and possibilities. To see that this 
new gift is used wisely and constructively to 
promote education and human welfare is the 
concern of all citizens. A National Committee 
on Education by Radio has been created to 
urge Congress to “enact legislation which 
will permanently and exclusively assign to 
educational institutions and to government 
educational agencies a minimum of fifteen 
percent of all radio broadcasting channels 
which are, or may become, available to the 
United States” just as certain sections of land 
were set aside from the public domain for the 
encouragement of schools. This is a conserva- 
tive measure and would help to protect the 
college and university stations from the con- 
stant efforts of commercial stations to take 
away their rights. Every school has an in- 
terest in this question. Let teachers and the 
children write to their representatives in 
Congress urging this important legislation. 
Just suppose—Suppose a group of public- 
spirited citizens or even the President of the 
United States wished to take to the people 


a protest against the monopolization of radio 
by commercial interests. It would be neces- 
sary to go to the monopolized chains and to 
ask them for the privilege of using their fa- 
cilities. Is this a dignified position for a great 
nation whose Congress has always held that 


the broadcasting channels belong to the 
people? 


High power grab temporarily thwarted— 
On December 15, chief examiner Ellis A. 
Yost of the Federal Radio Commission rec- 
ommended superpower of 50,000 watts or 
more for all 40 stations using cleared chan- 
nels. This would have put many smaller sta- 
tions at a disadvantage. The Commission had 
earlier issued an order limiting the super- 
power stations to 20. By a vote of 4 to 1 it 
held to this earlier order. Commissioner 
Harold A. Lafount alone voted for the 40. 


Wisconsin takes the lead—There has been 
much talk about states’ rights from the earli- 
est days of the Republic. At no other point 
have states’ rights ever been so seriously 
threatened as in the tendency to allow out- 
side monopoly of radio. Wisconsin has now 
taken the lead in a proposal to develop for 
the use of the state and its educational 
agencies the Wisconsin Broadcasting Sta- 
tion which will compare with the best private 
stations. Is your state taking measures to pro- 
tect its rights in the air? e 


How to influence radio programs—There 
are two most effective ways to influence radio 
programs: First, to commend that which is 
good; second, to condemn that which is bad. 
If once each week every radio listener would 
write one letter of praise and letters of pro- 
test as needed to the radio stations to which 
he listens conditions would tend to improve. 
It is a good class exercise to have each child 
write an actual letter of each of these types 
based on programs to which he has listened. 
It is a good plan to discuss in the school the 
programs to which children listen at home, 
giving special attention to programs which 
deal with current events, particularly ad- 
dresses by civic leaders and statesmen. No 
child should be allowed to miss the great 
events of history which are now available on 
the radio. 


International radio relations—International 
radio practise is governed by a convention 
or agreement. The next conference to revise 
this agreement will be held in Madrid in 
1932. There have been many new develop- 
ments since the last convention and the con- 
ference of 1932 will have many important 
problems to decide. During the present dec- 
ade radio programs will develop to a point 
where they will cross international boun- 
daries as freely as they now cross the boun- 
daries of the states. 











Thirt 









———— 


| Browesnne in America began, and has largely remained, in the almost unchecked control of the own- 
ers of radio patents and the manufacturers of radio receiving sets. The state has abdicated. There is 
a reason why the advertisers that support broadcasting should also consider me. The Radio Cor- 

fration has 


my money but does not need my vote. Iam tired of turning the dial—From “The Level of 
een-Year-Olds” by William Orton in The Atlantic Monthly, January, 1931. 








[ 69 ] 





of education for Massachusetts, 

sends the following editorial from 
the Boston Sunday Globe for December 
14, 1930. It is an able discussion of one 
of the most significant movements in 
American education. 


Pers SMITH, state commissioner 


Signs of great uneasiness are apparent in 
American colleges and universities. This is 
strange since satisfaction, even to smugness, 
usually marks prosperity and the colleges cer- 
tainly prosper. Millionaires dead and living 
have poured wealth into academic treasuries. 
Magnificent new buildings sprout like mush- 
rooms on the campus. Alumni funds assure 
expansion. Professors are better paid. There 
is no lack of applicants for admission. But 
the truth is that the colleges are wondering 
whether they have been doing the right thing. 
Some of the annual presidential reports seem 
to have been prepared in acute remorse. 

Harvard, breaking with Harvard tradition, 
sets up a house plan. Yale follows along. 
The University of Chicago comes out for a 
new system of education. Wisconsin has its 
experimental college. Not long ago Dart- 
mouth organized an exploring party of stu- 
dents, charged with going to many colleges 
to see if they @ould find anything good in 
education. From Rollins college in Florida 
comes a voice announcing emphatically that 
it is not going to be as other colleges are. 
The list is longer but the anguish of repent- 
ance is the same all through it. The colleges 
are going “never to do it again.” 

If this academic conviction of sin had 
broken out only in one or two places the ex- 
planation might have been an ingrowing con- 
science or a disorder of the liver but the 
happenings look more like those produced by 
the heaves of an earthquake. 

A discovery—Rank outsiders have re- 
marked from time to time that the colleges 
were not very good at teaching but the in- 
siders are saying so now. Dr. Hamilton 
Holt, president of Rollins, stands on the 
stump denouncing the heresy of size, ex- 
coriating the lecture system, and declaring 
that recitations consist in having the man 
who knows ask questions of those who don’t. 
Dr. Lowell hopes for an atmosphere in which 
men will want to study. The youthfui head of 
Chicago asks that a college be so organized 
that a student who wishes to become a 
scholar may not have insuperable obstacles 
placed in his path. 

A few of the onlookers are amused at the 
confusion. Not long ago, when Dr. Holt was 
telling a New England audience of the Rol- 
lins discovery that a college classroom should 
be like a living room, furnished with easy 
chairs, a public school man present observed 
that the kindergarten had found that out 
some time ago. 

Can it be that the colleges, on their way, 
but not knowing where they are going, are 
knocking at the doors of the kindergarten? Is 
it possible that the philosophy of education 
which Frederick Froebel worked out for 
young children more than a century ago is 
being applied to the higher learning? 


