—_ ~ S — S S _ SS — S SS S S —_ S S = S ak é- als) saat “Hh e ik on = So = = (7 | WF ’ Chi me alii —S= if i$ < 7 Ke iS. yy iO = la APRIL, 1931 | EE —— JOURNAL ¢ the NATIONAL EDUCATION ASSOCIATION > ~ —— —— — ee oO On Se se Working Together for All the Children School-Dull and Life-Bright—E. W. Butter field Ideas From Detroit Conquering the Antarctic by Air—Richard E. Byrd The Problem Teacher—Clara Bassett . Leisure and the Seven Objectives—Weaver W. Pangburn Beauty Goes to School—Kate V. Wofford The Guidance Program in Denver—Wilford H. Woody It’s the Race that Counts—Classroom Poster , The United States Office of Education Glimpses of the Los Angeles Schools—Photo Feature The Children’s Charter—Classroom Poster . New Standards for Teacher Training—EZ. S. Evenden . The New Point of View in Education Social Training of the Young Child—Josephine c. Foster Permanent Interest in Reading—Wéilliam S. Gray Vitalized Group Study and Faculty ied Schools That Are Prophecies Sixty Educational Books of 1930 Wisconsin Uses Radio for Education Master Builders of Our Profession Builders of Our Profession . Notes and Announcements 109 111 115 117 119 121 123 125 127 128 129 130 131 133 135 137 139 140 141 144 145 146 A-98 Contents of previous issues of The Journal of the National Education Association can be found by consulting the Readers’ Guide and the Education Index in your library. Picci MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, "EENTH STREET NORTHWEST, WASHINGTON, -LASS MATTER OCTOBER 28 1201 SIX- D. C. ENTERED AS SECOND- , 1920, AT THE POSTOFFICE AT WASHINGTON, Db. C., UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT ‘PECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF ICTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. n | Wht il Mt 4 Ds a) nny cit be 4 i} I 4 Lf Me iii ih —_ - K_{ a yet itn ai mM | 4 ill =i a ( il At (mmm || LY facel t Rh, ‘ x ui { ( - & So} yi rita a= | a’ ? TH UTS =i € =| by DODGE - LACKEY GEOGRAPHIES Books of the Work Type The Dodge-Lackey clear thinking. Geographies stimulate They present problems that challenge the pu- pil’s interest and demand thought and research. They use maps, graphs, and pictures as interpre- tative aids in the solution of problems. With thought-provoking questions they evoke interest in vital affairs of the day and create an understanding of the difficulties of other peoples. Suggestions for student activities are a domi- nant feature of the Dodge-Lackey texts. teachers approve of ADVENTURE IN READIN':; Fourth Year, Fifth Year, Sixth Ye..». Seventh Year By SMITH, LOWE & SIMPSO\ “ . . . the stories are fresh and highly interest- ing.” “, . . they correlate with English, nature study, geography, and history.” “.. . they contain excellent material for the grades for which they are designed.” “,.. the devices for motivation preceding each selection, and the pupil helps at the close of each selection, are well thought out.” “,.. they help greatly in developing good reading habits and in the achievement of the objectives of reading.” Write for illustrated descriptive folder with colored map “| they fulfill all the modern principles of teaching reading.” RAND MCNALLY & COMPANY (Dept. C-95) CHICAGO 536 So. Clark St. “ . . the most attractive page and _illustra- tion I have ever seen.” NEW YORK 270 Madison Ave. SAN FRANCISCO 559 Mission St. DOUBLEDAY, DORAN & COMPANY, INC. Garden City, New York WINSTON Old MacDonald Had a Farm 5 (---Ke-igh, Ee-igh O!) And on that farm he hada DUC In THE WINSTON SIMPLIFIED DICTIONARY 4 . A f flat-billed terfowl (famil eee ee SS ee Are you and your pupils using the dictionary that defines every word so that its use and meaning can be instantly understood? There is an edition of THE WINSTON SIMPLIFIED DICTIONARY that exactly fits your needs and the needs of your boys and girls. We shall be glad to send you a brochure describing the Advanced Edition (for high schools and colleges, and for teacher’s desk use); or liter- ature about the Intermediate Edition (for elemen- tary grades); and the Primary Edition (for lower grades). What is your pleasure? RS CHICAGO A lamellirostral natatorial bird of the family Anatidz and subfamily Anatine. eit FRM cage. TES" aim RS Mae, MEY Qld MacDonald Had a Farm © The Southern Music Co., Washington, D.C. WINSTON BUILDING, PHILADELPHIA ATLANTA DALLAS r¢ SAN FRANCISCO ) 7ol. 20, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Children take eagerly to the new hygiene of gum massage Help insure the future soundness of your children’s gums and teeth by demonstrating carefully to them the proper method of gum massage. Children’s foods are particularly deficient in the roughage which provides the exercise and stimulation the gums need for healthy hardness. Published in the interest of Better Health by BRISTOL-MYERS COMPANY, NEW YORK .. and healthy gums mean sound teeth later in life Mention THE JourNAt when writing our advertisers. ITH admirable patience, teachers have long taught our children to brush their teeth twice a day. Now these teachers are going a step farther to assure the oral health of our children. Along with the dentists, they are making known the modern use of gum massage to keep the gums, as well as the teeth, in perfect health. From all parts of the country teachers are sending in word that massage of the gums is being practiced, and that children take eagerly to this new hygiene. Encouraging children in this exercise to stimulate the gums will prove of un- told benefit to their oral health. For, as one dental authority has stated, “If a man or woman reaches adult life with clean, healthy gums, he will probably keep them so for the remainder of his life.” To the soft, tender foods we eat to- day can be traced most disorders of the gums. These foods lack the roughage needed to exercise the gums. Circulation slows up, and the gums, deprived of their work become weak and flabby. They bleed, and “‘pink tooth brush” warns of possible serious trouble ahead—Vincent’s disease, gingivitis, even the less frequent but much feared pyorrhea. Neglect of “pink tooth brush” opens the way for infection, and threatens the future of even the soundest teeth. Gums Stay Firm and Vigorous with Twice-a-day Massage Twice-a-day massage of the gums stirs up sluggish circulation and brings back the old strength and vigor to weakened gum tissues. But how much better to prevent even a hint of infection by training your children to take this pre- ventive measure now, while the health of their gums is still unimpaired! So teach them to rub their gums thoroughly, inside and out, from the base to the teeth, at least twice a day. The benefits to their oral health, in years to come, will be as lasting as the appreciation of your great service. 7 if 7 Ipana Tooth Paste is an excellent denti- frice to assist you in teaching children this new technique of oral hygiene. Not only is it often recommended by dentists to tone up the gums as well as to clean the teeth, but its refreshing flavor de- lights even children, and that, of course, makes things easier. Ipana’s content of ziratol makes it a specific for tender or bleeding gums. Try it yourself, if your tooth brush oc- casionally “‘shows pink”. But Ipana or no, every educator now has an oppor- tunity to spread the doctrine of better teeth and gums by teaching children the twice-a-day habit of gum massage. A-85 . : i tee a t THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION April, 193] Ct tats REDUCTION in PRICES on HARTER Work Books _ EAD and save yourself needless work, needless worry Now is the time to make sure your classes are using the best pens. Are you sure? Have you tried other brands? Have you felt the velvet touch and absolutely clean action of Esterbrook school pens? By testing pens now, you can make a careful unhurried choice—and then you can insist on getting the best pens for next year, Esterbrook is always glad to supply free samples for this impartial test. Any author- ized teacher may have these samples by writing direct to Esterbrook Pen Co., 68 Cooper St., Camden, N. J., and giving school connections. a Made possible by Greatly Increased Demand and Production (Effective July 1st, 1931, for Fall Orders) Elementary Work Books WORK BOOK IN ARITHMETIC, by Myers and Myers. To develop individual advancement. A basal work book to increase accuracy. Grade 1—NOW 40c, or more, each NOW 30c Grade 2—NOW 48c, or more, each NOW 36c Grade 3—NOW 48c, or more, each NOW 36c Grade 4—NOW 48c, or more, each NOW 36c Grade 5—NOW 56c, or more, each NOW 42c Grade 6—NOW 5S6c, or more, each NOW 42c WORK BOOK IN READING, by Aldredge and McKee. Superior silent readers which have created widespread comment. Rich in illustrations. Grade 1—NOW 48c, 2 or more, each NOW 36c Grade 2—NOW 40c, 2 or more, each NOW 30c MY PICTURE STUDY BOOK, by Ann V. Horton. Books 1 and 2 have been revised for pupils’ use. Each book discusses ten famous masterpieces. Grade 1—NOW 48c, or more, each NOW 36c Grade 2—NOW 48c, or more, each NOW 36c Grade 3—NOW 48c. or more, each NOW 36c Grade 4—NOW 48ce, or more, each NOW 36c Grade 5—NOW 48c, or more, each NOW 36c Grade 6—NOW 48c, 2 or more, each NOW 36c WORK BOOK IN EARLY AMERICAN HISTORY, by Bucks and McNealy. Here is history in realistic story form. Very popular. 112 pages. NOW 40c, 2 or more, each NOW 30c New Elementary Publications JACK AND JILL, by Ethel Savage. A pre-primer reading work book. Profusely illustrated. Embodies cutting, coloring and pasting 64 pages. 24c, 2 or more, each 1(8¢ PAT AND POLLY, by Savage. A reading work book for Grade 1, 2nd Semester. Brimful of interest. Logical sequel to ‘‘Jack and Jill.’’ 61 pages. 