YALE UNIVERSITY you. 20 MARCH, 193MAR = 2 1931 * No. 3 222500 20a Dea Rea Bea Bea oe Vries nie or So OO SEO oO o_O —— S—o< ——o<; -_— >. Shc Orrh hh 3 o<> ee OS = iP S PIPPI O DOV OH t= we JOURNAL ¢ the <; NATIONAL EDUCATION ASSOCIATION e 7 3 4 = _————s 2 POO See ee ee oe » (Lipi pi om mE | , Pa] late Children First—Editorial ; ‘ ‘ ‘ . ' : ‘ 75 ay Tax Legislation in Utah—J. R. Tippetts , ‘ : A 76 es The Contribution of the Kindergarten—Ruth G. Sevichtond : ; ‘ 77 Character Education in the Whittier School—Gladys M. Maclin ‘ ‘ 79 The Education and Training of the Child—The White House anes ‘ 81 al World Federation of Education Associations—Denver program . ; 84 a Child Behavior Reflects Parental Handling—Clara Bassett . , ' : 85 How Teachers Colleges Improve Instruction—Frank E. Baker . ‘ ; 87 =o; Enjoyment of Good Literature—William §. Gray. : , : , 89 LE | Vitalized Group Study and Faculty Meetings . 91 The Territory of Hawaii: The Crossroads of the Paciie—Finctrated Fe eature 92 Ww To Protect the American Home—Classroom Poster . . ; ; i 94 College Ideals of Southern California . , ‘ ‘ ; : ‘ ; 95 [EY Radio Notes for Class Study . , , ‘ ‘ ‘ ‘ : 97 Growth of Education Aiensiationn—Btasiesies ‘ ' ‘ . , ; 98 Y |e Topics for Class Study in Rural Schools . : : , ‘ ; 99 5 Constructive Citizenship: Trusteeship—L. P. eo ks. ‘ ' . , 101 LA The United States Office of Education ; : ‘ . ‘ ’ ; 103 rie! The Law of Selfcontrol—Classroom Poster . ‘ ; ; , ; , 104 =xe Schools that are Prophecies ‘ ‘ : ‘ ‘ ’ , i ‘ 105 7 Master Builders of Our Profession . ; : , , ' , : 106 Lahe Builders of Our Profession. . . , . , ‘ ; , ‘ ‘ 107 ¥) Notes and Announcements . ‘ : . . . ‘ ‘ ‘ . o — S — eS — = =

Ae SSS SSS VSS VVVVVVVVSD VVVVVS VSS VOSS S VV VV VS Write for Complete Information Handard MAILING MACHINES COMPANY Second Street Everett, Mass. Offices in Principal Cities Service Extended Everywhere Please give me full particulars on oppor- tunities you offer for a vacation with profit in Pathe Exchange, Inc. your sales organization. Non-Theatrical Dept. N. E. A. _ 35 West 45th St., New York City Please send list of subjects and infor- mation on renting films to: NE LV MAES LORCA OP Ki APIO EBA AE ae... Position Please send Descriptive Literature For use on (35 mm) (16 mm) projector. _ inna ry SOE ISN INS Sie tees Ae Mention THE Journat when writing our advertisers. Vol. 20, No. 3 ‘The Perry Pictures Use them as aids in teaching Language,, Literature, History, Geography and Picture Study. ONE CENT SIZE. 3 x 3%. For 50 or more. TWO CENT SIZE. 5% x 8. For 25 or more, Send 50 cents for 25 Art Sub- jects, or 25 for Children. Size 5% x 8 Or 50 for Children. Size 3 x 3%. For Spring Bird Study, Bird Pictures in Natural Colors THREE CENTS EACH for 20 or more. Size 7 x 9. Send 75 cents for our set of 25 Bird Pictures, with a very brief description of each. “I know of no other company that gives such beautiful pic- tures for such a small sum of money.” Sir Galahad Watis Large Pictures for Framing. Artotypes Size 22 x 28 inches, including the margin. $1.00 each for two or more; $1.25 for one. Send $2.00 for the above picture and Feeding Her Birds, by Millet. Catalogues Send 15 cents in coin or stamps for 64-page Catalogue of 1600 miniature illustrations. The Je rry]ictures Co.,Box 4, Malden, Mass. T x0 a new process in pa- per making, an exceptionally strong and tough, tear resisting, yet light weight paper is now available in white, blue and buff. Our new “L” Pockets are made of this new process paper. They have the tep edge folded double so that cards will not tear the corners. When ordering, give instructions for printing if desired, also state color wanted. Size, 3% in. Wide by 4%4 in. High, Front 334 in. High Plain Printed — i Seca and Wie Bieter Ee ces $4.20 $5.50 cane Se eee et ee 4.00 per M 5.20 per M ee a rr nt ee he Men 3.95 per M 5.05 per M Transportation Charges Prepaid GAYLORD BROS., INC. Library Equipment STOCKTON, CALIF. SYRACUSE, N. Y. $e THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-65 HENDERSON MOVABLE SIGHT-SAVING DESK Servesa Three-fold purpose Sight-saving Art Work Homeroom Work FLEXIBLE working units that afford perfect flexi- ble grouping. Desks can be arranged in groups of two, three, four, etc. as desire and necessity dictate. The desk and chair are fastened together—eliminat- ing the forward and backward motion which causes confusion and noise—always present with separate table and chair. Each child has his own working space. This affords an op- portunity for individual work, which is just as important as group work. It gives the child a sense of responsibility, pro- motes neatness, fosters individuality. Among the many fine features of the Henderson Movable Desk are the glareless adjustable tilting top—easily elevated to meet the focal requirements of the individual pupil. Thus the desk serves the three-fold purpose of (1) sight-saving, (2) art work and (3) homeroom work. Built in six different sizes for grade and high schools. We will be glad to send you detailed information. No obligation. The Theodor Kundtz Company, Cleveland, Ohio (Division of White Sewing Machine Corporation). CHURCH AND AUDITORIUM SEATING “Nhe ‘theoto id Company SCHOOL FURNITURE Cleveland “== Ohio, USA “Kundtz Leads the Way” Mention THE JouRNaL when writing our advertisers. PERE 3 OT POD StI ES ND OM RIEL TLE I aa te More Than Pleased HEYER ~Rotaru— f f — TRADE MARK= » ( “The Lettergraph has been in use several weeks and I am more than pleased with the service it gives. It is a great time saver, it is simple to operate, and the work it does ‘ios is clear.’ —P. S. eo Stephens, Principal, duDrawn Jasper High School, Jasper, Florida. OU’LL marvel at the Lettergraph’s sim- plicity and performance. Copies anything, in one or more colors, from postcard size to a 9 x 15 sheet (maximum printing surface 7% x 11”). Clean, legible, inviting reproductions at average operating cost of 25c per 1,000 copies. Higher priced duplicators can offer you no finer work. Schools, churches, business houses, factories, professions, clubs—all need the Lettergraph. Mail Coupon for our 10-day Trial Offer The Heyer Duplicator Co., Inc. Established 1903 928 W. Jackson Blvd., Chicago A-66 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION APPLIED HARMONY By GEORGE A. WEDGE of the Institute of Musical Art, New York BOOK I: DIATONIC Designed to give the student a well-rounded harmonic develop- ment. Successfully used in two one-hour classes a week, one hour for group drill and dicta- tion, and one hour for the cor- rection of exercises and addi- tional drill. Price, $2.00 BOOK II: CHROMATIC (in preparation) G. SCHIRMER Incorporated 3 East 43rd Street New York OUTLINE MAPS Prices below are list, postage extra. Maps may be secured in any assortment; no order filled for less than 15c. Per Per Map Size Each 100 1000 8 x 10% in. $0.75 $6.00 10% x ah in. 1.50 11.00 (Prices below) The 21 x 32 inch map is 10c each on orders for 10 maps or more; 8c each on orders for 100 maps or more. Write for our map catalog and samples. McKNIGHT & McKNIGHT Bloomington, Illinois mBARNES BOOKS @ FOLK DANCES PAGEANTS GAMES HEALTH ann PHYSICAL EDUCATION EXTRA-CURRICULAR ACTIVITIES Thousands of Teachers use our books 80-page illustrated descriptive catalog, with Table of Contents of books, mailed on _ request. Address Dept. A, A. S. BARNES & COMPANY, 67 West 44th Street, TT A jk March, 193} TEACHERS Pre-School and Primary Grades A handsome twenty-page color- plate booklet with suggestions for Seat Work and Sense Training WILL be sent you postpaid, free of charge, if you will send in your name, school and ad- dress. The booklet also describes a new unit of work by which children can make their own seat work and illustrated primers in endless variety at very low cost, and offers many other useful suggestions. Address Dept. N STAMPERKRAFT 3940 Ravenswood Ave., Northcenter Sta. Chicago, Ill. Games wwvwvTvTvTvvevvvvvvVvvVvVvVVT Catalog School Slides Contains listing of 44,000 Edu- cational slides including Science, Geography, Literature, Travel, Kindergarten, etc. Write for Free Copy Victor Animatograph Co. 292 Victor Bidg., Davenport, lowa Trouble-Proof That’s the reason it has been adopted by 718 Cities and Towns for Schoolyards, Parks and Playgrounds Write for Booklet THE Murdock Mfg. & Supply Co. [Since 1853 Cincinnati, Ohio Mi tibastie:< Outdoor Bubble Font acation With Pa FOR One hundred alert superintendents, principals and teachers, who wish to sell the only outstanding course on Creative Teaching. W. K. Layland, Council Bluffs, made over $1,300.00 last vacation. Miss Nancy Bedsworth, Jefferson City, earned over $900.00. Write for full information T. G. NICHOLS CO., Inc. City Bank Bidg¢., Kansas City, Mo. CLEARTYPE DRY STENCILS AND SUPPLIES FOR ALL DUPLICATORS SITET TT ETT) THE HEYER DUPLICATOR CO., Inc., 928 W. Jackson Blvd., Chicago, Ill. Send details of your 10-day Trial Offer St eed Mention THE JourNnat when writing our advertisers. } ol. 20, No. 3 THE JouRNAL OF THE NATIONAL EDUCATION AssOociATION 5000 edueators showed us what talking pictures to make Powerful foree’*—new teaching mediumis called Power and vividness make this medium a new vitalizing force to aid teachers in their work. Its great possibilities are fast becoming realities in the hands of Electrical Research Products Inc., a sub- sidiary of Western Electric, the organiza- tion that made talking pictures possible. 29'025 Guided by a nation-wide survey From the very start of. educational talking pictures, group judgment has guided our decisions. First of all, a questionnaire was sent to 5000 educators in every part of the country. “What subjects do you consider best adapted to talking picture presenta- tion?” The results of this investigation were weighed by a staff of experienced educators permanently maintained by Electrical Research Products, and sub- jects for talking films chosen in the fields where the need seemed greatest. awh. it LA yy YW vl For breadth of view To assist in the production of each talking film a recognized educational leader is selected who prepares the sub- ject matter and usually appears in the picture. Authorities from every part of the country give a breadth of view as well as a depth of specialized knowledge. \\ Ns 7} Baek of every ““Erpi*°’ talking film — ample experience and facilities The educators chosen have worked hand in hand with our talking picture directors and scenarists — long experi- Department of Educational Talking Pictures, Electrical Research Products Inc. Distributors of Western Elecfric EDUCATIONAL TALKING PICTURE EQUIPMENT Mention Tue Journat when writing our advertisers. enced in talking picture production. At their disposal are all the knowledge, equipment and facilities of Western Electric, The Bell Telephone Labora- tories and Electrical Research Products. The recording is done by the standard Western Electric Process which is in use by the leading producers of theatrical sound films. For the presentation of these educa- tional talking pictures, Western Electric portable reproducing apparatus assures results of the same quality as the largest and best equipped city theatres. Yours for the writing —a booklet listing and describing our talking pictures available for teacher training. and for supplementing regular classroom instruction. It tells, too, how you can show them at your school. — SS rrrwnwrhooOrm" -C ELECTRICAL RESEARCH PRODUCTS, INC. l 250 West 57th Street, New York City Gentlemen: | Please send me a copy of “A New Force | in Modern Education.” | A-67 ‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 193) Even if it Stood Alone- Without all the other Features (“ir ~COMPTONS FACT-INDEX VVel UA KoM sali 4 oleate) te) ahow 116140 1a 10 Ml nl aleniel(o)e\—elf- the greatest of all teaching tools _ =o SFE EACHERS, in all grades, find in y, j j , PES A — Je sane . catia eet en eR a a ARE : =o z wears acai nineties ANA 6 alr Sea i ee an wel ees . Africa, the 2d largest continent; 11,262,600 sq. mi.; pop. 170,000,000; 32-41, maps, 40-1, Study Outline, 3914-8. Animals, 34, 36; climate, 34, 40; deserts, 33, 3104-6; extent and ecoastiine, 32, 33, 1578; KE. Africa, 1068-70; elevation, 2791, map fae- ing 40; former land connection with Asia, 2106, with Burope, 3299; insects, 1788, 2334, 3546-7, 142; mountains and plateaus, 33, 34, 38; native races, 36-7, 2434; population, 37, map facing 40; rainfall, map facing 40; religion, 37, 2278, 2993; resources and products, 34, 37, 40- 1; rivers and lakes, 32, 34, 36, 41; slavery, 3249, 3250; S. Africa, 3279 83; Sudan. 3384; transportation, 41; vegetation, 34, 40, map facing 40. —iHistory: ancient civilization, 32 (see also in Index Carth E it}; Vandal kingdom, 8; Mohammedan conquest, 2276; cir- cumnavigated by Portuguese. 36, 3279, 1392-3, 1638-9; modern ex- ploration, 38, 2033-5, 3338-9; - growth of Brit. power, 513, 82; partitioned by Europeans, 40. See also in Index chief rivers, political divisions, and cities. eee elephant, 1126, 1128, picture, covered on pages 513 and Compton’s Quick-Reference Fact- Index a wealth of correlative material, immediately accessible, direct, specific —saves hours of time—makes teaching easier—simplifies daily assignments no matter what the subject taught. Note the Compton Fact-Index Refer- ence to “‘Africa’—reproduced at the left. See how, with this index, it is un- necessary for you to read the entire article on “‘Africa’”’. You put your finger immediately on the specific fact or bit of information you may be seeking— the exact page in Compton’s where the information or picture will be instantly found. Take the “Four Great Races of Africa”, for example. The Fact-Index shows you at once that these are cov- ered on pages 36-37—while ‘The Growth of British Power in Africa” is 3279-82. As one teacher puts it, “Your Fact-Index is almost a complete encyclo- pedia in itself—it gives you an abundance of information without necessi- tating reading of an entire article”. The teacher’s work is greatly speeded up—because any and all information relating to every subject is gathered here in compact space. Every reference to every bit of correlative material is available without time-wasting cross reference and “dummy” entries referring you from article to article, volume to volume. For teacher and pupil the Fact-Index makes courses of study easier to follow, simpler to use, more interesting and more productive. This out- standing Compton feature—even without all the other wonderful Compton features—makes Comp- ton’s Pictured Encyclopedia the greatest of all teaching tools. The Remarkable Study Outline Guides New 16 Volume Arrangement Teachers everywhere have enthusiastically ac- claimed Compton’s new 16 Volume Arrange- ment—an exclusive feature that makes Comp- ton’s vastly more usable. In the classroom 15 pupils can look up assignments at the same time —progress is speeded, teaching efficiency en- hanced. Volumes are smaller and lighter in weight. They last longer—and are far more con- venient to use. No More “Split-Letters”” Every letter is complete in a volume. Does “Boston” come under volume A-BOS or volume BOS-CRA? No longer is there any question about it. “‘Boston’”—in Compton’s new Class- room Edition is found at once in Volume B. The teacher saves her own time with this new ar- rangement—pupils who are confused with the intricacies of former methods of marking vol- umes—now use Compton’s with easy confidence. Index in Back of Each Volume Compton’s adds still another feature that all teachers will find of inestimable value. The in- dex has been split up and distributed among the various volumes. Each volume carries its own index. The index for the letter A comes in the back of the A Volume—for the letter B, in the back of the B Volume—and so on. Teachers— and pupils, too, find the information they are looking for in the frst volume they pick up— quickly, without guesswork. Send now for our FRE to Teachers peauiifully illus. trated booklet in colors show- ing index pages and interesting articles from Compton’s. Detailed information on our new 16 Volume Classroom Edition will also be in- cluded. See how Compton’s can make your teaching easier, more enjoyable— more effective. Please use the coupon. There is no obligation. One entire volume of Compton’s Classroom es Edition is devoted to study Outline Guides. Pre- i Le illnn pared by great educational authorities to meet ; modern teaching needs, these Outlines give the teacher a. guide supplying the rich supplemen- tary material required by every modern course of study—another Compton feature which saves the teacher hours of time and tedious effort. F.E.COMPTON & COMPANY PUGLISHERS Compton Bidg.-!000 n. Dearborn St. Chicago. III Pa ss sist clits send cicnians sceniadinenmnermme ey Send This Coupon! F. E. COMPTON & COMPANY ComptonBuilding, 1000N.DearbornSt.,Chicago, Ill. Send me, without obligation, your sample page booklet and facts about your New 16 Volume Class- JE AER ORIEN RIE RLU A IONE 8p BREN a, BO Gh nagar ‘ room Edition. : ‘ eee she la EG Mention Tur Journat when writing our advertisers. a ES SS SS SS SS SE Editorial for March 1931 Children First l THE FACE of danger or disaster on a sinking ship we would strike down anyone who attempted to save himself at the expense of a child. Children come first not only on sinking ships but in our hearts, our homes, our schools, and our churches. They are first. The race can save itself—can lift itself higher—only as children are lifted up. In this unique period of depression with its extreme want on the one side and its extreme fortunes on the other, many schools are carried down to disaster—their doors closed—their funds cut off. Boards of education and other public officials are often hard pressed financially but they cannot afford to give up the idea of children first. To do justice by the child it is necessary to do justice by the child's teacher. Teachers have never had full justice. Their salaries have always been low when compared with their training and their heavy respon- sibilities. They have never been able to maintain the standard of living which the charac- ter of their work calls for. We have never given to our American rural communities the leadership of a stable, wellpaid, welltrained teaching profession. To reduce teachers’ salaries now would be to weaken our first and last line of defense and to cripple the very institution—the common school—to which we must look for the training in skill and in character to enable us to rise above present conditions. Teachers know this but they do not always make it plain to other citizens of the community. This is the time when the schools need to keep close to the homes; when every teacher needs to realize that he must interpret his service in terms of its human significance and values if he is to save the schools and protect the rights of the children. Copy this editorial and take it to members of the school board, the editor, and other leading citizens. Tell them about your own work—_the fascinating story of what you are doing to help young people to become masters of themselves. Let's keep the children first.—J. E. M. [75] TOT OR RENT Se DOT COG CK Tax Legislation in Utah J. R. Tippetrs Superintendent, Morgan School District, Morgan, Utah y SHE year 1930 seems to have had more than the usual share of taxre- vision programs thruout the coun- try and more than its share of defeats, for only in a few isolated cases have there been issues in tax revision that were successful. Utah is one of the outstandingly successful cases. In this state there were six amendments to the state constitution voted upon by the peo- ple and four of these had to do entirely with a revision of the tax laws of the state. These four and, incidentally, the other two carried with safe margins, making a clean sweep of the amendments as placed before the voters. One of the amendments provided for more liberal educational support by cre- ating an equalization fee for the finan- cially weaker districts of the state. An- other one, and the one that is consid- ered the key amendment to the whole set, provided for a classified property tax by making it possible for the legis- lature to tax intangibles and to impose a graduated income tax. The proceeds of this amendment when imposed shall revert to the state school fund and to the state general fund. Still another one of the amendments created a strong tax commission with authority to administer the tax laws of the state and to equalize assessments in the various taxing units. Another one gave permission to modify the laws relating to the taxing of mines. It will be seen that these amendments to the state constitution mean a complete overhauling of the tax system of the state and, indeed, this is exactly what they were meant to do. The history of this success is rather remarkable and contains much of inter- est to educators of the country. The contestants pro and con fought long and vigorously. On the one hand were ar- rayed the larger industrial interests which poured their money and influence in favor of the opposition, while on the other side were the small property owners and the teachers of the state. The small property owners were championed by the State Farm Bureau while the Utah Education Association guided the UR GREAT state educational associations are a mighty power in the development of education in the various states. The notable achievement in Utah which is described in this article is an excellent example of a carefully planned legisla- tive program based on thor- ough studies of the situation and brought before the legisla- ture with real generalship. The people do not wish to rob their children of a fair educational opportunity and when the pro- fessional judgment of educa- tional leaders is supported by scientific investigation and carefully interpreted facts, citizens and members of the legislature can be counted on to support the schools. campaign of the teachers, there being an open and frank cooperation between the two. The State Farm Bureau repre- sented the interests which favored a modification of the present property tax which had for long been the use and abuse of the taxing system. While the teachers were interested directly in the amendment pertaining to better state support for schools they were also inter- ested, as true educators should be, in the much needed tax reform. In the contest that was waged the teachers have much to their credit. Un- der the direction of an able secretary, D. W. Parratt, and a favorable board of trustees, the Utah Education Associa- tion turned its surplus funds, accumu- lated during the past several years, into the treasury of a cooperative tax revision association and then in conjunction with this organization and the State Farm Bureau conducted an intensive educa. tional campaign in every district of the state. Practically every district superin- tendent in the entire commonwealth supported the program even in the face of contending odds and with a certainty that some of their own districts would lose considerable money by the equaliza- tion fee set up in one of the amendments. It is not often that a state education organization has the opportunity to func. tion so effectively in a movement of such importance to its state as was presented in this case, and it is not often that a campaign is so wisely and effectively conducted. In the face of so many de- feats in movements of similar intent thruout the nation it does seem an im- portant victory. Utah was organized as a state in 1896 and its constitution, in common with most other states of the Union, provided for a revenue system based entirely upon the old property tax. At that time the industries of the state were princi- pally agrarian and the property tax seemed to be a wise and equitable way of raising revenues. But as years have passed the state has become increasingly industrial until now industry claims the lion’s share of property. During the last ten years each legislature has seen a struggle for revision in an effort to cor- rect the ever increasing injustice of the tax laws. Each attempt, though backed by a sympathetic governor, has resulted in failure. It is not easy to reach down and rearrange the foundation stones of a state constitution especially as they re- late to the taxing laws of the common- wealth and as they have been cemented together by years of use and tradition. Yet this is exactly what was done. The people of Utah, its educators, and the Farm Bureau are to be congratulated. To pass such a revision program in its entirety is an outstanding achievement. ~ CHOOL FINANCE is supremely important to every teacher. The old property tax is broken down. Virtually every state faces a complete reorganization of its system of taxation. The Research Division of the National Education Association has made careful studies in the field of taxation and is in a position to give information and service which will be helpful to workers in the various states. Requests should be addressed to the NEA Research Division, 1201 Sixteenth St., N. W., Washington, D. C. [ 76] me y of ave gly the last n a the cked silted lown of a y Ie- mon- ented ition. , The d the lated. in its ment. The Young Child The Contribution of the Kindergarten RutuH G. StrrRICKLAND First-Grade Training Teacher, State Normal School, Bellingham, Washington HAT GREATER ADJUSTMENT \X/ does life require of us at any time than that required of the child as he enters into the life of the school? The terror evidenced by many children proves the magnitude of the ad- justment that is required of them. Be- cause of its nearness to the home, the kindergarten has the opportunity to do much for the child that no other level of our educational system can do for him. The kindergarten is bound by no rigid requirements in subjectmatter and skills and is free to center its whole attention upon the child, to study his individual needs, and to aid him in his adjustment to group living. The child’s need during this adjust- ment period is for socialization. Under the careful guidance of the kindergarten teacher he enters into the give and take of group living and learns to work and play with others on his same age and interest level. For the child it is a prob- lem of orientation, of finding his place with relation to the group. He is not the center of attention as he tends to be in his home but one of many individuals faced with the necessity for giving con- sideration as well as accepting it and for sharing attention with others. During this period of adjustment the behavior patterns which the child is forming stand out clearly. His emotional needs must be met as well as his physical and intellectual needs. In the atmosphere of freedom and sympathy which prevails in the kindergarten the child reacts freely and naturally. The kindergartner has opportunity to study his reactions, to look for causes, to discourage undesir- able forms of behavior, and to encourage the development of more desirable forms. In his work and play with other chil- dren the child grows in unselfishness, consideration, courtesy, good sportsman- ship, and a sense of fair play. He learns to be a follower as well as a leader, a good loser as well as a good winner. He assumes responsibility that is suited to his stage of growth. He initiates, plans, ep plans, and judges the re- in hi “4 eftorts. He learns to persevere aan : ei rely upon himself, coming “pcg ga help only when help de: te “0 e learns to take and to soa criticism. Thru story and periods the child learns to give attention, to concentrate, and to make thoughtful contributions. When difficulties arise in the demo- The Kindergarten: MERICANIZES—by its democratic at- mosphere and through mothers’ meetings and kindergarten teachers’ calls. Socializes—through the develop- ment of cooperation in games and group projects and through the in- dividual handling of the aggressive, the shy, the spoiled, and the backward child. Educates physically—through em- phasis upon cleanliness and the value of sunny, wellventilated rooms. It de- velops physical coordination, grace, and skill through rhythmic exercises, games, and the use of apparatus. Educates manually—by teaching cor- rect handling of scissors, brush, and crayon and by utilizing clay, sand, paper, and wood for selfexpression. Trains intellectually—through songs, stories, and poems, teaching the child to speak and understand simple Eng- lish. It develops accurate observation, concentration, attention, intelligent obedience, and orderly habits. Builds character—by developing habits of selfcontrol, industry, initia- tive, selfreliance, fair play, courtesy, and sympathy and protection for liv- ing things—From The Wyoming Edu- cational Bulletin. cratic kindergarten society the teacher and children meet them together. The child who helps to make the laws by which his social group is governed under- stands and appreciates the need for law and learns to respect and obey it. In addition to the growth in habits and attitudes the kindergarten begins the development of certain skills. The child learns to use art and construction tools and materials. He trains his hands to obey the direction of his mind in producing a product that gives him satisfaction. Physical needs of the child receive care- ful consideration. The child who is lack- ing in coordination, the nervous child, and the child with poor health habits need special care. The physcial growth is as important as the intellectual. Parents and educators who recognize the social values of the kindergarten often fail to see its contribution to the intellectual life of the child. They see [77] in the children’s activities only play, defining play as more or less useless activity. While kindergartners rebel against the charge that the kindergarten, in order to justify its existence, must prepare directly for the subjectmatter of the grades, nevertheless one need not search long to find in the kindergarten the seed germ of every subject of the ele- mentary school. These beginnings are crude and incidental perhaps but they are there. Probably the greatest subjectmatter contribution of the kindergarten comes thru the beginnings of social science. A large part of the year’s work is a study of the child’s environment. Thru excur- sions, pictures, stories, reproduction, and dramatic play the children add new in- terests, new vocabulary, and new knowl- edge. Thru these studies number con- cepts develop and are clarified. Many incidental number situations arise. In working with materials the child esti- mates, measures, counts, and. calculates. Nature study has a large place. There is emphasis upon music and art expression. The interest in stories and books which has been developed in the kinder- garten should greatly facilitate the be- ginning stages of reading. Experiences have increased the sum total of the child’s general knowledge, his powers of expression, his vocabulary, all of which tends to make reading more meaningful. The habits he has gained of attention, concentration, and perseverance should aid him in his attack upon this problem. In language training, emphasis is upon freedom of expression and fundamental habits of enunciation, pronunciation, and diction. The habits, attitudes, ideals of beha- vior and response, skills, and the interest in subjectmatter which the kindergarten has been at great pains to develop must inevitably fit the child to enter more easily into the life of the primary grades where subjectmatter requirements become of necessity more rigid. It seems logical to assume that, since social living is less of a problem to the child than it would have been without the growth and guid- ance of the earlier period, he is able to put more of his energies into the new interests in his new environment. There have been a few attempts to measure scientifically the progress of oe aE Ls ek hk aL a Se AE IN Cas ET RT IT 78 THE JouRNAL OF THE NATIONAL EpucATION ASSOCIATION kindergarten-trained children thru the grades in comparison with children with- out kindergarten training. The data which these studies provide is of little value because it has been impossible to control all of the factors necessary to comparison. Even a thoroughly scientific study of progress could tell only a por- tion of the story. We have no means of measuring growth in habits and attitudes nor of knowing how much happier and more wholesome a child’s mindset to- ward the school and toward life has be- come as the result of his kindergarten experience. The kindergarten movement has left its impress upon the whole elementary school but in no department has the in- fluence been so keenly felt as in the pri- mary grades. There was a vast difference between kindergarten and primary theory and practise at the time that the kin- dergarten began to take ics place as an integral part of the public school sys- tem. The kindergarten organization was fairly informal with its emphasis upon tie child. The primary grades were ex- cessively formal and emphasized subject- matter. During the past twenty years changes have occurred in both institu- tions but more especially