In Kindergarten 


Keen schoolma’ams—There has been a revo- 
lution in primary and secondary schools since 
the days when the master used the birch and 


se sTUDY when there’s no work— 
Under this heading the Boston 
Globe for December 7, 1930 describes 
a most significant undertaking of the 
Massachusetts State Department of 
Education. The Vocational Guidance 
experts of this department are holding 
daily consultation conferences with per- 
sons who are unemployed or who fear 
they may have to make an adjustment 
in their jobs. At these conferences, ex- 
perts seek to discover what fields the 
workers are best qualified for and what 
Opportunities are available in these 
fields. The conferences are followed by 
classes for the unemployed. This is a 
fine demonstration of the new vision 
and energy which are coming into 
American education. Under the diffi- 
cult conditions of modern life a wise 
formula is to stay in school until one 
can obtain and hold a job and to return 
to school whenever one comes to a situ- 
ation where he cannot obtain and hold 
a job. 


the boy who failed in sums or spelling was 
stood in a corner. 


Almost 100 years ago, when Horace Mann 
was secretary of the Massachusetts board of 
education, some of the teachers began to in- 
vestigate methods of teaching. Several state 
normal schools were established and from 
that day there has been a constant and fruit- 
ful search for new ways. Yet the colleges 
have tried to keep their eyes fixed on the 
cloud-capped summit of Olympus, without 
taking much thought how a person climbed up. 


The old idea was that teachers were born, 
not made and, since very few were born, 
there was nothing much to be done about the 
rest of the faculty. The teachers lectured 
and set examinat‘ons. The pupil was ex- 


pected to function as a sponge, absorbing 
knowledge. 


The schoolma’ams were, however, getting 
another idea, picked up at teachers’ institutes 
authorized by Horace Mann’s board of edu- 


cation. These energetic ladies discovered 
chat some of the colleges harbored, without 
knowing it, men with new points of view. 
Harvard had given a chair to Louis Agassiz, 
a Swiss naturalist, and Princeton had a friend 
of his, Arnold Guyot, the man who first 
thought of physical geography. The school 
teachers flocked to their public lectures and 
devoured every word they published. The 
teachers yearned to initiate the boys and girls 
into the delights of natural history and a 
study of the earth as the home of man. 
Teaching began to be transformed. In- 
stead of being stuffed, the students were en- 
couraged to find out for themselves. “It is 
not textbooks we want,” said Agassiz, “but 


[70 ] 


students.” He added: “If you study nature 
in a book you cannot find her.” 

What Agassiz and Guyot meant to teachers 
can be wellunderstood by the thousands who 
recall what happened when William James 
breaking with what Santayana called “the 
genteel tradition,” made psychology a labora- 
tory science, and told teachers how it was 
done. 

Selfactivity—All the time ideas formulated 
by Froebel, who published “The Education 
of Man” in 1826 and opened a kindergarten 
11 years later, were floating about like seeds 
in the wind seeking places where they might 
germinate and flourish. Froebel regarded 
education as growth and held that a child 
grows best in a natural environment. He 
expected children to learn thru selfactivity, 
His fear was that the influence of a teacher 
be too great, overshadowing the individvu- 
ality. In his “garden of little ones” the child 
was made the chief instrument in his own 
development. 

More than a third of a century ago, about 
the time kindergartens were adopted into the 
American public school system, a prophetic 
voice remarked that Froebel’s great service 
to the future would be found in the reforms 
which his principles and methods would force 
upon the higher schools and colleges. 

This seems to be happening. Many of the 
colleges have adopted the plan of letting 
groups of honor students go about their own 
education in their own way, exempt from 
recitations, from lectures, and even from 
examinations, being only required to confer 
with tutors from time to time. 

In many of the courses selfactivity has re- 
placed listening to lectures. The students are 
told to go find out, using the library, observ- 
ing life, and examining human activities. No 
doubt some of them recall how public school 
teachers years ago introduced them to the 
fun of research on one’s own. 

The atmosphere which is the objective of 
the house plan, where students actually live 
in an academic family, is the fruit of the 
same spirit that threw rows of desks out of 
the infant classrooms and put plants into 
boxes by the windows. 

‘Their own idea—It looks very much as 
though this German, thought stupid by the 
teachers when he went to school and re- 
garded as mad by his contemporaries, will 
be looked up to as a guide by the American 
colleges. Perhaps they will try to set Up 
Froebel as master but they will lose him if 
they do. He never “held with” bossing. 

His philosophy is permeating the educa- 
tional institutions, drawn upward through 
the kindergarten and secondary schools 4s 
by capillary attraction. And now the college 
heads are beginning to speak of the function 
of education as the development of huma 
faculties by arousing voluntary activity: I 
they think they originated the idea, so much 
the better. It is exactly what Froebel would 
approve. And he would agree that it * 
theirs by right, because he believed in having 
people hunt about until they found truth for 
themselves. Only so can they possess 't- 

These big fellows in the kindergarten class 
are entering rather late but they seem ' be 
picking up the methods they are seeking: 








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Department of Superintendence 


TENTATIVE ProGRAM FOR Derroir MEETING, FEBRUARY 21-26, 1931 


Convention Theme—W orking Together for the Children of America 


Saturday, February 21, 4:00 P. M. 


Review of the exhibits by the president and 
oficers of the Department of Superintend- 
ence. 


Sunday, February 22, 4:00 P. M. 


Vesper Service 


Presiding—Norman R. Crozier, superintend- 
ent of schools, Dallas, Texas, and president 
of the Department of Superintendence. 

Music—Fowler Smith, supervisor of music, 
Detroit public schools, conductor. 

The spiritual life of the children—Dr. Lynn 
Harold Hough, Drew Theological Semi- 
nary, Madison, N. J. 


Sunday, February 22, 8:00 P. M. 


Working for the mountain children—Tom 
Skeyhill, Sydney, Australia. 


Monday, February 23, 9:00 A. M. 


The Home, The School, and The Community 
Working for the Children 


Greetings from the city—The 
Detroit. 

Welcome from the Detroit schools—The presi- 
dent of the board of education. 

Training for parenthood—speaker to be an- 
nounced. 

Family influence and background—Rabbi 
David Lefkowitz, Temple Emmanu-El, 
Dallas, Texas. 

First contacts between home and school— 
Mildred Palmer, teacher, A. L. Holmes 
School, Detroit, Mich. 

The school and the community—E. W. Butter- 


field, state commissioner of education, Hart- 
ford, Conn. 


Mayor of 


Monday, February 23, 2:15 P. M. 


Administrative groups arranged according to 


size of city. Allied departments and or- 
ganizations. 


Monday, February 23, 3:00 P. M. 


A special rehearsal of the National High- 
School Chorus will be held in the Audi- 
tortum of the Masonic Temple. Junior and 
senior high-school students of Detroit will 
be the guests of the convention at this time. 