24c, 2 or more, each 1(8¢ MANUSCRIPT WRITING, by Jean Corser. Furnishes model letter forms suitable for child’s penmanship as he progresses from grade to grade. 12 heavy cards (8 in. x 10% in.), set, 40¢ TEACHER’S HANDBOOK IN MANUSCRIPT WRITING, $1.00. Junior High Work Books WORK BOOK IN ALGEBRA (Bookl). The student using this could learn Algebra if he were a Robinson Crusoe on an island all alone. 1st Semester. 176 pages. NOW 64c, 2 or more, each NOW 48c WORK BOOK IN ALGEBRA (Book 2). For 2nd Semester. 144 pages. NOW 56c, 2 or more, each NOW 42c WORK BOOK IN INTUITIVE GEOMETRY, by Betz, Miller, Miller. 175 pages. 80c, 2 or more, each 60¢ WORK BOOK IN GENERAL SCIENCE, by Persing and Persing. Presenting the scientific background of our daily life, with simple experiments. 128 pages. NOW 48c, 2 or more, each NOW 36c WORK BOOK IN GEOGRAPHY (U. S.), 19 units, including work map, study Esterbrook Nos. 556 and 1000 are the standard school pens of America— made by America’s oldest and largest penmakers—each pen individ- ually inspected before packing. bonororotone rororotereg Beginners Use the Dictionary! PICTURESTORY READING LESSONS By Nila B. Smith and Stuart A. Courtis With this new and efficient method of teaching children to read, the child has a purpose of his own for reading, he uses his reading as a tool lesson and tests, interestingly treating such subjects as Agriculture, Coal. Cities, i i j di- Temperature, ete. 96 pages. NOW 40c, 2 or more, each NOW 30c from the beginning, and he progresses 1n THE MAKING OF THE AMERICAN NATION, by Martz (Book 1). Covers up i j to 1795. 144 pages. NOW 56c, 2 or more, each NOW 42c vidually at his own rate. OUR NATION SINCE WASHINGTON, by Martz (Book 2). From 1795 up to present. 144 pages. NOW 56c, 2 or more, each NOW 42c Each lesson is a unit, and to complete it the child must learn certain new words and use his dictionary as need arises. Series I is for use first half year, and Series II covers second half year. New Work Book PRACTICE EXERCISES IN FRENCH, by Noelia Dubrule. A new time-saving and labor saving work book for first-year French. 96 pages. 40c, 2 or more, each 30¢ All available through leading School Supply dealers, or THE HARTER PUBLISHING CO., 2054 E. 71st St., Cleveland, O. Enclosed ee for which please send the following (I understand the ‘‘Reduced Price’ items cannot be shipped before July 1st) Send for further information ap nn eee eer dene ee ee WORLD BOOK COMPANY [11931 Harter Catalog (Free) () Modern Education (l-yr. $1; 2-yr. $1.50) Yonkers-on-Hudson, New York 2126 Prairie Avenue, Chicago i aia al a de aca a al al Boston, Atlanta, Dallas, San Francisco, Portland FREE By_using this coupon in ordering any of above books, you will receive a Free Copy of ‘‘Modern Education.’’ Mention THE Journat when writing our advertisers. Vol. 20, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION MAKE YOUR SCHOOL A-87 Typewriter Desk Atilting top for the type- writing department pro- vides comfort and correct posture. Turn the top down ard go on with With Book Support By exchanging the pencil rail, the special book support extension quickly con- verts the standard model to an eye conser- vation M ‘ desk. b work, Comfort for Cripples “i Study Top Model This is the standard Universal a The standard top can be sub- with various attachments aq stituted with a top without which may be purchased i book receptacle, making an separately to fit the 1 ideal desk for high physical fault of the = THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Vacation Work for Women Teachers Paying WEEKLY SALARY AND BONUS F you are between 25 and 40 years of age; if you have had two years of college or normal school training with three years of teaching expe- rience; if you have the person- ality to meet people, the energy and determination to make good; if you really en to work Facts About the House of Compton and earn money you will betre- Compions own and exsaly ocupy thei mendously interested in trav- Ushed in 1893-38 ears of steady growth — eling positions we have open cies tn Bngland, Htaly, South Afvien, Austre- for the summer vacation period. A Fixed Weekly Income The positions pay a salary, assuring those selected a fixed, weekly income, plus a weekly bonus which substantially in- creases earning power in accordance with ability, and offer the Opportunity to see new places and meet interesting people while traveling with congenial teacher companions. Prefer- ence will be given those with highest qualifications who can start earliest and work longest. ee Use the Coupon in Applying The coupon is for your convenience in applying for the posi- tions described above. Use it if you have the required qualifi- Cations, giving age, education, teaching experience and date your school closes. F.E. COMPTON & COMPANY—Publishers Dept. 94, Compton Blidg., 1000 N. Dearborn St., Chicago, Ill. .—————— SEND THIS cOourPONS———=="1 F. E. COMPTON & COMPANY, Dept. 94. Compton Bldg., 1000 N. Dearborn St., Chicago, III. Gentlemen: I am interested in working and earning money this sum- mer. I can work from Number of years spent in College Name of College or Normal Attended I am teaching in DEF POSITION IS. 6 600066400 ae cs ne ed NN Se Sa eS ee SN GAR PN ER ee to a TNS SN GRY fd a ee NL Se Se Ihave had......years of teaching experience. My school closes | — = I ES ELE ELS LT EERE LTTE TTT April, 193] ais ——lW SCHOOL and VACATION An Identification Tag for Your Traveling Bag Has space for name and address, Combined UNIVERSITY of NEW HAMPSHIRE SUMMER SCHOOL 27 Attractive Courses JUNE 29 — AUG, 7 Here is a wonderful oppor. tunity—at most reasonable rates—to combine study with play in glorious New Hampshire. Teaching staff consists of the University faculty and many nationally known specialists such as William John Cooper, James N. Pringle, Henry W. Holmes and Guy M. Whipple. Courses designed for teachers, superintendents, supervisors of secondary schools, college and graduate students. Beautiful Durham—half way between filstesic UNIVERSITY OF NEW HAMPSHIRE rs 50 ll a oe ae Boston and the White PI ee “ opi 7 lleti ideantiahee—~te haniiee te ease send me your free bulletin on the Sum- mer School. beaches, lakes, and the Isle of Shoals. Write now for FREE BULLETIN. acation ~Without a care! With all the accidents that spoil vacation time for s ny Teachers every summer, you can understand with what a .o ing of relief the Teacher with T. C. U. Protection leaves vacation. Why not play safe? Let the long arm of the T. C. U. follow you this year, everywhere—on the road, . the wilderness, in camps, hotels, or on trains, even abroad, an Protect against Accident, also Sickness Careful as one may be, there can be no assurance of safety. The very best one can do is to exercise the greatest caution— and be prepared for accident or illness away from home. . That’s what the T. C. U. will do for you. _ This yy tion of Teachers tor Teachers stands ready to share the risk 0 financial loss of time due to Sickness, Accident, or Quarantine. Learn the T. C. U. Plan by Sending the Coupon Just send your name and address for complete information as to how we protect you, Your i quiry will place you under no obligation. TEACHERS CASUALTY UNDERWRITERS 616 T. C. U. Bidg. Lincoln, Nebr. | FREE Information Coupon | To the T. C. U., 616 T. C. U. Bldg. | Lincoln, Nebraska m a Teacher in 4 * ! t om interested in knowing about yy 4 tective Benefits. Send me the whole s FREE Booklet of testimonials. with transparent cover. We have | MR Ea ccccle cisions scdanasensnsneserer” only a limited number, but they | my Address is are free to teachers as long as they last. | (This coupon places t SEND THE COUPON. obligation) Mention Tue Journat when writing our advertisers. Vol. 20, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION —— NORTHWESTERN UNIVERSITY Offers Summer Courses for Teachers Interested in Interpretation Speech Correction Children’s Theatre Voice and Diction Creative Dramatics for Children Auditorium Hour in Platoon Schools | Comparative and Modern Drama | Play Directing and Producing Debate and Public Speaking Acting, Make-up, Lighting Other courses in Speech, and in The Schools of Education, | Commerce, Liberal Arts, and Music, from which to choose. All courses credited toward Master’s or Bachelor’s degree. Six Pleasant Weeks on the Shore of Lake Michigan JUNE 22 to AUGUST 1 FOR CATALOG, ADDRESS THE DEAN, BOX 18 SCHOOL OF SPEECH, - EVANSTON, ILLINOIS tady-at> MINNESOTA On the Banks of the Mississippi In the Land of the Ten Thousand Lakes Minnesota is the third largest State University. The facilities it offers teachers, graduate and undergraduate students in curricula leading to all Academic and Professional Degrees are unsurpassed. —All Departments in Session— EpucaTion, ENGINEERING, BusINESsS, CHEMISTRY, Tue Arts, Home Economics, AGRICULTURE Enjoy Your Recreation Time in This Cool Healthful Climate Supplementing the vast Natural Playground of Hills and Valleys, Lakes and Rivers that Minnesota offers, a special recreational program has been arranged. Highly interest- Your Copy ing Lectures, Convocations, Con- is Ready certs and Dramas, Excursions to No Obligation Points of Historical, Artistic, and Industrial Interest, Tour- naments in Golf, Tennis, Hand Ball, open to men and women First TERM June 15-July 25 SEcoND TERM July 27-August 29 For complete information, address Director of Summer Session, Box J $i University of Minnesota Minneapolis, Minnesota Observation and demonstration in a public elementary school in regular session. A Reading Clinic. Special offering for kindergarten-primary teachers. A French House and a German House with observation classes where French and German only are spoken. Courses, observation, and practice teaching in Nursery School Education CLEVELAND SUMMER SCHOOL WESTERN RESERVE UNIVERSITY Six Weeks: June 22-July 31, 1931 For Teachers, Supervisors, Administrators, and Academic Students Standard University Courses, Graduate and Undergraduate Some Special Features: Write for detailed information to THE REGISTRAR, School of Education 2060 Stearns Road, Cleveland, Ohio “Cleveland: The Vacation City—Cool, Clean, and Comfortable” Play Production and Dramatic Arts courses in co- operation with the Play House. A Nature Guide School and Camp for teachers of ele- mentary science. A School of Library Science. A Music School, University Chorus, Northeastern Ohio High School Orchestra and Band, Demonstra- tion Classes. Recreation in a delightful city. Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION DENVER ||> 1931 £ ummer S esS20Nn The UNIVERSITY OF BUFFALO 1846-1931 . 6 Weeks: Monday, June 29 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, Study This Summer on the Crest of a Continent N Denver’s cool, mile-high climate, you will find an especially interest- ing Summer Session in 1931. All regular college courses will be offered by a strong resident faculty and many outstanding guest professors. Forty courses in Edu- cation. French and Spanish Language House, with Lawrence A. Wilkins, Di- rector Modern Languages, New York City Schools. One-week coaching course, starting June 8, with Howard Jones, Coach of the University of Southern California. Special courses in Com- mercial Education at School of Com- merce. Department of Art. Two terms: June 15 to July 22 July 22 to August 28 Write for descriptive literature. University of Denver Denver, Colorado Summer Session June 15 to July 24, 1931 College and Graduate Courses and Special Courses for Teachers Also Courses in Music, Social Work, Engineer- ing, Art, Nursing SAINT LOUIS For special Bulletin of Summer Session, address: Director of Summer Session, Room 204, Duncker Hall, Washington University, St. Louis. A pril, 193] ummer Session July 7 to August 15 Burlington VERMONT 2) B)2D 2) D>) BD) BP) BP! Courses for gr: iduate students, undergraduates, teachers desiring certification credit. Excellent opportunities for self-im- provement. City conveniences com- bined with advantages of outdoor life near Lake Champlain, Green Moun- tains and Adirondacks. Lake and mountain excursions under University direction. Illustrated catalog on re- quest. Enrollment limited to one thousand. BENNETT C. DOUGLASS Director of Summer Session Burlington, Vt. KEEP ABREAST IN YOUR SUBJECT > EARN GREDIT 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 SOL Ellis Hall Chicago INATIONAL COLLEGE | National En 7 Elementary College Summer session begins J une 19—especially planned to meet the needs of teachers from nurs- ery school through 6th grade. Write for catalog. Edna D. Baker, Pres., Box D 41, Evanston, Ill. é 4 OF EDUCATION } i SUMMER SCHOOL JULY Gth TO AUGUST 15th For Teachers and School Librarians Home Economics Library Science DREXEL INSTITUTE Philadelphia Perry Kindergarten Normal School Founded 1898 by Annie Moseley Perry 3-year course for high school graduates desiring to become nursery school, kindergarten, primary and play- ground teachers. Limited enrollment insures personal attention. Supervised practice teaching. University credits. Send for booklet ‘‘Training Children.’ HARRIOT HAMBLEN JONES, Principal, 25 Huntington Ave., Room 316, Boston, Mass. Your Trip to Los Angeles N. E. A. CONVENTION—JUNE 27-JULY 3, 193! . m- Consult the announcements of railroad and stea ship companies in this issue of the JoURNAL- See page A-97 for details of hotel arrangements Edmund Hayes Hall, THE UNIVERSITY OF BUFFALO BUFFALO, N. Y. - - - - : - : - : ; : - A ; ; ; ; ; : $ 4 . . . - - : . Mention THe JourNaL when writing our advertisers. Vol. 20, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-95 The University of Cali- fornia has since 1868 overlooked San Fran- cisco Bay from the campus at the foot of the Berkeley hills. The new International House, the Greek Thea- tre, the Campanile, many laboratories, and ‘ froh aS Pr r : ; lecture rooms invite Enjoy Health and Recreation With Education ai . Vs ear uaa at the Pe , Ban AS OF ARIZONA STATE TEACHERS COLLEGE A ee FLAGSTAFF 1931 SUMMER SESSION 1931 CALIFORNIA Study at the State University Summer Sessions: June 22 to August 1 BERKELEY and LOS ANGELES THE SUMMER Sessions of the University of Cali- fornia invite you, with a wide choice of courses— 254 at Berkeley, 209 at Los Angeles. In Education many courses are given for teachers and school administrators. English, Modern Languages, His- tory, Economics, Science, Mathematics, Music, Art, Physical Education, Political Science and other sub- jects are presented, with courses carrying credit for teachers’ certificates and university degrees. JUNE 8—AUGUST 14 First Half, June 8-July 10 Second Half, July 13—August 14 Accredited by American Association of Teachers Colleges and North Central Association of Colleges Courses Leading to Renewal of Certificates, Three-year Diploma, Bachelor of Arts Degree A large number of courses may be completed in a Half Session of Five Weeks Organized Hikes and Excursions to Unique Scenic Wonders in the Vicinty of the College Grand Canyon, Painted Desert, Petrified Forests, Meteor Crater, Dinosaur Tracks, Prehistoric Cliff Dwellings, Lava Beds, Extinct Volcanoes, Rainbow Natural Bridge, Indian Pueblos, Hopi Snake Dance Regular Faculty Supplemented by Expert Teachers and Lecturers of National Repute Attend second term of summer sessions and see Grand Canyon after N. E. A. Convention. we Fall Quarter begins September 14, 1931 For further information write GRADY GAMMAGE, President: On your California trip you may see Yosemite and other National Parks, Lake Tahoe, Monterey Peninsula, Hollywood, Catalina Island ... moun- tains, seacoast, giant Redwoods. This is CALIFoR- NIA Fiesta YEAR, with a colorful succession of historical pageants, “’49 celebrations,” rodeos and flower festivals. Symphonies, art exhibitions, drama—are offered in the Los Angeles and San Francisco metropolitan areas. n the ‘Olorado Rockies: By special arrangement, you can attend the NATIONAL EDUCATION ASSOCIATION CONVENTION Los Angeles, June 28 to July 3 and also attend either of these Summer Sessions. For Detaits, address: Dean of Summer Sessions, Box A-1, University of California, Berkeley; on Dean of Summer Ses- sion in Los Angeles, Box C-1, 405 Hilgard Avenue, Los An- geles, California. Continental Divide—Seen on Student Tours The University of Colorado, in the foothills of the Rockies, offers you unsurpassed opportunities for combining summer study with recreation. Organized hikes and week-end outings; mountain-climbing; visits to glaciers; automobile excursions to Rocky Mountain National Park; mountain camp maintained for summer students. Altitude of one mile, within sight of per- petual snow, gives unexcelled climate and stimulating atmosphere. First Term, June 22 to July 25 Second Term, July 27 to August 28 ae in Arts and Sciences, Law, Medicine, Education, Business Admin- Maison pp ournalism, Art, and Music. Field courses in Geology and Biology. . Saematie’ Casa Espafola. University Theater, with special instruction pe aie Ic roduction. Many special courses for teachers, supervisors Excellent aerators. Opportunities for graduate work in all departments. railroad rary: laboratories. Organ recitals and public lectures. Vacation rates. Boulder common point from Eastern States. UNIVERSITY OF COLORADO Boulder, Colorado The University of Cali- fornia at Los Angeles crowns the hillslopes of the Westwood dis- trict, midway between mountains and sea. Among the imposing buildings on the cam- pus are Royce Halland the Library. Most class- es are over by noon, leaving abundant op- portunities for diver- sion and trips in scenic southern California. D Send Today for Complete Information fan of th e Summer Q i i B uarter (Dept. S). University of Colorado. ; oulder, Colorado: Please send me the Bulletins checked below: Ummer Quarter Catalogue Field Courses in Geology Wri and Biology....Graduate School Bulletin........ tite Name and Address in Margin and Mail Mention THE Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A pril, 193] es THE YATES-FISHER ‘TEACHERS’ AGENCY VACATION PAUL YATES, Manager 620 South Michigan Avenue, Chicago Cy ith, Telephones: Harrison 2642, Harrison 2643 PROFIT & TEACHERS ® sepictiact tsa tances, Sey Kishk" Cnicaco ke contact with the best teaching talent—and find the best teaching positions. In every department—from primary ped colloge—-experienced placement authorities are at your command. All have intimate knowledge of both y employers’ j i E and teachers’ needs. They will give you a new conception of intelligent placement service. Write now for our Free Vacation Pleasures Minus Expense Booklet “Fisk Facts.” Pl Income by “THE CLASS- Address 839 Steger Blildg., Chicago, Ill. us In 5 ROOM TEACHER” way. Utilize this summer. Spend it PRIMARY T 5 profitably and enjoyably. Plan to RAI i ‘ t Pestalozzi Froebel Teachers College June 23—Summer School—Aug. 1 make it a stepping stone to greater Located in CENTRAL CHICAGO on LAKE FRONT things and larger earnings. Fine Equipment—Accredited—Home-like Student Residence SUMMER COURSES by SPECIALISTS in PRIMARY METHODS—CURRICULUM—NATURE STUDY— HANDWORK—DRAMATICS—KINDERGARTEN METHODS—PLAYGROUND and NURSERY SCHOOLS. Also affiliated courses in COLUMBIA COLLEGE OF EXPRESSION including Phonetics—Repertoire—Play VEL THIS SUMMER! Directing and Story Telling. TRA : Address Registrar, Box E, 616-22 S. Michigan Blvd., Chicago Travel—meet new people and genial fel- SSS low teachers—see new places—earn big ee -" - : oo f Free Registration to Ph. Ds.’ and Supervisors’ income—develop your abilities in a busi- OKY ITT TEACHERS large school systems. Mention this ad. ness and financial way. AGENCY C h i Y r 410 U.S. NAT. BANK BLDG. DENVER, COLO. Largest Agency in the West asn iInon 10u ci eer si et cater Teaching Experience J TEACHERS WANTED— College Gradu- Many teachers have added thousands of ates only, except in special fields. All subjects except dollars to their yearly incomes by this at- elementary. Best places. All States. Get details. tractive vacation effort. cauained with ws EDUCATIONAL BUREAU 320 N. GRAND AT OLIVE, ST.LOUIS Me —>—c —s so successful they have remained with us and now occupy permanent and profitable positions. This work is right in your line. ie cing Cab ts ae On eatin 30 Application Photos--81.50 Jor Boia your photostaph (unmounted) with $1.90. son ae = = er ae eS ae ee will mail you, the same day your order is received, 30 finest quality reproductions in size (2% x 3%) and style — preferred by Boards of Education. 