in the primary grades which have drawn the two closer together. Primary teachers were the first to learn from the kindergarten the educa- tive possibilities of play. The kindergar- ten has satisfactorily proved that it is ossible to have a large measure of free- dom without license. It has seemed equally true that if children are carefully guided in their freedom greater learning is possible in the less formal situation. The grades have learned the need for starting with the child, not subject- matter, as the basic element in curricu- lum construction. These changes in thinking have brought about changes in equipment and materials. Movable tables and chairs are fast replacing stationary seats so that there may be space for free- dom of movement. Materials are placed where children can get them. Play equip- ment and construction materials have been added. Time allotments are allow- ing more time in which children are free to set their own problems. There is in- crease in emphasis on mental hygiene and upon guiding the emotional life of the child as well as his intellectual life. The physical needs are receiving more attention. These influences which are an out- growth of the kindergarten have modi- fied educational theory and practise all thru the elementary school and tend to extend to even higher levels. The kindergarten keeps in close touch with the home. Froebel was the first educator to work with parents. He en- deavored to increase their understanding of children so that the school and the home might work cooperatively. He rec- ognized as all teachers do that a child’s growth in school cannot go far beyond his growth in the home. The kindergarten teacher especially needs the cooperation of the home be- cause she has the child under her care for so small a part of his day. In many cases the mother frequently if not regu- larly brings the child to the kindergarten herself. She as well as the child feels the breaking away from the home. Mothers tend to visit more often in the kinder- garten than they do later when the child is older. Thus teacher and mother have March, 193] ennai an opportunity to know and to help one another. The mother is as eager as the teacher that the child make the necessary adjustment to school life, By a suggestion, an exchange of experiences a casual demonstration in the kindergar. ten, the standards in the child’s two ep. vironments are brought closer together so that mother and teacher are cooper- ating toward the same ends. The child-study movement and par- ent education owe their beginnings to Froebel and the kindergarten. Women’s clubs are devoting time to child study and the school is sponsoring parent edu- cation. The parent-teacher association js the result of this increased interest in the welfare of children. The visiting. teacher movement is also in this group, The contribution of the kindergarten seems very broad indeed when we con- sider that it has changed our whole attitude toward children in the elemen- tary school and that it is drawing the school and the home closer together. Add to this the contribution which the kindergarten makes to the individual child within its group and we must be convinced that the kindergarten has well earned its place in the school system. [Editor’s note—This article is especially timely in view of the mistaken efforts of cer- tain taxpayers to economize by cutting off the kindergarten. Such a policy is short- sighted in the extreme. Instead of saving educational costs it will increase them by weakening the child’s educational efforts thruout his life and by adding to the crime bill a group of misfit children who would have become normal had they had the right care in these early years. Many members of the Association will wish to take this article to the editor of the local paper with the re- quest that he reprint it. If there is no kinder- garten in your community, information, leaf- lets, and colored charts may be obtained from the National Kindergarten Association, $ West Fortieth Street, New York, N. Y.] The typical kindergarten room: beauty and order are maintained despite many different selfappointed, selfdirected tasks. Character Education Character Education in the Whittier School Griapys M. Mac.in Teacher, Department of Home Education, Whittier School, Denver one of changing population. Ten years ago the colored child was in the minority; today, eighty percent of the pupils of this school are negroes. Located in an older section of the city where substantial red-brick houses of the eighties still stand as reminders of names wellknown in the city’s younger days the school is by no means the cen- ter of a tumble-down vicinity. The white people have moved away; and in many of the houses they have left live the more enterprising representatives of the col- ored race. Yet, as might be anticipated, less fortunate members of the race have moved into all the available small houses of the vicinity and the majority of the homes represented in the Whittier dis- trict will probably never be able to con- tinue the education of their children be- yond the requirements of the law. Hence, the school cannot delegate any part of its vocational or guidance pro- gram to uppergrade levels. The child must be cared for now; tomorrow he may be gone. To take care of some of the needs created by the social and eco- nomic status of these children a home- education department, a departure from the usual curriculum of the Denver schools, has been created. The platoon organization of the school has lent itself readily to the development of this department and the very nature of the schoolwork offered in these new classes compels education for character. Here, as elsewhere, the informal-direct type of character education is the more usual but something of the formal-direct approach is suggested by the manner in which the classes are organized. [The formal-direct type is that in which both time and content are planned and sched- uled. The informal-direct type is limited to situations arising from the immediate *xperiences or problems of the school- room. ] Class groups are divided into families. sirable traits for the various members of the family group—father, mother, big rother, and sister—are discussed. This discussion is followed by an election in Which members are chosen for various ae 7 the family. A statement of yr r amily conduct is drawn up tu discussions directed by the er, the children learn that family Tee story of Whittier School is teach troubles should, if possible, be settled without the intervention of the outsider —in this case, the teacher; that the fam- T# TEACHER’S responsibility —Two men went to church to pray. One was a man named Babbitt and the other a teacher. gAnd the man namcd Babbitt stood and looking into the eyes of heaven exclaimed: “O Lord, I thank Thee that I am not like other men, even as this poor schoolteacher. I pay half the preacher’s salary. It is my money that built this church. I subscribe liberally to foreign missions and to all the work of the church. It is my money that advanceth Thy cause.” {But the teacher bowed him- self in humility and said: “O God, be very merciful unto me. I was that man’s teacher.” The good teacher holds him- self more responsible for train- ing in character than for any other obligation laid upon him. —Walter R. Siders, field rep- resentative, World Federation of Education Associations, Washington, D. C. ily, as a whole, should be concerned with the improvement of the invidual mem- bers of the group. The pupils, under the teacher’s guidance, plan definite units of study to achieve the objectives that have been under discussion. In addition, activities designed to im- prove relationship of the child to the home are carried on: lessons on first aid are given; healthful meals are planned and prepared; a daily milk lunch is served to the children of the school; meals for the sick and the underweight are studied; community problems and the use of lei- sure in the home are emphasized. However, the situations and problems growing out of the classwork in the home-education department [informal- direct character education] seem to out- weigh, at least in interest, the values attained by the formal-direct approach. [79] A sixth-grade class of girls was discussing the sewing of early colonial days, and a pic- ture of Betsy Ross at work on the first American flag was brought in. “The first flag of our country,” said one of the girls. “But this isn’t our country,” spoke up Marie, age ten. The teacher explained that all peo- ple born in the United States were citizens. Had not Marie been born in the United States? “Yes, in Tennessee, but Mother says this isn’t my country.” With quiet persistence and perfect self- control, Marie went on to say that she did not believe as the teacher did, thai her mother’s teaching was right, that Liberia, in Africa, was the only rightful country of the colored people. At recess the other girls taunted Marie with her ideas and the teacher called the group together for a discussion of the situa- tion. Could the girls not see that Marie had been very courageous in defending the teach- ings of her home in the face of their oppo- sition? Could they not appreciate Marie’s loyalty to her mother’s teaching? Had they failed to appreciate that Marie had shown perfect selfcontrol, never losing her temper in the argument? Had she not been cour- teous thru it all? Though persisting in her own idea, she had never once asked the others to agree with her. After all, had she done anything more serious than to offer an opinion differing from theirs? Upon further investigation the teacher learned that the members of Marie’s family are Garveyites, a name used to describe the followers of one Garvey, an advocate of the return of the negroes to Liberia. No effort was made to change Marie’s ideas but the mother was invited to visit the teacher and the school in the hope that com- mon understanding might make it possible for Marie to be loyal to both home and country. The other members of the class, in the meantime, had learned much in the way of tolerance. They had learned that it is possible for people to disagree and at the same time to be on good terms, that loyalty to the teachings of one’s mother is a fine quality, that selfcontrol and courtesy in argument are the earmarks of fine character. They had learned that loyalty to one’s coun- try is best shown by good citizenship and that Marie, in her controled and courteous actions, was really exemplifying many of the qualities of good citizenship. Another illustration of the informal- direct approach to character education is provided by a home-education class for boys. Eighteen colored boys in the special class for children of low intelligence rating asked the principal of the school for the privilege of one period a week in the home-education department. These boys ranged in chrono- logical age from 12 to 17. Their mental ages averaged 10. Dirty, ragged, and gen- d SRT PAVE R IES SE Oe MCS YS 3 ASE Hy 80 Tue JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION erally undesirable, they presented a sorry- looking lot; but they had heard about the good breakfasts that the 6A boys were en- joying and, boylike, they, too, wanted to eat. The teacher invited the boys to become members of her department. She realized, of course, that probably their main purpose in asking for the class was to satisfy their appetites but she determined that the subject- matter and organization of the class should be instrumental in helping them realize their responsibilities in the home, in improv- ing their health, both mentally and physi- cally, and in taking care of many outstand- ing weaknesses as they became apparent. The teacher planned the first lesson as a demonstration lesson in which she personally prepared the much advertised “something to eat.” Only apple sauce and cinnamon toast were prepared, to be sure, but such simple dishes constituted a regal repast so far as these lads were concerned. During the lesson the teacher made her own immaculate attire obvious. She empha- sized the necessity for clean person, hands, nails, for smoothly-combed hair, and spot- less uniform and cap. She called attention to the freshly scrubbed tables, clean towels, table-linen, dishes, and cooking utensils. Freshly laundered caps and aprons were shown and the boys asked if their class could wear these uniforms for their next lesson. When the toast and apple sauce were ready to serve the teacher sat as hostess at the table and ate with her guests. She made no comment about their appearance but told them that next time they could select two of their own number for cooks and two for waiters. Thus the selection of cooks became the main problem for the second lesson. Several of the boys arriving, of course, just as dirty and ragged as they had the first time, an- nounced that they wanted the teacher to be the cook again. This honor she refused to accept, stating that it was her turn to be guest since she had been hostess last time. How to choose? The boys were puzzled. “What kind of boy do you want for a cook?” “Well, he must be clean.” Ideas now began coming. “And he ought to have clean clothes, if he’s going to wear that clean apron.” “He’s gotta have clean hair or he can’t wear that chef’s cap.” “And his hands gotta be clean if he’s going to handle my food.” “And his fingernails.” “And his face.” “Yes, and his neck.” “And his ears.” “If they aren’t we don’t want to eat what he cooks.” TEACHER FROM ARGENTINA who was in THE JoURNAL office recently spoke of the impression which America is now making in countries where its commercial activities are most intense. She referred to the criticism of our moneymadness, the feeling that we are losing the idealism for which the nation has always stood in the eyes of the world. And then with appreciation too genuine to be mistaken, she added “I can’t tell you how much we appreciate THE JoURNAL of the National Education Association because we find in it the true idealism of America. We know that the hearts of the teachers are right. People from Argentina who visit American schools are impressed with the interest which the teachers take in the development of character in the individual child. They are impressed by the character of teachers themselves, by the concern that their example and the influence of their lives shall be a lifting influence the school and in the community.” No one could have given better than did this teacher in the course of her conversation a picture of the quality in American teachers which makes our schools such a mighty force and which makes America the nation that she is. This idealism, this concern for character, have been built largely in the normal schools where most of our teachers have had their first training. These ideas were all written on the board and volunteers were called for. Only Tom thought himself sufficiently presentable to vol- unteer. On inspection, however, the boys ordered him to clean his hands and finger- nails. Finally they helped him to array him- self in chef’s cap and apron. The admiring class could not have been more impressed by Solomon in all his glory. Cocoa and hot buttered toast constituted the menu. Tom, the sole cook, worked as fast as he could but at the end of the period he had ready only six cups of cocoa and six slices of toast. And they had all come to eat! The teacher suggested to Tom that he select from the group four guests; she helped him set the table for six. While the six favored ones enjoyed the meal, the thir- teen unwashed looked on, solemnly discuss- ing the situation under their breaths. It had not been lost upon them that the guests selected were the most presentable in the group and that it took more than one cook to prepare food for eighteen guests in the length of time at their disposal. They left the class puzzled and hungry. At the third lesson, several volunteered to be cooks and waiters. The group inspected the volunteers and chose the four who seemed cleanest. They then chose six more boys for guests—in order of their rank in matters of cleanliness. These six were not perfectly clean. “But we can clean up by the time the eats are ready!” While teacher, guests, and cooks were eating in the dining room, the remaining six, of their own accord, quietly cleared the work tables and cleaned the stove and sink. Later they volunteered to wash the dishes during the noon hour. While they were busy with this work, the teacher helped one of them make cocoa to drink with the lunches they had brought from home. Gradually the boys began to realize that they must be clean if they wished to take part in the class work; that they must do their share of the work before they could partake of the good things to eat; and that the class was fun only for those who earned it. Discussions followed naturally. Their needs, their desires, the question of cleanliness—all these and other interests crept into the class discussions. Their immediate need seemed to be a good breakfast—something which only a very few enjoyed, since their mothers, for the March, 193] most part, went to work in the morning before their children were out of bed. And these boys were either too lazy or too awkward to get it for themselves. Out of these class discussions lesson subjects seemed to emerge almost auto- matically. The following lessons are jn the series outlined by boys and teacher working together: preparation of a good breakfast ; personal cleanliness ; dishwash- ing; helping little children get ready for breakfast ; washing shirts, underclothes, socks ; mending torn clothing. One would hardly be willing to as. cribe permanent outcomes to these les- sons but certain immediate results be- came so apparent that their mention is justified. The appearance of the boys im- proved. They came to school as clean as they could be expected to come con- sidering home conditions. They became industrious and were willing to do a little more than their share. The boys carried out their classwork in fine spirit. They seemed to forget that they had come just to “eat.” Their discussions and conversations showed growth in sense of responsibility for their younger brothers and sisters. Their table manners improved. They began planning their work for the next semester, asking for specific lessons related to the occupations of chef, waiter, porter, and janitor— positions that would be open to boys of their race. Such results indicate that the home- education department at Whittier School has given these boys a glimpse not only of ways and means by which they can better conditions in their own homes but of the demands that their tomorrows will make of them. Character comes from responsibility, from intelligent selfcultivation, from co- operation, from joy in skill, from appre- ciation of others. Wise teachers and parents share work, joy, and responsi- bility with their children. ee te ES ee eT ee a dl eis The White House Conference The Education and Training of the Child created a body of scientific data bearing on child growth and de- velopment which no one interested in edu- cation can afford to ignore. The follow- ing statement on education and training was drafted by a section of this Confer- ence under the able chairmanship of Dr. F. J. Kelly. The committee chairmen of this section are: Dr. Louise Stanley, Dr. John E. Anderson, Dr. Thomas D. Wood, Anne S. Davis, Henry Breckin- ridge, Dr. Charles 8. Berry, and James E. West. This material may well be made the basis of courses in teacher-training insti- tutions and of group study by school fac- ulties. It points the way clearly toward a program of education for parenthood. ECTION III of the White House Con- ference deals with education and training. It has endeavored to examine from the point of view of child health and protection all of the agencies which have as their object the education and training of children up to eighteen years of age. These include the home, the nur- sery, the kindergarten, the elementary school, the high school, special classes for non-typical children, programs of recreation and physical education under whatever auspices, vocational guidance, vocational education, child labor, and a great number of agencies with programs affecting youth such as churches, movies, radios, newspapers and magazines, boy and girl organizations, camping, and a score of others. Great arrays of facts have been assembled in the many- subdivisions of all these fields. These have been in- terpreted by committees representing life- long interests in the many phases of child- hood. The published reports will consti- tute a veritable mine to which those in- terested may go for years to come. Each study is rich in significant facts and recommendations. To these the reader is urged to go for convincing evidence. The following summary attempts merely to list a few of the conclusions which the data in the detailed reports seem to justify. They are high lights Which should stir the interest of the Ts WuitE House CONFERENCE — That Built a Town. American people. It must be recognized that if America is to pass safely thru its experiment in democracy the whole peo- M22iAn E. SYNDERGAARD, Jowa, and Wil- liam Ross Bodenhamer, Missouri, the two national 4-H Club health champions selected at the Ninth Boys and Girls National 4-H Club Congress. ple must not only be aware of the part which education and training of the ris- ing generation are to play but must be ready to make the adjustments in educa- tion and training demanded by these times of kaleidoscopic: change. [1] Deep public interest in chil- dren—The American people are in- tensely interested in the welfare of their children. Loose statements are commonly heard that the youth of today are run- ning wild and that agencies for their education and training are ineffectual. The studies made for this Conference give no ground for such pessimism. ‘The problems which youth faces are trying and have many new phases due to the rapidity of social changes. However, agencies for child education and training are in general alert and managed by com- petent, selfsacrificing men and women. Naturally, social institutions like the school, home, and church which are nationwide in their scope make changes and adjustments slowly but in practi- cally all of them there are places where the problems are being solved effectively. W hat is needed is continuous critical but sympathetic study of these agencies and then encouragement and support of the programs evolved. [2] The child and human prog- ress—Human progress occurs only when the new generation surpasses the old. The rapidity of human progress may be measured in terms of the extent of advance made by one generation over its predecessor. Men and women who wish to measure their success in life by their contribution to human progress will desire to devote their resources, both money and brains, to assure children every opportunity to excel. In her en- thusiasm for intellectual education Amer- ica has tended to underestimate the handicap of the physically defective or dispirited child. All honor to those who overcome these handicaps but to leave uncorrected defects which are remedi- able is both inhumane and shortsighted. Let us educate not only 100 percent of the children but as nearly as possible 100 percent children. [3] The child in a machine age— In times past it was easy for a father and mother to live on terms of intimacy with their children. The home was simple and yet very rich in the kinds of valuable experience in which parents and children could join. Now parents find these con- tacts not only greatly reduced in number but also characterized by artificiality and lack of genuine interest. For the increasing number of children, especially in cities, activities tend to be centered outside the home. Many of these activities contribute greatly to the child’s development. To maintain now the very desirable intimate and sympathetic re- lationships between children and parents calls for a sharing of these outside activities by both. These outside activities must be made family activities. At the same time that the home is undergoing fundamental change, power- [81] I BELIEVE in the free public training of both the hands and the mind of every child born of woman. I believe that by the right training of men we add to the wealth of the world. I believe in the perpetual regeneration | of society, in the immortality of democracy, and in growth everlasting —Walter Hines Page in The School +) aR PES ~ ae ier PE OFT bye, ‘ i 82 THE JoURNAL OF THE NATIONAL EpucaTION ASSOCIATION March, 1931 ee aS ful forces affecting youth are springing up carrying immeasurable potentialities for good. But, alas, for evil as well. The radio, the movie, the magazine—these and many others offer thrills to youth on any level he may choose from the basest to the most sublime. All such influences are so definitely educative for good and ill that society may not shirk its responsi- bility for a critical appraisal of them. Children must not be exploited for some- body’s gain nor sacrificed to somebody's folly. These are but a phase of the larger problem of the increased leisure time. That leisure may be the blessing it should be, training in its use is imperative. In recent years there have grown up more than a score of leisure-time educational and recreational organizations for boys and for girls, designed to supplement the home, the church, and the school. In America we have been prone to think of the school as the allsufficient solvent of our social problems. It is becoming clear, however, that many needs of youth can not be met most effectively in the school. These organizations of boys and girls are powerful allies of education. Their pro- grams for the development of the bodies, the strengthening of the characters, and the enrichment of the lives of children are an essential part of the education and training called for today. [4] The child and his birthright —Society must demand for every child his right to a fair chance. This fair chance involves first that he shall be born right, that he shall have a fair start, that he shall not be handicapped for life by a pitiably feeble endowment of body or mind. With a strong body and a sound mind happiness is half assured. Handi- capped too severely in these, the struggle is hard indeed. Whatever we may feel in our anxiety to protect the rights of adults, society must think first of the chil- dren when it is considering these adult rights in respect to parents. [5] The child and democracy— Democracy demands universal education. Equality of opportunity has long been the ideal of the American people. There is grave danger, however, of confusing equality of opportunity with sameness of educational training. No other type of government as much as democracy de- mands the adaptation of educational training to the individual differences which characterize her children. The danger of a dead level of mediocrity is more grave in a democracy than in any other form of government. Therefore the first cardinal principle in the education and training for a democratic society is that each individual child should develop to his highest possible level of attain- ment. This calls for the opposite of the lockstep in education. It demands a full recognition of the individual differences among children. These individual differences show themselves in many ways. Some children are defective in sight or hearing, others tend to become tuberculous, others are slow mentally, others are gifted, and so on. While in all characteristics the differ- ences range from a barely perceptible departure from the norm to a wide di- vergence, proper education and training demand that wherever the child’s de- parture from the norm is great enough to make separate or specialized treatment advantageous, such treatment should be made available. No system of education and training is complete if it merely pro- vides teachers and buildings where chil- dren may be assembled forty in a room to be taught by whatever methods and whatever curriculum may be devised as best for the theoretically average child. There is no such child. [6] The child and his home—A good home is the inherent right of every child. The welfare of a child depends upon nothing else so inevitably as upon the personality relationships within the family and the child’s reactions to them. Economic and social forces which threaten the harmony of these relation- ships or the security of the family as a unit, endanger the welfare of the child. The immediate results of the operation of forces inimical to family stability— low standards of living, and broken homes, among others—should be pre- vented and combatted, not only for broad humanitarian reasons, but specifically to provide for the adequate adjustment and development of children. Fundamental to the very existence of the home is the ability of the family to provide an adequate and an assured in- come. This is a problem of national scope. The best educational efforts of schools and other agencies may be in- effectual if the emotional background of the child’s life is unhappy and insecure. We still labor under an unfortunate social tradition that the care of the child in the home is simple, automatic, and in- stinctive. With our devotion to mother love, we tend to think of the home as not susceptible to scientific inquiry. Thus we fail to study carefully its problems or to inculcate in parents such attitudes and provide them with such information as are necessary for the effective function- ing of the parents in the home. There is, however, an increased amount of scien. tific knowledge of child development care, and training now available, Any forward-looking program must recognize the basic importance of bringing knowl- edge of the development of the child and of methods of his care and training, to parents—the individuals in society dj- rectly responsible. [7] The child and his school— The school is the embodiment of the most profound faith of the American peo- ple—a faith that if the rising generation can but be sufficiently educated, the ills of society will disappear. The constantly lengthening period of school attendance, the constantly enlarging contributions of money for the maintenance of the school, the rising standards of preparation of the teachers, the rapid increase in parent- teacher associations, these and many other evidences attest the faith of the people in their schools. Whatever is necessary to enable the school to function better the people will provide. On the whole the school has met and is meeting the demands for adjustment rapidly. However, the extraordinary rate of change in the structure of society in recent decades has been so great that only in exceptional places have the schools been able to keep pace. From the point of view of child health and protection the following are among the essential re- quirements needed to bring the schools into a place of effective service in the education and training of the child of 1931: [a] When school buildings are built or re- built and when equipment is procured /et there be rigid adherence to wellrecognized standards of sanitation and health. [b] In the development of school programs increasing recognition should be given to the education of young children thru kindergar- tens and nursery schools. [c] Programs of teacher training should assure the teachers’ understanding of the child’s physical make-up and of his person- ality development as well as of his intellec- tual needs. [d] A school health service, citywide or countywide, is an essential part of every school organization. In this service parents, teachers, school authorities, and health specialists should join forces in devising 4 unified program such as will assure the full safeguards of immunization, the early detec- tion and exclusion of contagious cases, the discovery and correction of remedial defects of body and mind in all the children regard- less of their economic status. But above all, the health program should systematically promote such a regimen of life—dict, sleep, work, and play—as will contribute most to —- — eo = = Vol. 20, No. 3 THE JOURNAL OF THE NATIONAL EpDUCATION AssOcIATION 83 a a a a AL the full mental and physical vigor of every child. ' [e] The school must provide health educa- tion and training of all children. This in- volves instruction in personal, home, and community hygiene, in safety, in mental hygiene, in social hygiene, in sex, and in the preparation for potential parenthood. In this whole program of health education the active cooperation of the parents is fun- damental. [8] The child and his church— In any program of education and training the church holds an important place. The data in the detailed reports are most illuminating with respect to the far- reaching and growing influence of the church upon youth. Without regard to denomination or creed, whether Catholic, Jewish, Protestant, or other faith, the church is contributing strongly to the controling conceptions of personal life and social purpose which underlie