Monday, February 23, 8:00 P. M. 


Character in Action 


Byrd, the Explorer and the Man—Gilbert 
Grosvenor, president, National Geographic 
Society, Washington, D. C. 


Conquering the Antarctic by Air—Rear-Ad- 
miral Richard E, Byrd. 
resentation of tributes from American school 
children to Admiral Byrd—Norman R. 


Crozier, president, Department of Super- 
tendence. 


Tuesday, February 24, 9:00 A. M. 
Improving the Education of Children 


Alice in symbol land—Frederick Eby, Univer- 
sity of Texas, Austin, Texas. 








Important 


Crowe. railroad rates, one and one 
half fare for the round trip. Iden- 
tification certificates furnished to mem- 
bers of the NEA on request. Write 
Secretary J. W. Crabtree, NEA head- 
quarters, 1201 Sixteenth Street, North- 
west, Washington, D. C., or your state 
director, or your state secretary. If you 
neglect to get in advance your identifi- 
cation certificate and purchase a round 
trip ticket, no adjustment of fare can be 
made after arrival at Detroit. Sale be- 
gins in eastern territory February 15, 
final return limit March 4. Validation 
at regular ticket offices in Detroit. 

Sleeping-room reservations are han- 
dled through the hotel committee, 
Paul T. Rankin, chairman, 1805 Stroh 
Building, Detroit, Michigan. 

Convention headquarters, registra- 
tion, postoffice, exhibits, and general 
sessions are located in the Detroit Ma- 
sonic Temple. 











Counseling and guidance—Emma Pritchard 
Cooley, director, department of vocational 
guidance, public schools, New Orleans, La. 

Promoting a character education program— 
John Lund, superintendent of schools, Nor- 
walk, Conn. 

A state’s problem in working for the children 
of America—Charles M. Fisher, superin- 
tendent of Dade County schools, Miami, 
Fla. 

Vitalizing commencements—L. H. Petit, su- 
perintendent of schools, Chanute, Kans. 
The schools and industry—Mrs. Wesley A. 
O’Leary, special assistant for women’s vo- 
cational work, state department of educa- 

tion, Trenton, N. J. 

To him that hath: The gifted child—Worth 
McClure, superintendent of schools, Seattle, 
Wash. 

To him that hath not: The dull child—Wil- 
liam E. Wenner, superintendent of schools, 
Ashtabula Harbor, Ohio. 

Business session—Nomination of officers. 


Tuesday, February 24, 2:15 P. M. 


Discussion groups arranged according to sub- 
jects. Allied departments and organizations. 


Tuesday, February 24, 8:00 P. M. 


Grand concert—National High-School Cho- 
rus; Hollis Dann, director, department of 
music education, New York University, 
New York, N. Y., conductor. 


[71] 


Wednesday, February 25, 9:00 A. M. 
Better Articulation of American Education 


Presiding—Herbert S. Weet, superintendent 
of schools, Rochester, N. Y. 

How can American educational forces cooper- 
ate more effectively ?>—Charles H. Judd, di- 
rector, school of education, University of 
Chicago, Chicago, III. 

Looking at the whole child—Hobart M. Corn- 
ing, superintendent of schools, Colorado 
Springs, Colo. 

Articulating the school as a social agency 
with the life of the community—Carroll R. 
Reed, superintendent of schools, Minne- 
apolis, Minn. 

Key problems in achieving an integrated pro- 
gram of education—Jesse H. Newlon, direc- 
tor, Lincoln School, Teachers College, Co- 
lumbia University. 

Important problems for research in the edu- 
cation of teachers—John W. Withers, dean, 
school of education, New York University, 
New York, N. Y. 

Finance and educational articulation—John 
K. Norton, director of research, National 
Education Association. 


Wednesday, February 25, 2:15 P. M. 


Discussion groups 
of articulation. 
organizations. 


will consider problems 
Allied departments and 


Wednesday evening, February 25 


6:00 P. M.—College dinners. 

8:00 P. M.—Rehearsal open to the public of 
Here and Now in Education presented by 
the Detroit Teachers Association. 


Thursday, February 26, 9:00 A. M. 
Physical Welfare of Children 


Knowledge of the whole being—William 
John Cooper, United States commissioner 
of education, Washington, D. C. 

The place of intercollegiate athletics in the 
program of health and physical education— 
speaker to be announced. 

The menace of narcotics that threatens the 
youth of the world—Richmond Pearson 
Hobson, secretary-general, World Confer- 
ence on Narcotic Education, Los Angeles, 
Calif. 

School health as a prime objective of educa- 
tion—Willis A. Sutton, superintendent of 
schools, Atlanta, Ga., and president of the 
National Education Association. 


Thursday, February 26, 2:00 P. M. 
Here and Now in Education 
This program to be presented by the Detroit 
Teachers Association is an attempt to pre- 
sent in an attractive but not a spectacular 
form and in an instructive but not a preachy 
manner some of the fundamental values 
and principles of education which are en- 
gaging the best thought of teachers today. 





Master Builders of Our Profession 


IFE MEMBERSHIP is a prophecy. It 
means lifelong dedication. It ap- 
peals to the finest spirits. It fur- 

nishes leadership for new movements. 
It inspires the younger members of the 
profession. It emphasizes the permanent 
character of the teacher’s work. It sta- 
bilizes leadership of professional organiza- 
tions. It draws attention to the men and 
women who can be relied upon to per- 
form important services. It emphasizes 
the pioneer spirit. It is a challenge to 
renewed zeal on behalf of education for 
a new world. 


New Life Enlistments 


C. Crawrorp, professor of education 

© of the University of Southern Cali- 
fornia, writes: “Please send some more life 
membership blanks and circulars. I got 13 
life members last year and this is a good 
time of the year to work.” The following life 
members have been reported since the list 


was published in the January JOURNAL: 

ALABAMA—W. J. Nash, Jr., W. P. Snuggs, Adelia 
Williams. 

CAaALirorNiA—J. William Gastrich, D. Welty 
Lefever, Mrs. Lula Main, Reynold Cluff Merrill, 
Mrs. Ethel Barkelew Newman, Mrs. Estella Barnum 
Shelley, Monda L. Taylor, Raymond Brown Waldo. 

CoLtorapo—Lila M. O’Boyle. 

CoNNECTICUT—Milton A. Leonard, W. Jerold 
O’Neil. 

District oF Co_tumMBiA—Lena Artz, 
Gaist, W. H. Gaumnitz. 

FLoripA—Ralph E. Carter. 