15 copies for $1.00. We return your original unharmed. The Classroom Teacher FULTZ STUDIOS, Dept.2, 15 East 39th St., Kansas City, Mo. offers YOU this unlimited opportunity to earn a handsome income along dignified L E N T - educational lines, either as a permanent E X I. Mayflower Society Occupation or as a delightful, profitable A . t American Revolu- summer vacation. E R N | N G S II ego nt Daughters of the American Revolu . ae ‘ III. Sons and Daughters of Colonial Ancestry Easy to Sell In This Unique Christian Service , use a THE CLASSROOM TEACHER has no ni Would you like to ae any of the oem, at > oes he . ee ” a a % competition; is made for teachers only; Areyou looking for a“‘better posi- coat-of-arms of one of your ancestors on y : ° or house, or to bequeath knowledge of your ancestors to sells itself. You merely introduce it, give tion? Here is one that offers sub- your posterity? (See ‘“‘The Mayflower Descendants’— teachers and supervisors an opportu- stantial earnings—and an a 1900, vol. 2, p. 161—for rightful uncongetl ; nity to examine its professionalized mate- i i If you know the names and homes of your great-grand- tial and methods of, procedure in prac- re ae a parents, let me establish your eligibility for the above, tical, compact, usable form. suite to teachers. y as I have done for myself (all but I). Every teacher wants it. Don’t let this religious and educational leaders. $4.00 for family line carried back to 1650. $10.00 for opportunity slip. It means pleasure— No travel unless you wish. Excel- water-color copy of coat-of-arms, with authorities given. profit—and a large income for this sum- lent preliminary training. Ask for mer. Mail coupon for detailed informa- P =! ~ i x oats booklet, “Your Opportunity.” tion today. No obligation. Ph age 7 JULIA A. SIMMONS, Genealogist JOHN RUDIN @ CO., Ine. Post Box 5 Jamaica Plain Boston, Mass. The 1018 So. Wabash Ave., Chicago Send self-addressed, stamped envelope for procedure to Classroom Teacher, Inc. ae | EACHERS! Earn MAiL THIS covPeON TOpDay ! $ OO D2 you know that you can earn $300 a month this ome summer? Do you know that after you qualify, you THE CLASSROOM TEACHER, INC., have the pans pag | to go ahead to ; bigger — be 104 S. Michigan Ave., Dept. A-2, Chicago, Ill. P ; more income—and with right prospects for permanent wor er Month Gentlemen: . There are a few openings in this national organization, in business Please give me full particulars on oppor- thi Ss twenly years, for teachers of personality and education who are eerie » aman. iain S fA interested this summer in exchanging their usual profitless leisure 70 e . m . Jummer, for a vacation of business experience and growing income. Teachers with normal school or college training (and at least two years of teaching experience) are desired. This position gives an oppor tunity to travel, to be associated with congenial people, and the chance lo make an income of from $300 to $500 a month. A thorough a . Position given to all those selected, with a guaranteed income to start. —— at : om Please send Descriptive Literature mation as to age, education, experience, and time you can work this vé Address.S. L. Weedon Co., Dept. 1-B, 2036 E. 89th St., Cleveland. Ohio \ Sal NTR SETS SI OV ee et Mention THE Journat when writing our advertisers. Vol. 20, No. 4 THE JOURNAL OF THE NATIONAL EpucaTIOoN AssociATION A-97 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 Elementary 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 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 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 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 Rates Per Day ror Room ACCOMMODATING ONE PERSON Rates Per Day For Room ACCOMMODATING Two PrrRsons NamE ADDRESS Without Bath With Bath Without Bath With Bath a ae ey ee ee wa ALEXANDRIA........... hndbdewses (a ( NOTES and ANNOUNCEMENTS > D> ED OED ED ED OD ED ED 0 ED ED 0 ED (ED () ED ( S. D. Shankland, who is rounding out nine years of constructive service as the fulltime secretary of the Department of Superintendence makes the follow- ing observations on the Detroit conven- tion: The comprehensive character of the programs and the high quality of the addresses marked the Detroit conven- tion as a great educational achievement. President Norman R. Crozier gave un- stintingly of time and effort in perfect- ing the program and organizing the convention activities. As a presiding officer he handled the convention with snap and dash. In presenting to him a past-president’s key during the closing moments of the convention, Frank Cody drew a great round of applause when he dubbed President Crozier as “The Norman King.” The convention tendered a great ova- tion to Rear-Admiral Richard E. Byrd. 16mm. Films Now Available The presentation of school children’s letters from 4200 schools by President Crozier, and the presence and enthusi- astic cooperation of President Gilbert Grosvenor of the National Geographic Society, contributed to making the Mon- day evening session one long to be re- membered. The motion pictures pre- sented by Admiral Byrd at the Masonic Temple and by his personnel officer, Charles E. Lofgren, at the Cass Tech- nical High School were by themselves of a quality to furnish a thrilling eve- ning’s entertainment. The National High School Chorus, under the leadership of Hollis Dann, presented a program of vocal music of such excellence as few in the audience had ever heard. With only three days’ practise, the young voices blended to- gether as if they had been in rehearsal for weeks. Here and now in education, pre- The Courtesy of the National College of Education, Evanston, Ill. MorTION PIcTuRES for the schoolroom are now obtain- able in both 16 and 35 mm. width. Whatever the make of your school’s projector, you can use S. V. E. SCHOOLFILMS. Examine our catalog of scores of films to help teach civics, nature, physics, geography, health, eco- nomic history, and many others. Rent of films only $1.50 and $2 per reel per day. | SOCIETY FOR VISUAL EDUCATION, INC. Dept. 511, 327 S. La Salle St., Chicago, Illinois Name _School Address___ | City Please send catalog of S. V. E. “SCHOOLFILMS ” April, 1931 accents POE OOS OES EDD DD) SO SDD a * 1D 0D 0-0 0-0-0 0-0-0 0D 0D OED OEE OEE OEE OES OLE OE OS OS ESE OE) SE SD) * sented by the Detroit Teachers Asgo- ciation, gave a human touch to the aims and ideals of our modern schools. The final scene in this program, with a splendid chorus of several hundred De- troit pupils, with an orchestra of one hundred pieces, and with the center tableau of a teacher holding with each hand a child, personifying the conven- tion theme, Working together for the children of America, was a climax to the convention which stirred one to the heart. The oldtime dance on Tuesday eve- ning was an enjoyable occasion. The thirty-minute demonstration by school children of Dearborn under the direc- tion of Mr. and Mrs. Benjamin B. Lovett showed what can be done in the way of giving the present generation an insight into the manners and gracious bearing which are ordinarily associated [Continued on page A-102] Model B Balopticon for lantern slides only Balopticon tells them a story All children like stories, because stories are packed with in- terest. The Balopticon presents all kinds of educational material in an interesting and absorbing way. Your pupils immediately get the idea you wish to present because it is so graphically placed before them. There is a Balopticon for every classroom, large or small, day- light or darkened. Write us for complete details of B&L Projection Equipment for schools. BAUSCH & LOMB OPTICAL CO. 684 St. Paul Street » » Rochester, N. Y. lf SOCIETY FOR VISUAL EDUCATION, INC. A(anufacturers, Producers and Distributors of Visual Ads = CHICAGO, ILLINOIS. 