west- ern civilization. In an all too large per- centage of communities, however, ad- justments to the new age, involving con- structive activities for youth, have been slow and inadequate and these churches [in common, frequently, with other social agencies in the same communities | are less potent than they should be. But in a growing number of cases the church is expanding its activities for young people, not only in the realm of worship, but also in the young people’s adjustment to their own problems, and is carrying on a more scientific study and administration of its program of religious education. [9] The child and his play—A suitable place to play, affording activities suited to the varying needs of the indi- viduals, is the right of every child. Play is a constructive force in child life, needed not only to build strong bodies, but also to develop those character traits which revolve around resourcefulness and cour- age. City crowding may be useful indus- trially but society misreads its profit and loss account when it thinks to achieve industrial success at the expense of child welfare. Day nurseries and nursery schools ; playgrounds, accessible and su- pervised; facilities to keep children in close touch with nature—these and many others must be listed on the ledger of city-crowing industry before a fair bal- ance sheet may be drawn. What the home can no longer do to provide a play life for children may not on that account be left undone. But in all these things which society Must provide to furnish wholesome recre- ation outside the home, the home influ- ence must be strengthened, not weakened. The play facilities must be instruments in parents’ hands to help them carry the responsibility of rearing their children. This responsibility must not be shifted from the minds and hearts of parents. N THE White House Confer- ence on Child Health and Protection, President Hoover has drawn together represent- atives of diverse groups which are concerned with every phase of child welfare. This undertaking is of the utmost importance to teachers in the schools. For the first time in history outside of war there have been brought into work- ing cooperation on a gigantic scale powerful and influential forces for the achievement of a common end. The White House Conference findings furnish the basis for many im- provements in education. The National Education Associa- tion may well be proud of the part which its leaders are tak- ing in this great movement on behalf of the child—J. W. Crabtree. [10] The child and his character —The emphasis that this Conference gives to child health and protection should not be interpreted as an under- evaluation of character as the basic out- come of education and training. A body as nearly sound as possible is the first and best approach to a sound mind. And sound minds afford the most fertile field for the cultivation of character. But char- acter such as is urgently needed in A mer- ican life can be adequately developed only when all those responsible for chil- dren are awake to the fact that character does not just happen but is the result of careful cultivation. Among the significant problems in character development is the modern tendency toward specialization. To the doctor the child is a typhoid patient; to the playground supervisor a first base- man; to the teacher a learner of arith- metic. At different times he may be dif- ferent things to each of these specialists but too rarely is he a whole child to any of them. But only as the whole personality ex- pands can character develop. Respect for a child’s personality is an absolute requi- site to effective character development. This involves a reversal of emphasis. The doctor, rather than prescribing for typhoid fever, should prescribe for Harry Smith suffering from typhoid fever. The playground supervisor, rather than train- ing a first baseman, should train Harry Smith on first base. The teache¢,' rather than teaching arithmetic, should teach Harry Smith by means of arithmetic. The philosophy behind the modern de- mand for a child-centered curriculum in the school is valid also in all other re- lationships of child life, if character is to be the central outcome of education and training. [11] The child and his vocation— While beet fields must be weeded and glass factories must be kept running, yet children have but one childhood. During that childhood child labor must wait on child welfare. Some types of work are beneficial to childhood. Others are bene- ficial to industry at the expense of child- hood. No economic need in prosperous America can be urged as justification for robbing a child of his childhood. No en- croachment upon the years needed for education and guidance should be toler- ated. But vocational efficiency is not only a great social need. It is a priceless indi- vidual blessing as well. Therefore, dur- ing youth, guidance into the most appro- priate vocation and training for that vo- cation are among the most urgent aspects of education and training. [12] The child and adult educa- tion—Education is a continuous, life- long process. In a social order resting upon public opinion systematic efforts are necessary to keep that public opinion intelligent. No other agencies suffer so directly from an uninformed public opinion as do the agencies for the edu- cation and training of children. These go regularly to the people and depend upon the understanding and goodwill of the people for their adequate encouragement and support. That wisdom needed by adults in meeting their responsibilities as the guar- antors of the rights and opportunities of children can come only thru persistent study. Existing educational agencies should be more conscious of their respon- sibility for such education. [13] A program based on re- search—No enterprise so vast as the education and training of a nation’s chil- dren can achieve its own most effective and economical development without provision for careful and continuous re- search. It must study its operations and measure its results. This research is needed not alone in the schools but in 84 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION March, 193] EE _ other institutions affecting child develop- ment as well, such as the family, the home, the neighborhood, the _ play- grounds, the boy and girl organizations. Indeed the most urgent need for research is in the fundamental nature of the child —physical, mental, moral, and social. A large amount of able research in education and training is being done by individuals in universities, in state de- partments, in research bureaus, and in private foundations. Such research is proving most helpful but yet far from adequate. It should be expanded and still other research agencies should include child-welfare studies in their programs. But all these agencies together cannot provide for the systematic study on a nationwide basis of the whole scheme of education and training. Education is a public function. The responsibility for its administration is rightly lodged with the several states. Theoretically, therefore, the research necessary to assure efficiency should be carried on by the states. Wherever such research can be provided for by the states cooperating with other research agencies the state is the proper unit to carry it - There are some states not yet pre- pared to provide such research facilities, Furthermore, there are certain phases which must be attacked for the nation as a whole. Therefore, to cooperate with the states in supplying this needed service of research [and of informing the public about the results of research] is a proper and vital function of the federal govern. ment. World Federation of Education Associations EACHERS of the United States will be especially interested in the Den- ver meeting of the World Federa- tion of Education Associations. This will be the fifth meeting and the fourth bi- ennial since the organization in San Francisco in 1923. The dates, July 27 to August 1, will give opportunity for teachers to attend the Los Angeles meet- ing of the NEA, spend several weeks on the Pacific Coast or in visiting many at- tractions on the way east, and reach Denver in time for the meeting. Already we are assured of representation from practically all countries, and problems of worldwide interest will be considered. There never was before or even follow- ing the World War a time when there was so much need of finding a way for the nations to cooperate as at the present time. Teachers are beginning to realize the tremendous responsibilities which are theirs in preparing a new generation which will be capable of a better interna- tional understanding and a closer co- 0, eration. The program will present many out- standing men and women of worldwide note who will discuss important phases of international cooperation. These per- sons will speak with authority on their several themes. Methods peculiarly adapted to the promotion of mutual ap- preciation between countries and the in- terpretation of national life will be in- teresting and instructive features. The five Herman-Jordan Committees are ex- pected to make a rather complete report and definite programs of instruction will be presented. The correspondence which comes to my desk from teachers in many parts of our country, as well as in other lands, indicates that teachers everywhere are seeking definite information concern- ing materials, objectives, and methods calculated to produce friendship and goodwill. The Denver convention will be especially rich in features of this kind. The W.F.E.A. will be expected to con- sider the following problems: [1] A practical program of education in- cluding objectives, materials, and methods for the promotion of international under- standing and cooperation that systems of edu- cation may properly include for the elemen- tary schools. [2] A constructive program which may reasonably be carried on in_ secondary schools, calculated to produce international understanding and goodwill. [3] A program of teacher training which normal schools and teachers colleges may carry for the preparation of teachers for the new objective. [4] A constructive program for the de- velopment of international understanding and goodwill which may reasonably form a part of the work of institutions of university rank, [5] A field of activity for educational agencies allied to school systems which will aid in preparing the children for future in- ternational cooperation. The program will extend from Mon- day morning, July 27, thru Saturday evening, August 1. The time will be di- vided between department meetings, the delegate assembly, and general meetings. The cooperative agencies which will be represented will include those which work thru special school units, (1) spe- cial school interests, (2) special subjects, (3) school organization, (4) education for peace. The general programs in which the convention will meet in a body will con- tain many instructive and interesting fea- tures. Speakers from many lands who can speak on the assigned subjects with authority will participate. Welcome meeting. International understanding and coopera- tion—Business and international coopera- tion; Diplomacy and international goodwill; The press and international understanding and goodwill. International understanding and coopera- tion—Labor and international cooperation; Education and world unity; Travel and study as a means of understanding. Methods peculiarly adapted to the promo- tion of mutual appreciation between coun- tries—The Occidental and Oriental coun- tries; The United States, Canada, and the Spanish-American countries; Europe and the Americas. Interpretation of national life—One from the Orient; one from Latin America; one from Europe. Special report of Herman-Jordan Committees on Education for International Understand- ing and Goodwill—Committee No.1, Educa- tion for peace, Dr. P. W. Kuo; Committee No.2, Social sciences, Miss Laura Ullrick; Committee No.3, International relations of youth, Daniel Chase; Committee No.4, Mili- tary training, E. J. Sainsbury; Committee No.5, Attempts of diplomacy to obviate the necessity of war, Frank A. Hoare. Messages from the several countries—Per- sons who come with special messages should notify the president as far in advance as pos- sible in order that suitable provision may be made. Reports from divisions—In order to tie to- gether the deliberations of the several de- partments, brief reports of objectives and re- sults of the divisions will be asked of the chairmen. Farewell meeting. Denver is a city offering many attrac- tions. It lies at the foot of the Rocky Mountains, within easy reach of many of America’s most attractive and beauti- ful features. Teachers who wish to re- turn from the Los Angeles meeting earlier will find an abundant opportu- nity for recreation and rest in the vicin- ity of Denver. Denver University, with its strong department of international relations, the splendid system of city schools, and the summer schools at Greeley and Boulder will present attrac- tive opportunities. Teachers, whether of not definitely appointed as delegates to sit in the Delegate Assembly, will have opportunity to attend department meet: ings and general sessions and participate in the various phases of the program. pet- ate Mental Health in the Classroom Child Behavior Reflects Parental Handling CLaRA BASSETT Consultant in Psychiatric Social Work, The National Committee child to remember to what an ex- tent the child’s problems are a reflec- tion of parental attitudes and handling. To illustrate some of these relationships brief summaries of several cases will be given in which the child’s behavior and personality reactions are directly condi- tioned by parental handling. Celia, age 6, was brought to the clinic by her mother because of nervousness and fre- quent vomiting. She was described as rest- less, fidgety, finicky about her food, waking startled and frightened at night after bad dreams. She had been vomiting frequently for two and a half years, usually after ex- citement or sudden noises. This habit wasdis- continued for eight months but was resumed after starting to school when five years old. She had been eager to go but apparently soon took a dislike to it and would wake up in the morning sobbing, wanting to vomit, and re- fusing to go. This condition rarely occurred in the evenings, Saturdays, Sundays, or dur- ing vacation. Celia’s father was a kind man who was somewhat unhappy in his work and had diffi- culty in making a living. He had of late be- come rather irritable “due to worry and dis- gust over Celia’s behavior.’ The mother, a healthy, rosy-looking woman, grew up in an unhappy home where the atmosphere was tense with fear, as her father was a “very nervous man, hard to get along with, easily losing his temper, and constantly yelling at the children.” Celia’s mother displayed great satisfaction in reciting the family ills, de- nied good health, declaring “appearance to be deceiving,” and fairly boasted of her own nervous ailments. She had had treat- ments in several “nerve clinics,’ where no physical basis for her complaints was found. Two years before her marriage she, too, vomited frequently, due to “nervousness.” She was anxious, fussy, alternating overin- dulgence with irritable “slapping” and nag- ging reprimands. During breakfast the mother catered to Celia’s whims, continually hurried her so as hot to be late, and kept the atmosphere elec- tric with tenseness and wept profusely over her child’s symptoms. When Celia spent sev- eral weeks with an aunt in Elton the child’s nervousness and vomiting disappeared. At school Celia seemed sensitive, fearful, lacking in selfconfidence, easily discouraged, and frequently absent because of “sickness.” he mother with great complaisance and much exaggerated detail described, before the child, her own girlhood illnesses, her nervous- Ma and physical symptoms, and elaborated a the edification of all and sundry the de- als of Celia’s interesting peculiarities along 4 similar line, : Thus Wwe see a mother whose psycho- ogical habits and personality problems are largely conditioned by her own un- § IS DIFFICULT in handling a problem happy childhood, being faithfully copied by her child whose problems are a direct result of the atmosphere of the home and the parental handling she receives. Russell, an attractive boy of 11, was re- ferred to the clinic by his school principal be- cause he had been showing for a period of two years twitching of the muscles of the face, neck, and shoulders. He was restless in the classroom, his hands and feet always on the move. He was inattentive and was not doing well in his classes. His teachers liked Russell, but thought he was not really trying to do his schoolwork well. His school progress had been regular with the exception of skip- ping a class in the third grade and he was now in 5B. Further investigation showed that the father, age 44, had been for 17 years a ship- ping clerk. He had always been kindly in his home relations but for the past four years had been afflicted with a red rash-like condi- tion which spread over his nose. His nose was constantly swollen and full of sores. The pain from this condition was not so hard for him to bear as the frequent jocular remarks and twitting regarding it on the part of his friends and fellow-workers. He had gone faithfully to a clinic, where nothing had been done to relieve the difficulty which was later traced to seriously infected teeth. He had become sensitive, easily hurt, and very irritable in the home, taking out on the family the re- sentment and distress which he harbored. The mother, age 40, was a quiet, conscien- tious, ambitious, overanxious woman, very much concerned over the social and intellec- tual progress of her children. The home was a small, wellfurnished, andimmaculately clean apartment in a dingy, four-family house. Rus- sell had one brother, Louis, age 17, who was in high school. He was very bright, healthy, and unusually successful and his parents fre- quently expressed their great pride in him. Russell had been considerably babied and pampered by his mother during his early years. He was allowed to drink his milk from a bottle until five and because of wrong diet was frequently ill. The twitching of his head and shoulders began two years previously and was always more severe at home than at school. A neigh- borhood doctor who had been consulted told the mother these twitchings were due to a habit and could be controlled by the boy. The mother interpreted this to mean that the boy did it on purpose, so, in the words of the mother, they “would hit him terrible” when- ever they saw him do it and were much sur- prised that this treatment did not effect a cure. This twitching made the mother exceedingly nervous and irritated at the youngster. It was found that the boy’s daily program included a half hour of piano practise before school, school from 9 to 3:30, study on home- work from 3:45 to 5. The boy went to a church school daily for religious instruction from 5 to 5:30 and was compelled to practise the [85] for Mental Hygiene piano again for a half hour in the evening. Russell had only one or two friends and almost no playlife. His one chum, age 13, was a silent, studious boy. The mother never al- lowed the boys to bring their friends to the house and she felt that any activity such as hiking, or group games was nonsense—she saw no sense in a boy’s wearing out clothes tramping about only to get tired. She wor- ried because Russell tried “to get out from under responsibilities” and she had to watch him to see that he went thru his heavy daily schedule faithfully. Physical examination showed the boy to be underweight and to have several teeth in need of attention. He was getting insufficient sleep and exercise. Psychological examination indicated that he had a high average intelli- gence and that he should have been able to do the work of his grade comfortably. The conditions which contributed to this child’s difficulties included his father’s nasal condition, resulting in feel- ings of inferiority and constant irrita- bility which in turn were vicariously relieved by nagging and criticizing Rus- sell. The mother spoiled the child but at the same time was overanxious and demanding in her attitude. Both parents pushed the child too fast and overvalued scholastic success at the expense of this growing boy’s need for leisure, for nor- mal childish play, and for making friends. The school, distressed over the child’s lack of effort, contributed to the pressure on him. He was undernourished, had too little rest, carried a far too heavy daily schedule, and under the strain and tension of the whole situation developed the chronic twitching de- scribed above. These symptoms were greeted with greater severity which merely accentuated the strain. At the same time, the boy rather enjoyed being the center of the stage and in being able to elicit the anxiety and excitement with which his mother reacted to his symp- toms. Any handling of this child’s problem which did not take these various con- tributing factors into consideration in planning treatment would not secure the desired success. Thelma, age 16, was found wandering in a daze about the streets by the police late one night. She was taken to a hospital as she was in a kind of stuperous condition and unable to remember her name. After several days, during which she would not talk, she dis- closed her identity. Large, slow, dull, timid, and shy, Thelma was adamant in her refusal to go home as she said her fervent dislike and : | a Seg a+ 86 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1931 antagonism toward her mother made it im- possible for her to live there longer. Investi- gation showed that her mother was the ruler of the home. In spite of poor health she grimly dominated her family group of a mild, quiet husband and four children, of whom Thelma was the eldest. This mother was a proud, fiercely ambitious woman, very desirous of position and money, a good housekeeper, over- zealous but not affectionate in the care of her children. She was easily excited, always scolding, urging, and pushing forward the members of her family. She cried easily and domineered her family by tears, scolding, and criticism, by rigid commands, and by de- scribing with lacrimose emphasis her hard work and sacrifices for the family welfare. Thelma had always been deprived of pretty clothes and the frivolities natural to child- hood. She was refused spending money and was not allowed to indulge in recreation or “to waste time with friends.’”’ She was ex- pected to work hard all her waking time and then to sleep hard so that she would be fit for more work on the morrow. Because of her slow stolidity and the overwhelming nature of her mother’s repression and domination, Thelma did not achieve the success her mother’s ambition demanded either in school or in her earning capacity. The home was crowded and Thelma slept with her two younger brothers, so had no privacy or quiet. Everywhere she went she heard her mother praised and held up as a remarkable example of a successful mother and in her heart she hated her mother and bitterly resented her domination of her life. This girl’s tension was first evidenced by seemingly unreasonable crying spells but when no relief was forthcoming Thelma uncon- sciously chose the only way of escape, com- plete forgetfulness of herself and the whole situation. Convinced that she would not return home, Thelma was placed in a charming girls’ club where she had a room to her- self. Interesting work was found for her, she was allowed to purchase some pretty things for her personal use, to join rec- reational groups of young people, and to have some spending money and this stub- born, sullen, unhappy, stolid girl was rapidly transformed into an active, cheer- ful person who felt for the first time a great, dull weight lifted from her soul. Robert was a boy of 8 years, short, stocky, with black, bristling hair and an air of great selfassurance, fearlessness, and deci- sion. He was referred by the principal of the school because he refused to attend school for days at a time, was unwilling to conform to classroom rules and procedure, was unman- ageable, and unable to get along with other children. When, in desperation, the principal threatened to send him to court and away to truant school, he said he’d be very much in- terested in going and when could he start. The mother was a weeping, nervous wreck trying to manage him. The father was a small, sickly, unemotional, passive man suffer- ing from tuberculosis. The mother was a healthy, emotional, energetic person of initia- tive, with no interests outside of the home. The marriage had been arranged and there was a lack of any emotional satisfaction on the part of the mother. Two previous babies died at birth, so the mother was exceedingly happy when Robert lived and devoted her whole life to him and his care. She was with him constantly, waited on his every wish, catered to his every whim, and feared his contacts with other rough little children. As he grew older his tyranny over his parents was more difficult. If refused anything he would wait until his parents were busy in their grocery store with customers, then he’d demand it and his parents, terrified lest he go into one of his temper tantrums and make a fearful scene, granted his wish. When he refused to go to school his worried mother hovered about beseeching him to go, prepar- ing special treats in the way of foods or mov- ies so he would feel in the mood to go the next day. Physical examination showed no defects; instead, excellent health. Psychological ex- amination showed him to have a very su- perior intelligence of the near-genius grade. A study of his personality showed him to be a typical small tyrant, with total disregard for the desires or convenience of others, self- centered with absolute confidence in his own judgment, abilities, and superiorities. When asked why he discontinued music lessons after a few times, he gravely said he knew far more than his teacher so why should he con- tinue. He was lacking in affection and domi- nated all who came into contact with him. He was heartily disliked by all the children and most adults. The personality traits of this child which made him so difficult and disagree- able seem to be directly traceable to un- fortunate parental methods of handling which began in baby days. The mother’s emotional nature, unsatisfied in her mar- ried life, thwarted by the deaths of two previous babies, expressed itself thru an overwhelming indulgence and oversolici- tude toward her boy. Deprived of active playlife with other children, his selfish, domineering traits developed entirely un- checked. At 8 years this child’s personality had become rigidly organized into a set pat- tern which was dangerous to his future welfare and to that of others. Unless all situations in life made it possible for him to play the easy role of a successful dic- tator he was likely to take refuge in a mental breakdown. These brief sketches give some indica- tion of the intimate correlation between the external behavior symptoms exhib- ited by the child in his school contacts and the relationships which exist in the home and the way in which he has been handled there. They also serve to illus- trate the fact that the underlying causes are never simple and that treatment, to be successful, must be based on as clear an understanding as possible of the un- derlying causative factors and not hastily spread on the surface of the situation like a mustard plaster. EVER SAY TO CHILDREN—William C. Bagley, a masterbuilder of the profession, sends in the following from The Scottish Educational Journal with the suggestion that it is well worth bringing to the attention of American teachers. Never say to children: What pretty hair you have! You are small for your age. You are as nervous as your father. You have no gift for that. Children don’t understand these things, A child should always be cheery. Is it a boy or a girl you are? You behave more like a girl than a boy. There was a boy lost in you. You should have been a girl. Girls don’t need to learn so much. A boy should not submit to that. Take an example from your sister. Take what I say for gospel. You can turn me round your little finger when you want. Nobody will ever be as much concerned about you as I am. Just wait till you go to school and the teacher will show you! Just wait till your father comes home! You are the wickedest child I know. You'll be the death of me yet. You'll never come to anything. At your age I was earning my own living. You will come to a bad end yet. Other people will knock that out of you. You'll be sorry for it some day. Don’t listen to anybody but your parents. When a Child Begins a Job: Pride goes before a fall. Do you really think you can do it? You'll not get much credit out of this job. You would be better to do your lessons in- stead. It is not so simple as you think. You are far too sure of yourself. The person that begins big ends small. If you try too much you will complete noth- ing. It’s a waste of time. If it could have been done, other people would have done it before. You haven’t enough industry and persever- ance. When a Child Succeeds: Anybody could do that. Don’t get too puffed up about what you have done. You have still got a good deal to learn. When a Child Fails: What a waste of money! I told you beforehand. You'll see now that I was right. When I was your age I made all my own clothes. Croakings: Our family are no good at that kind of job. The apple never falls very far from the tree. You are always unlucky. You’re only half awake. Your fingers are all thumbs. The Education of Teachers How Teachers Colleges Improve Instruction Frank E. BAKER President, State Teachers College, Milwaukee, Wisconsin legiate institutions, whether liberal arts or professional, is the improve- ment of instruction. The colleges of America are pretty well thru the expan- sion or quantitative stage and have en- tered the inner development or qualitative stage. While there may be some college presidents in America who are still striv- ing for numbers and new buildings, there are not mary. At least a few have actu- ally come to see that the great need of the colleges today is not so much more buildings as better brains applied to teaching. While the efforts to improve instruction are still confused, all have the common characteristic that they aim at the abolition of the lockstep and the attainment of greater freedom. There have been, within the last half decade, several widely advertised experi- ments in the liberal arts colleges, all aim- ing primarily at the improvement of in- struction. Regardless of the stated objec- tives of these experiments, all of them— the University of Wisconsin Experi- mental College, the Swarthmore Reading in Honors courses, and the Rollins Col- lege Conference Plan—seem to have been based on a common philosophy of education. All make the growing mind of the student rather than organized sub- jectmatter the determining factor in edu- cation. All approach the process of edu- cation from the psychological rather than from the logical viewpoint. All treat education as a matter of growth rather than as an accumulation of in- formation. [is GREAT PROBLEM facing all col- None of the attempts to improve in- struction in the colleges for the training of teachers have been as pretentious as those mentioned above. However, the attempts that are being made indicate a decidedly healthy attitude toward experi- mentation. The professionalization of subjectmat- ter-—At the beginning of the present cen- tury, the methodology phase of teacher training was past its height. Already there was a growing feeling that methods courses often failed to function, that they ad, in many cases, become so highly organized and formalized that they were Just so many more subjectmatter courses. By the end of the first decade of the Present century, this feeling had become a definite conviction in the minds of many leaders in teacher training. Out of this conviction grew the movement HE CRITICAL PERIOD in all work of teacher preparation is that of supervised student teaching. Not until then can we know beyond a doubt how the neophyte in the fine art of teach- ing will act, or behave, in an actual teaching situation. It is then that oc- curs the integration of theory, subject- matter, personal characteristics, and actual activities of the teacher. It is then, and not until then, that we can judge the most important of all aspects of teaching—that of the responses, the behavior, of the children being taught. The institution must center its organ- ization, its plans, its teacher-preparing curriculums, its building facilities, and the attention of its entire staff upon this work.