Georcia—J. Gorham Garrison, H. R. Mahler. 

Hawau—Pearl Hageman Welsh. 

ILLiNois—Martha E. Barnes, Helen A. Mack, 
Grace E. Munsen, Thelma F. Hicks. 

INDIANA—Frank L. Templeton. 

IowA—Thomas C. Green, Charles A. Kittrell. 

KaNnsaS—William P. Deitz, V. G. Fulmer, George 
A. York. 

KENTUCKY—J. A. Payne, W. H. Robinson. 

Matne—Frank G. Stone. 

MASSACHUSETTS—S. Wesley 
Mason, Anne Alfreda 
Snell. 

MICHIGAN—Hugh Cooper, Dwight H. Smith, Grace 
G. Smith. 

MINNESOTA—Lytle W. Adams, Belva L. Snod- 
grass. 

Missourr—L. R. Hosman, Bertha A. Stobernack. 

Montana—M. C. Gallagher. 

NEBRASKA—Charles A. Bowers, R. H. Carter, 
John A. Shimonek. 

New Hampsuire—Robert J. Fuller. 

New JersEy—Howard S. Eitzel, Fred J. Schmidt, 
Mrs. Alzire A. Vaillant. 

New Yorx—Nellie Howe Blood, Gladys M. Hull, 
Nathaniel R. Lubowe, George J. Stanton. 

NortH Carotrna—I. R. Michael, James E. 
Shepard. 

Oxn10—Harold W. Baker, Edgar Dale, 
Glasgow, Carleton N. Gowdy, W. Paul Haskins, 
Arthur H. Hathaway, J. J. Kleinfelter, Leona 
Whitworth Logue, Mrs. Grace Barnum Miller, A. L. 
Monrad, Paul H. Weaver. 


Rose M. 


Harold E. 
Bertha A, 


Haynes, 
Mellish, Mrs. 


George 


M*: ABIDING HAPPINESS is not in getting anything but in giving himself up to what is greater than him: 

self, to ideas which are larger than his individual life, the ideas of his country, of humanity, of God. 
They make it easier for him to part with all that he has, not excepting his life. His existence is miserable 
and sordid till he finds some great idea which can truly claim his all, which can release him from all attach- 
ment to his belongings. Buddha and Jesus, and all our great prophets, represent such great ideas. They 
hold before us opportunities for surrendering our all. When they bring forth their divine alms-bowl we 
feel we cannot help giving and we find that in giving is our truest joy and liberation, for it is uniting our 
selves to that extent with the infinite—Rabindranath Tagore in Sadhana, the Realization of Life. 


OKLAHOMA—James Richard 
Braucht Docker, Constance 
Turner, E. V. Tyler. 

PENNSYLVANIA—Rex W. Dimmick, James R. 
Gilligan, James J. Pauley, Stacy E. Peters, C. C. 
Shaffer, Dorothy Shultz. 


Barton, 
Thacker, 


Repha 
Join B. 


organs Tacore, the great Indian 
poet, artist, and teacher, has inscribed 
this photograph to the teachers of America, 
saying: “My appeal is to open up the chan- 
nel for the commerce of culture between the 
Western continents and my own country, 
India, which represents the East; for thru 
such freedom of communication will be ful- 
filled a most important mission of education. 
Mountains and seas cannot obstruct the fact 
that deep in our beings we need you and 
you need us, for we are kin.” Dr. Tagore 
sent this inscribed photograph to the Asso- 
ciation by Lucy Helen Pearson, organizer of 
the Student Fellowship Round-the-W orld. 


Porto Rico—Antonio D. Ortiz, Oscar E. Porrata, 
Mrs. Monserrate Diaz de Prados. 

Ruope IsLanp—Mildred E. Moss. 

SoutH Caro_ina—Henry O. Strohecker. 

TENNESSEE—Maude N. Scruggs. 

Texas—J. V. Baird, Harry L. Durham, W. J. 
Fraker, T. Guy Rogers, Charles Julius Tergeson, 
J. G. Willis. 

VERMONT—Martin E. Daniels. 

Vircinia—A. L. Maiden. 

WASHINGTON—A. Irwin Switzer, Jr. 

West Vircinta—C. W. Jackson, James W. Two- 
hig, H. M. Williamson, O. R. Zoll. 

WIscCoNSIN—Walter F. Karst, Peter 


Peterson, 
Ivan L. Swancutt. 


100% Schools 


Sb FOLLOWING schools have maintained 
their 100 percent enrolment in the Ng. 


tional Education Association for 10 years or 
more. Many of these schools are also work- 
ing on the problems of the profession through 
regular faculty meetings for vitalized group 
study. This list includes schools which have 
reported since the list was published in the 
January JOURNAL: 


Thirteen years 


Cotorapo—Pueblo, District 20, Columbian, Corona 
Danforth. . 


Twelve years 


CoLorapo—Pueblo, District 20, Bessemer 
Edison, Minnequa. 

PENNSYLVANIA—Altoona, Altoona Public Schools, 
Adams, Allegheny, Baker, Curtin, East End, Eldo- 
rado, Emerson, Endress, Fairview, Franklin, 
Garfield, High, Irving, Jefferson, D. S. Keith 
Junior High, Keystone, Logan, Lowell, McKin- 
ley, Madison, Miller, Noble, Penn, Pleasant 
Valley, Prospect Park, Roosevelt Junior High, 
Stevens, Washington, Webster, Wehnwood, Whit. 
tier, Wilson, Wright. 


» Central, 


Eleven years 


CALIFORNIA—Berkeley, Le Conte. 
CoLorapo—Pueblo, District 20, Carlile, Lake View, 
Wildeboor. 
ILtinois—Moline, Lincoln, 
Washington Junior High. 
Missouri—St. Joseph, St. Joseph Public Schools, 
Bartlett High, Benton Junior-Senior High, Blair, 
Bliss Junior High, Central High, Douglass, 
Ernst, Eugene Field, Floyd, Garfield, Hall, 
Hosea, Humboldt, Hyde, Jackson, Junior College, 
Krug, Lafayette Junior High, Lincoln, Longfellow, 
McKinley, Maxwell, Musser, Neely, Noyes, J. J. 
Pershing, Robidoux High, Sherwood, South Park, 
Washington, Webster, Whittier, Wyatt, Young. 
PENNSYLVANIA—Pittsburgh, Knoxville Junior High. 
Wisconsin—Fond du Lac, Fond du Lac Public 
Schools, Bragg, Cleveland, Franklin, Grant, Jeffer- 
son, Lincoln, McKinley, Roosevelt Junior High, 
Senior High, Vocational, Washington, Wilson. 