327 SOUTH LASALLE STREET Makers of Orthogon Eyeglass Lenses for Better Vision eee en ee ——— BAUSCH ZLOMB ane ne eeeeeeeeeeeeeeeeeeeeeeeeeooooooooooooSSSsss"—> Mention Tue Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucaTIoNn AssociATION IDEAS TO HATCH In the mind of every boy and girl are ideas that it is education’s job to hatch. And there is no better way of insuring the success of that worthy process than by the generous use of the graphic forms that only the modern Mimeograph can produce. Pictorial lesson sheets, assignments, true-false tests, supplementary lessons, music forms, art and manual training guides. These are but a few of the things your Mimeograph can make for you, in thou- sands of perfect copies within any hour of the day. Whatever you write, typewrite or draw on its stencil sheet is instantly ready for volume duplication, at minimum effort and negligible cost. Let our Educational Department tell you how it is solving routine and inspiring new methods of teaching. Write A. B. Dick Company, Chicago, today or ’phone branch office in any principal city. See Mimeograph trademark heading in classified directory. Z yj Z Z Z Z Z Z Z 22 LLL \\V YS (Gea WITT Mention THE JouRNAL when writing our advertisers. THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 193] es SS Ff SOS Rp SPAMEDOWITT",- at Ue iv Ne ay Phar a now in Talki ' N i)» Let them supplement and al S\, enrich the work of your own —— faculty in Teacher Training ERE are famous educators at your beck and call. Bring their stimulating personalities to your school. The talking picture is the means. A glance at the list of titles shows the type of distinguished educators whose cooperation Electrical Research Products is obtaining in its production of educational talking pictures for use in teacher training work. To the specialized knowledge of such educators is added the knowl- edge of scenarists and directors long experienced in talking pic- ture production. For regular classroom instruc- tion, too—there are talking pic- tures produced by master teach- ers in cooperation with Electri- cal Research Products. There are talking picture courses of study in the fields of music appreciation, elementary school science, physi- cal education, vocational guidance. All these audible films are re- corded by the standard Western Electric process, and are repro- duced in the school on Western Electric sound systems. This equipment is available under sev- eral financing plans designed to meet school requirements. Let the coupon bring you full particulars regarding this new vitalizing force in modern edu- cation. QESTSOOOIBD Some of the teacher training films and the educators who appear in them “Dynamic Learning” Dr. W. H. Kilpatrick Teachers College, Columbia University “The Creative Approach to Education” Hughes Mearns, New York University “The Study of Infant Behavior” Dr. Arnold Gesell, Yale Psycho-Clinic “Diagnosis of Difficulties in Arithmetic” Dr. Guy Thomas Buswell University of Chicago “Guidance in Public Schools” Dr. Richard D. Allen Lecturer Harvard, Brown “Teaching of Reading” Dr. Arthur I. Gates Teachers College, Columbia University “The Elementary Teacher as a Guide” Dr. B. H. Bode, Ohio State University And many others in preparation. 4 ELECTRICAL RESEARCH PRODUCTS INC. 250 West 57th Street, New York N. Y. Gentlemen— Please send me further infor- mation regarding educational talking pictures, | and how I can use them. | Department of Educational Talking Pictures, Electrical Research Products Inc. Distributors of Western Electric EDUCATIONAL TALKING PICTURE EQUIPMENT Mention THE Journat, when writing our advertisers. April 1931 Working Together for All the Children torial for April than the statements of purpose and policy worked out by the able Committee on Resolutions at Detroit. These statements are a joint edi- torial in a very high sense. They reflect the ideals of generations of our best school people. They have been adopted by the great Department of Superin- tendence for the guidance of its members. Working together for all children of America reemphasizes the impor- tance of a more intelligently planned program of integration and cooperation of all the forces and agencies at the school’s command. If the dualism in our procedures and practises is to be bridged, our formal philosophy of education should give way to the pragmatic con- ceptions; our inherited, outworn psy- chology should be supplanted by the newly formulated laws of learning; our methods, based largely on formal disci- pline, should be brought into harmony with the active nature of the individual and with the social functions of the school; supervision of a “trouble-fixing type” should be superseded by the con- structive, creative type; our traditional curriculum, lacking in social significance, should more nearly connect up with problems of modern life rich in educa- tional materials and values; our teacher- training institutions, instead of emphasiz- ing mastery of technics unduly, should emphasize professionalized mastery of subjectmatter, general principles of edu- cation, social insights, social trends, and social functions of the school; and our administration of schools should make equated provision for all grades of abil- ity and personal need and should in- legrate all the teachers of America around children’s ftindamental needs in a changing civilization. Financial support—The present in- dustrial depression has seriously im- palted the financial support of public schools. In this grave crisis educational administrations must strive more vali- antly than ever before to safeguard the interests of children. Curtailment in some other branches of public service occa- ‘ions only temporary discomfort which may later be compensated. Abridged edu- “atonal service is an abiding misfortune to this generation of children, the evil of Which may reveal itself only in the next sneration of youth. Tis COULD BE no more fitting edi- Therefore, we recommend that the president of this Department be author- ized to appoint a committee of five or _ C. BRooME, president of the Depart- ment of Superintendence for 1931-32, is superintendent of schools, Philadelphia, Penn. seven members to make overtures to an equal-sized committee of representative business or commercial interests to form a conference for the study of school costs and that the results of your investiga- tion be reported to their respective or- ganizations. Financing the rural schools—We reaffirm our belief in the principle of equalizing educational opportunity among the local units within a state thru a special equalization fund. Therefore, every state should set up a minimum edu- cational offering and then provide funds for the support thereof. The burden of cost should fall equitably upon all units of government according to their taxpay- ing ability. Federal department of education —The prosperity of our country gener- ally during the past twenty years; the prodigious increase in our national wealth which is estimated by reliable authority to be $400,000,000,000; our enormous economic income which is ap- proximately $90,000,000,000; the devel- opment of new agencies of service to the masses as a result of scientific research and modern invention; and the applica- tion of oil, electricity, and radio to many [ 109 ] additional uses have changed the structure of our whole social and economic life. New standards of living have been ac- quired. The general intellectual levels of the country have been raised. The masses are demanding additional and improved cultural facilities. Our social, economic, and political order has become exceed- ingly complicated. The demands grow- ing out of these changed conditions of our civilization have placed a burden of great magnitude and of national signifi- cance upon the educational systems and institutions of the country. The interests of our national life are so dependent upon the achievements of our schools, colleges, universities, and technical institutions that the Department of Superintendence of the National Education Association expresses its conviction that the federal government should extend such aid to public education as the present national needs demand, but in harmony with the wellsettled principle of state autonomy. This Department further expresses its firm conviction that the federal govern- ment may properly inaugurate a broad, effective, and economic plan of research in the outstanding problems in American education if the proper governmental mechanism is created for such service. A federal department of education appears best adapted for rendering this service to the country. We, therefore, reaffirm the previous declarations of this body in favor of establishing a federal depart- ment of education with a secretary at its head who shall be a member of the President’s Cabinet and we urge the Congress of the United States to enact suitable legislation to create such a de- partment. Illiteracy—That the efforts made to reduce illiteracy in a number of states and the splendid results obtained justify a more vigorous program to arouse the interest of adult illiterates and to induce them to accept instruction. The perpetuation, safety, and success of our economic, political, and spiritual institutions require that all of the people shall be interested. The education of our youth has become a firmly estab- lished policy. Adults who have been de- nied school facilities should also be brought together into classes for short periods and given at least enough school- ing to enable them to read simple Eng- 110 lish and to express their thoughts in writing. That state departments of education should assume the leadership in provid- ing instruction for adult illiterates and state governments, aided by the federal government, should finance such instruc- tion. In order that state superintendents and commissioners of education may proceed effectively with such a program, we urge that Congress adopt a joint reso- lution during the present session that will release the names and addresses of illiterates to the state departments of education as rapidly as the Census Bu- reau can prepare the lists. World Court—The Department of Superintendence favors the prompt ad- herence of the United States to the Per- manent Court of International Justice as a step towards the substitution of law for war in the settlement of international disputes and the stabilization of world