—From Supervised Student- Teaching, by Arthur Raymond Mead. for the professionalization of subjectmat- ter, started by William C. Bagley of Teachers College, Columbia University, and fostered by all who have come under his influence. The purpose of this move- ment was to break down the dualism be- tween subjectmatter and method; to pre- sent all subjectmatter in such a way that it might be utilized as the material of lifelike experiences in teaching children. It is probably true that in every teach- ers college and normal school in America some attempt has been made to profes- sionalize subjectmatter. From informa- tion available it would seem that the efforts in this direction of the faculty of the Maryland State Normal School at Towson have been the most carefully organized and the most persistent. A de- tailed description of this attempt may be found in the April 1930 number of Edu- cational Administration and Supervision under the title, “A Plan for the Closer Coordination of Professionalized Sub- jectmatter and Student Teaching in a Normal School.” The experience method in professional education—The dualism between theory and practise has been a perpetual prob- lem for the teachers colleges. One of the most drastic attempts to solve this dual- ism is an experiment now in its second year at a state teachers college in the Middle West. [The State Teachers Col- [ 87 ] lege at Milwaukee.—Editor]. This ex- periment was the outgrowth of several very definite convictions that had grown up in the minds of the faculty of that in- stitution, which may be stated as fol- lows: [1] that the socalled technic or methods courses function little, if any, in the practise teaching of the students; [2] that every teacher should be liberally educated at least to the level of the junior college; [3] that the professional edu- cation of the teacher should be a growth rather than an accumulation of informa- tion and skills; [4] that the professional phase of the curriculum in the teacher- training school should consist of a series of professional experiences so chosen and related that the philosophy of education, the understanding of child nature, and the knowledge of and skill in the use of the technics of teaching, which censtitute the professional equipment of the teacher, come as a direct and natural outgrowth of these experiences. Students being trained under this plan are given two or three years of liberal arts education, depending on whether they are enroled in the three- or the four- year curriculum, followed by one year of professional education based on _ princi- ple [4] above. Space will not permit any discussion of the liberal arts phase of the education of those students in this experiment. When the student comes to the professional phase of his education, at the beginning of the third or fourth year in the college, he has had no courses of a professional nature whatever except a course in general psychology. He is as- signed to a certain homeroom in the training school and the training teacher in charge of that room becomes the guide of his professional education. To help the training teacher and to avoid the possibility of having all the experiences of any student confined to one room, a member of the staff of the department of education is assigned to help each student. Under the guidance of these two teach- ers the student is put into a series of pro- fessional situations, rich in the philosophy of education, psychology, child study, and the technics of teaching. These experi- ences arouse “leads” in the minds of the students which are used to induce much professional reading and coherent think- ing; and the results of the student’s ob- 88 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION servation, reading, and reflection are clinched in numerous conferences. ‘The students follow no set schedule. They live with the children in the training, school two or three hours a day, the group of children depending on the type of experience emphasized at the partic- ular time. The work with children is followed by a conference each day and hours of reading in the library. The experiment is still too young to permit an evaluation of its outcomes but the results in increased professional en- thusiasm, in the breaking down of the barriers between subjectmatter and meth- od, in the development of a sound phil- osophy of education and a functional psy- chology, and in the growth in creative artistry in teaching have been very grati- fying. Closely related to this experiment in its underlying philosophy, preceding it, and thus furnishing a certain amount of im- petus to it is another in the teaching of art education. A two-credit course in teaching of art was worked out on the principle, “I know because I have ex- perienced.” For the past three years this course has been conducted in a two-hour weekly meeting. Every student spends the first hour of each class meeting teaching a small group of children. The second hour is spent discussing and applying and en- larging the experiences gained. These ex- periences are supplemented by many as- signed readings, which gain in purpose- fulness thru the experiences. The experience - procedure - principles order—At the State Teachers College at La Crosse, Wisconsin, an excellent ‘plan to make the professional training of ele- mentary teachers an outgrowth of expe- riences has been in operation for two years. This plan has the merit, not found in some others, of capitalizing the voca- tional motive from the very beginning. A description of this very interesting con- tribution to the field of professional ex- perimentation may be found in the May 1929 issue of The Nation’s Schools. Attempt to introduce freedom, arouse initiative, and challenge the individual capacities—A course in general psychol- ogy, open only to sophomores, has been divided into six units of work, each unit consisting of the minimum essentials re- quired of each student. The completion of each unit is determined by a test con- sisting of fifteen life situations, followed by five psychological principles rightly or wrongly applied. As soon as a student completes a test he is excused from the class until the next unit begins. During the past year, a group of six superior students was excused from the regular class meetings and allowed to complete two units of work by the aid of the course syllabus and thru occasional THER COUNTRIES—Some form of laboratory work, such as observa- tion or student teaching, is a part of teacher preparation in Canada, Mex- ico, and some South American coun- tries, Porto Rico, England, France, Germany, Netherlands, Belgium, Den- mark, Scandinavia, Bulgaria, Austria, China, Japan, India, the Philippine Islands, and many other civilized countries. It has also been started in the systems of education being devel- oped in the more backward countries of the world. Back of this stupendous growth lie a faith and a philosophy— a faith that the best way of learning to teach is thru actual contact with real teaching, and a philosophy which de- clares that a usable theory will work ia practise; otherwise it is not a sound theory—From Supervised Student- Teaching, by Arthur Raymond Mead. conferences with the instructor. These six students not only completed the two units in the assigned time but accom- plished an enormous amount of outside work. For example, they read and dis- cussed among themselves Koehler’s Ge- stalt Psychology and then invited the in- structor to join with them in several final discussions in which they displayed an intensive knowledge of the book. The unit method in history—A course in American history has been centered around certain main problems classified in groups. Under the ordinary class pro- cedure these problems are covered by as- signed readings, followed by class dis- cussion. The mastery of the problems is determined from the daily discussions and thru written examinations at irregu- lar intervals. At the beginning of the last quarter of the last school year a group of eight students was allowed to work out a plan by which class attendance was made op- tional. Each problem was given a point rating and each student was required to complete sufficient problems to make a total point rating of 60. Students were allowed a free choice among the prob- lems with such limitations as were neces- sary to guarantee a certain spread. At- tendance at the class discussions was made optional in the case of the mem- bers of this group. It was found that they exercised this option by attending class when their problems were under discus- March, 193] sion. As soon as a student had finished a problem he took a written essay test on it and, at the end of the quarter, each sty. dent took a true-false test covering the problems studied by him. In order to test each student’s ability to apply his learn- ing to new situations he took an essay test on three problems not studied by any of the students. One of the best founded criticisms of the modern college curriculum is that it deals with too many little things in a little way. Many attempts are being made in the teachers colleges to unify and enlarge the intellectual experiences of the students. The changing conception of the func- tion of the instructor—The traditional idea of the teacher has been that of lec- turer, tutor, information giver, and ex- aminer. With our changing attitude to- ward education there has come a marked change in this conception. The change has come in part, at least, from a feeling that teachers have taught too much, that they have not only discouraged, by too much lecturing and instructing, the self- activity that alone can lead to growth but that they have often placed themselves between the mind of the student and the great realities. In order to bring the function of the instructor into closer harmony with the idea of guide, counselor, inspirer of high purposes, and promoter of great tasks, classrooms and lecturerooms are being changed into workrooms. Some teachers- college presidents evaluate the work of their instructors by the extent to which students are held in the classrooms during free periods. I know of teachers whose classrooms are always occupied by from three or four toa dozen students, working on projects, using mimeographed mate- rials, books, and syllabi. Because of my belief in the new conception of the teacher I am led to prophesy that the time will come when the college library will be a central distributing station and that its main function will be to keep an ever- changing supply of books in the various class-work-rooms. These are a few concrete examples of attempts to improve instruction in the teachers colleges that have come to my attention. There are many more just as valuable. I regret particularly the impos- sibility of reporting the attempts that are being made to vitalize psychology to make it function in the professional lives of trained teachers. The effort along this line at the Wilson Teachers College at Washington, D. C. deserves special men- tion. Better Teaching of Reading Enjoyment of Good Literature WILuiiaM S. Gray Dean, School of Education, University of Chicago 5 INDICATED in earlier articles of A this series, an improved program of teaching provides for the or- derly development of desirable reading attitudes and habits during the reading period, for wide reading in the content subjects, and for the development of strong motives for independent reading during free periods. But it is not sufh- cient merely to stimulate interest in read- ing; in addition, reading interests and tastes must be graded steadily upwards. Accordingly superior instruction aims to cultivate hearty enjoyment of good liter- ature and to elevate reading tastes. The value of these aims is obvious. On the other hand, the need of directing in- creased attention to them in both elemen- tary and secondary schools is very urgent. This fact is emphasized by the character of much of the free reading of children and young people today. Numerous stud- ies show clearly that a surprisingly large percent of the books and magazines read independently are of little value from either a social or a cultural point of view, if indeed they are not harmful or degrad- ing. Furthermore, there is apparent lack | of desirable standards in selecting mate- tial to read, also lack of appreciation of the better types of literature. In partial explanation of this situation, several facts may be presented. First, the cultivation of hearty enjoyment of good literature which is often introduced very effectively in the kindergarten and pri- mary grades thru story telling and dramatization is discontinued in many schools during the middle grades. It is very unfortunate that little effort should be made to cultivate desirable standards and tastes during a period when children are beginning to read widely and when Interests and tastes can be easily culti- vated. Second, prevailing methods of teaching literature in the high school often fail to cultivate hearty enjoyment and to inspire pupils to continue the in- dependent reading of superior types of literature. Third, many pupils in the grades and high school fail to receive adequate guidance and stimulation with respect to free reading. For example, in teports from 2083 pupils in one school ‘ystem, 48 percent reported that they had not been asked to read by anyone and 76 Percent of the senior high-school pupils and 80.5 percent of the junior high-school pupils reported that they had not been asked to read magazines by teachers. The GTORYTIME, when on mother’s lap reading tastes are developed which will remain thruout life. study as a whole led Henderson to con- clude that ‘‘as yet no agency in the com- munity studied has assumed ‘the task of introducing the pupils of school age to the better class of current literature.” These and many other facts indicate clearly that current reading interests and tastes among children and young people are the result, in part, of inadequate attention to the problem in some cases and of ineffective efforts in other cases. The wisdom of providing specific guid- ance in cultivating appreciation of good literature is often questioned. The argu- ment is advanced that appreciation can- not be taught; that it is acquired solely thru wide reading of interesting, whole- some books and selections. Without de- preciating in the least the importance of such reading the position taken here is that specific guidance and leadership are highly desirable. This view is supported both by classroom experience and by the results of experiments. Three examples based upon classroom experience will be presented briefly. A fourth-grade class had been reading a simple account of Ulysses’ encounter with the Cyclops. After the content of the selection had been carefully inter- preted, the teacher read aloud from a [89] translation of the original the comments of the Cyclops to the biggest ram as he passed out from the cave. The pupils were thrilled with the beauty of diction and the style of expression of the pas- sages read to them, as shown by their un- divided attention during the reading and by the spirited discussion that followed. Their taste in reading was elevated by the experience, as shown by the fact that many of them read to themselves various parts of the teacher’s book during free reading periods. It is true that the teacher did not emphasize or call attention to the literary qualities of the selection read. Thru a carefully planned step, however, she attracted attention to a superior selec- tion at a time when the pupils were in a position to distinguish and appreciate its unique qualities. A second example is taken from the upper-grade level. A young woman was teaching by more or less formal methods several selections of literature in which she was not interested. The response of the class harmonized with expectations. During free periods, however, she began to read to her pupils some of Riley’s poems of which she was very fond: Wasn’t it pleasant, Oh brother mine, In those old days of the lost sunshine of youth, When the Saturday’s chores were thru And the Sunday’s wood in the kitchen, too, And we went visiting, me and you Out to Old Aunt Mary’s. The children soon caught her enthusi- asm, were inspired by her interest, and within two weeks filed more requests with the school librarian for Riley’s poems than could be supplied even with the help of the public library. We need in elementary and secondary schools to- day inspiring teachers of broad interests who will share with their pupils the pleasures derived from the reading of good literature. They should also recog- nize fully their obligation to devote much time and attention to the problem of broadening the reading interests of their pupils and improving their tastes. A group of senior high-school pupils was recently found reading short stories of superior quality during a free library period. Inquiry disclosed the fact that in- terest in short stories had been stimu- 1 atinviveed: earache A eee a hel ah inal erecta cA oh tea? axa e ae 2 oa ce ae fo NCE CAE MOT Y SAES PLD POLO WEILER. 90 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1931 EE lated the year before by a teacher who had taught a unit on short stories in a most stimulating way. She read and dis- cussed a number of short stories with her pupils; she described others, indicat- ing points of interest and attractive fea- tures of each; and she provided abundant time for independent reading, discussion, sharing of experiences, and hearty enjoy- ment. More than a year later her pupils were still actively interested in reading the better types of short stories, when- ever they had time to do so. Apparently the contacts of the pupils during the course were of great value in directing their reading interests and tastes. The examples which have been given indicate that much can be done thru guidance in cultivating interest in good literature and in elevating reading tastes. Such conclusions are supported by the results of scientific studies. For example, Broening found that appreciation of good literature can be cultivated thru the use of appropriate methods. Green found that critical studies of books and the group preparation of standards for use in select- ing books to read resulted in raising ma- terially the literary excellence of the ma- terial read independently by the group. Bernard, Anderson, and Raborem se- cured reports from high-school pupils which indicated that a wide reading course in modern literature cultivated literary taste and aided in preparing pu- pils fer worthy use of leisure time. Sev- eral investigators have found that pref- erence for the better types of magazines can be cultivated thru carefully planned guidance, including comparative studies of the characteristics of different maga- zines. These and other studies show clearly that appreciation and taste in reading can be cultivated ; also that some methods are far more effective than oth- ers in securing desired results. It follows that both elementary and_ secondary schools should give conscious attention to this problem. Some of the more significant aims and purposes of the literature period will be discussed briefly. They apply to many activities of the reading period as well as to those of special literature periods. By “literature” as defined by Morrison and ” said Sir John Herschel, “I were to pray for a taste which should stand me in stead under every variety of circumstances, and be a source of happiness and cheerfulness to me through life, and a shield against its ills, however things might go amiss and the world frown upon me, it would be a taste for reading. Give a man this taste, and the means of gratifying it, and you can hardly fail of making a happy man, unless, | indeed, you put into his hands a most perverse selection of books.” as used in this discussion is meant ‘any good reading which tends to contribute a sense of sound values in the pupils’ de- veloping outlook on life.” It is obvious, therefore, that the term is not limited to the classics or belles-lettres in general ; neither does it apply solely to informa- tional reading. It does apply, however, to a wide range of reading which reveals “wholesome, ethical, and esthetic values” and which by its very nature stimulates an ultimate preference for reading which uses adequate literary forms of expression. The primary aim of the literature pe- riod is to cultivate hearty enjoyment in reading worthwhile books and selections. As pointed out by the National Commit- tee on Reading, good literature is “most appreciated and makes its best contribu- tion when it is approached in a recrea- tional mood of curiosity” and not as study or work. One of the first requisites is that the child’s early contacts with literature should be very interesting and pleasur- able. To this end the kindergarten teacher reads and tells many interesting stories to young children and provides them with attractive picture books. During the pri- mary grades, teachers provide many pleas- urable contacts with good literature thru dramatizations, the story hour, the lan- guage period, and frequent recreational reading periods. In this connection, the importance of reading for sheer fun and pleasure cannot be overemphasized. Dur- ing the middle grades wellplanned group activities, relating to interesting themes, should be supplemented by much inde- pendent reading of good literature in which interest has been aroused during class periods. Furthermore, there must be much group reading for fun, frequent oc- casions to hear selections of good liter- ature, particularly poems, read orally, and much sharing of experiences. During the high-school period many units should be taught primarily to contribute genuine pleasure, to awaken new interests, and to cultivate favorable attitudes toward the better types of literature. A second aim of the literature period is to broaden desirable reading interests. Striking evidence of the need of this step is found in the fact that children read only one or more types of material, such as series books. To overcome this diffi- culty, they should be introduced at fre- quent intervals to new fields of interest and to literary types which they might not discover without guidance. Records of ac. tual experience should not be neglected, however. These include selections relat. ing to personal matters such as home or school life, to people and events in differ. ent times and places, to different phases of man’s activity, to various human rela- tionships such as good fellowship and loyalty to country, to current events, to contemporary social problems, as well as to life as presented in the great master- pieces of literature. It is true that many of the types of material mentioned belong properly in the content subjects. It is nec- essary to include some of them also in the literature period for the specific purpose of extending the range of hearty enjoy- ment and desirable reading interests. The literature period has unique op- portunities to extend and enrich the ex- periences of pupils far beyond the limits of other school subjects and activities and to aid in cultivating socially desirable atti- tudes, standards, and ideals. The National Committee on Reading rightly empha- sized the fact that by “acquainting pupils with the greatest and finest sources of genuine experience during the hours of recreation and true enjoyment in school, we may surely and wholesomely stimulate their interest in the life to be lived in books and broaden their interest to in- clude new and excellent types of experi- ence everywhere.” By acquainting them with records of high achievement and noble character, desirable attitudes, stand- ards, and ideals may be developed. Additional aims which merit strong em- phasis during the literature period are to acquaint pupils with the sources and values of different types of literature in- cluding the better types of current liter- ature, to cultivate appropriate habits of interpretative and critical thinking in va- rious fields of literature, and to cultivate increasing preference for artistic forms of literature. These and other worthy aims offer a mighty challenge to teachers of reading and literature in elementary and secondary schools. The opportunity and the responsibility should not be neglected. >> em we e n education it is clear, even to the cas- ual observer of educational progress, that the science of education is changing so rapidly that periodic and systematic at- tempts to keep abreast of the times are essential to the professional life of the alert teacher. No preservice or prelim- inary program for the education of teach- ers can be sufficient. A program of pre- service education properly coordinated with the inservice program and conducted thruout the professional life of a teacher is indispensable—Ned H. Dearborn, di- rector, the Institute of Education, New York University. Pe THE STANDPOINT of professional The teachers meeting has many very important functions. When rightly con- ducted, it becomes an exchange and a clearinghouse for the educational ideas and ideals of the teachers of a system and should result in a unified program for pro- fessional advancement as well as for the educational progress and welfare of the pupils —R. U. Moore, principal, Univer- sity of Oregon High School. You will be interested to know how “‘vitalized group study and faculty meet- ings” started. In November 1925, Secre- tary Crabtree sent a letter to principals and superintendents in which he said in part: When the slogan, A stabilized, allinclusive membership and the entire profession at work on its problems, first appeared in letters and printed statements, it was looked upon as an inspirational sentiment but not as an ideal to be realized. One delegate wrote: “I like the ideal but of course it can never be realized.” Another said: “Before you get the entire pro- fession at work on its problems you and I will have been in our resting places for genera- tions—but go to it—it sounds good.” But as membership grows more permanent, as schools continue year after year on the 100 percent list, and as the organization for the study of our problems goes rapidly forward, the slogan becomes more than a sentiment—it becomes a goal visible enough to give inspiration and hope. This letter is in regard to programs and plans for staff meetings. No one could reasonably hope that all schools could take hold of the plan immedi- ately. Let this work get under good headway and the state education association journals, Tue Journat of the NEA and other educa- tional magazines will shape material to meet the needs. The plan is that regular meetings ot the staff be held in every elementary and high school, public and private school, normal school, and college. Let every principal and superintendent arrange for regular meetings of the faculty, using extensively the material in state association journals, THE JOURNAL, and other educational magazines. ~ Vitalized Group Study and Faculty Meetings In much less than a decade from the time noted above, thousands of schools are realizing one of Secretary Crabtree’s basic ideals—an allinclusive membership. These schools are bringing their teachers to- gether at regular intervals to work on problems of the profession, using vital, current material found in state and na- tional education association journals and other professional literature, as a basis for discussion. Practically all states are work- ing for 100 percent membership in their education associations and several are near or have reached that goal. Their next aim is voiced by Arvie Eldred, new secretary of the New York State Teachers Ass’n: Practically 100 percent of the teachers in New York state, outside of the city of New York, are members of our association. What I hope may be accomplished in the years to come is that we have not only 100 percent loyal members, but that we will become 100 percent active. Rural education will move ahead more rapidly in the next few years. Why? One reason is the allinclusive membership in education associations which the states are achieving. Rural teachers, county and state superintendents in the organized teaching profession, are working on im- portant problems such as revision of the state tax system, curriculums to meet the needs of rural life, special training for rural teachers and superintendents. The March JourNAL, page 76, contains an article telling how the Utah Education Association has helped to accomplish state tax revision which will greatly benefit rural life. THE JoURNAL has anticipated the advance in rural education by the pub- lication, since December 1930, of impor- tant material on the subject—part of a five-year program. Rural teachers, county superintendents, and other leaders in rural life will find increasing development thru an acquaintance with THE Jour- NAL. Willie Lawson, county superintend- ent of Mississippi county, Arkansas, writes: “The articles on rural education in the January 1931 JourNAL are of in- terest to me because I am a county super- intendent. Other articles in this issue in- terest me because our county superintend- ents and principals group which meets monthly is working out a program on character education.” The plans of the Harding elementary school of Buffalo, N. Y., Frank J. Wied- mann, principal, have many helpful points for group faculty meetings: [91] Great value can be placed upon group fac- ulty meetings. It gives teachers a close range idea of what has gone before and what is to follow. For the past two years our school has been divided into these groups: grades one and two; three and four; five and six; and the junior high. Various days of the week have been selected by these groups for meeting. The principal is at liberty to visit any group at any time. Meet- ings are very informal but many difficult prob- lems have been discussed. At the beginning of the year each group elects a chairman who calls and conducts meetings. At one meeting we had our supervisor spezk to us; very informal but of great help. Some topics for discussion have been: English: (1) Local grammatical errors found by observation and charting errors; repetition of same error studied and check made on various rooms; corrections of errors studied as to methods of remedy and force- fulness of remedy; a final check on improve- ment in errors. (2) Sentence structure by use of better beginnings and by sentences arous- ing interest, especially those pertaining to children’s own life, as pets, books, toys, enter- tainments, parents, school, and friends. (3) Paragraph and story writing studied as to topics and how to make them interesting. (4) Outside reading of library books, newspapers, and magazines. Arithmetic: discussed as to reasons for fail- ures, various forms, methods, drills, and re- sults with possibility of overcoming many fail- ures by simplest methods, by uniform methods in system, and by devices for drill. We have also considered welfare of indi- viduals, methods of discipline, social activ- ities, and general uplift in community. Topics may arise at our general faculty meeting, which we bring back to our group meeting, where it will in most every instance be dis- posed of for the betterment of the school. To keep in touch with progress in educa- tion in the state and country we have set aside one meeting a month for discussion of New York state and National Education Associa- tion journals. Thus particular points of help that can be used in our community are stressed. This has created a keener interest in our educational magazines. We stress the value of group meetings thru informality; every teacher taking part rather than the principal or one or two leaders. This raises the teacher’s standard as well as the pupils’. The machinery runs more smoothly and efficiently with all forces working.