Willard; Rock Island, 


Ten years 


Ar1zona—Tucson, Drachman, Dunbar, Miles, Ochos, 
Roosevelt. 

Cauirornia—Berkeley, Cragmont, Hawthorne, Hill- 
side, Jefferson, Longfellow, McKinley, Oxford; 
Fresno, Winchell; Santa Barbara, Lincoln. 

CoLorapo—Denver, Ironton. 

ILL1Nois—Moline, Logan; 
Township High. 

MAINE—Dexter, Pleasant Street. 

MASSACHUSETTS—Brookline, Edward Devotion. ; 

MICHIGAN—Battle Creek, Public Number 2, Public 
Number 10, Public Number 13. ; 

Oxnto—Lorain, Brownell, Harrison, Lowell; Sciences 
ville, Coitsville Public Schools, Buckeye, Coitsville 
Center, Geography Hall, Grade, High, Thorn Hill, 
Thorn Hill Avenue, Warren Richey, John White. 


Waukegan, Waukegan 











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Builders of Our Profession 


As old and as true as the sky; 
And the wolf that shall keep it may 
prosper, 
But the wolf that shall break it must die. 
As the creeper that girdleth the tree trunk, 
The law runneth forward and back, 
For the strength of the Pack is the Wolf, 
And the strength of the Wolf is the Pack. 
—Kipling 


N": this is the law of the Jungle— 


HE following schools have completed 
T their 100 percent enrolment in the Na- 
tional Education Association since the list 
was published in the January JOURNAL. 


Ten years or more 


For a list of schools which have maintained 100% 
achievement for ten years or more see the special 
JourNAL page “Master Builders of our Profession. 


Nine years 


Arizona—Tucson, High, Mansfield Junior High, Mis- 
sion View, Pascua, University Heights. 

Cauirornia—Bakersfield, McKinley; Berkeley, John 
Muir, Part Time Continuation High, Washington, 
Willard Junior High; Glendale, Magnolia. ‘ 

Cotorapo—Denver, Mitchell; Sterling, Sterling 
Public Schools, Franklin, Junior High, Lincoln, 
Senior High, Supervisory Teachers Group. 

CoNNECTICUT—Stamford, Wall Street. 

Ittinois—Moline, Central Grammar, Garfield, Gren- 
nell, Washington. 

Mains—Old Town, Old Town and Orono Public 
Schools, Birch Street, Grammar, Herbert Gray, 
Great Works, Helen Hunt, Island, Junior High, 
Old Town High, Orono High, Stillwater, Webster. 

New Jersey—Kearny, Nathan Hale; New Bruns- 
wick, Lord Stirling. 

On1o—Bellefontaine, Bellefontaine Public Schools, 
Central, Mary Fulton, High, Hubbard, Lincoln, 
McBeth, North; Lorain, Hawthorne Junior High, 
Lincoln, Senior High, Whittier Junior High. 


Eight years 


Cauirornia—Berkeley, Lincoln, University; Long 
Beach, George Washington, George Washington 
Junior High; Los Angeles, Cahuenga, Melrose Av- 


enue; Santa Monica, Garfield, Grant, Jefferson, 
Roosevelt. 


Cotorano—Denver, Alcott. 

DELAWARE—W ilmington, Public Number 23. 
Hawat—Hakalau, Kalanianaole. 

ILLINoIs—Decatur, Roosevelt Junior High; Dundee, 


Public; Moline, Ericsson, High, Irving, McKinley, 
Roosevelt. 


MicuicAN—Ann Arbor, W. S. Perry. 

NEBRASKA—-O maha, Jungmann, Saratoga. 

New York—Binghamton, Thomas Jefferson, Laurel 
Avenue, Woodrow Wilson. 

Onlo—East Cleveland, Caledonia; Lorain, Irving Ele- 
mentary and Junior High, Longfellow Elementary 
and Junior High. 

PENNSYLVANIA—Philadelphia, Julia Ward Howe; 
Pittsburgh, Friendship. 

South Dakota—Sioux Falls, Bancroft, Emerson, 
Mark Twain. 


VincINIA—Winchester, Winchester Public Schools, 
Elementary, High, Primary. 


WasHINGTON—Seattle, F. A. McDonald, Horace 
Mann. 


West VirGInia—Charleston, Roosevelt Junior High; 
Clarksburg, Morgan, Pierpont. 


'YOMING—Diamondville, Public School District 
Number 2, 





ovember, 1930. 


Seven years 


ARIZONA—Hayden, Grammar. 


CALIFORNIA—Berkeley, Columbus, Emerson, Frank- 
lin, Whittier; Los Angeles, Ann Street; South 
Pasadena, Lincoln Park. 





D*: ArviE ELpreD, who recently became 
fulltime secretary of the New York State 
Teachers Association, taking up the good 
work which Harlan H. Horner had carried 
on for many years. 


Cororapo—Brush, Brush Union High; Denver, Ebert, 
Fairmont, Stevens, Thatcher, Whittier; Pueblo, Dis- 
trict Number 1, Bradford, Hinsdale, Irving, Park 
View, Riverside, Somerlide, Thatcher; Pueblo, 
District Number 20, Pueblo Public Schools, Bes- 
semer, Carlile, Centre] Grade, Central High, Cen- 
tral Junior High, Columbian, Corona, Danforth, 
— Lake View, Lincoln, Minnequa, Wilde- 
oor. 

DELAWARE—Wilmington, Public Number 22, Public 
Number 30. 

FLoriwa—Dade County, Highland Park Elementary, 
Southside. 

ILLINoIsS—Bismarck, Township High; Chicago, Parker 
Practice; Dundee, Carpentersville; Elmhurst, Lin- 
coln, Roosevelt; Moline, Moline Public Schools, 
William Carr, Central Grammar, Ericsson, Gar- 
field, Grant, Grennell, High, Irving, Lincoln, 
Logan, McKinley, Manual Arts, Roosevelt, Wash- 
ington, Willard; Rockford, P. A. Peterson. 