relationships. The radio: Question of monopoly —tThe radio broadcasting channels be- long to the public and should never be alienated into private hands. We believe that there should be assigned perma- nently and exclusively to educational in- stitutions and departments a sufficient number of these channels to serve the edu- cational and civic interests of the local- ity, the state, and the nation; and that these channels should be safeguarded by the federal government. The Depart- ment of Superintendence indorses the work of the National Committee on Edu- cation by Radio in its efforts to protect the rights of educational broadcasting. Cooperative research—We com- mend the United States Office of Educa- tion for fostering cooperative research on a survey of secondary education, a sur- vey of teacher education, and a survey of school finance. We believe the policy inaugurated in these studies of presenting across-section of present conditions and trends will en- able us to meet our obligations and op- portunities more clearly. We commend the action of Congress in making available to the Office of Edu- cation a continuing appropriation for such fundamental studies in education. We wish to recommend in the light of the findings of the White House Confer- ence that the fourth study be one on “special education—subnormal, physi- cally handicapped, and socially delin- quent children of America.” Protection of our youth—We rec- ognize the baneful effects of the use of THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION a ayaa SSE alcohol as a beverage upon the human organism and upon the morale of our citizenry. We believe that this fact should be impressed upon the children and youth of our land and that this re- sponsibility rests especially upon teach- ers. We reaffirm our belief in the Eight- eenth Amendment as the most effective means yet devised to curtail the distribu- tion and use of alcohol. We, therefore, call upon teachers to cultivate both by their personal attitude and their direct teaching a respect for this law, as well as for all other laws of our country. We condemn all false advertising and other pernicious attempts to mislead the youth in relation to the use of cigarets and narcotics. We condemn the publication of ob- scene literature and urge legislation to prevent such publication and sale. High levels of training for teach- ers—We urge that the standards for entrance into the teaching profession be raised to higher levels. As a rule the mini- mum period of training is too brief and the minimum age limit is too low to meet the exacting requirements of the class- room. The children of our nation are en- titled to the services of efficient, well- trained, and mature teachers. White House Conference—The Department of Superintendence of the National Education Association acknow- ledges with deep appreciation the note- worthy contribution to the cause of child welfare which is being made by the White House Conference on Child Health and Protection. It commends the determination of the Conference to dis- seminate its findings as widely as pos- sible among the people and pledges to the Conference its hearty cooperation in these efforts. The findings of the Conference reen- force the current claims of the public schools that the child must be thought of as a unit, with all his interests of health, of education, of recreation, of labor cen- tering in his individual personality. The school cannot disregard any of these in- terests because effective education in- volves them all. Educational leaders, therefore, should have a vital interest in whatever plans are devised in the several states and communities for utilizing the findings of the White House Conference. George Washington Bicentennial —wWe pledge our full cooperation to the United States Commission for the cele- bration of the 200th anniversary of the birth of George Washington in 1932, be- lieving that the expression of patriotic ap- April, 1931 es preciation by the American people for his life and services to our nation will senie among all our people a love of country and a spirit of devotion to American ideals which will lead to better citizenship, International friendship—we. th, Department of Superintendence, recom. mend that careful consideration be given the Friendship Health Chest project which is being sponsored by our neighbor the republic of Mexico. ) This means of establishing helpful and sympathetic relations between the schools of Mexico and the United States oj America should be heartily encouraged, The Yorktown Sesquicentennial celebration—We, the Department of Superintendence, commend to the admin- istrative officers of the schools of the na- tion the observance of the Sesquicenten- nial Anniversary of the siege of York- town and the surrender of Lord Corn- wallis to General George Washington on October 19, 1781, which marked the end of our six-year struggle for freedom and the beginning of our century and a half of existence as an independent government. An appreciation of the Articula- tion Committee—We wish to express our deep appreciation for the splendid work done by the chairman of this com- mittee in its five-year study of the artic- ulation of the units of American educa- tion. The problems discussed in the 1930 ’ and 1931 Yearbooks go to the very heart of American education and represent a superior type of research. An acknowledgment of appreciation is also due to the hundreds of school sys- tems, higher educational institutions, and the Research Division of the National Education Association thru whose coop- eration these reports were made avail- able. An appreciation—We express our appreciation to President Crozier of the theme of our convention. Working To- gether for the Children of America chal- lenges not only the school but all the nonschool agencies—the home, labor or- ganizations, the movietone, the radio, the church—to join with the schools in their program. Appreciation to hosts—We record our sincere appreciation of the hospital- ity which has been extended to the De- partment of Superintendence by the city of Detroit. We thank especially Superin- tendent Frank Cody and his able ass0- ciates for their very efficient management and their many courtesies. They have made this meeting not only successful but most enjoyable. = © go -«- > Oo oo &«s eet School-Dull and Life-Bright’ E. W. BurrerriE_p State Commissioner of Education, Hartford, Connecticut HILDREN have at least four dimen- sions: linguistic longitude, man- ual latitude, physical altitude, and that glorious fourth dimension known as “sticktoitiveness.” Schools of the formal type which use one measure only, lin- guistic longitude, fail to note full ability or to predict ultimate success. Now we may be specific. Two bright, six dull—In the Alpha | High School, in the pleasant city of Gamma, are several seniors who have been tested, measured, weighed in the balances, and recorded with median finality. Jonathan Edwards, 7th, is tenth in a class of one hundred and twenty. His 1. Q. is 123. He has state recognition as aright fielder and he can get into college on his athletics at any institution where this skill is subsidized by the alumni. Like Jonathan, Ist, he is so domineering that he is detested by all his teammates. He is a bright boy. Anne Bradstreet’s is a home where polysyllabic English has had a breakfast table use for generations. She has known choice language from her infancy. She has disordered nerves and poor health, which she ignores, but her I. Q. is 136. She will be valedictorian and her report cards show only 95’s or better. She can- not cook or drive a Ford and she thinks that to have her stockings match her dress is an inconsequential detail. She is a bright girl. Simon Lincoln had a paper route until he was old enough to work in the A & P store. He is the best actor in the class and he writes the school news for the city daily. His reportorial style troubles the English department and his oral speech is filled with solecisms. His I. Q. is 106. His school ranks were in the second quartile until he wrote up for his paper the school’s “Initiatory Week.” He is now clearly in the fourth quartile and the teachers doubt that he may be called a bright boy. Mary Tweesdale is immaculate in per- son. She makes her own clothes and dresses in quiet taste. She knows all about babies and the mothers of Auction Bridge Hill compete eagerly for her altetnoon services on club day. Her I. Q. Sonititintiscseninmaiae pe From an address before the Department of Su- Perintendence at Detr ‘ rp : oit, February 23, 1931, on the subject “The School and the Community.” is 85. The teachers like her and give her 70 in Latin, mathematics, and history RADUALLY it is coming into the minds of school peo- ple that the “I. Q. movement” has done education harm. Based on a false philosophy and given a name that has mis- lead the public, the “intelli- gence” test fad has tended to intensify the verbalism of the schools at the very time when relief and enrichment are the outstanding needs. “Intelli- gence” tests came into wide use in the armies during the war and acquired a momen- tum which carried over into the schools when the army was demobilized. Perhaps the hysteria of the war and the ar- bitrary spirit of army life made such an experience in- evitable. Educational meas- urement, refined and precise, has a large place in scientific education. But the “intelli- gence” test will have to be lived down.