—Cora C. Wunt, chairman, 3rd and 4th grade group. The 5 articles in the January issue liked best by readers: First, “The Ideal Teacher” by George H. Palmer; second, “Methods in Character Edu- cation” by A. Helen Anderson; third, “School Success, an Element in Mental Health” by Clara Bassett; fourth, “Byrd: the Explorer and the Man” by Gilbert Grosvenor; fifth, “Is the Class Period for Teaching” by Frank W. Hubbard. S to the final negotiation which led to the voluntary transfer of its sovereignty to the United States, Hawaii had Part-Hawaiian The Territory of Hawaii: ] * Chinese Portuguese INCE annexation to the United States in 1898, Hawaii has occupied the legal status of full and complete political union with an incorporation into the United States as an integral part thereof. It is a unit “Ta the American scheme of government and carries all the financial responsibilities and burdens of a — 1 all the many acquisitions of territory of the United States, Hawaii alone, with the exception of Texas, —— a part of the Union by voluntary agreement as an independent nation, having sovereign powers coequal wit a German- Hawaiian + those of the United States. All other annexations of territory were by conquest or by purchase. When 4 VV y referred to as one of the “insular possessions” the citizens of Hawaii rise in righteous indignation. {| Previous VY 7 ” x4 v maintained a dignified, orderly, and internationally respected national government. Industry progressed—legisla- tive bodies were composed of representatives elected by the people—there were dignified courts of justice—com- Le pulsory school attendance—religious freedom—public improvements in the way of buildings, highways, harbors, docks. . “ THE CR American citizens, American finance, and American methods were much more in evidence in Hawaii in 1849 than in 0. any other locality thruout this great Pacific Coast. {| Since annexation to the United States in 1898 Hawaii has paid into this respect than 14 of the states—Lawrence M. Judd, governor of Hawaii, which has 2630 members in the NEA. PA the federal treasury over $110,000,000 in internal revenue receipts alone. During the last fiseal year Hawaii paid more in | Hawaii Soft east wind and a whispering sea And a rustle of palms on Waikiki; I lift my head to the velvet sky; I bathe my face where the clouds go by, And a glorious rainbow binds my hair, And a glorious Flag is fluttering there. See what a wonderful child I am! Do not forget me, Uncle Sam. Soft warm tide on a soft warm sea, And soft warm hearts on Waikiki; Lone I stand at the far-off gate; Lone I stand and wait and wait; Lone in the sea; but I smile as I Keep my Flag in the velvet sky. Warm is my heart and loyal too; Uncle Sam, I am trusting you. Soft moonlight on a breathless sea; Tinkle of strings on Waikiki; Warm I stand in the velvet night, Draped like a bride in the white moonlight; Bugle notes in the stillness drown On Waikiki as the Flag comes down. Toward the East I stretch my hand; Love me; I am a lovely land. Soft midnight and a silent sea And a sleeping tide on Waikiki; Lone I wait in the far-off West And a bright Flag slumbers on my breast; Love me; only for that I wait, Keeping the Flag on the western gate. All that I may be; all I am— So that you love me, Uncle Sam.—Lowell Otus Reese. (CNEVEN THOUSAND MILES across a blue expanse of wate Hawaii, midway between the Orient and the ee ships that cross the Great Pacific Ocean. {| Due “ Russia, China, the Philippines, Australia, New * ico, and South America, Hawaii is now becoming ~~ well. {In recent years when the relations of these wee more complicated, the need has been felt by all of t e Hawaii has always been considered a sort of 7 they naturally looked towards these Islands as 4 oe this nature made its appearance as a “Hands 41 World Federation of Education Associations — | ference of that organization for the summer of hot welcome awaits those who are able to attend. The P —— [92] ———— B80. Anglo-Saxon e of watet™uld be a long trip indeed if it could not be broken. f, is an unusually attractive stopping-over place for Due to thientral location and its contacts with Japan, Siberian he South Sea Islands, Canada, the United States, Mex- an commercial importance. It is a cultural center as cuntries towards one another have become more and a and discussing their mutual problems. As me: much as Geneva is for the League of Nations, : Ing place. | About 1910 the first organization of * acifie Club. The president and directors of_the $ fo a as the meeting place of a Regional Con- 1 “us conference are now under way. A cordial Shows snow-capped Mauna Kea, Island of Hawaii. ing of mo hese Pac 11 of the Hawaiian Filipino Japanese e Crossroads of the Pacific Hawaii: { Where values are measured in character, not caste. § This is a distinctive feature of Hawaii's edu- cational tradition and development that makes Honolulu a natural meeting ground for educational leaders of the , world. {i Here the Orient and the Occident meet on a basis of absolute equality, under American citizenship. Children of many races have studied together, played together, and moved out into business, industrial, and A social life as friends and neighbors. {| Equality of opportunity for the youth of the land comes as nearly to complete fulfilment in Hawaii as may be found anywhere on earth. Freedom from superiority complexes and absence of social color lines furnish a field for study of whether the whole human family may not be, after all, pretty much the same. All respond to the environment of kindly attitudes and to education interpreted in forms of better understanding. {| Hawaii’s educational, business, and religious foundations are American. This has been softened and thereby strengthened by the kindliness of the Hawaiian. Into this field have come Chinese, Portuguese, Japanese, with a smattering of northern Europeans, Spaniards, Porto Ricans, and Filipinos. They were first laborers. Prospering, they established families. Their children are citizens of the United States. {| Public schools have wrought their miracles here among all races. Boys and girls grown to manhood and womanhood make up a selfre- liant, selfgoverning, loyal people. { This field, rich in human values, is an ideal setting for the leaders in education to review the progress of world federation.— Wallace R. Farrington, ex-governor Hawaii, chairman Honolulu Committee, W.F.E.A. Conference. Hawaiian Schools There are 2563 teachers and 73,180 pupils in the 181 public schools of Hawaii. Over 98 percent of the pupils (71,737) are | citizens of the United States! On the basis of racial descent, the | groups are as follows: Hawaiians, 3321; Part-Hawaiians, 7679; Portuguese, 6091; Porto Rican, 1163; Spanish, 258; Other Cau- casian, 2993; Chinese, 6706; Japanese, 39,115; Korean, 1719; Fili- pino, 3344; Others, 791; Total, 73,180. Hawaiian teachers are the most loyal and professional teachers in the world. Year after year they have stood first in percent of enrolment in the NEA with more members in the territory than there are teachers—a truly prophetic record. For Those Who Read A History of Hawaii—Gregory and Kuykendal Under Hawaiian Skies—Taylor Hawaii Past and Present—Castle Hawaiian Folk Tales—Thrum Hawaiian Legends of Volcanoes—Westervelt Our Hawaii—Jack London The Human Side of Hawaii—Palmer Hawaii Today—Wriston The Napoleon of the Pacific—Gowen Tales Told in Hawaii—Metzger The Coming Hawaii—Goodrich Hawaii From the Viewpoint of a Bishop—Restarick Pilgrims of Hawaii—Gulick Brief History of the Hawaiian People—A lexander Paradise of the Pacific—Faris Hawaii, Scenes and Impressions—Gerould Motto of Hawaii Ua Mau Ke Ea O Ka Aina I Ka Pono [The Life of the Land is Preserved in Righteousness} em a long absence from Hawaii Mark Twain wrote as follows: “For me, its balmy airs are always blowing; its summer seas flashing in the sun; the pulsing of its surf beats in my ear; I can see its garlanded crags; in my nostrils lives the breath of flowers that perished twenty years ago! Aloha! Aloha! Aloha Nui!” Mark Twain called Hawaii, “The loveliest fleet of islands that lie anchored in any ocean.” a To Protect the American Home HE PURPOSE of the Eighteenth Amendment is to protect the American home. A sacred obliga- tion is imposed on the President to se- cure its honest enforcement and to elim- inate the abuses which have grown up around it; I wish it to succeed.---Herbert Hoover, in an address at Elizabethton, Tennessee, Saturday, October 6, 1928. As President of the United States lam sworn by the whole people to maintain the Constitution and to enforce the laws. No man should dare call himself a faithful American and sugéest other- wise. You have recognized that the up- holding of the Constitution and the en- forcement of the laws must, however, not rest upon government officials alone; it must rise from the stern de- mand and the loyal cooperation of good citizenship and individual responsibility to the community.---President Hoover before the American Legion Conven- tion, Boston, Mass., October 6, 1930. nal Education Association. Copies on art paper; 20 for $1; $4 per 100; $3 [ 94] College Ideals of Southern California face toward the light of educa- tion. The first mayor, Stephen C. Foster, was a Yale graduate of the class of 40. During his term as mayor he also served as the first superintendent of schools. Foster fought his way across the con- tinent on foot and horseback all the way from Maine, unconsciously fulfilling a prophecy of President Timothy Dwight of Yale in George Washington’s time, that the sons of Eli would soon “claim on far Pacific’s shore a home.” These Southern California pioneers elected as public officials their most cul- tured fellow citizens. Mayor Foster was followed by A. P. Hodges, a leading physician. Then came B. D. Wilson, famed horticulturist, for whom Mt. Wil- son is named. When it came time for southern Cali- fornia to select men to represent it in the state constitutional convention in 1849 they chose those who held equally in view the educational opportunities of the pub- lic schools and the university. Mingling in this convention with the “Yankee Dons” of New England were the best educated native Californians from the south—Judges Pablo de la Guerra and Jose M. Covarrubias of Santa Barbara, Miguel de Pedrorena of San Diego, and others. Most of the delegates were in their twenties and thirties. Their thoughts were of the future. Thus the old civiliza- tion and the new, thru the eyes of their young men, envisioned the future of a great state offering a fair start in life to its children, Four years after the constitutional con- vention another Yale graduate, Henry Durant, for many years pastor of a church A" ITS BIRTH Los Angeles turned its Ed n the nation to attend in Massachusetts, journeyed to Califor- nia with a burning desire to fulfill Presi- dent Dwight’s early prediction of “new- Open doors to learning at Stanford. born Oxfords where slept perennial night.” The Cape Horn windjammer had scarcely docked when Dr. Durant began plans which were to result in the University of California. In a house in Oakland he started the academy that grew into the College of California. It opened its doors as the University of California in 1869 with its founder, Dr. Durant, as president. Thus during the centennial year of the arrival of Father Junipero Serra, the Aryan civilization founded by him in California blossomed forth with its first public university. Five years later it was transferred to its pres- ent beautiful campus at Berkeley. While the University of California on the Berkeley campus was growing into one of the largest educational institutions in the world, events significant for the State University’s future were transpir- ing in Los Angeles. While that city was still a little pueblo of 11,000 souls, taking pride in its gas-light illumination system, with a boy on a trained pony galloping down the street each evening from pole to pole to light the lamps, the towering Victorian form of a new state normal school arose in an orange grove in the suburbs. By a miracle of growth greater than its early boom orators would dare to proph- esy, Los Angeles, with a population of 350,000, crowded its normal school to the site of a pioneer Hollywood ranch where time had metamorphosed a wagon track into an avenue. Here in 1914 the school entered upon its second growth housed in buildings of imperishable beauty. Over the broad lawn gigantic eucalyptus trees gave the benediction of Spanish yesterdays to a modern institu-’ tion. It was this school which was chosen in 1919 to be the Southern Branch of the University of California. At the close of its first year as a “Branch” the school enroled 4000 students in buildings erected to house 2500. A new site was imperative. Back in 1843 a ranch of 4400 acres of grazing lands rimmed with oak-strewn hills was granted to Don Maximo Alanis by the Mexican Governor Micheltorena. They called it Rancho San Jose de Bue- nos Ayres. Here stands the University of California at Los Angeles today, no longer a “branch,” upon the last of the ranchos where the brightest traditions of Spanish California were nurtured and the mellow charm of the old days was longest preserved. Robert G. Sproul is HE 69TH ANNUAL CONVENTION of the National Education Association will be held June 27-July 4 in Los Angeles, where nearly a century ago began a romantic adventure in education, inspired by the cultivat- ing influences of New England, carried forward by the determination of the 49ers, and built upon a Spanish culture that long preceded the first American pioneer to the Golden State. California institutions still re- flect the dauntless courage of their founders and have memorialized in beautiful architecture their Spanish forbears. The general sessions of the convention will be held in the Shrine Civic Auditorium, located a few | Minutes from the heart of the city. The Auditorium is adjacent to the campus of the University of South- | | ern California which has hospitably opened many of its assembly halls for the use of departmental and group _ Meetings held in connection with the general sessions of the convention. An inspiring program prepared under the direction of President Willis A. Sutton will place great emphasis upon the Improvement of Edu- | cational Opportunities for Rural Children, Relation of Schools and Business, and The Integration of all D ucation, topics which President Sutton has discussed in many states during a trip across the continent in t ecember and January. President Sutton has extended a special invitation to every county superintendent | > r this convention, where it is hoped a progressive movement in rural life, on a more _ &xtensive scale than ever has been attempted, will begin. [95] LEON RSET LR PREIS WAL CSA IEE 96 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION president of the University, the campus of which extends from Berkeley to Los Angeles. Another great university in Los An- geles that has grown from the early Cali- fornia ideal of universal education is the University of Southern California. A group of educated men attracted to the Southland foresaw opportunity and re- sponsibility in the future. They under- took the preparation of trained leadership for this future. Under their inspiration higher education in Southern California rode along on the crest of the boom of the seventies and eighties. A whole series of colleges sprang up in that part of the state. When the crash came after 1887 some of these colleges succumbed, but most of them have grown like young oaks, the sturdiest supports upon which the structure of Southern California leader- ship and culture has grown, and to which each one has made its own distinctive con- tribution. The Rev. John R. Tansey, an elder of the Methodist Episcopal Church, took the first steps in the formation of the University of Southern California when in 1875 he proposed plans for the forma- tion of a college and offered lands for its campus. Upon his death the work of es- tablishing the university was carried for- ward by Judge Robert Maclay Widney, who had had the dream of this university as early as 1871. On the 99th birthday anniversary of the City of Los Angeles more than a thousand citizens gathered in the dusty fields southwest of the city to witness the laying of the cornerstone of its new in- stitution of higher learning, the Univer- sity of Southern California. One month later the new school received the 55 mem- bers of its first student body. | LL: The University of California at Los Angele | During the days of the great boom there grew in California one of the most colossal schemes of higher education that has ever been undertaken. The College of Liberal Arts at Los Angeles was to be the central institution around which a HE University of Southern California in Los Angeles memorializes in its architec- ture the Spanish civilization that once ruled the great southwest. myriad of units of strategic points would cluster. A series of preparatory academies in the outlying regions and schools to prepare students for all lines of profes- sional and technical work were parts of the new scheme. In accordance with this idea the University of Southern Califor- nia once extended from Tulare to San Diego. Many contributions were made for the establishment of academies and colleges. A decade later the University of South- ern California reversed its policy of ex- March, 193] tension and geographical expansion and entered upon an earnest program of con- centration and centralization. Under the able administration of President Rufus B. von KleinSmid the university, with its 25-acre campus only three miles from the heart of the business district of Los Angeles, with 16 colleges and schools in- cluded in its organization, with a total enrolment of 16,000 students, has become not only a great city university, but one of the large universities of the world, A unique educational institution of Southern California is the Mount Wil- son Observatory on a lofty peak above Pasadena. Don Benita Wilson in 1864 carved a roadway to the mountain top that bears his name to harvest its wealth of pine for orange crates and pickets. The timber was found unsuited for these pur- poses. Then too little water and too many rattlesnakes contributed to its repeated failures even for purposes of stargazing until the Carnegie Institution of Wash- ington provided funds to make the peak habitable and equip it with an observa- tory. The Hooker telescope, with its 100- inch mirror weighing five tons, has re- vealed more than a thousand million stars. Other educational institutions testify- ing to the faith of Southern California in the value of culture and liberal educa- tion include: Los Angeles Museum of History, Science, and Art; Occidental College; the Claremont Colleges, includ- ing Pomona College, and Scripps Col- lege; Whittier College; La Verne Col- lege; the Southwest Museum; Califor- nia Institute of Technology; Henry E. Hunting Library and Art Gallery; Pasadena College; University of Red- lands; California Christian College; and the State Teachers Colleges at Santa Barbara and San Diego.—B. F. s is at one end of a campus which extends from that city to Berkeley, where ~ first buildings of this great institution were erected. RicHT: Stanford University at Palo Alto has also preserved the memory 0 Spanish beginnings in a beautiful type of architecture illustrated in the view through this arch. | — Radio Notes for Class Study \pIO CHANNELS FOR EDUCATION— R It would be difficult to find a more farsighted act in the history of America than the setting aside of certain sections of land in each township in the public domain for the aid of education. This foresight laid the foundation for the most extensive and fruitful system of common schools ever developed. It would be difficult to find a more notable example of public indifference and neglect than the turning over of radio channels to advertising and monopoly in almost total disregard of their potential uses for education and citizenship. No other country has been so freehanded with its immensely valuable radio frequencies or considered advertising more important than education. Educators awake—That the edu- cators of the nation are becoming alert to their responsibility is shown by the in- creasing number of educational organiza- tions taking action similar to the follow- ing: RESOLVED, that the West Virginia State Education Association believes that legisla- tion should be enacted which will safeguard and assure the government for the uses of education, a reasonable share, at least 15 per- cent, of the broadcasting channels of the United States—Passed by the Delegate As- sembly of the West Virginia State Education Association in annual convention at Clarks- burg, W. Va., November 14, 1930. The National Committee on Edu- cation by Radio—This committee which is composed of representatives from eight of the great educational groups in the United States, is urging Congress to set aside 15 percent of all radio channels which are or may become available to the United States for purposes of education. This proposal has been embodied in a bill, $. 5589, which was introduced in the Senate January 5, 1931, by Senator Simeon D. Fess of Ohio, a statesman and educator of the highest standing. This bill Proposes that the radio act of 1927 shall have added to it the following: Not less than 15 percentum, reckoned with due weight to all factors determining effec- tive service, of the radio-broadcasting facil- ities which are or may become subject to the control of and to allocation by the Federal Radio Commission, shall be reserved for edu- pee. Charles McKinley Saltz- man who, as chairman of the Federal Radio Commission, has the responsibility of protecting the public’s rights in radio. cational broadcasting exclusively and allocat- ing when and if applications are made there- for, to educational agencies of the Federal or State Governments and to educational institu- tions chartered by the United States or by the respective States or Territories. There could be no more important les- son for any school or college class in citi- zenship than a careful study of this bill and the reasons why it should be em- bodied in law. The American people are becoming more and more dissatisfied with the monopoly of the air by sales talks. Are you satisfied with radioP— The right of the listener is paramount to the right of the broadcasting station, both as to reception and quality of programs. Moreover, the stations are willing to lis- ten to the requests of the listeners. Their popularity is denoted by the number of people who send in their comments on programs. If the people wish to improve the quality of radio programs they must make their wants known to the broad- casters. Radio, like the press, claims that it wishes to give the people what they want and that they are guided in this only by the reactions of their listeners. Hence, radio listeners should consider it their duty to let broadcasting stations know which programs they like and which ones they dislike. The landgrant stations—“The end of the decade finds those educators who early visioned the educational possibili- ties of radio, gravely concerned over the manner in which the radio stations under the control of the educational forces have gradually been deprived of their place in the sun. At the same time they are greatly heartened over those events of the current year which indicate the beginning of a wider and keener ap- preciation of the situation in the broad- casting field. During the current year the continued support and operation of the thoroughly planned Ohio School of the Air has been a source of inspiration to the landgrant colleges. It is rendering on a larger scale and more rapidly the services which many of the other landgrant colleges are striv- ing to render in their states. The Federal Radio Commissioners have repeatedly expressed their sympathy with the aims and the mission of the educational stations and have frequently given evidence of this accord. But the hard fact confronting the landgrant col- leges is that private interests have suc- ceeded in so depriving them of rights previously enjoyed and in so monopoliz- ing the valuable radio assignments that the entire group of landgrant institutions with its untold educational resources has at its disposal in the way of power and time and channel assignments approxi- mately 3 percent of the facilities under the control of the Commission.” —By Ed- ward Bennett, University of Wisconsin, before the National Council of State Superintendents and Commissioners of Education, at Milwaukee, Wisconsin, Dec. 9, 1930. r - LISTENING PUBLIC is becoming more critical of program quality and more lukewarm to what is being offered them. Meanwhile radio advertising from the “local” stations has become so uncontrollable that one must wonder at the patience of the suffering public. Yet the broadcasters are greedily selling more and more time for impudent and undisguised sales talk.—Lee DeForest, president of the Institute of Radio Engineers for the past year, in his farewell address. ae [97] ae ees PES Np SFR WE Sy Oe 35 sae South Dakota Growth of Education Associations States and Estimated other units number of teachers in 1931 Membership in National Education Association Percent of | Relative Jan. 1, teachers ranks in size 1931 members Jan. 1, groups! 1931 1931 2 | United States 957,730 Alabama 17,500 260 3,300 13,700 43,500 160 11,000 3 205 ,678 1,635 171 2,524 876 20,887 65 4,620 1,893 759 1,276 2,490 199 2,713 2,573 988 12,045 6,457 Massachusetts Michigan ; Minnesota Mississippi Missouri Montana Nebraska New Hampshire | New Jersey New Mexico New York Worth Coreting.............scsescee North Dakota | Ohio | Pennsylvania Philippine Iskands | Porto R Tennessee Virgin Islands Virginia Washington West Virginia | Wisconsin | Wyoming HIS table shows the growth of professional organizations and indicates the relative standing of each of the states with respect to membership in both national and state asso- ciations. The total membership in the National Education Association was 205,678 on January 1, 1930, and 216,188 on January 1, 1931. This lat- ter figure is 22.57 percent of the 957,730 teach- ers in the United States and territories. The life membership in the National Education Associa- tion on January 1, 1931, was 4120. The figures for state associations for January 1, 1930, show a membership in these associa- tions of 697,775. This figure for January 1, 1931 is 711,263, which is 74.27 percent of the 957,730 teachers in the United States and territories. In the United States in 1929, 20.82 percent of the teachers of the country were enroled in the National Education Association; in 1930, 21.76 percent were enroled; the corresponding percent for 1931, given at the head of column 5, is 22.57. 4 216,188 1,580 NRPH&WHY oroos Hh QO wo ooo oa ons foleoheo]oof RPANNUN PwWOOO 10010 Ge Ovpmnw — Miro OO _ —_ Dime Cn ee — Omron) ruroUm NOmAS @lelel--F 4 —_~ ee _ eres _ _ Membership in State Association Percent of | Relative teachers members 1931 11 697,775 711,263 74.27 13,7908 14,1736 80.99 3,105 94.09 58.39 83.93 76.45 91.96 92.56 40.81 61.83 79.49 80.11 58.62 ee 0. 14,338 78.67 10, 400° 96.00 7,144 99.53 4,2538 47.22 18,870 70.05 31,921 15,000 15,073 .53 11,1878 11,9828 A 24,2318 5,130 13,100 563 2,837 28,000 2,909 42,1104 43,7504 17,091° 18, 125° 4,404 4,995 40,112 40,881 18 ,802° 18,809 6,750 6,859 59,072 60,439 4,045e 4,100e 10,1063 10,3943 9,212 9,359 8 ,000e 9, 300e 23,8718 21,1548 4,984 5,012 2,591 2,561 YmBONNS] OYray AWANW OM! PWAT0W The percent of teachers enroled in state associa- tions in 1929 was 71.66; in 1930, 74.03; and in 1931, 74.27, the percent given at the head of column 11. The preceding percents are based upon estimates as to the number of teachers in each state in 1929, 1930, and 1931. These esti- mates are as accurate as available data permit. The figures of column 2 include teachers, princi- pals, supervisors, and administrative officers. The figures for state associations are based on signed reports from officers of those associations. e The letter ‘“‘e” indicates that the figure is an estimate. 1 Column 7 enables each state to compare its membership achievement with that of other states in its size group. The states marked “‘A’”’ have 30,001 or more teachers; those marked ‘‘B’”’ have 20,001 to 30,000; ‘“‘C”’ 10,001 to 20,000; “D” 2001 to 10,000; ‘“‘E’’ 2000 or under. 2 Figure does not include members enroled in 16,4208 10,988 13,7628 18, 500e 3,100 statewide organizations for colored teachers. 2 Includes enrolment in both white and colored associations (separate organizations). 4The rank of the New York State Association is lowered by the fact that New York City teachers at present work largely through local organizations. There are approximately 32,000 teachers in New York City. 5 The percents in excess of one hundred per- cent are accounted for by the fact that members are enroled among teachers in private schools, institutions of higher learning, and laymen. 6 Membership in colored state teachers asso- ciations is an estimate. Figure includes enrolment in both white and colored associations (separate organizations). 7 Figure includes enrolment in both white and colored associations (separate organizations). Figures for colored association membership are for 1930. Rural Education Service Topics for Class Study in Rural Schools ing for rural life. It is not turning the dreams of ambitious youth to the city as the only challenge for worthy achievement. It finds great work to do on the farm and in the farm home and com- munity and is helping farm boys and girls there to do it well. Upon the rural schools of today de- volves a perplexing and challenging task. They must educate youth for the farm revolution that is now counterparting the revolution in industry brought about by the machine. The principal aspect of this farm revolution is the substitution of co- operation for the defiant spirit of inde- pendence that the isolation of farm life has permitted to exist. Cooperation is the first and last principle of every activity of industry and business. Urban people have learned to work together on their enter- prises. Farmers must learn to cooperate in crop production and in the distribution of their products. They must learn to work together to make rural life attractive. In preparing youth for farm life as it will be tomorrow, the rural schools must and will take the lead. They will intro- duce courses in farm economics and sociol- ogy. These courses will teach the prin- ciples of cooperative production and mar- keting. They will include instruction in farm bookkeeping and business manage- ment, in borrowing money and repaying loans. They will familiarize every coun- try child with the ways in which the gov- ernment seeks to aid the farmer and how farmers may take advantage of these op- portunities, Education for agriculture is not wholly training for effectiveness in crop raising and animal husbandry. Farming is a way of life. It is an adaptation to the advan- tages and the limitations of a special en- vironment. The rural school of tomorrow will be more effective in bringing about this adaptation. It will vitalize every Phase of farm living. It will be a health center equipped to build health habits in children and to offer the services of medi- | in NEW RURAL SCHOOL is educat- All businesse down the past 10 years th cal clinics to young and old. It will teach home planning and design that will instil in farm people the ideals of convenient living which are common in the cities. It GECRETARY Arthur M. Hyde of the United States Department of Agriculture. will create in rural people a lifelong inter- est in learning and will provide the means to satisfy it such as libraries, lectures, music, and winter evening schools. The following topics for study are among those which are being emphasized in the new rural school. Available and authoritative references are cited. [ All the references given below may be secured free, unless otherwise indicated. ] Farm finance—Farm property in the United States is valued at fifty-four bil- lion dollars. It is mortgaged to the extent of nine and one half billion dollars. The economic crisis on the farm suggests im- mediate attention to the possibility for ex- tending farm credits. Every rural child should know of the opportunities repre- sented in the Federal Farm Land Banks, the Intermediate Credit Banks, and the [99 ] Joint Stock Land Banks. For the study of this topic secure the following: The federal land bank loan: How it is made. Federal Land Bank Office, 1218 Na- tional Press Building, Washington, D. C. The federal intermediate credit banks: Or- ganization, functions, service. Federal Land Bank Office, 1218 National Press Bldg., Wash- ington, D. C. Buying farms with land-bank loans. U. S. Dept. of Agriculture Bulletin 968, 1921. Farm credit, farm insurance, and farm taxation. U. S. Dept. of Agriculture Year- book, 1924; Separate 915. How the Federal Farm Loan Act benefits the farmer. U. S. Dept. of Agriculture Farm- ers’ Bulletin 792. Cooperative marketing — Every rural school will wish to include in its study of farm economics and sociology the topic of cooperative marketing. The work of the federal government in encouraging cooperative marketing in farm commun- ities may be studied from the following: Federal farm board, questions and answers. Circular No. 1, March, 1930. Federal Farm Board, 1300 E Street, Washington, D. C. Cooperative marketing of woodland pro- ducts. U. S. Department of Agriculture, Farm- ers’ Bulletin 1100. Cooperative marketing. U. S. Dept. of Agri- culture, Farmers’ Bulletin No. 1144. Cooperative marketing of livestock in the United States by terminal associations. U. S. Dept. of Agriculture, Technical Bulletin No. 57, February, 1928. [For reference only] Cooperative marketing of fluid milk. U. S. Department of Agriculture, Technical Bulle- tin No. 179, May, 1930. [For reference only] Business set-up of a cooperative marketing association. U. S. Dept. of Agriculture, Dept. Circular 403, Nov. 1926. Cooperative marketing and purchasing 1920- 30. U. S. Dept. of Agriculture, Circular No. 121, Aug. 1930. Thrift—More than twenty-nine mil- lion dollars were deposited in school sav- ings banks during the school year 1929- 30. The principles and practise of school saving should be taught in rural schools as well as in city schools. How to organ- ize a school bank in which students may draw interest on the funds which they deposit can be secured from the following: Savings Bank Division, American Bankers Association, 110 East 42d Street, New York City. i REPLY to a question as to whether or not they intend to stay on the farm 83 percent of a group of 4-H club boys who attended the short course at Ames last week replied in the affirmative. An even greater per- cent expressed the opinion that the farm offers as great an opportunity as they could find elsewhere. Evi- dently, if there is to be any exodus from the farms it is not from the ranks of the 4-H boys. But it is not the condition this year or next year that interests the 4-H boys so much as the general prospects for the future. s have been “down in the dumps” the past year or two, and agriculture has been a little farther . an other lines. Now the 4-H boys face the future with confidence and they are going fo stick to the farm.