INDIANA-—Elwood, Edgewood; Michigan City, Jeffer- 
son. ° 

KANsAS—Hutchinson, Fourth Avenue; Kansas City, 
Kansas City Public Schools, Abbott, Louisa M.- 
Alcott, Argentine Junior-Senior High, Attucks, 
Bancroft, Clara Barton, Bryant, Carlisle, Central, 
Central Junior High, Chelsea, Columbian, Cooper, 
Douglass, Dunbar, Edison, Emerson, John Fiske, 
Franklin, Garrison, Grant, Hawthorne, John J 
Ingalls, Irving, Kealing, Library, Lincoln, Long- 
fellow, Lowell, McKinley, Maccochaque, Major 
Hudson, Horace Mann, Morse, Northeast Junior 
High, Northwest Junior High, Park, Parker, Phil- 
lips, Noble Prentis, Prescott, Quindaro, Riverview, 
Roosevelt, Rosedale Junior-Senior High, Snow, 
Stanley, Stowe, Sumner High, Mark Twain, Eu- 


[73 ] 


gene Ware, Booker T. Washington, Whitmore, 
Whittier, Frances Willard, Wyandotte High. 

MAsSACHUSETTS—Belmont, Winthrop L. Chenery; 
Melrose Highlands, Roosevelt; Waltham, Bright. 

MICHIGAN—Detroit, Lynch; Grand Rapids, Dickin- 
son. 

MINNESOTA—Minneapolis, Simmons. 

NEBRASKA—O maha, Beals, Belvedere, Florence, How- 
ard Kennedy, Park, Sherman. 

NEvaDA—Overton, District Number 1, District Num- 
ber One Public Schools, Dry Lake Elementary, 
Mesquite Elementary, Moapa Elementary, Moapa 
Valley High, St. Thomas Elementary, Virgin Val- 
ley High. 

New JerseEY—Englewood, Lincoln. 

New Mexico—Albuquerque, Fourth Ward. 

New York—Binghamton, Christopher Columbus, 
Abraham Lincoln, Henry W. Longfellow, Robinson 
Street, George Washington. 

On10—Cuyahoga County, Cuyahoga County Public 
Schools, Dover Village, Independence, John Muir, 
Olmsted Falls, Parma Public Schools, Parma Senior 
High, Pearl Road, Henry J. Schaaf Junior High, 
State Road, Thoreau Park; Findlay, Findlay Pub- 
lic Schools, Adams, Bigelow, Detwiler, J. C. Don- 
nell Junior High, Firmin, Glenwood Junior High, 
Howard, Huber, Lincoln, McKee, Senior High, 
Strother, Washington; Logan County, Logan County 
Public Schools, Belle Center Village, Bokescreek 
Rural, DeGraff Village, Harrison Rural, Hunts- 
ville Village, Iron City Rural, Jefferson Rural, 
Lake Rural, Monroe Rural, Perry Rural, Quincy 
Village, Rushcreek Village, Stokes Rural, Wash- 
ington Rural, West Liberty Village, Zane Rural; 
Lorain, Lorain Public Schools, Brownell, Fairhome, 
Garden Avenue, Garfield, Harrison, Hawthorne 
Junior High, High, Irving Elementary and Junior 
High, Lincoln, Longfellow Elementary and Junior 
High, Lowell, Oakwood, Whittier Junior High; 
Marion, Greenwood, Pearl Street. 

OrEGoN—Portland, Couch, Rose City Park. 

PENNSYLVANIA—Erie, Marshall; Greenville, Colum- 
bia, Junior High, Washington, West Side; Palmer- 
ton, Palmerton Public Schools, Delaware, Frank- 
lin, Hazard, Stephen S. Palmer High. 

SoutH CaroLinA—Laurens County, Laurens County 
Public Schools. 

Vircinta—Lynchburg, John W. Wyatt. 

WASHINGTON—Bellingham, Roosevelt; Tacoma, 
Grant. 

West VircintA—Charleston, Kanawha, Lincoln An- 
nex. 


Six years 


ALASKA—Juneau, Juneau Public Schools. 

Ca.irorniA—Bakersfield, Roosevelt; Berkeley, Thou- 
sand Oaks; Glendale, Cerritos, Thomas A. Edison, 
Benjamin Franklin, John C. Fremont, Horace 
Mann, John Marshall, John Muir, Verdugo Wood- 
lands; Hermosa Beach, Hermosa Beach Public 
Schools, North Grade, Ocean View, Pier Avenue, 
Prospect Avenue, South Grade; Long Beach, At- 
lantic Avenue, Bixby, Luther Burbank, Lincoln, 
Los Cerritos, William McKinley, Horace Mann, 
John Muir, Naples, Roosevelt, Temple Avenue, 
John G. Whittier; Los Angeles, James A. Garfield 
High, Garvanza, Lafayette Junior High, Rowan 
Avenue, Speech Correction Division, Van Ness 
Avenue; San Francisco, Patrick Henry; Santh 
Monica, Franklin; Santa Ynez, Santa Ynez Valley 
Union High. 

CoL_orapo—Denver, Cole Junior High; Fort Lupton, 
Fort Lupton Public Schools; Pueblo, District Num- 
ber 1, Pueblo Public Schools, Bradford, Centen- 
nial High, Fountain, Hinsdale, Irving, Park Hill 
Junior High, Park View, Riverside, Somerlide, 
Thatcher; District Number 61, Segundo. 

ConnEcTICUT—Bridgeport, Lincoln. 

District oF CoLuMBIA—Washington, Langdon. 

Hawat—kKihei, Waihee, Wailuku Elementary, Wai- 
luku Junior High. 

ILLINOIsS—Evanston, Dewey; Watseka, Watseka Pub- 
lic Schools, Community High, North Side Grade, 
South Side Grade; Waukegan, South. 

INDIANA— *’-vandria, Tomlinson; Butler, High; 
Fort Wc, -, Harrison Hill; South Bend, James 
Whitcomb Riley. 

Maine—Presque Isle, Aroostook State Normal. 

MASSACHUSETTS—West Springfield, Park Avenue. 

MicHIGAN—Detroit, Ruthruff; Grand Rapids, Auxil- 
iary; Sault Ste. Marie, Garfield, McKinley, Park, 
Senior High. 





[B= OFTEN SAID to my own teachers in my own city that I do not desire to retain within my ranks those 

who are not actively affiliated with our local teachers association, with our state education association, 
and the National Education Association. I believe I am not putting it too strongly when I say that no 
teacher is really interested in education who is not vitally connected with, deeply appreciative of, and co- 
ew with his or her professional organizations.— Willis A. Sutton in The League Scrip for October- 














74 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Missourt—Kansas City, Leeds. 

NesrRASKA—Omaha, Adams. 

Nevapa—East Ely, Public. 