—J. E. M. but she is very poor in definitions and in examinations she frequently confuses gerunds and quadrangles, satraps and vitamins, metonymy and monotony. She is a dull girl. Adolph Hanson is a physical robot. His eyes, ears, muscles, and nerves are perfectly coordinated. He can pitch first string ball and he is a highgrade batter. He sees the curve of the ball, he places his hits accurately, and he makes a quick get-away. He has good habits, is modest, and very dependable. His I. Q. is 100. He is in the fourth scholastic quartile. He failed algebra twice and French once. He was able to make up both subjects, however, to grateful and appreciative instructors after the two home runs which made successful the league game with the Sigma High School. He will be allowed to graduate but he is a dull boy. Anastasia Kostakis is from a home where Greek alone is spoken. Her vocab- ulary goes little beyond the words com- mon to school life and to her school [111] classes, with some street and cinema additions. She speaks slowly and very accurately. When the general intelli- gence test was given in her freshman year, because of her foreign language handicap, her I. Q. was recorded as 62. She had enroled in the academic course; but as soon as she was found not to be of college timber she was transferred to the commercial course as one fitted for those of her scant ability. By this trans- fer she will graduate in the third quartile. However, her ranks are very low in geometry, biology, and medieval history. In spite of this she is the fastest and most accurate typist in the school. She has won a Gregg ribbon and a peacock feather in shorthand and when she tran- scribes the principal’s Monday morning talk to the school, she makes sense of the address and uses commas with good judgment and discrimination. Her man- ners are perfect. She is always pleasant and patient and she smiles when anyone speaks to her. Unfortunately she is a dull girl. William Grout is the son of a minor inventor and major handy man. He was brought up in his father’s shop and dur- ing the summer vacations he is the best diagnostician in the National Garage and Service Station. He can do anything with wood and metal and the word elec- tricity neither scares nor stuns him. By the Stenquist Mechanical Aptitude Test, he is a near genius. By the Terman test of mental aptitude he is a border-line moron and in his academic classes he is taught by teachers who are dullards by the Stenquist test and supernormal by the Terman test. By error he spoke dis- paragingly of Arnold in the first year “Sohrab and Rustum” class and he is now taking over for the third time this course in literary appreciation. He is going to complete it this year as the teacher is unwilling to work longer with a literary imbecile. He is certainly a dull boy. Huldah Emerson has not missed in twelve years a school day nor a regular meal. She weighs 135 pounds and is five feet seven inches tall. She is pleasant and resourceful and is always discovering happinesses. Once she was caught sing- ing in the school library while reading Strachey’s “Queen Victoria” and was given detention slips for a week. She is 112 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION without nerves and she can be reproved without crying but she believes that the oral assignment and the written direction are to be implicitly obeyed. She has not done notable work in a single class. Her examinations are always poor but pass- able. She is just plain dull and all teach- ers are thankful that she has no college aspirations. These eight will graduate with one hundred twelve others on June 21st. Two are bright, six are dull, with varying de- grees of dullness, and so this is a fair sampling: from the class or from humanity. Two bright and six interest- ingly dull. It is as easy to picture ‘the future as the present of hypothetical individuals. Let us return after fifteen years. Jonathan Edwards—the boy with the Edwards ancestry, scholarly and dis- agreeable—is a lawyer as were his father and grandfather. He is savagely over- bearing and is not popular. He organizes a law case with notable success but he is not a good jury advocate. His wife is afraid of him and yet is very proud. Recently the Boston Transcript referred to him as a brilliant barrister. Anne Bradstreet—the scholarly, im- practical girl from a literary home—won her Ph.D. in record time and was a col- lege instructor, associate, and professor in the Omega Woman’s College. She is now the youngest dean of women in America and is trying to learn golf, with profit only to her caddies. The junior class has recently dedicated its yearbook to her as the perfect Phi Beta. Simon Lincoln—the actor and news reporter who was poor in standardized English—has been the state president of Lions Clubs and is the best after-dinner speaker in that organization. Except for this weekly debauch he is a highpowered auto salesman. The school superintend- ent who knows Simon’s scintillating wit is surprised that the Lincoln boys in school are dull. Mary Tweesdale—the neat, dull, lov- able mothers’ helper—married, when twenty-one, William Jones, a foreman in the hammer room of a small steel plant. He wanted a quiet home. There are four children now and the baby carriage be- came first a Chevrolet and then a Buick. Mary and William are very happy. Mary is secretary of the women’s club and William was given a medal by the Cham- ber of Commerce as Gamma’s ideal father. When he got his last promotion the president of the company said, “This comes to you because of that bright little pp eee woman who rules your home.” Adolph Hanson—the ball player with superior nerves and muscles—is a mecha- nician. He takes the morning air express from Gamma to New York and has made four trips a week for eight years without an accident. His eyes, ears, muscles, and nerves are still perfectly coordinated. Mayor Walker has a summer home at Gamma and says, “I always feel safe with this entirely competent man.” Anastasia Kostakis [Anne Cook is her pen name]—in school a skilled and in- telligent typist—is now private secretary for the district superintendent of the Metropolitan Life Insurance Company. Her promotions were due to her ac- curacy, her resourcefulness, and her gracious ways. She is the best bridge player in town as she knows the rules and interprets her opponents’ plays with uncanny skill. “You are too bright for me,” said Mrs. Van Doken as she sur- rendered to her the amber necklace which denotes club leadership. William Grout—the mechanical genius and literary moron—attended his first university commencement last June and heard the president declare, “William Grout, this ancient institution, regret- ting that in youth you were denied the advantages which liberal education gives, mindful of your philanthropy and of the inventions which have made life for us endurable, in commemoration of your great ability, confers upon you the de- gree of Doctor of Science.” Huldah Emerson—the sweet, strong, well girl who was dull in books—is a nurse, thoroughly trained, gentle and filled with loving sympathy, strong, and patient. To her one hundred persons owe one, or ten, or three score added years of life. Because of her, many patients have faced operations with courage, and death with dignity. Since graduation day, no one has called her dull and she has forgotten that she was once a prob- lem child in school. These are imagined cases but they are so true to actuality that they can be paralleled in any large high school and progressive community and we are faced with the difficulty of explaining a miracle of transformation. The miracle of transformation— To the graduation door have come pupils lame, halt, and blind; led, lifted, pitied, deprecated by their teachers, a humili- ation to their parents, for they are dull and by the laws of heredity a dull child must always have a dull parent and by the laws of environment usually a dull April, 1931 teacher. From the school door they have rushed forth erect and healed of their scholastic infirmities. Like the shrines in an age of faith, the high-school] steps are piled high with braces, crutches, and canes which attest life’s cure of school invalidism. Have you realized fully and persist- ently that dull is a conventional school term, a technical term exactly like grade, recess, semester, deportment, a term used only in schools? All the dull per- sons in the world are in school. No child is dull until he enters the kindergarten, _ No adult is dull after he graduates from the university. You cannot classify your merchants as dull and bright. You cannot divide your church that way. We assume that ministers are generally bright and deacons regularly dull but there is no way of finding out. We divide our schools into ability groups and seat the assembly hall with uncontaminated castes, but when the women’s club gathers, Solomon could not pass thru the audience and separate the bright from the dull. You have no dull Rotarian brothers, except in the memory of the old high-school principal who sits in wonderment but guards his professional secrets, for he, too, doubts the finality of school ranks or that they have universal application. A day of reckoning is coming, however, for these bright Rotarians who were once school-dull and have forgotten it. Their children will soon be in school and the family taint will be ‘rediscovered. Twelve years of humiliation are before those parents. Their children walk erect, they have many interests, they are happy and helpful, but, alas, they are school- dull and the parents blush with shame. One night last year, a mother called upon me, a stranger, who had driven fifteen miles to see me _ because she thought from my position I must be very wise. With tears and averted face, she told me her story. “My husband is out in the car,” she said, “He is too ashamed to come in and