—From the Sac City [Iowa] Sun. 100 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION March, 1931 Farm accounts—Simple and prac- tical methods of keeping account books on the farm may be obtained in the follow- ing: Farm bookkeeping. U. S. Dept. of Agricul- ture Farmers’ Bulletin No. 511. A system of farm cost accounting. U. S. Dept. of Agriculture, Farmers’ Bulletin No. 572. Washington, D. C. Dept. of Agriculture. A method of analyzing the farm business. U. S. Dept. of Agriculture Farmers’ Bulletin No. 1139. Washington, D. C. Dept. of Agri- culture. Farm budgeting. U. S. Dept. of Agricul- ture Farmers’ Bulletin No. 1564. Washington, D. C. Government Printing Office, Price 5¢. Planning and recording family expendi- tures. U. S. Dept. of Agriculture Farmers’ Bulletin No. 1553. Washington, D. C. Gov- erament Printing Office, Price 5¢. The farm home—The economics of the farm home is closely interwoven with the financial management of the farm. The installation of conveniences in the farm home, the purchase of household supplies, the planning of farmhouses and buildings, and the beautification of their surroundings may be studied from: Convenient kitchens. U. S. Dept. of Agri- culture, Farmers’ Bulletin No. 1513. Window curtaining. U. S. Dept. of Agri- culture Farmers’ Bulletin No. 1633. Operating a home heating plant. U. S. Department of Agriculture, Farmers’ Bulle- tin No. 1194. Simple plumbing repairs in the home. U. S. Department of Agriculture Farmers’ Bulle- tin No. 1460. Sewage and sewerage of farm homes. U.S. Dept. of Agriculture Farmers’ Bulletin No. 1227. Farm plumbing. U. S. Dept. of Agriculture Farmers’ Bulletin No. 1426. Care of food in the home. U. S. Dept. of Agriculture Farmers’ Bulletin No. 1374. Farm dairy houses. U. S. Dept. of Agricul- ture Farmers’ Bulletin No. 1214. Use and preparation of food. Federal Board for Vocational Education, Washington, D.C. Bulletin No. 35, Home Economic Series No. 3, Oct. 1919. 20¢. Minimum professional library of the rural school teacher—The profes- sional library of every rural school teacher should contain at least the follow- ing: BRIM, ORVILLE G. Rural education. 1923. Macmillan, N. Y. 302p. $1.40. CoLiincs, ELLsworTH. Experiment with a project curriculum. Macmillan, N. Y., 1923. $2.40. Cusser.ey, E. P. Rural life and education. Houghton Mifflin, Boston. $1.90. HE KEYNOTE—The article, The County Superintend- ent, by J. T. Anderson, in the January 1931 JouRNAL is of great value. As long as the office of county superintendent is elective we can hardly ex- pect much improvement. The best move that could be made looking to improvement would be to make this an appointive office, particularly when, as here, the county board is made up largely of educators.— Charles L. Trabert, depart- ment of education, Newberry College, Newberry, S. C. Dewey, Evetyn. New schools for old. E. P. Dutton Co., New York. $2. DRESSLAR, FLETCHER B. Rural schoolhouses, school grounds, and their equipment. U. S. Office of Education, Washington, D. C. Bul- letin No. 21, 1930. DuNN, FANNIE W., AND Everett, M. A. Four years in a country school. Bureau of Publications, Teachers College, Columbia University. 173p. $1.40. LowTH, FRANK J. The country teacher at work. Macmillan, New York. $2. MARYLAND STATE Dept. oF EDUCATION. A decade of progress in Maryland’s public schools, 1920-30. Maryland School Bulletin, Vol. XII, No. 2, Oct. 1930. SHOWALTER, N. D. A Handbook for rural school officers. Houghton Mifflin, Boston. $2.25. The professional library of every rural school should contain at least the follow- ing magazines: The Journal of the State Education Asso- ciation. THE JourNnaL of the National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. School Life, U. S. Office of Education, Washington, D. C. One or more of the excellent method or classroom magazines adapted to elementary education. 4 er KEYNOTE—The editor wrote to a large number of rural sociologists asking their cooperation in Tuer Jour- NAL’S five-year program of special service to rural schools and life. Their generous responses have been typical of the coop- eration which the National Education Association is receiving on every hand. The following letter from L. W. Hacker, of Illinois State Normal Uni- versity, strikes the keynote which we must keep persistently before us if we are to find a solution to this problem. “The January JourNAL article con- cerning the county superintendent is at hand. I am very glad to see that you have struck the keynote in the improvement of rural education. Water will not rise above its source and teachers seldom go beyond their leadership. The county superintendent is the leader of the rural teachers and the school directors. Why is it that so many of our people speak of the rural school as the ‘necessary evil? It is surely because it is failing to func- tion well as a service institution. The farm and home bureaus and the 4-H club work are going on by leaps and bounds, largely because of trained leadership. Why should not our schools do likewise? At your request I am suggesting a list of needs for county superintendents: [1] The county superintendent should have had successful experience and at least four years of college training which should include rural education, rural sociology, village and consolidated school administration, tests and measurements, school law, and supervision. [2] He needs training and practise in school publicity. [3] The teachers colleges and universities should set up courses that are attractive to county superintendents. [4] The county superintendent should con- tinue in his professional work by attending summer sessions or by extension work. [5] He should aid in securing good teach- ers as well as aiding them in their work. [6] He should not be timid in making his needs known to the county boards, the school boards, and to the legislature. [7] Since the products of the rural school are continually going to the cities in large numbers in their adult life, the cities should not fail to give assistance in order to keep this vital stream of life flowing at its best. A RURAL EDUCATIONAL CREED—I believe that the boys and girls of the country are its greatest asset; that their proper training is one of its most pressing problems; and that they have a right to an education in the terms of their own life. I believe that there is true culture in a knowledge of the things of nature; | that the fields, woods, and rural institutions furnish teaching materials which should be largely used in our schools; and that some training by means of agriculture is essential to the development of an enjoyable | life upon the soil. I believe that country young people should have more opportunity to play together; and that there is great educational value in such when rightly directed; that the rural schools should teach a larger measure of teamwork. I believe that all right country life can be made to minister to the spiritual needs of man.—Edward J. Ruliffson in the Progressive Farmer. | ” Constructive Citizenship: Trusteeship has its incarnation, living embodi- ment, or avatar, in a typical indi- vidual whom I have named in the last lecture “the good workman.” Good workmanship, I have contended, is the foundation of good citizenship, the mother of its virtues, and obviously so if “‘ndustrial” truly describes the civiliza- tion or age in which we live. Industrial civilization [if there is meaning in the name] stands or falls by the quality of its industry, or workmanship—that is, by the quality of what its members do for themselves and for their neighbors in the course of their daily work, the quality of what they say to one another in the course of their literary, oratorical, or homiletic activities having little value ex- cept in so far as these fine sayings get themselves embodied in exchangeable commodities or in mutual services of a corresponding fineness. The conception of the “good workman” is, therefore, the general frame or ground plan on which our conception of the good citizen must be built up and articulated. Whatever else good citizenship may be, good work- manship is the foundation of it. The training of the citizen must never lose sight of that. Otherwise his accomplish- ments in the way of “political and eco- nomic science” will be a house built on the sand. Nay, the result may be worse. For the literary, oratorical, homiletical activities which reflect an exclusive train- ing in political and economic science, unbased on the rock of foundation aforesaid, are oftener a disguise for bad citizenship than an expression of good. And now this conception of the good workman calls for further definition. Familiar images rise before our minds at the sound of the words. We see the medieval sculptor, long numbered with the forgotten dead, carving the invisible back of an oak-leaf in Southwell minster with the same conscientious care that he bestows on the visible face of it; or some patient artisan whom we have known working for poor wages but scorning to scamp his job ; or some woman “sweeping 4toom as for Thy laws and making that and the action fine.’ Or perhaps it is Hussein Ali that we see, chiselling his lines and figures on the reluctant brass, according to the rules of his “mechanics tinct 1From Con structiz iti. i se s ve Citizenship by L. P. Jacks; You +> by Doubleday, Doran fe Rg New » 1928. Used by special permission. Tis ‘Gndustrial version of morality” and mathematics,” but not without an eye to the beauty of them, and calling on the Most High God, as Chief Inspector P. Jacks ranks easily as | e one of the world’s great- est living teachers. He believes that modern civilization will save itself by giving attention to its points of strength which in his philosophy are skill, trusteeship, and scientific method. His volume on Con- structive Citizenship is one of the great works of this cen- tury and this chapter from that volume expresses. the spirit and point of view of the best teachers of America. It is especially valuable for use in class, in vocational guidance, and for schools which are pre- paring for the vitalized com- mencement season. of Workshops, to examine and approve his work. Such are the images that rise before the mind, all significant symbols, all pointing in the right direction, all suggestive rallying-points for thought. But a wider vision is needed if we are to understand what is meant by the “good workman”’ of industrial civilization. As I conceive him, three main ele- ments combine in his makeup, each inter- penetrating the other two, and in turn interpenetrated by them; frusteeship on the moral side, competent technic on the scientific side, skill on the practical side. Thruout the entire range of specialized occupations to be found in the modern industrial world, from the master of finance to the shoveller of coals, these three elements will be found combined in the person whom I here denominate “the good workman:” trusteeship, competent technic, practical skill. Of the two last I have spoken already; my present subject is the first. With the conception of the “industrial individual” I shall assume you are sufh- ciently familiar. I have now to fill it in by adding that the industrial individual, worker and worked-for is, in the moral aspect of him, essentially a trustee. A trustee, I take it, is one charged with certain obligations who, whatever [ 101 legal penalties may attend his malfea- sance, is definitely trusted by others. to play his part not only in a manner legally correct, but in a manner personally honor- able. In contrast to him stands the traitor, the betrayer of the trust, the worst type of treachery being that which con- forms to legal correctness in fulfiling the trust and yet betrays it in the spirit by sophistical dealings with the letter of the law. In the functions of the trustee, no matter how the law may define them, there is always a strictly fiduciary ele- ment, a something he is trusted to do as one who is under no compulsion to do it other than his sense of what becomes him as a man. As in the army, two soldiers may obey the same word of command, one with sufficient eye-service to escape being shot for manifest cowardice and the other with sufficient valor to win a decoration, so in civic life the difference between the trustee in name and the trustee in reality is immense. The trustee, at the one end, and the traitor at the other, represent the two extremes of civic virtue and civic vice—this, perhaps, is the first proposition to be laid down in constructing the industrial version of morality. It may be said in passing that the industrial version would correspond with the military version at many other im- portant points. The various industries would be treated as “branches of the Service,” each with traditions and a flag of its own. The conception of trustee would dominate and be equally applicable to employer and employed as to officer and private. In the one as in the other, virtue and valor would be closely con- nected ideas, while desertion, cowardice, corruptibility would be recognized as major crimes; slovenliness and _ inefh- ciency as minor ones. In the one, as in the other, honor would not be conferred for mere obedience to the forms of disci- pline or to the letter of the law, still less for profitable contraventions of them. That “something more,” which makes the difference between the nominal and the real trustee, between the eye-serving soldier and the hero, would be required. In defining the duties of the citizen as a trustee for industrial civilization—I reserve for a moment the question of his “rights”—it is important to bear in mind his double character as worker and worked-for. As worker, his duties resolve them- 102 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION selves into the general form of seeking a vocation on lines that are socially valu- able and then performing the work of it with all the excellence the case admits of. This clearly is what his fellow-citizens trust him to do. Whatever his employ- ment, trade, or profession may be, it will always contain the distinction between an inferiority that is criminal, a mediocrity that will pass muster, and a superiority that will do him honor. The superiority that will do him honor, and them real service, is what his fellow-citizens trust him for. Involved in this is the duty of equipping himself, by whatever means are available, with the necessary technic for the competent discharge of his voca- tion. As worked-for his duty is, positively, to promote good workmanship among his fellow-citizens, not only because it is for his own interest but far more, because it is for theirs and, negatively, to restrict his demand for goods and services which in- volve devitalized labor in the production and providing of them; in particular, he will avoid spending his leisure in forms that need the degrading toil of other men to sustain them. His trusteeship will be no less active in the hours of leisure, when he is being worked-for by others, than in the hours of labor when he is working for them. These clearly are duties which no compulsion can enforce upon him. If he performs them at all he will do so of his own good will. Turning now to his “rights,” we find that they resolve themselves in the re- statement, from the other side, of his duties. As worker, he has the right to an occupation which gives scope for the achievement of excellence and thereby for making himself valuable in his time and station. In a former lecture I have called it “the right to skill.” As worked- for, he has the right to good workman- ship in all that he buys and pays for, to “real value for his money” as we com- monly say, and is definitely wronged when he doesn’t get it. He has the right to his leisure but always on condition that he refrains from making other men the slaves of it; and he has the parallel right to demand that they shall not make him the slave of theirs. If he is a trustee for them in these particulars, they no less, are trustees in the same particulars for him. Considering the citizen in this light, as worker and worked-for, the ideal of in- dustrial society assumes a clear outline. It becomes the ideal of an organization, worldwide and worlddeep, of reciprocal trustees bound together and vitalized by mutual loyalty in daily work. The League of Nations could be defined in these terms. Such communities of workers, more or less definitely organized, do already ex- ist both within the nations and interna- tionally. They are to be found on the highest levels of the business world, notably in banking and mutual insurance, where high traditions of trusteeship, with a firm root in time, are wellestablished ; and the cooperative movement, both in production and distribution, has done much to promote them in trade gener- ally. Further examples abound. In our own country the judicial bench, as trus- tee for the administration of the law, has proved itself incorruptible; a corruptible judge is no longer a danger we have to fear; anyone who will take the trouble to attend a day’s pleadings in the High Court of Appeal will see an example of trusteeship in its highest form. Our police courts tell the same story and will tell it more impressively, I think, with the ap- pointment of more women as magis- trates; for women, once appealed to on that side, make admirable trustees—their true function as citizens. In the medical profession a high standard of honor dom- inates the mercenary interest, which ex- ists, but is not allowed to rule; if it did, the confidence of the public would be forfeited immediately. A good doctor is, and knows himself to be, a trustee for the life of his patient. More remarkable still are the conditions in the realm of science. Intellectual cooperation goes on The state of Washington is one of the beauty spots of the western world. A view of the Olympic Mountains in Martins Park. March, 193} re apace; scientific workers all over the world are tending to become a single community, conscious of immense oblj- gations to mankind. As this develops, the ideal of service based on veracity, which many a scientific man cherishes in isola. tion, will become the actuating motive of a mighty group, conscious of itself as the world’s trustee for speaking the truth, and a growing bond of union among all nations. For it is a law in these matters that the morality of a commy- nity does not develop until, like an army, it becomes conscious of itself as a unitary moral agent. Such communities of workers already in being, each embodied in its own insti- tution, each governed by its own ideal of excellence and honor in the work as- signed it, suggest the lines for the dreamer or idealist in constructing his vision of the future community of man- kind. Nay, in some instances, these insti- tutions may be the actual growing points of that City of God. That the commu- nity of mankind will ever take the form of a political organization under a sin- gle government I have already expressed some reason for doubting. But the ex- amples I have just cited—and I might have given many more—suggest that the ultimate form of human organizations is not necessarily political. It may be that the political form is appropriate only so long as the world’s capacity for trustee- ship is imperfectly developed, being des- tined to pass to a secondary place as the fiduciary principle grows strong enough to stand on its own feet, as, indeed, it already stands in many a promising insti- tution of our social life—in many a uni- versity, for example, such as that I have now the honor of addressing. [The Uni- versity of Glasgow.] Forms of associa- tions other than the political are cer- tainly open to the human race in its widest relationships. Let us not be de- ceived by the fact that here and now politics make more noise than they. These things don’t stand still, and the time- thinker is entitled to his dreams. “— The United States Office of Education of Education bulletins are off the press: School Administration in State Educational Survey Reports, Bulle- tin 1930, No. 35 [10 cents], in which W. S. Deffenbaugh analyzes the trends revealed by those states which have overhauled their educational adminis- trative systems within the last 10 years. In an appendix, Commissioner Cooper predicts that, “If the present tendency of the public to hold the governor pri- marily responsible for all state func- tions continues, radical reorganization will be necessary. . . . Education can- not expect to escape reorganization un- der such conditions.” Supervision and Rural School Improvement, Bulletin 1930, No. 31 [10 cents] by Annie Rey- nolds, associate specialist in school super- vision, is a fact handbook for superin- tendents, parent-teacher associations, and others attacking this central problem of education in rural schools. Kindergarten- Primary Education, Bulletin 1930, No. 30 [10 cents] by Mary Dabney Davis, is a statistical and graphic study of develop- ments in this field. Order from Superin- tendent of Documents, Government Printing Office, Washington, D. C. Specialists to select best articles —Outstanding specialists will pick the best educational articles of the quarter, according to another progressive step in development of the Office of Education’s service which will be evident with the delivery of the next Record of Cur- rent Educational Publications. For 18 years the “Record” of the most impor- tant articles in 79 different phases of edu- cation has been prepared in entirety every three months by the Office of Education’s library division. Now the various phases have been grouped in 14 fields and the following specialists invited to submit quarterly a list of notable articles in their respective fields. N EW BULLETINS—Lhree new Office Collegiate and Professional Education: Dr. Arthur J. Klein, Ohio State University ; Junior College: Dr. W. C. Eells, Leland Stanford Junior University; Secondary Edu- cation: Dr, L. V. Koos, University of Chi- cago; Elementary Education: Dr. Ernest Horn, State University of Iowa; Nursery- Kindergarten-Primary Education: Miss Edna Dean Baker, National College of Education; Public School Administration: Dr. Carter Alexander, Teachers College, Columbia niversity; Educational Psychology: Dean T, E. Haggerty, University of Minnesota; eacher-Training: Dr. E. S. Evenden, Teach- *ts College, Columbia University; Voca- tional Education: Edwin Lee, University of California; Adult Education: Alonzo G. Grace, University of Rochester; Education of Exceptional Children: Miss Elise Martens, ssteary D. BoutweLL, chief of the edi- torial division of the United States Office of Education, who is bringing new energy and vision into its program of publication and interpretation. Mr. Boutwell was for- merly on the staff of the National Geographic Magazine. U. S. Office of Education; Foreign Educa- tion: Dr. James F. Abel, U. S. Office of Edu- cation; Education of Negroes: Dr. Ambrose Caliver, U. S. Office of Education; and Proceedings, Summaries, Courses, and the like: Miss Martha R. McCabe, U. S. Office of Education. Cooperation promised by the Govern- ment Printing Office will permit deliv- eries of the Record within 45 days after the close of the quarter. New conference policy—Commis- sioner William John Cooper has an- nounced a new national survey and con- ference system in which the Office of Education and outstanding colleges and universities can cooperate to make the federal educational research program na- tional in scope and local in character. Dr. Cooper criticises the older conference plan by which “certain speakers tended to become propaganda agents to put over their own ideas” and everyone went quietly home with nothing accomplished. Under the program contemplated it is planned to hold conferences on special subjects in wellestablished fields in con- { 103 ] junction with institutions whose facilities permit a follow-up after adjournment. Using nationwide survey findings as a basis for local conferences, the data assembled by the staffs of nationally known experts can be applied in so far as possible and desirable locally. The new plan has already been used in two con- ferences on homemaking: One at the University of Cincinnati, March 21-22, 1930 and another at Iowa State College, Nov. 10-11, 1930. The Educational Directory—The gathering and checking of nearly 12,000 names of school, college, and university officials of the United States, which is the U. S. Office of Education’s largest annual task, has been completed. From county superintendents to uni- versity presidents, the 1931 Educational Directory is complete with all names checked as of January 1, 1931. In order to facilitate delivery, the Educational Di- rectory will be released this year in three parts: Part 1, Elementary and Secondary School Systems, including State depart- ment staffs, 7850 names [15 cents] ; Part 2, Institutions of Higher Learning, 3810 names [10 cents]; and Part 3, Educa- tional Associations, Boards, Foundations, and Periodicals, with one new section, directors of 240 research departments [not yet received from printer—price not set ]. Parts 1 and 2 can be ordered now from the Superintendent of Documents at above prices. When all three parts have been printed they will be bound and sold as Educational Directory [1931] Bulle- tin No. 1. The Directory has grown from an 89-page bulletin of approxi- mately 6000 names to a 150 page booklet. The United States Office of Edu- cation is yours. It is glad to help you on your problems. School people are proud of the fact that it is one of the best organized and efficient units of the federal government. “The Office of Education requests the cooperation of every teacher in the public school system of the United States in answering the single page question- naire of the national survey of the edu- cation of teachers,” says Commissioner Cooper. “Every teacher making prompt reply to the questionnaire, which has been sent out to all parts of the country, can feel that he is contributing to the improvement of education’s service to the United States.” The Law of Selfcontrol Oh AMERICANS try to become strong and useful that our country may become ever greater and better. Therefore, they obey the laws of right living which the best Ameri- cans have always: obeyed. Good Americans control themselves. Those who best control themselves can best serve their country. [1] I will control my tongue and will not allow it to speak mean, vulgar, or profane words. I will think before I speak. I will tell the truth and nothing but the truth. [2] I will control:my temper and will not get angry when people or things displease me. Even when indignant against wrong and con- tradicting falsehood, I will keepmy selfcontrol. [3] I will control my thoughts and will not allow a foolish wish to spoil a wise purpose. [4] I will control my actions. I will be care- ful and thrifty and insist on doing right. [5] I will not ridicule nor defile the char- acter of another; I will keep my selfrespect and help others to keep theirs. [From the Prize Morality Code which is widely used in schools.| . CATE OR: el ee GE DIS EOS SAME 7 s on art paper: 20 for $1; $4 per 100; $30 per 1000. No. 20104] 04) A Page of Pioneering Schools Schools that are Prophecies pioneer spirit—its courage, its re- sources, its initiative, its indepen- dence, its willingness to try new things. This spirit is especially precious in schools. This page aims to call attention to schools of varying type which are doing new things. Readers of THE JOURNAL are invited to send information about schools that belong in this list. One new enterprise carefully thought out and put into operation each year means new Vvi- tality and advance for any school. It makes teaching a challenge and an ad- venture. Let every teacher, every school, every town, city, county, state, every col- lege or university try one pioneering enterprise each year. America is on the threshold of a new age. Schools can be telic agencies in society. Elementary schools—There are great opportunities here to add fulltime librarians, special guidance for children who have problems of conduct, parent- teacher associations, educational advisers to serve adults. Junior high schools—The junior high school is especially blessed with the pioneer spirit—special hours to train youth in the social graces, fulltime librari- ans, guidance, and gardening are projects reported in this field. Senior high schools—The senior high school is the people’s college. It can perform its greatest service only as it be- comes an expression of the best life of the community and an eager servant of that life. Its task is not to prepare people to leave the community but to render larger service in it. Training for leisure, vital health programs, classes in home architecture and community planning are possibilities here. Junior college—The term junior college here refers to additional service added to four-year, tax-supported high schools. The junior college will give to thousands of smaller communities a new intellectual and social life, which has hitherto been associated with the college town at its best. The college—The college has un- usual opportunities. It is in a position to develop outstanding leadership along ‘ome special line. Experiments in this field include honors courses, provision for finishing the course in less than four le 0 courses dealing with cur- >ems such as unemployment, the Ownership of public utilities, inter- To GREATNESS of America is in the national affairs, tax revision, enrichment’ of adult life, cooperative marketing, home architecture, community planning, com- munity drama, and the like. N INVITATION—THE JourR- A NAL is eager to list the schools and educational agen- cies which are moving for- ward. It has increasing evi- dence that thousands of teach- ers are at work on the prob- lems of the profession. It be- lieves that one way to encour- age advance is to call attention to schools that are doing pio- neering work. Will you not write to THE JOURNAL, giving information about some school, class, city, county, or state which has a project of unusual significanceP Include in your letter a short, specific state- ment describing the pioneer- ing activities. Teachers colleges and normal schools—These institutions are the soul of American education. These schools are finding new ways to relate their work to the teaching service around them so that prospective teachers will have the equivalent of that training given an in- tern in a hospital. The reports and find- ings of the White House Conference on Child Health and Protection might well be used as the basis for a course during the summer of 1931 and the following year. The study of such material would help teachers to understand that their responsibility for childhood extends far beyond the presentation of subjectmatter. The university—Universities are seeking to improve instruction, to free “education and research from the effects of antiquated machinery.” The recent reorganization of the University of Chi- cago has removed from its academic scene the graduate school, the senior college, and the junior college. There is need for much closer integration between the uni- versities and other educational institu- tions in most states. The best results come only when the state department of educa- tion, the universities, the landgrant col- leges, the teachers colleges, and the great common schools are working in friendly and complete cooperation. During the { 105 ] next twenty-five years when most of the homes of America will be rebuilt, every university should have a department of architecture with emphasis on the design of the individual home. City departments of education— The constructive influence of the schools in American life will not be wasted to so great a degree when communities are planned to conserve the health, the work, the play of youth and adults in a machine age. In this, the schools can lead. The crowded sections of cities are crime breeders. It would be an instructive ex- perience for any city department of edu- cation to have a commission which would study the educational implications of every crime involving young people under twenty-one years of age. This would throw light on the