New JeRSEY—Asbury Park, Bond Street, Bradley, 
High; Atlantic City, Brighton Avenue; Bridgeton, 
Pearl Street; Lyndhurst, Columbus, High, River 
Road, Roosevelt; New Brunswick, Washington; 
Sea Isle City, Sea Isle City Public Schools. 

New YorK—Binghamton, Binghamton Public Schools, 
Central High, Christopher Columbus, Continuation, 
Crippled Childrens School, Daniel Dickinson, East 
Junior High, Fairview, Benjamin Franklin, Alex- 
ander Hamilton, Health Department Special 
Schools, Jarvis Street, Thomas Jefferson, Laurel 
Avenue, Abraham Lincoln, Henry W. Longfellow, 
Robinson Street, ‘Theodore Roosevelt, George 
Washington, West Junior High, Woodrow Wilson. 

Oun10—Columbus, Stewart Avenue; Lima, Central 
High, Emerson, Faurot, Franklin, Garfield, Irving, 
Jefferson, Lincoln, Longfellow, Lowell, McKinley, 
Horace Mann, Richardson, Roosevelt, Washington, 
Whittier; Mansfield, Senior High; Marion, Mark; 
Trumbull County, McDonald Public Schools, Mc- 
Donald Grade, McDonald High. 

OreGoN—Marshfield, Harding; Washington County 
District 7, Peter Boscow, David Hill. 

PENNSYLVANIA—Berks County, Berks County Public 
Schools, Amity Township High, Bally Junior 
High, Baumstown, Bechtelsville Junior High, 
Bernville Village, Bethany Orphans Home, Bethel 
High, Birdsboro High, Birdsboro Lincoln, Birds- 
boro Washington, Blandon, Boyertown High, Boyer- 
town Lincoln, Boyertown Washington, Cedar Top, 
Far View, Fleetwood, Gibraltar, Gouglersville, 
Hamburg Grade, Hamburg High, Kutztown Grade, 
Kutztown High, Lincoln Park Grade, Longswamp 
High and Grade, Lyon Station, McKinley, Maiden- 
creek Township Consolidated, Marion Township 
High and Grade, Merkel Grade, Mohnton Grade, 
Mohnton High, Monocacy Consolidated, Morgan- 
town Consolidated, Morysville, Mount Aetna, 
Mount Penn Grade, Mount Penn High, Neversink, 
New Berlinville, North Wyomissing Heights, Oley 
Township, Ontelaunee Township Vocational, Penn- 
side Junior High, Penn Township, Pennwyn, Perry 
Township, Pine Forge, Red Lion, Rehrersburg, 
Reiffton, Robesonia Borough, St. Lawrence, Sey- 
fert, Shillington Grade, Shillington High, Sinking 
Spring Borough, Strausstown, Topton, Topton Or- 
phans Home, Upper Bern Consolidated, Walnut- 
town, Conrad Weiser, Wernersville Borough, West 
Lawn Junior High, West Leesport, West Reading 
Borough, West Wyomissing Grade, Womelsdorf Bor- 
ough, Woodrow Wilson, Wyomissing Grade, Wyom- 
issing High, Yocom’s Village; Chester, Larkin; 
Greenville, Greenville Public Schools, Columbia, 
High, Junior High, Washington, West Side; New 
Kensington, New Kensington Public Schools, First 
Ward, Junior High, Martin, Second Ward, Senior 
High, Third Ward, Valley Heights. 

SoutH Daxota—Sioux Falls, Hawthorne, Longfellow. 

Texas—Dallas, Alamo, James Bowie, Cumberland, 
James Stephen Hogg, Obadiah Knight, Lipscomb, 
Ben Milam, Roger Q. Mills, North Dallas High, 
Rosemont, San Jacinto; Houston, Eastwood. 

Utan—Salt Lake City, Uintah. 

WASHINGTON—S pokane, Logan; Tacoma, Longfellow. 

West Vircinta—Charleston, Thomas Jefferson Junior 
High, Woodrow Wilson Junior High; Clarksburg, 
Linden. 

WIsSCcONSIN—Eau Claire, Eau Claire Public Schools, 
Development, Eighth Ward, Fourth Ward, Junior 
High, Ninth Ward, School for the Deaf, Second 
Ward, Senior High, Seventh Ward, Sixth Ward, 
Tenth Ward, Third Ward, Vocational; Kohler, 
Kohler Public Schools. 


Five years 


ARIZONA—Chandler, High; Tucson, Tucson Public 
Schools, Elizabeth Borton, Carillo, Davidson, 
Davis, Drachman, Dunbar, High, Mansfield Junior 
High, Menlo Park, Miles, Mission View, Ochoa, 
Pascua, Roosevelt, Safford Elementary, Safford 
Junior High, Sam Hughes, University Heights. 

CairorNia—Al/turas, Modoc Union High; La Cres- 
centa, La Crescenta, Lincoln, Montrose; Long 
Beach, John Dewey Vocational Junior High, Edi- 
son Junior High, U. S. Grant, James Russell 


CoLorapo—Denver, Asbury; 


Hawat—Halawa, 


INDIANA—Michigan 


Lowell, Signal Hill; Los Angeles, Brooklyn Ave- 
nue, Riggin, Soto Street, Wonderland; Ontario, 
Lincoln, San Antonio; Owensmouth, Winnetka 
Avenue; San Francisco, Francisco Junior High; 
Santa Ana, Spurgeon; Santa Monica, Madison. 
Kirk, High; District 
Number 61, Primero High. 


CoNNECTICUT—T orrington, Southeast. 
FLor1ipnaA—Dade County, Florida City Public, Little 


River Elementary, Ada Merritt Junior High, 
Orange Glade Elementary, West Little River; 
Tampa, Seminole Heights. 


. bw REMEMBER the story of 
the old British Chieftain. 
The Romans had invaded Brit- 
ain and the Chiefs of the tribes 
were gathered in council. 
Each had a different plan, and 
each was determined to go his 
own way. {| Until an old Chief- 
tain arose. Picking up a bunch 
of fagots, he handed each man 
a stick. “Break them!” he di- 
rected. And each broke his 
stick with ease. {|/Then he took 
an equal number of sticks and 
tied them together into a bun- 
dle. “Now try to break them!” 
he told them. And not even 
the strongest man could do it. 
{“That,” he pointed out, “is 
the difference between work- 
ing separately and working to- 
gether as one!” 








Honokowai, Kaauhuhu, 


Kapuna- 
High and Grammar, 


puna, Kohala Makapala, 


Waimea. 