needs and problems in character education. County departments of education —The county, as a unit of school admin- istration and control, is a great advance over the small district. The staff of the county superintendent should be enlarged and professionalized to serve every rural school; rural life should be enriched by county libraries, adequate programs for health and recreation, vocational guid- ance, the beautification of highways, farm homes, school grounds, etc. There is crying need for a closer coordination of the efforts of scientific agriculture and the elementary schools. It was natural that scientific agriculture which had its origin in the universities, landgrant colleges, and the experimental stations of the United States Department of Agriculture should fail to appreciate and to use as fully as it might have done the all-pervasive re- sources of the common schools. The county superintendent is in a position to coordinate scientific agriculture with the entire scheme of education in the county. State departments of education— At no point in the American system of education will improvement be more profoundly felt than in state depart- ments. Their work should be strength- ened and vitalized by larger appropria- tions, increased staff, closer contact with every phase of education in the state. Among possibilities in this field are the development of leadership in rural edu- cation, pioneering in education by radio, larger attention to civic education and leadership, special projects designed to discover the causes of crime and inau- gurate preventive measures. | : | | a ak eee oS PE BACNET a EIR FEET Re AM AAAI GB URRY See oe HAT IF ALL our ancestors had been W content just to “be decent and let the devil take the hindmost” ? There would have been no Francis of Assisi going out to leaven the sodden masses of Medieval Europe. There would have been no Lord Shaftesbury stepping out of his own socially favored class to save the underprivileged children of England. There would have been no Abraham Lincoln reaching out his roomy arms to raise a Negro race from slavery to selfhood. In fact, if all our forefathers had been merely decent individualists, we may well ask whether there would have been any improvement in the idea of decency since primitive times. Moral progress has been made by the margins of social concern over mere selfrespect—From Morals of Tomor- row by Ralph W. Sockman, 1931. New Life Enlistment HE NUMBER of life members enroled in the National Education Association on February 1 was 4213. The following life mem- bers have been reported since the list was published in the February JOURNAL. ALABAMA—S. Carrie Bright. ArRIzONA—Mary A. Hill, Mrs. Dorothy Eidson Sykes. ae CaLirorNiA—Ray Adkinson, Cora I. Botts, J. D. Conner, John Paul Dyck, Howard R. Gaines, George H. Gamble, Arnal Burtis Heacock, Charles Lee Johns, Harley W. Lyon, Paul Marsh Pitman, Soko Gakuyen School. FLoripa—E. T. Denmark, J. R. E. Lee. IpaHo—C. E. Bocock, Lloyd Gilmore, Harold F. Willmorth. ILLtNois—Edvin Brye, C. B. Eavey, Beatrice Howes, John Wilson MacNeish. INDIANA—Agnes V. Anderson, Mrs. Bertha W. Fitzsimmons, Mamie Spangler. Iowa—Ardys J. Draper, E. W. Goetch, Frank E. oe ey A. Greene, Mrs. Myrta Harman, J. L. endani, Master Builders of Our Profession KansAs—John E. Jacobs, Grace M. Vincent. Kentucky—C. B. West. Maine—Fred W. Burrill, Roy M. Hayes. MaryLaNp—Norma E, League, Edward G. Staple- ton. MASSACHUSETTS—G. Pauline Gordon, Allen P. Keith, W. Henry Miller, Fordyce T. Reynolds. . IS PAINTING, “The Spirit of the Prairie,” decorates the stately capitol building at Lincoln, Nebraska. The pioneer mothers who were looking forward into the future of their children taught the first schools in their little sod kitchens. The artist is Elizabeth Dolan. Ak A TRIP ACROSS THE CONTINENT—It has been a wonderful experience to meet with the teachers of Amer- ica in more than thirty states of the Union. Sometimes I have had the opportunity to speak to thousands and other times it has been my privilege to gather around a luncheon or dinner table with a group of sixty to a hundred teachers of America. Whether in the great assembly or in the small room, it has been a delight to know that the schools of this country are in the hands of such wonderful people. {I believe that the greatest need of the teacher in America today is to be conscious of his power. Your most useful service will result when you have carefully and conscientiously considered how you should use your influence with the youth of the nation to make that youth physically fit, socially adjustable and adaptable, and vocationally prepared to render conscientious service to the world. Too often the teacher teaches the subject instead of the child. It is essential to know the subject but it is more essential to understand the child. {1 wonder if the teachers of the nation realize that they are building character for years to come. The moral, social, and spiritual | character of the boys and girls in your classroom today will determine the ethical standards, the | social and spiritual ideals of the world twenty-five years from today. Whether we shall face the world with a cheerful, happy spirit, shall work with a willing, determined soul, shall love our brothers and thereby eliminate war, and shall build a great and peaceful nation and company of nations, depends on how well you do your work with the children. Do you realize this? {The questions of salary, of tenure, of retirement, of professional spirit sink into insignificance when compared with the importance of realizing our influence and power over the child and of discharging the responsibilities which we owe for the physical welfare, moral perception, and spiritual idealism of children. We cannot and must not for- get that teach as we may the subjects of the curriculum, the most important of our teaching is the example that we set for children in a wellordered life. What we are, as Emerson once said, speaks so loud that no one can hear what we say. I plead with you that by precept and by example we give to the youth of this nation a consciousness of its responsibility. While the home accomplishes much, while the community has its responsibilities, I repeat what I have said a thousand times—any teacher who has a child for a period of nine months and exercises due diligence in the teaching of that child, can so impress his moral nature that he will never go astray. It is yours to mold and to shape for the future of the nation and may God give you strength to do it.—Willis A. Sutton, president, National Education Association. MICHIGAN—Mabel Richardson, ; Schrader, Olive E. Tilley. Auguste B. MINNESOTA—Thomas Olen Burgess, Young. MonTANA—Edward N. Tisdale. NEBRASKA—Edgar A. Burnett. — ya hee B. W. Cloues. EW JERSEY—John G. Flowers, Marjorie Mary L. Neer, Henrietta W. Smith. re See — pgga eeay A Hawkins. EW YorK—Emery N. Ferriss, James J. Finn; A. W. Holcomb, Belle Armstrong — riattee, — | age A segs & M. Norem. H10O—Edgar Harlan Blain, A. Z. Penrc i E. Reilly, Lillian C. Young. a OKLAHOMA—Harry E. James, Kate Galt Zaneis, OrEGON—Albie L. Beck, V. A. Davis. PENNSYLVANIA—Charlotte E. Bailey, Agnes David. son, William O. Duck, Thomas H. Ford, H. E. Gay- man, Chester I. Greene, Olive E. Hart, Francis M. Johnson, William J. Laramy, W. Wray Miller Lloyd A. Moll, Robert H. Ruthart, E. F. Stabler — A. Weed, Mary C. Yaeger, Lewis N. Yohe, r. William B, TENNESSEE—Katie Belle Conyers. Texas—South Junior High School, Maude Robin- son, Grace Stone, J. F. Tarleton. VERMONT—H. E. Hollister. VircGiniAa—Maud Orndorff. WASHINGTON—Lillian A. D. Crane. West _ VirGiniA—Harry C. McKinley, Mark Naugle, Paul E. Strader, E. R. Vawter. Wisconsin—Marshall E. Born, Mabel L. Bridges, Maurice Hennessy, Ed. Jantz, Milton Chase Potter, George Nelson Tremper. 100% Schools HE FOLLOWING schools have maintained their 100 percent enrolment in the Na- tional Education Association for 10 years or more, having completed it since the list was published in the February JouRNAL. Eleven years CALIFORNIA—Stockton, Lafayette. MainE—Lewiston, Dingley Normal Training. MassACHUSETTS—Gloucester, Rogers. Ten years ILutiNo1is—Chicago, Poe, Pullman, Riverdale; East St. Louis, Hawthorne. MICHIGAN—Grand Rapids, Palmer. Builders of Our Profession 7 IS BECAUSE the individual man is inferior | and weak that we find human beings liv- ing in society. Social interest and social cooperation are therefore the salvation of the individual—Alfred Adler in The Science of 10ing. ‘ The following schools have completed their 100 percent enrolment in the National Edu- cation Association since the list was pub- lished in the February JOURNAL. Ten years or more For a list of schools which have maintained 100 percent achievement for ten years or more see the special JOURNAL page ‘‘Master Builders of Our Pro- fession.” ; Nine years Cairornia—Los Angeles, Utah Street. Kansas—Salina, Salina Public Schools, Bartlett, Dun- bar, Franklin, Hawthorne, Lincoln High, Long- fellow, Lowell, Oakdale, Phillips, Roosevelt High, South Park, Washington High, Whittier. New JerseEy—Kearny, Franklin. New York—Lockport, DeWitt Clinton, Charlotte S. Cross, Hawley Street, Intermediate, Part Time Con- tinuation, Walnut Street, William Street. Eight years Hawau—Honolulu, Territorial Deaf and Blind School. INDIANA—Huntington, Huntington Public Schools, Central, High, Lincoln, Horace Mann, Riley, State Street, John Tipton. MicHiGAN—Ann Arbor, Bach. MissourI—Kansas City, Milton Moore. Seven years ALABAMA—Birmingham, Powell. CatirorNia—Los Angeles, Third Street; Longfellow. DELAWARE—Wilmington, Public Number 3. FLoripa—Dade County, Hialeah Junior High and Ele- mentary. MASSACHUSETTS—Medford, Osgood. MicHicAN—Ann Arbor, Angell; Grand Rapids, Coit, Coldbrook. PENNSYLVANIA—Pottstown, Pottstown Public Schools, Adams, Buchanan, Franklin, Garfield, Grant, Ham- ilton, Hancock, Jackson, Junior High, Lincoln, New Grade, New Madison, Old Madison, Richards, W. W. Rupert, Senior High, Union, Van Buskirk. West Vircinta—Clarksburg, Monticello; Grafton, Grafton Public Schools, Central, East Grafton, First Ward, High, South Grafton, West Grafton. Pasadena, Six years Cauirornia—Davis, Joint Grammar, Joint Union High; Los Angeles, Brentwood, Commonwealth Avenue, Miramonte; Pasadena, John Muir Tech- nical High; San Francisco, Franklin. Hawat—August Ahrens, Kailua, Kuhio. ILLINoIs—Cicero, Sherlock; East St. Louis, Cannady; Robinson, Township High. lowa—K eokuk, Wells-Carey. Kentucky—Louisville, John B. McFerran. MassacuuseTts—Newton, Eliot, Stearns. MICHIGAN—Grand Rapids, Straight Street. MissourI—Kansas City, Greenwood. New Jersry—Cumberland County, Fairton; New Brunswick, Roosevelt Junior High. New YorkK—Lockport, Emmet Belknap. Ono Springfield, Continuation; Wood County, loomdale, Bradner, Custar, Cygnet, Dunbridge Rural, Grand Rapids Township, Henry Township, Jackson Township, Lark, Middleton Township, Millbury, Milton Township, Montgomery Town- ship, North Troy Township, Perrysburg, Rising- sun, Troy Township, Walbridge, Webster Township, West Millgrove. NATIONAL EDUCATION ASSCCIATION RE I aR i GS LS SR ee ot | PENNSYLVANIA—Chester, Harvey, Martin. SoutH Dakota—Sioux Falls, Lewis Heights. TENNESSEE—Memphis, Humes High. WASHINGTON—Seattle, John B. Allen. West VirGinta—Clarksburg, West End; Fairmont, William R. White. Five years Ca.irorNiA—Dinuba, Dinuba Public Schools, Garfield, Jefferson, Lincoln, Roosevelt, Washington; Haw- thorne, Hawthorne Public Schools, Ballona Ave- nue, Eucalyptus Avenue, Fifth Avenue, Washing- ton Street, York Street; Pasadena, Daniel Webster. FLoria—Dade County, Allapattah Elementary, An- drew Jackson Junior High. Hawan—Koloa, Mana, Washington Junior High. INDIANA—I ndianapolis, William McKinley. MASSACHUSETTS—Belmont, Payson Park; Lynn, Eu- clid Avenue; Revere, Julia Ward Howe; Somer- ville, Morse. MicuicAN—Bay City, Whittier; Saginaw, Salina. On10o—Akron, Harris; Allensville, Richland Town- ship High; Cincinnati, Douglas Junior High; Preble County, Lanier Township; Sycamore, Syca- more Public Schools; Youngstown, East High, Sheridan. i “ries McCay; Pittsburgh, Sunny- side. VirGiIniA—Richmond, Oak Grove. Detroit, Cooper; Four years CALiIFoRNIA—Anaheim, Anaheim Public Schools; Pasadena, Junipero Serra; Point Loma, Cabrillo; San Diego, Central, Ocean View. CoNNECTICUT—W estport, Greens Farms. FLoripA—Tampa, Thomas Edison. Hawau—Helemano, Kahuku, Kalihiwaena, Kawailoa, Lincoln, Manoa, Benjamin Parker, Pohukaina, Royal, Waiahole, Waikiki. Iowa—Council Bluffs, Eighth Street. KansAas—Pittsburg, Lakeside Grade. MICHIGAN—Detroit, Burt. Missour!t—Kansas City, McCoy. NevaDA—Lyon Courty, Smith Valley Union Public Schools. New YorK—Lockport, John E. Pound. On10—A shtabula, State Road; Cincinnati, Raschig; Cleveland, Addison Junior High. PENNSYLVANIA—Chester, Smedley Junior High; Clairton, Clairton Public Schools, Fifth Street, Fifth Street Junior High, High, Miller Avenue, Shaw Avenue, Short Street, Walnut Street, Walnut Street Junior High; Pittsburgh, Bellefield Girls Trade, Daniel Webster; Sidman, Adams Township High; Waverly, Abington Independent School Dis- trict. UrTan—Coalville, North Summit High. VirGIniA—Richmond, Powhatan. West -“Vircinia—Clarksburg, Clarksburg Schools. Public Three years ALABAMA—Birmingham, Baker, Kennedy. CaLirorNiAa—Los Angeles, One Hundred and Eight- eenth Street, Paducah Street; Lower Lake, Union High; Monrovia, Huntington; National City, Monu- ment; Pasadena, Thomas A. Edison, John C. Fre- mont, James A. Garfield, Linda Vista, San Rafael, Washington Elementary; San Diego, Emerson, Washington; Solana Beach, San Dieguito; Whittier, South Whittier. Hawau—Aiea, Kaaawa, Kalihi-Uka, Kawananakoa Ex- perimental, Lunalilo, Pauoa, Pearl City, Robello, Supervisors and Administrators Department, Waia- lae, Waipahu. ILL1inois—Chicago, O’Toole; Cicero, Morton Park, Roosevelt; Lockport, Fairmont. Iowa—Council Bluffs, Roosevelt. KaNsAs—T opeka, Quincy. MICHIGAN—Kalamazoo, Western State Teachers Col- lege. Missouri—Kansas City, Irving, Lykins. New JerseEYy—Linden, Public Number 3; Trenton, Centennial. New YorK—Garrison-on-Hudson, Free; Ithaca, Central. Oun10o—Ashley, Public; Ashtabula, Station Street; Cleveland, Louisa M. Alcott, Halle, Patrick Henry Junior High; Sidney, First Ward; Willoughby, Willoughby Public Schools, Browning, Lincoln, Me- morial Junior High, Union High. OrEGON—A Shland, Lincoln. Garrison Union PENNSYLVANIA—Bloomsburg, Junior-Senior High; Pittsburgh, Fort Pitt. TENNESSEE—Hamilton County, Amnicola, Apison Grammar, Bakewell, Bonny Oaks, East Dale, Fair- view, Ganns, Gold Point, Meadowview, Mowbray, Pineville, Red Bank, Riverside, Snow Hill, West View; Memphis, Lawler, Lions Open Air. Texas—El Paso, Lamar; Texarkana, Akin. Vircinia—Norfolk, Lafayette. WASHINGTON—W enatchee, South Wenatchee. Two years ALABAMA—Birmingham, Moore. ArizonNa—Phoenix, Phoenix Junior College. Ca.LirorNiA—Coronado, Grammar; Fortuna, Union High; La Mesa Heights, Public; Los Angeles, Ban- dini Street, Hammel Street, Rockdale; Pasadena, NTERESTING and significant facts about the 1930 membership—The total membership for the year was 216,188. [This was more than twenty-five times that of 1917 and forty-three times that of 1907. [The gain for the year was 10,507. {Ohio again won first place for largest total (26,469). [Pennsylvania stood second (24,363) ; California third (23,615); Michigan fourth (14,541); Illinois fifth (11,802); New York sixth (10,481) ; and New Jersey seventh (10,333). {Twenty-nine states made increases ranging from 12 to 3157. Four states made increases of more than a thousand each—Pennsylvania (3157) ; California (2728) ; Ohio (2619) ; New J ersey (1253). [Porto Rico and North Dakota made the largest percent of increase over 1929. Hawaii again had more NEA members than public school teachers (2630). [The six states having the percentage of membership were: Nevada (85%); Arizona (81%); Delaware (61%); Ohio (57%) ; (56%); California (54%). {Cities having the largest membership were: Los Angeles (6320); Detroit (6174) ; Philadelphia (4184) ; Cleveland (3898) ; Chicago (3488) ; New York (2734). highest Utah [ 107] AN AOE AA IIOET LAVAL: By COOGEE AS DET PVT ER ES ‘ ew 108 THE JouRNAL OF THE NATIONAL EpUCATION ASSOCIATION Emerson; San Bernardino, Burbank, Cajon, Lin- coln, Meadowbrook, Urbita; San Diego, Balboa, Benjamin Franklin, Fremont, Garfield, Grant, An- drew Jackson. CoLorapo—Arapahoe, Arapahoe Branch, Cheyenne County High. District or CotumMBiA—Washington, John F. Cook. Hawau—Anahola, Eleele, Hanamaulu, Kaiwiki, Kauai High, Kekaha, Kilauea, Koolau, Olohena, Wahiawa. ’ : Pee ILLinois—DeKalb, DeKalb Township High; Silvis, Public; Western Springs, Grand Avenue, Wolf Road. Louisiana—New Orleans, Franklin. MASSACHUSETTS—Saugus, Oaklandvale. MicuHicAN—Battle Creek, Washington; Detroit, Isaac Newton, Robert Special Center; Grand Rapids, East Leonard; Pontiac, Central; Saginaw, Continu- ation. MINNESOTA—Minneapolis, Hamilton, Sidney Pratt. Missourt—Kansas City, Border Star. NesRASKA—Omaha, Benson West. Nevapa—Lincoln County, Alamo District. New Jerser—Atlantic City, Boys Vocational; Cam- den, Broadway; Cumberland County, Oak Leaf; Hillside, Saybrook. New Mexico—Colfax County, Colfax County Public Schools, Adams, Andrews, Colmor, French, Gardi- ner, Kiowa, Miami, Moreno Valley, Newton, Sugar- ite, Swastika, Tafoya, Van Houten, Wheatland; Raton, Raton Public Schools, Columbian, High, Junior High, Longfellow, South Side. New Yorkx—Lockport, Lockport Public Schools, Em- met Belknap, DeWitt Clinton, Charlotte S. Cross, Hawley Street, High, Washington Hunt, Intermedi- ate, Part Time Continuation, John E. Pound, Su- pervisors Department,* Walnut Street, William Street. Oxn10—Cleveland, Central High, Nathan Hale Junior High, Lafayette; Columbiana, Fairfield Central- ized; Youngstown, Lincoln. OKLAHOMA—Of8lahoma City, Riverside. PENNSYLVANIA——Bloomsburg, Bloomsburg Public Schools, Fifth Street, Junior-Senior High, Third Street; Chester, Watts; Lewistown, Junior High; Mt. Lebanon, Mt. Lebanon Public Schools, Julia Ward Howe, Lincoln, Edwin Markham, Senior-Junior High, Washington; Pittsburgh, Gladstone Elemen- tary, Gladstone Junior High, McCandless, Mc- Cleary, Manchester, Mt. Albion. TENNESSEE—Memphis, Lenox. TexaS—El Paso, Dudley. UtaH—American Fork, Alpine District Public Schools. VERMONT—Newbury, High. West VirGINiA—Arcola, Public. Current year ALABAMA—Birmingham, Barrett. CaLirorNia—Auburn, Alta Vista; Baldwin Park, Cen- tral Intermediate; Claremont, High; El Modena, President, WILLIS A. SUTTON | Joy Etmer Morcan, Editor Forward! March! oo have responded magnifi- cently to the needs of state and national associations this year. Let the good work go on thruout the spring, summer, and fall. The needs are ter- rific. In the present crisis the schools are the nation’s strongest asset. They are building enduring values in char- acter, skill, personality, poise, and courage. El Modena Public Schools; Fresno, Central Union High; La Jolla, Elementary; Los Angeles, Burn- side Avenue, Central Avenue, Custer Avenue, Thomas A. Edison Junior High, Euclid Avenue, Gardena, Glen Alta, Graham, Health and Cor- rective Physical Education Department, Thomas Jefferson High, Thomas Starr King Junior High, Orange Street, Polytechnic High, Vermont Ave- nue, Washington Street, West Vernon Ave- nue, Wilshire Crest; National City, National City Public Schools; Pasadena, Hamilton, Frances E. Willard; Redlands, Crafton; San Ber- nardino, Woodrow Wilson; San- Diego, Lincoln, E. R. Snyder Continuation, Sorrento; San Fernando, O’Melveny; San Pedro, Dana Junior High; Vista, Vista Union. ea: High; Hudson, District Number ConneEcticut—East Hartford, Columbus Street, Eve- ning, Hockanum; Stratford, Senior High. DeELAwARE-—Lincoln, Public. — or CoLuMBIA—W ashington, Kenilworth, Van ess. Georcia—Fulton County, Benteen, Bolton, Carey Park, Cascade, Center Hill, Central Park, Lena H. Cox, East Rivers, Hammond, Hapeville, Hemphill, R. L. Hope, Humphries, Lakewood Heights, Liberty Hill, George F. Longino, Marion Smith, Morgan Falls, Mt. Vernon, Benjamin H. Neely, North Ave- nue, Perkerson, Alonzo Richardson, West Haven, Samuel R. Young. Hawati—Aliiolani, Haena, Kapalama, Paauhau, Pa- lolo, Puuhale, Salvation Army, Waianae, Water- town. ILLinois—Cicero, Grant, Jones; Kenilworth, Joseph Sears; Peoria, Harrison; Springfield, Sunshine; Western Springs, Franklin Avenue. INDIANA—Indianapolis, Public Number 38, Public Number 85, Public Number 86; Shelbyville, Alvin 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 to the Representative Assembly, to hold office, and to receive THE JOURNAL. e payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, committee reports, and other regular publications of the Association. One doll f i is f ¥ ipti JOURNAL. The payment of $100 gives the privileges of the $5 active aaheuthde for life. valine enn, a ee Subscription to nonmembers is $2 per year; single copi 2 ; isi ane : t ot cusn any dhanhe oh abteats, dvlak GA de aa o — an 5 cents. Advertising rates on application. Members are kindly requested to repor THE 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 th t i Accept for | mailing at special rate of postage provided for in section 1103, pkey ad bags gen enn aS a ae sag HE PLATFORM of the National Education Association—(1) A competent, welltrained teacher in every classroom. (2) Improved facilities for the education of teachers and such inducements to enter the teaching profession as will attract men and women ; of the highest character and ability. (3) Such an interpretation of education as will awaken the people to a realization of the importance of the Schools, elevate the profession of teaching to a higher plane in public esteem, and insure just compensation, secure tenure, and provision for retirement on the basis of efficient service. (4) Continued and thorough research on educational problems as the basis for revised standards and procedures. (5) The establishment of a department of education with a secretary in the Presi- dent’s cabinet, and the efficient integration of the educational activities of the Federal Government in this department. (6) The unifi- cation of the educatioal forces of the country in one all-inclusive organization devoted to the advance of the teaching profession, with every teacher an informed and participating member of local, state, and national associations. (7) Active assistance to state and local affiliated associations in promoting the interests of such associations. (8) Equal salaries for all teachers, both men and women, of equivalent training and experience. (9) Such participation by teachers in the determination of policy as will utilize the best fruits of classroom experience. (10) Cooperation with other organizations and with men and women of vision who recognize that only through | education can be solved the major problems of our changing civilization. (11) The National Education Association is committed to a program of service—service to the teacher, service to the profession, and service to the nation. Its supreme purpese is the welfare of the childhood of America.—Adopted at Atlanta, Georgia, July 3, 1929 and reaffirmed at Columbus, Ohio, July 3, 1930. eS NE NODE TR d January 26, 1921. Offices: 1201 Sixteenth Street N. W., Washington, D. C. March, 193] C. Kibbey, Charles Major, Booker T. Washi Kansas—Dodge City, Central, Sunnyside. yun" High; Perry, Rural High. , vs Neodesha, KENTUCKY—Lexington, Morton Junior High MAINE—Bangor, Bower Street, Fairmount High Abraham Lincoln, Valentine; Boothbay ‘Satan Pengo yewied or * Schools. -” ARYLAND—Frederic ounty, Cre y DB rs cnes Parkway. . omen, ee ASSACHUSETTS—Gloucester, Mapl ; ; oe Waltham, Banks. penne; Sitinaon, ICHIGAN—Detroit, Franklin, Hampton, McKi . Pershing, Schulze, Ward Grove; Steed hee ne. gies emeaers Hadley, High i INNESOTA—Gully, Public; Mi Fie: oe y nneapolis, Greeley, Missouri—Kansas City, Norman. NEBRASKA—Havelock, Havelock Public Schools. NevADA—Lincoln County, Bullionville District New ja i ag Public. : EW JERSEY—Bergenfield, Bergenfield Public § Harding; Bridgeton, Bridgeton Public Scotts Brielle, Public; Cumberland County, Bacon's Neck Buttonwood, Carmel; Gloucester County, Almo- nesson, Center Square, Deptford Central, Mantua, Repaupo, Union Academy, Woodbury Heights; Monroeville, Public. New YorK—Andover, High; Callicoon, High; Ken. more, Sheridan; Little Falls, Jefferson Street, Mon- roe Street. i NortH Caro_ina—Albemarle, Endy; Charles B. Aycock. NG Daxota—Reeder, Public; Valley City, Junior igh. On10—Baltimore, Liberty Union High; Clevelan Fullerton, Gordon, Longmead, Longwood, Row. lings, Miles Standish, Wilson Junior High; Colum- bus, Fair Avenue; Dayton, Fairview Grade; Nel- sonville, Nelsonville Public Schools, Central, East, West; Pomeroy, Central; Sandusky County, Green Springs, Helena, Jackson High, Rollersville, York Centralized; Toledo, Oregon Township Public Schools; Youngstown, Covington. : OKLAHOMA—Stillwater, School of Education, Agricul- tural and Mechanical College. OrEGON—Portland, Peninsula;- Sherwood, Grade. PENNSYLVANIA—Liverpool, Liverpool Boro Schools; Philadelphia, Pennypacker, Stevens Practice; Pitts. burgh, J. M. Logan, North Continuation; Reiner- ton, Porter Township High. TENNESSEE—Memphis, Bethel Grove, Church Home, Hollywood Junior High, Idlewild, Messick Ele- mentary, Messick Junior High, Messick Senior High, Peabody, Riverside, St. Paul, Ford N. Tay- lor, Vollentine. VERMONT—Ludlow, High Street, Woodward; Rut- land, Madison. WaASHINGTON—Okanogan County, Okanogan County Public Schools, Omak Public Schools. — VirciniA—Bluefield, Beaver High; Sophia, Pub- ic. WIsSCoNSIN—Beloit, Burdge; Kenosha, Gillett; Maus- ton, Mauston Public Schools. _ Lawns, Wenonah, Greensboro, Secretary, J. W. CRABTREE Haroitp A. ALLAN, Business Manager —— Vol. 20, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION —— CHALLENGE to Vocabulary.. in every Eastman Classroom Film... ‘he class waits eagerly. The motion picture projector is started. With their eyes on the screen, the agp roam the world. They see the wonders of distant countries...the Aladdin’s magic of modern manufacturing...animals... plants. .. the mysterious workings of the universe... .all presented in vivid motion pictures specially prepared for classroom use. What a spur to the imagination .--what a force for stimulating orig- inal ideas. ..and what a challenge to the pupil’s vocabulary lies in this visual experience! The value of Eastman Classroom Films is not confined to the know]l- edge they impart. Even more im- portant is their ability to stir the imagination and inspire the pupil to express his ideas in his own words. The films serve the same purpose as personal experience, but with an economy of time and effort. As the films are viewed, the words of the text-book and of the teacher’s discussion are defined by action pic- tures on the screen. The pupil’s vo- cabulary is founded on exact con- ceptions. Words become easier for him to use—and he uses them accu- rately, logically. * * * * He wants to talk because visual experience has stirred his imag- ination and created new ideas. Guided by the teacher, his vocab- ulary will grow into an easy, ac- curate medium of self-expression. The world’s experience, present- ed in terms of picture and action, is brought to the pupils through Eastman Classroom Films. Eastman Classroom Films are not a substitute, either for the teacher or’ for long established classroom meth- ods and devices. School authorities are beginning to realize more and more the significant value of Eastman Classroom Films in swup- plementing other teaching devices in the modern classroom. They are now used in more than 200 cities and towns of the United States, and in thirty foreign countries. For full information and descrip- tive literature, address: Eastman Teaching Films, Inc. (Subsidiary of Eastman Kodak Company), Roch- ester, New York. EASTMAN cy 4ssROOM FILMS Mention THE JouRNAL when writing our advertisers. A-69 5 ’ i SS Se ee eee kina aan BNL Rp CME SAO RCP IL IDG TI ls INI, I A-70 me 3p a a ao Byrd to receive unique tribute from school children—Ten volumes of letters containing tributes to Rear-Ad- miral Richard E. Byrd from American school children will be presented to the Antarctic explorer when he is the honor guest of the convention of the Depart- ment of Superintendence at Detroit. The presentation will be made by Nor- man R. Crozier, superintendent of schools of Dallas, Texas and president of the De- partment of Superintendence, before edu- cators from every part of the nation. Special tribute will be paid to Rear-Ad- miral Byrd by President Gilbert Gros- venor of the National Geographic Society thru whom the invitation to address the superintendents at their annual meeting was presented. The letters of tribute come from school- rooms of every state. Some of them are written in Braille. A native cypress wood THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION OO OED 0 OE OE OE OE OE OE OE OE OS OE OEE SS LS ES SS SS >) ea, i 0 OED 00S OED OE OEP OTT OE SO SSO) SS A SS SD > SS SD) ee; box made by manual-arts students con- tains letters from every school in New Orleans. The biography of the explorer supple- mented geography courses in some schools and in others courses in character train- ing, the educators choosing Rear-Admiral Byrd as an example of “character in ac- tion” worthy of emulation by American school children. The study of Byrd’s life will be climaxed with a coast to coast radiocast of the presentation of the chil- dren’s letters of tribute, when those who have written to their hero will listen to him describe his trip to the South Pole. American Education Week 1931 —Plans for the observance of American Education Week in 1931 are already un- der way in many school systems. Repre- sentatives of the United States Office of Education, the American Legion, and the National Education Association met March, 193} —_—__. Sth d : NOTES and ANNOUNCEMENTS | | % in Washington Monday, February 2 and planned the program for 1931 around the general theme: What the schools are helping America to achieve. Supplies for use by state and local school systems in the observance of American Education Week may be obtained from the Division of Publications any time after June 1. Broadcasting studio at headquar- ters—A Washington broadcast is being conducted each week from the NEA headquarters as a special feature of the Ohio School of the Air. These broad- casts began on January 26 with a special feature by President Willis A. Sutton and talks by Secretary J. W. Crabtree and Dorothy Canfield Fisher. These programs go out each Monday between 2 and 3 PM EST and may be picked up by anyone within range of Station WLW, Cincinnati, Ohio. Greater Unin\ Greater Concern for the Future 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 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 in the Profession situation. A strong organization is 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. J. W. CRABTREE, Secretary, National Education Association, 1201 Sixteenth Street N. W., Washington, D. C. Dear Mr. Crabtree: I wish to take this opportunity to become a life member on the ten-payment plan, making my first payment of $10.00, April 1, 1931. I understand that the balance can be paid in nine equal annual installments. UU 5 ct ee a a el a cl eR Go I a i a a ga as eee ee aC 5 rs Sela a pta tare calainiejaisin:areveiere.eiele/siie "7" (Fill out, return at once and receive by return mail the life membership certificate, card and gold emblem.) Mention THe Journat when writing our advertisers. 