ILLiNnois—Cicero, Wilson; Decatur, Dennis, Mary W. 


French, Garfield, E. A. Gastman, John Hill Junior 
High, Oakland, Oglesby, Riverside, Roach, UIl- 
rich, Warren Street; East St. Louis, Jefferson; 
Elmhurst, Field, Hawthorne; Evanston, Noyes; 


Rockford, Turner. 

City, Michigan City Public 
Schools, Central, Eastport, Elston, Garfield, Jeffer- 
son, Junior High, Marsh, Park, James W. Riley, 
Senior High. 


MASSACHUSETTS—Plymouth, Knapp. 
MicuicAN—Battle Creek, Fremont, Public Number 


8; Coldwater, Coldwater Public Schools, First 
Ward, Fourth Ward, Lincoln Junior High, Roose- 
velt Senior High, Second Ward, Third Ward; 
Dearborn, Southwestern; Detroit, Grayling, Lyon, 
Thomas; Ferndale, Coolidge; Herman, Public; 
L’Anse, Pequaming; Ludington, Lakeview; Mon- 
roe, Monroe Public Schools, Boyd, Christiancy, 
Junior-Senior High, Lincoln. 


MINNESOTA—Minneapolis, Willard. 
NEBRASKA—Omaha, Brown Park, Lincoln. 
New Jersey—Asbury Park, Asbury Park Public 


Schools, Bond Street, Bradley, High, North Bangs, 
Prospect, South Bangs; Camden, Senior High; 
Kearny, Washington; Lynhurst, Franklin; North- 





President, WILLIS A. SUTTON 











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


Joy Eimer 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. 


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


February, 193] 


es 


field City, Northfield City Public Sc 
Road; Passaic, Lafayette; Trenton, swe 
New York—Mount Vernon, Washington Jun; 
High; New Rochelle, Mayflower; Rochester, Lin 
= a. — 
H10—Cincinnati, School for Crippled i 
Lima, Lima Public Schools, Central High are 
son, Faurot, Franklin, Garfield, Irving, Teflercen, 
Lincoln, _Longfellow, Lowell, McKinley, rt 
Mann, Richardson, Roosevelt, South Junior Hish 
South Senior High, Washington, Whittier: Marit ‘ 
Lincoln. iain 
Fone -S cians, Parte. 
ENNSYLVANIA—Bellevue, Bellevue Publi 
Grant, High, Jackson; Braddock, Cepeda 
ilton, High; Kresgeville, Polk Township’ High. 
Pittsburgh, Stephen C. Foster. ; 
RHODE IsLAND—Cranston, Norwood Avenue. 
TENNESSEE—Memphis, Faculty of the State Teach 
wm. “—~ — School. ° 
ExAS—Dallas, ichar agow, Mirabeau 
Robert E. Lee, John H. Reagan; Port po 
near “ : 
TAH—Provo_ City, Provo City Public Schools 
Franklin, Junior High, Maeser, Park ee 
High, Timpanogos. ~ 
btm fr ~—- 
IRGINIA—Lynchburg, Robert E. Lee Juni igh: 
Portsmouth, Truxtun. ath 
WASHINGTON—Bellingham, Sehome; Centralia, Cen. 
tralia Public Schools, Edison, High, Jefferson 
Lincoln, Logan, Oak View, Roosevelt, Washing. 
ton; Onalaska, Union High. 
West VirGciniAa—Charleston, Bigley, Elk, Fernbank 
Glenwood, Mercer, Tiskelwah, Watts; Switchback 
Elkhorn District Public Schools. ; 


Mill 


Four years 


CaLirorNiA—Anaheim, Fremont; Glendale, Doran, 
Eugene Field, Thomas Jefferson; Long Beach, 
Jane Addams; Los Angeles, Cheremoya Avenue, 
Forty-ninth Street, Ivanhoe, Los Feliz, Malabar 
Street, Modern Language Department, Moneta, Mt. 
Washington, Palo Verde, Penmanship Division: 
Pasadena, Junipero Serra; Pomona, Washington; 
San Francisco, West Portal; San Luis Obispo, 
Junior High; Turlock, Hawthorne, Lowell. 

CoLorapo—Denver, Baker Junior High, Bryant, 
Evans, Grant Junior High, Lake Junior High, 
Reynolds, Stedman, Teller; Gypsum, Eagle County 
High; Primero, District Number 61, District Num- 
ber Sixty-one Public Schools, Old Segundo, Pri- 
mero High, Segundo, Valdez. 

ConNECTICUT—Norwalk, Winnipauk; 
Lordship. 

F.Lorwa—Palm Beach County, Palm Beach County 
Public Schools, Belle Glade, Boca Raton, Boynton, 
Canal Point, Central Grammar, Central High, Cen- 
tral Primary, Coniston Road, Delray, Green Acres, 
Hypoluxo-Lantana, Jupiter, Kelsey City, Lake 
Worth Junior-Senior High, Northboro, North 
Grade, Pahokee, Palm Beach Grade, Palmetto, 
Riviera, South Bay, South Grade, South Palm 
Beach, West Gate, West Grade; Tampa, Thomas 
Edison, Thomas Jackson. 

Hawatt—Halehaku, Hamakuapoko, Honokohua, Ka- 
hului, Kaupakalua, Lanai City, Puukolii, Spreckels- 
ville, Waikii. 

IpaHo—Boise, Lincoln. 

ILLiNois—Decatur, Centennial Junior High, H. B. 
Durfee, U. S. Grant, Lincoln, Pugh, Washington; 
River Forest, Lincoln, Washington. 

INDIANA—Evansville, Bosse Elementary; Hammond, 
West Park; Martinsville, South; Union City, 
Junior-Senior High, North Side, South Side. 

Kansas—Lawrence, Cordley, Quincy; Topeka, Hish- 
land Park Public Schools. 

MASSACHUSETTS—Waltham, Phineas Lawrence. 

MicuicaN—Battle Creek, Urbandale, Public Number 
11; Dearborn, High, Whitmore-Bolles; Detroit, 
Fitzgerald, Guest, Harding, Harms, Marion Law, 
Monnier, Webster; River Rouge, Dunn, Ferguson. 

MINNESOTA—Minneapolis, Pierce, Whittier; St. 
Cloud, State Teachers College. 

MississippI—Jackson, Davis. 

— City, Teachers College of Kansas 

ity. 


Stratford, 





The Journal of the National Education Association 


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


Secretary, J. W. CRABTREE 





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








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Acceptance for 


a 


Harotp A. ALLAN, Business Manager 


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