1S et id N- of eal on. that Vol. 20, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Earlier numbers of JOURNAL desired—The stock of THE JOURNAL for November, 1924, is completely ex- hausted. Readers having extra copies of this number will perform a most helpful service if they send them to the editor. Ethics in the teaching profession _This is the title of the January 1931 NEA Research bulletin which contains a comprehensive analysis of the codes of ethics adopted by teachers organizations thruout the United States for many years. The study was made by Dr. T. D. Martin, director of the NEA Division of Records and Membership. New NEA publication — The American Educational Research Associa- tion, a department of the NEA, an- nounces the first issue of the Review of Educational Research, a new periodical which will be issued five times each year from the headquarters of the National Education Association, 1201 Sixteenth Street, Northwest, Washington, D. C. It will circulate to members of the Amer- ican Educational Research Association upon payment of dues. Annual subscrip- tions to non-members are $4; single copy $1. Teach thru JOURNAL posters— JOURNAL posters on attractive art paper are constantly being distributed thruout the entire country. One letter states, “they are splendid’; another one, “they fill the need.” T'wo new posters—I?’s the Race that Counts and The Law of Self- control are now ready. Write to the NEA Division of Publications, 1201 Sixteenth Street, Northwest, Washing- ton, D. C. for an order blank containing a complete list of posters in stock. A tribute—The February number of the Normal Instructor and Primary Plans made the following mention of THE Journat’s tenth anniversary: The January number of THe JourNAL of the National Education Association celebrates the tenth anniversary of that publication. A remarkable growth of professional spirit is Suggested by the fact that within the decade this periodical has grown one thousand per- cent in circulation. THe JouRNAL reaches every county in America and every nation in the world. It has become an assured suc- cess from both the business and the editorial standpoint. Member of JourNAL family Writes notable book—G. H. Palmer, whose essay, The Ideal Teacher, received the largest number of first rank reader Votes of any article so far published in THE Journat, has just issued a new book, The Autobiography of a Philoso- pher. It is worth reading and rereading. (Continued on page A-74) _ This little matter of handkerchiefs... “T need no more than a showing of hand- kerchiefs every day for a week to tell the sort of home from which a child comes!” A white-haired teacher made that state- ment ... and in it there’s a lot of truth. For the handkerchief is not only a test of breeding but around it are built the habits of cleanliness important to health. Teachers in many schools make the “show- ing of handkerchiefs” a part of the daily morning inspection. It is part of the health program of the modern school. For cleanliness—whether of handkerchiefs, hands, dishes, or towels—is one of the ways of preventing the spread of disease. To put it another way, it is frequently through neglect of cleanliness that disease is transferred from one person to another. Failure to muffle coughs and sneezes with handkerchiefs, use of a common towel by CLEANLINESS Established to promote public welfare by teaching the value of cleanliness CLEANLINESS INSTITUTE, DEPT. 8c, 45 East 17th St., New York, N. Y. Name Title or grades taught Mention THe Journat when writing our advertisers. Please send me one free copy of Hitch-hikers. eee ere reer sees eeseeeeesreeeseeeesereree NEN 5 os ac aa GK e Rasa CaGR wee cee several persons, failure to wash and rinse dishes absolutely clean, etc. In addition to “morning inspection,” how best to impress these things upon the minds of children? If you are interested in answering that question (and surely you are!) you should send for a copy of Hitch-hikers. Hitck-hikers is an interesting booklet about microbes that “hitch-hike” from person to person, spreading communicable disease. As a health and cleanliness source book it is invaluable. Free to school administrators, health workers, physi- cians, nurses, and teach- ers; to others, 15 cents per copy. We invite you to send for a copy. Use coupon below. INSTITUTE on ae Se a ee THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Om OUND THE WORLD ONLY sII1O KO), | fs ™ 7, eo 3 A ~ ww SS oO ~ } Z > 1 2] wn ro) CQ ) | 4 ‘s ~I ~ " VINAKI in Canada’s pine-clad Lake-of-the-Woods region i ii [a et ths } elle © tthe > Silver streams, sparkling lakes, fragrant forests and every form of summer sport “\INAKI” is an Ojibway Indian word. It means “beautiful country” — for this wonderful Lake-of-the-Woods region cast the same spell on the Indian centuries ago that it casts on the white man today. In the heart of this land of lakes and streams, Canadian National has built Minaki Lodge. Here is a fine golf course ringed by cool pine woods. Here are tennis, fishing, swimming, motor- boating, canoeing, aquaplaning -. + Here at night are blazing fies delightful dinners, gay danc- ing, charming companionship. Send for booklets about this perfect North Woods vacation. Or ask any of the Canadian National offices to arrange for you free showings of Minaki and other Canadian travel films. es * se Canadian National takes you everywhere in Canada. It oper- ates 23,000 miles of railways, steamship lines, telegraph and express services and 14 broad- casting stations. Its hotels, lodges and camps stretch from one end of Canada to the other. ANADIAN NATIONAL Largest Katlway System in. America. OFFICES POSTON D Ww YORK ST. LOUIS oe St 1s29gWenheo, Blvd. ome Fitth Avenue 814 No. Broadway {ALO DULUTH PHILADELPHIA ST. PAUL roy 480 W. Superior St. 1422 Chestnut St. 83 East Fifth Street 48, Michi KANS S H SAN FPANCISCO *wlchgan Ave sANNASCUY he ee MEE Aneige OE pNNAn LOS ANGELES PORTLAND, ME. SEATTLE CLEVE St 607 So. Grand Ave. Grand Trunk Ry. Sta. 1329 Fourth Ave. 05 EuLeND MINNEAPOLIS PORTLAND. ORE. WASHINGTON, D.C. 634 Marquette Ave. 302 Yambiil St. 901—15th St., N. W. | Glacier Park for romantic adventure This summer take your G. P. (Glacier Park) degree in natural history right where it's made. DO things while you SEE things. Tour Glacier Park on foot or on horse- back, or by bus and boat, for two weeks or two months—you'll never forget or regret it! For infor- mation write Great Northern Vacations, St. Paul. Inquire about 4 — 4 Escorted Tours. Y The Luxurious ORIENTAL LIMITED The New 3 =, EMPIRE BUILDER “ “= Mention THE JouRNAL when writing our advertisers. Anpane - PERL De SOE NON EE. § 6 F ate THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Marc h, 193] The Los Angeles Convention The Sixty-ninth annual convention of the National Education Association will be held at Los Angeles, June 27-July 3, 1931. A meeting on the Pacific Coast, with its many attractive features of travel and entertainment and its unusual opportunities for strength of programs, attracts a great attendance and interest. Los Angeles provides excellent convention conditions. General sessions, meetings of the Representative Assembly, registration, exhibits and convention headquarters will be located in the Shrine Temple. This building is thoroughly complete for all convention activities; its auditorium is one of the finest in the country; its exhibit hall is perfect in its appointments; it is located a short distance from the business district and is in the immediate vicinity of the University of Southern California and Exposition Park Auditoriums and lecture rooms of the University and those in other buildings adjoining the University campus will be used for meetings of departments and allied groups. Los Angeles and California members of the National Education Association and their committees are making extensive plans for the entertainment of visitors. California hospitality will be dem- onstrated at its best. No efforts will be spared to make this meeting stand out as one of happy recollections. W. C. Conrad Chairman of the Los Angeles Convention Executive Committee. Board of Education, Chamber of Commerce Building, Los Angeles, will be glad to give information regarding local plans. Department and Allied Group Meetings In addition to the general sessions and meetings of the Representa- tive Assembly the following departments and groups allied with the National Education Association are conducting programs: National Council of Education, Department of Adult Education, Department of Business Education, Department of Classroom Teachers, De- partment of Deans of Women, Department of Elmentary School Principals, Department of Kindergarten-Primary Education, De- partment of Lip Reading, Department of Rural Education, Depart- ment of School Health and Physical Education, Department of Science Instruction, Department of Secondary School Principals, Department ‘of Social Studies, Department of Superintendence (Conference), Department of Supervisors and Teachers of Home Economics, Department of Visual Instruction, Department of Vocational Education, Art Education (Conference), High School Teachers (Conference), National Conference on Student Participa- tion in School Government, National Congress of Parents and Teachers, National Council of Geography Teachers, National Coun- cil of Teachers of English, National Federation of Modern Language Teachers, National Geographic Society, National League of Teachers Associations, National Vocational Guidance Association, School Garden Association of America. Transportation and Routings Los Angeles is served by various routes of railway, steamship, air and bus lines. Note carefully the announcements of trans- portation companies in the JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION. Summer excursion rates, with diverse routing and generous stop-over and side trip privileges, will be in effect. Write or consult the agents of the transporta- tion companies. See pages 293-6 of the December, 1930, issue of the JOURNAL for brief descriptions of various routes of travel. Combinations of railroad and steamship travel are attractive. From Los Angeles a great variety of trips may be made. With the convention attendance as a basis, the visitor may extend his vacation for further travel, sight seeing, summer school attendance or attendance at the meeting of the World Federation of Educa- tion Associations in Denver, July 27-August 1. Hotel Arrangements The Housing Committee of the Los Angeles meeting of the National Education Association is prepared to give thorough serv- ice to members of the Association. Those who arrive in Los Angeles without hotel reservations will be well cared for, but it is very desirable that advance reservations be made. Hotels are numerous, rates and accommodations are greatly diversified and conditions satisfactory to all can be promised. Requests for hotel accommodations should be forwarded to Mr. F. L. Thurston, Executive Secretary, Southern Section, California Teachers’ Association, 307 California Reserve Building, Fourth and Spring Streets, Los Angeles. State your requirements exactly ; give the number of rooms required, names of persons for whom required, price per day that you wish to pay and the dates of arrival and leaving. You will be advised promptly of the name and location of the hotel in which the reservation is made and the hour at which the reservation begins. Rooms not occupied at the designated hour of reservation may be reassigned by the hotel. Please remember that a reservation constitutes a contract with the hotel to provide you with the accommodations you desire. If you find it impossible to carry out your part of the contract, namely, to occupy the room at the time agreed upon, please write or wire the hotel, releasing it, in order that your room may be made available for other members. Complete Your Plans NOW for Attending the Convention LIST OF IMPORTANT LOS ANGELES HOTELS Only a partial list can be given here including those especially recommended ADDRESS = Rates Per Day For Room | Rates Per Day ror Room ACCOMMODATING ONE PERSON | ACCOMMODATING Two PeErRsONS | Without Bath | With Bath Without Bath | With Bath ALEXANDRIA......... 5th and Spring AMBASSADOR ARCADY APT. HOTEL. . 2619 Wilshire BALTIMORE 5th and Los Angeles........... BARCLAY 4th and Main FIGUEROA 939 So. Figueroa GATES 6th and Figueroa HAYWARD , 6th and Spring LANKERSHIM 7th and Broadway MAYFLOWER 535 S. Grand _ sR Sa SE ererenet One ener 3049 W. Eighth St MUNN 5th and Olive ROSSLYN....... 5th and Main SAVOY STILLWELL STOWELL 416 So. Spring TRINITY eS rere WOMAN’S . | 639 S. Grand ad BO G9 ND 09 OO BO OO Or He 0 CO OO CO STI CO OO OTN ae is eit He a ‘ .00 & up .00 & up 00 to 10.00 50 00 to 5.00 50 & 3.00 00 & up 00 50 00 & up cc koko) STOTT HS eee 3s ss woo moron g & 38 83s . 50 .25 to 1.50 oe ess c A] Mention THE JourNnat when writing our advertisers. Jol. 20, No. 3 10S ANGELES TRAVEL TO THE CONVENTION VIA PANAMA CANAL res Ga For full information apply No. 1 Broad- way, New York; our offices elsewhere, 13 days of cool, delightful sailing— New York to California—5,000 ocean miles, over the famous Rec- reation Route. A great electric liner—S. S. Penn- sylvania—33,000 tons in size, one of the three largest ships ever built in an American yard. Outside rooms—deck swimming pools for daily dip or sun bath—broad decks, ideal for games, rest or promenad- ing—cuisine of transatlantic stand- ard—your companions just the kind of people you enjoy traveling with. A gay visit at Havana, with a tour of the city by automobile. Another in the Canal Zone, with fascinating “close-ups” of the wonderful Pan- ama Canal, Panama City and Bal- boa. Sightseeing in San Diego (Coronado Beach), Southern Cali- fornia, Yosemite Valley, etc. The Pennsylvania sails from New York June 13 . . arrives at Los Angeles June 27. Choice of re- turn by the same steamer, July 6 from Los Angeles . . or by rail, with stopovers en route. Ask about Water and Rail Round Trips . . from home town back to home town . . 8,000 miles Around and Across America. \W,, authorized §. §. or R. R. agents. fonoma facifie fe Sew s \ NTERNATIONAL MERCANTILE MARINE COMPANY Mn REO (Continued from page A-76) generation’s failures and blunders. Such a sacrifice of childhood’s opportunity is utterly unnecessary. Given equitable and proper methods of taxation, this country is wealthy enough to give every child its American birth- right—a generous education under the di- rection of trained and competent teachers. Hawaii leads again—Four county libraries, supported by territorial appro- priations, make books available to chil- dren and adults in even the most remote island. To quote Governor Lawrence M. Judd, ‘“‘popular education in the Hawai- ian Islands is greatly furthered by univer- sal public library service.” The professional calendar—The next few weeks bring excellent oppor- tunities to teachers for professional broad- ening thru conferences in various special fields: The seventh annual Junior-High-School Conference will be sponsored by New York University on March 13.and 14. The central theme will be “The Articulation of the junior high school with life.” There will be a gen- eral meeting on Friday evening at which Dr. E. W. Butterfield, commissioner of education of Connecticut, will discuss “Junior-high- school problems in the village and rural community.” At this same general meeting N. W. Langworthy, superintendent of schools of Gloversville, New York, will address the conference on the topic, “In what ways should the state seek to control junior-high-school practises?” On Saturday morning Ira T. Chapman, superintendent of schools of Eliza- beth, New Jersey, will discuss “Junior-high- school problems in the industrial community.” Following each general session there will be round-table discussions on vital topics per- taining to the general theme. The National Conference on College Hy- giene, sponsored by the Presidents’ Committee of Fifty on College Hygiene, the American Student Health Association, and the National Health Council, will be held at Syracuse University, May 5 to 9. Dr. Thomas A. Storey of Stanford University is chairman of the conference. Its purpose will be to reach an agreement as to college standards concern- ing: health service, health teaching, inter- relationship and correlations of student phys- ical welfare activities, and miscellaneous problems, including those concerned with so- cial hygiene, mental hygiene, tuberculosis, extracurriculum activities, and other related problems which may be presented for con- sideration. The second annual conference for school superintendents, school board members, sec- retaries, and other administrative officers will be held at George Peabody College for Teachers, Nashville, Tennessee, March 30 to April 3. Discussion topics will include: personnel and relationships, school housing, school finance, equipment and supplies, and supervision. The biennial convention of the American Association of University Women will be held in Boston, April 8 to 11. Leading edu- (Continued on page A-80) Mention THE JouRNAL when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-79 Wn —You don't take an autogyro or a plane built for stunting. You choose the last word in dependable trans- portation—one of those great planes that now carry mail and passengers every hour, on the hour. You take advantage of progress based on principles which years of commercial oper- ation have tested—deep- rooted progress which achieves ever more brilliant performance, always with thet first essential — RELIABILITY. IN READING —You look for books which embody SOUND progress. Because THE ELSON READING SERVICE repre- sented twenty years of steadily increasing success, twenty years of improve- ment and growth, Dean Wm. S. Gray selected the ELSON 9SERIES as the vehicle for his contribution to progress in his field. Building onsuch experience Mr. Elson and Doctor Gray have developed whet we believe on examination will lead you to exclaim: “The LAST WORD in dependable reading progress!” BDRK }D]W’WiC Ww Www “The product of the scientific studies in reading.” MMM OA SAA. LW uw THE ELS O-N BASIC READERS MOMMA DD OR CE Sr awe/ Write for detailed information. SCOTT, FORESMAN AND COMPANY CHICAGO ATLANTA DALLAS NEW YORK , Si EE a NN Die Adis acta Torr ilesiecabeeeideeheeeenchintin Soras anti nPcsad Onslinhins “aback Soka ome vEKIT Mediterranean Cruise Round Trip $650 All expenses—including visas. July 2-August 30 3 continents—14 countries 9,000 miles of sea voyage 1,200 miles of shore trips A trip planned for teachers—including Italy, Greece, Portugal, Turkey, Eqypt, Syria, Palestine. Thrilling experiences every day—tobogganing at Madeira, swimming, camel rides, donkey rides, sail boating, a day on the Nile, shopping in oriental bazaars. Many teachers and su- pervisors have declared this their best trip! For complete information address Jane Stearns Ludgate—Dept. of English State Teachers College Edinboro, Pa. Agent for the Travel Institute Bible House New York City N. ¥. COMPARATIVE EDUCATION TOUR TO RUSSIA AND EUROPE July4 $925 sept. 5 Berlin, Copenhagen, Munich, Stockholm, Leningrad, Moscow, Vienna, Warsaw, Lucerne, Paris Course with College Credit in COMPARATIVE EDUCATION Under Auspices of SCHOOL OF EDUCATION RUTGERS UNIVERSITY New Brunswick, New Jersey Management of SCHOOL OF FOREIGN TRAVEL 110 East 42nd Street NEW YORK CITY a NIVERSITY TOURS and VACATION TRAVEL TOURS Visiting Picturesque Corners of Europe Excellent Travel Arrangements Leadership and Congenial Group Membership Recognized for College Credit Write for Booklet THE AMERICAN INSTITUTE OF EDUCATIONAL TRAVEL 587 Fifth Avenue, New York City THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION (Continued from page A-79) cational problems will be discussed by spe- cialists in various fields. Speakers of both national and international note will address the eleventh annual Ohio State Educational Conference which will be held at Columbus, Ohio, April 9 to 11. Senor Don Carlos G. Davila, ambassador from Chile; Michael West, principal of teachers college, Dacca, India; and Newton D. Baker are among the speakers. The tenth annual convention of the Inter- national Society for Crippled Children will be held in Cleveland, Ohio, April 12 to 16. For further information address the Society at Elyria, Ohio. Summer opportunities—The sum- mer vacation period can mean twice as much if you can plan to take advantage of one of the many attractive opportu- nities for travel and study combined. Perhaps one of the following may interest you: A two-weeks Institute of International Re- lations as applied to secondary education will be held June 22 to July 3, near Phila- delphia. For information write to the Amer- ican Friends Service Committee, 20 South Twelfth Street, Philadelphia. The 1931 conference of the American Li- brary Association will be held at Yale Uni- versity, New Haven, Connecticut, June 22 to 27. A Summer Conference for Advanced Stu- dents of Education will be held at Yale Uni- versity July 6 to August 8. Registration is limited to 100. Address inquiries to Clyde M. Hill, chairman of the department of educa- tion, graduate school, Yale University, New Haven, Connecticut. Rutgers University, New Brunswick, New Jersey, is planning a Comparative Education Tour to Europe. Dr. Daniel A. Prescott, asso- ciate professor of education, Rutgers Univer- sity, will be the leader. College credits will be awarded to the teachers who take this tour. Columbia University is planning a five- weeks summer tour of Russia. The party will meet in Berlin on July 6. For information communicate with Roy H. Mackay, Columbia University, New York, N. Y. The Anglo-American Music Conference will hold its second meeting in Lausanne, Switzerland, July 31 to August 7. The pro- gram is so arranged as to combine serious professional music with a restful week of vacation in one of the most beautiful spots of Switzerland. Most of the meetings will be held in the buildings of the University of Lausanne. If interested address Paul J. Weaver, office of the American chairman, Cornell University, Ithaca, N. Y. Summer courses for foreign students in Madrid are announced by the Centro de Es- tudios Historicos, Medinaceli, 4, Madrid. The Malvern Festival, Malvern, England, will be held the first three weeks in August, and will portray five centuries of English drama. Details may be secured from the Malvern Festival Bureau, 45 Broadway, New work, N.. Y. EV ALL EX Mention THE Journar when writing our advertisers. Var, h, 193] EUROPEAN COUNTRIES | NEXT SUMMER $535 The joys of traveling leisurely, of sight- | seeing extensively and of finding excel- lent accommodations everywhere are com- bined in this 37-day tour to France, Switzerland, Italy, Austria. Germany, Belgium, Holland and England. Spring tours and other tours $295-$1,500. ; For complete information address | TEMPLE TOURS 442 PARK SQ. BLDG., BOSTON, MASS, Special Pacific Coast Tour Available for N. E. A. Members and others either on all expense plan or on transit accommodations only. For information write A. L. Miller, A.G.P.A.. New York Central Lines, 466 Lexington Avenue, New York City, or to C. B. L. Kelley, c/o Samuel J. Tilden High School, Brooklyn, N. Y. ALL 20,000 satisfied members. Small parties. First class EXPENSES hotels. More motor travel. 250 tours, 26 days $235 to 104 days $890. Seven-country tour $345. Send for booklet. COLLEGE TRAVEL CLUB 154 BOYLSTON ST., BOSTON, Mass. FOREMOST STUDENT TOURS UROPsr PENSES $3 70::, AND LAND FIVE COUNTRIES Become acquainted with our amazin travel values. We specialize in economica » European Tours for the intellectual elite. CUNARD Supremacy! 14,000 satisfied guests. - STUDENTS TRAVEL CLUB 551 Fifth Ave., N.Y. Write for Booklet W UNIVERSITY (COLLECE COURSES & CREDITS) “n» STUDENT TOURS > EUROPE Selected Groups \ Experienced Management ~ Expert Leadership SCHOOL OF FOREIGN TRAVEL ic. 210 EAST 49” STREET N. ¥. C. ALL EXPENSE: France, Belgium, Holland, Germany, Switzerland, Engiend. . Programs to Italy, Central Europe, Scan- dinavia, Spain. Price includes ocean pas- sage, hotels, meals, sightseeing, admis , tips, all transportation in Europe by motor. Send for 80-page free book describ- ing over 200 interesting travel programs. PAGIFIG NORTHW EST- CANADIAN Rechts Rainier, Portland, Seattle, British Columbia, Louise, Banff, $250. Ask for Booklet “DW”. DA MEXICO / CALIFORNIA |FLORE TEXAS EARN CREDIT TOWARD A DEGREE While teaching, use the HOME STUDY courses for Teachers in Rural. Primary, Grade and High Schools—or for Super- visors and Principals, which the University gives by correspondence. 450 courses in 45 subjects yield credit toward either a Bachelor’s degree or Teaching Certificate. Write for booklet giving full information. The Aniversity of Chicago 501 Ellis Hall Chicago Mention THE JouRNAL when writing our advertisers. ™“ . 250 Iilus- trations BIG NEW 1931-2 EDITION Now Nearly Ready once administrators and depart- ment heads—are you interested in any phase of the planning, financing, construction, equipment or maintenance of a school building or school depart- ment? And do such authors and sub- jects as these interest you? Dr. N. L. Engelhardt, on “The Educa- tional Consultant in School-Building Planning”’ Dr. George D. Strayer, on ‘‘Modernizing the a Plant of an Old City” (Utica, ) aN. Prof. Ernst Hermann, Director, Sargent School of Physical Education, Boston University, on ‘Planning a Playground or Athletic Field for the Elementary or High School’’ Pres. James M. Wood. Stephens College, Columbia, Mo., on ‘“‘Junior Colleges” F. R. Watson, Professor of Elementary Physics, University of Illinois, on ‘‘Re- ducing Noise in School Buildings’ E. C. Blom, Director of Research, Louis- ville, Ky., Public Schools, on ‘Radio Development for School Use” Lack of space forbids our even naming more than these six out of the sixty-odd important illustrated articles planned for this year’s edition. But by signing the coupon below you can get an op- portunity to judge for yourself whether or not this “School Executive’s Year- book” is worth while! THE AMERICAN SCHOOL AND UNIVERSITY, 470 Fourth Avenue, New York. Please send on approval a copy of the new 1931-2 edition of The American School and University as soon as it is off the press, billing me at the special rate of $2.50 to school and college officials and teachers. ———————— Se, a eS AT is Ban i a ln a OTS Ae J, ibd echt anid ansehen one ~— : : : : f ; : : : : f : : f : : : cy : i : : : : : : : : : d THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 1931 < ummer S esSZON & The UNIVERSITY OF BUFFALO 1846-1931 * 6 Weeks: Monday, June 29th to Saturday, August 8, 1931 149 graduate and undergraduate courses in: ELEMENTARY SCHOOL SUPERVISION TECHNIC OF TEACHING THE PROBLEM CHILD SECONDARY SCHOOL CURRICULUM VOCATIONAL GUIDANCE EDUCATIONAL STATISTICS TESTS AND MEASUREMENTS SCHOOL PLANTS, FINANCE AND BUSINESS ADMINISTRATION EDUCATIONAL ADMINISTRATION PSYCHOLOGY, HISTORY SCIENCES, ECONOMICS, ENGLISH FOREIGN LANGUAGES LIBRARY SCIENCE, PUBLIC SCHOOL ART PUBLIC SCHOOL MUSIC ‘*No other important American city between the Rocky Moun- tains and the Atlantic Coast has such a delightful summer as Bu ffalo.’’ —James Harvey Spencer, United States Weather Bureau. Ideal climate ...never too warm... never too cool. ..study, work and play are more enjoyable in Buffalo. Expenses reasonable. ..Summer Ses- sion faculty of 71...small classes... independent study under guidance ... special conferences on education. Golf, tennis, swimming and other recreational opportunities. After- noon and Saturday excursions to nearby points of interest .. . includ- ing Niagara Falls and Toronto, Can. Special summer tourist rates to Buf- falo and Niagara Falls on various railroads. Many students arrange to come by Lake steamers...buses... automobiles. Write for free bulletin. Address : C. S. Marsh, Director, Room go, Edmund Hayes Hall, THE UNIVERSITY OF BUFFALO BUFFALO, N. Y. March, 1931 THE YATES-FISHER TEACHERS’ AGENCY PAUL YATES, Manager 620 South Michigan Avenue, Chicago Telephones: Harrison 2642, Harrison 2643 C. E. Goodell, A.M., LL.D., C : olgat i i President and General oe TEACHERS AGENCY Kis. We make contact with the best teaching talent—and find the best teaching positions. through college—experienced placement authorities are at your command. All have intimate knowledge of bo and teachers’ needs. They will give you a new conception of intelligent placement service. Address 839 Steger Bldg., Chicago, Il. Booklet **Fisk Facts.’’ HICAGO In every department— ae primary 1 employers’ Write now for our Free THE CARY TEACHERS’ AGENCY 2% methods conform to the high 36 Pearl Street HARTFORD, CONN. 30 Application Photos--$ 1.50 preferred by Boards of Education. 15 copies for $1.00. Members National Assn. of Teachers’ Agencies tion. est standards of placem ent work 14 Beacon Street BOSTON, MASS. SPECIALISTS eases FULTZ STUDIOS, Dept.1, 15 East 39th St., Kansas City, Mo. Southern Teachers’ Agency Columbia, S. C. Richmond, Va. Chattanooga, Tenn. Louisville, Ky. College and Specialist Bureau Memphis, Tenn. Teachers of Biology, Physical Geography, Nature Study, or General Science may observe, collect, and study plants, ani- mals, rocks, under experienced leadership and with the best facilities for field, labora- tory, and library work while living com- fortably in an invigorating climate with congenial associates. JULY 8 TO AUGUST 27, 1931 The Allegany School of Natural History The Summer School in the Forest Quaker Bridge, New York Fifth season of a new type of school, based on the best educational principles and offer- ing college credit. For booklet write Dr. R. E. COKER, Chapel Hill, N. C. BROADOAKS Accredited Outdoor Evening | Summer School May 24 to July 3 4-9 P. M. Practical Laboratory Couzses Parental Education Nursery Education Kindergarten Education Primary Education Strong College Faculty 714 W. California Street Pasadena, Calif. | Mention THE JourNat when writing our advertisers. > 2 NATIONAL COLLEGE OF EDUCATION ss lormerly National Kindergarten and ElementaryCollege Summer session begins J une 19—es pecially planned to meet the needs of teachers from nurs- ery school through 6th grade. Write for catalog, Edna D. Baker, Pres., Box D 31, Evanston, Ill. DENVER Study This Summer on the Crest of a Continent T the mile-high University of Denver, you live with the Rocky Mountains “in your front yard’’—150 miles of them stretched out in plain view of the campus. Many week-ends you may visit these scenic spots—cool mountain heights that have made Colorado America’s sum- mer playground. At the Denver Summer Session, outstanding guest professors and a strong resident faculty will offer all regular college subjects, including especially attrac- tive programs in Education and Romance Languages. Special courses in Commercial Education at School of Commerce. De- partment of Art. Two terms: JUNE 15 TO JULY 22 JULY 22 TO AUGUST 28 Write for descriptive literature. University of Denver Denver, Colorado Your photo must be attached to your application for a Dosi- Send your photograph (unmounted) with $1.50 1 will mail you, the same day your order is received, 30 finest quality reproductions in size (2% ih at ae x 3%) 3 style We return your original unharmed. ie ae >) »>>2 »>»> B> B) >>) B?: SES ———_— --_—---—--—-—~—~— xuanig p TRAVEL TRAILS Join a fun-filled all-expense tour, with expert guides, jolly companions ... all the Pacific Northwest’s wonder places included. Just like a big house party. All-expense tours as low as $145 from Chicago. Or go independently if you wish. Summer fares to Adventureland are low. No end of sights to see, things to do, emo- tions to feel: Yellowstone Park, thru thrilling new Gallatin Gateway (170-mile motor trip —no extra cost); Montana dude ranches; Spokane’s Inland Empire; glacier-gripped Mt. Rainier; inspiring Mt. 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ELECTRIFIED OVER THE ROCKIES MASI RAZ AS SF THE SEA ls ROAD hates Liansenais aah coenscandlstalie tthe ah J a es The World’s Bread and Butt r A Project in THE BOOK OF KNOWLEDGE | ere pugintnbonsin undertaken and car- ried to completion with the aid of The Book of Knowledge and The Classroom Guide brings out the best efforts of every member of the class. The articles for study in The Book of Knowledge are interest- ingly written and abundantly illustrated; and the arrangement makes it possible for twenty children to use the set for reference at one time. The Lesson Plans in The Classroom Guide provide the teacher with outlines, objectives, activities, questions and assignments, visual aids and supple- mentary references. An interesting project for a term’s work is the study of the world’s bread and butter. The Book of Knowledge lays the founda- tion for the study by showing in picture and text the stages in the growth of the wheat plant, from its tiny seed to the golden harvest of ripe grain. FREE TO SCHOOLS Illustrated Chapter “Wheat” and 3 Complete Lesson Plans Q THE GROLIER SOCIETY, | 2 West 45th Street, New York, N. Y. You may send me, free of charge. the illustrated article | ! I I | | | “Wheat” reprinted from The Book of Knowledge, and three complete Lesson Plans from The Classroom Guide. ‘ (3 \ On the left is the embryo, in which the root _ and stem are packed. The rest of the grain, f the part called the endosperm, consists of food stored up to nourish the young plant. The 500 Lesson Plans in The Classroom Guide to The Book of Knowledge cover important topics in Geography, History, Science, Health, Biology, Character Educa- tion, Art, Reading Stories, Read- ing Poetry and Factual Reading. This is the wheat plant in flower. Male and female parts appear on the same plant. The article on “Wheat” may be followed by “Other Cereals” used in making bread in various countries of the world; then “Plant Breeding,” “How Plants Serve Mankind,” “Flour” and “Bread and Butter” are important. The geography class may supplement the study with “Crops of the North Central States.” For the class in hygiene there is pertinent study material. The Classroom Guide contains complete Lesson Plans based upon each of these Book of Knowledge articles. There are more than 500 Lesson Plans in The Classroom Guide, indexed by topic and grouped by school subject so that correlated lessons for pro)- ct*building are instantly available. The illustrated article, “Wheat,” from The Book of Knowledge, together with three complete Les- son Units from The Classroom Guide, is now offered free to schools. Send for your copy today.