I don’t know how to tell you this but we have a boy of thirteen and he is dull. He studies every night but he doesn’t do well in any of his classes and the superintendent thinks he should re- peat the seventh grade. His cards have always been poor though the teachers have helped him after school. At first he didn’t care but now he is older and he feels bad to be different from his schoolmates. His teacher has written 10 me that I am not to expect too much of she this e 1S he and | re- have hers first and _ his on to ch of Vol. 20, No. 4 Ralph as he is doing as well as one of his ability can do. She has tested his in- telligence and finds it only 90 percent. I know that my husband is bright but I am afraid I am feeble-minded and have never known it before.” Then I began to question her about Ralph and she told me another story. He was neat and kept himself clean and his room picked up. He was never saucy to his parents and he always did the dishes when his mother had a headache. He was a good singer and played well on his saxophone. He read the American Boy each week and kept the family and neighborhood radios in repair. He was keenly interested in his garden. He planted it and took entire charge. At a roadside stand and to a route of regu- lar customers, he had sold $23.15 worth of beets, cucumbers, lettuce, and string beans. This money, except for Christ- mas presents to his parents, he had in the bank. He had spent a happy two- weeks vacation with an uncle who is a big hen farmer and now Ralph has a vocation in sight. Then I said to my visitor, “You are entirely mistaken in thinking that Ralph is dull. You have a bright boy and should be both proud and happy. He is school-dull but he is home-bright, work- ing-bright, saving-bright. For the social advantage and for his own mature satis- faction, you should keep him at school until high-school graduation but let him choose, as far as possible, subjects which do not abound in words and definitions. Be patient and endure the penance of these years. Keep the home and music and garden as now but add the hens, and know that when once he graduates he will never be dull again. It is prob- able that he will be a good business man, an effective producer, and a reliable citi- zen. He will choose a wife with discrim- ination and make her happy.” The situation is becoming worse —When schools were new, books were a rarity and the teacher taught discour- sively. There were no chapters and no topic summaries. The result was that when Socrates taught, Alcibiades could g0 home for lunch only by closing his ears and making a dash for the door. So- crates’ teachings have been placed in book form and no student now finds it difficult to get to his meals on time. The introduction of school books placed limits on teaching and made it necessary to comprise much in little Space. Hence arose axioms, conclusions, definitions, limitation of words to the expression of a meaning rather than to the expression of a thought. The mod- ern school continues with an emphasis which aids those who are word-minded. As schools became larger, the demand came that there be an evaluation of the work of individual pupils. Teachers had long ranked pupils with no involved system but on the relative avidity with which the pupils received and assimi- lated the contents of the textbook and the explanations of the lecturer. College entrance requirements gave a great stim- ulus to formal midyear and final exam- inations. Success in these examinations depends greatly on the ability to visual- ize and restate literary symbols, words, and formulae, for these examinations deal very largely with words, technical names, and definitions. The written examinations tested the same capacities; and when it was found that the pupils good in recitation were also good in examination, it was believed that the validity of comprehensive and formal examinations was _ established and passive intelligence began to be iso- lated from active response. Then followed the cult of general in- telligence and the formulation of the notable tests which have enthroned the I. Q. above all princes, powers, and po- tentates. These tests by their nature are founded upon names, definitions, and a general familiarity with literary ter- minology and symbols and they lead to the conclusion that those who can learn words, symbols, and definitions most readily, know most about words, sym- bols, and definitions. Finally the inventors brought forth their standardized achievement tests, general and specific; that is, tests of achievement in the words, symbols, and definitions of separate subjects. The con- clusion was reached that since there is a high degree of correlation between achievement tests, general intelligence tests, comprehensive examinations, and classroom recitations, it must be that each verifies the other and we have now Urim and Thummin by which the mys- tery of intelligence may be translated to the vulgar and by which humanity may be put in order from the lowest even to the highest. We have failed to see that all of these tests are in the same narrow field, that intelligence is much wider than names, definitions, and symbols, and that the tests are measurements of the longitude of ability and of this alone. How do we get this way ?—Long THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 113 ago the doctrine of formal discipline was disclaimed in our temples of learning and the brazen statues cast down but still the worship continues in many modest and secret shrines. We know there is no general training nor discipline which transfers readily to different fields but we still speak of honesty as though it were a unit characteristic, ignoring the fact that there are many honesties and the same individual rarely possesses all. It is the same with intelligence. There is no general intelligence and the term general intelligence test is a misnomer. It can test the adaptability and resource- fulness of the individual in only a narrow field. The word intelligence is a broad descriptive word but it is coming to have a technical and restricted schoolroom meaning, for it is used to describe those who are school-bright or school-dull. With proud acclaim we have declared seven school objectives and yet we de- pend upon standards which are com- mensurable with only the last one of these seven. Our final examinations, the examinations of the college entrance board, our intelligence tests, measure school intelligence but not health intelli- gence, or vocational intelligence, or in- telligence in home creation. There is no general intelligence any more than there is a general patriotism or a general love. Like finite verbs, intelligence, patriot- ism, love, each must take an object. A child whose fingers become an inti- mate part of his violin, to whom music is an open book, may be school-dull but he is music-bright. A child who feels the beautiful and can create it with crayon, with pen, with needle and fabric, may be school-dull but he is art-bright. A child who radiates happiness is bright in a field which life calls as large as that which the school measures. Ulysses S Grant was ancestrally dull, from a family of no distinction which the biologist would pass by. He was so- cially dull, a taciturn man whose social habitsand accomplishments often blocked his way. He was scholastically dull. At West Point, in horseback riding alone he rose above class mediocrity. He was dull as a statesman and in his two terms as President he often seemed not the master but the plodding and illadvised workman. He was financially dull and business failures before and after his national service were his lot but, as an organizer and leader of irresistible armies, America has never seen his equal. His family doctor, his neighbors, his West Point instructors, the politic- 114+ ians, and the financiers called him dull. Lincoln, the army, and the American people called him bright. School-bright should mean col- lege-bright—Both high schools and colleges believe that school-bright means college-bright. Therefore, they sift their pupils and encourage from school or into vocational courses, all who have not school brightness as attested by a high I. Q. Colleges set up elaborate selective systems based on the assumption that he who is school-dull will be college-dull. The enthusiasm which all true liberal arts colleges feel for a selective system is but a recrudescence of Mather’s theology. This grim metaphysician be- lieved and could prove that before birth favored children were predestined for salvation. All deans today believe in pre- destination, not, however, for heaven but for Harvard or for some other col- lege in its apostolic succession and they assert that the seal of sanctification is an I. Q. over 125. The pupil who is school-dull has little school chance—To many teach- ers, intelligence has come to mean abil- ity in the narrow language field which the high school has made all its own. The chief teacher of English in one of our city high schools wrote me, “You do not realize our difficulties. The great majority of our students come from homes without the slightest trace of in- herited culture.” Yet there were in her classes Russian and Italian boys and girls in whose homes music was known, loved, and ap- preciated; a world into which this un- musical teacher, with songless colonial ancestors, could never enter. There were in her classes French and Greek boys and girls whose homes were illumined with an inherent love of beauty and color and form which her eyes and mine could never see. There were in her classes Polish and Irish boys and girls in whose homes were ideals of family union and conser- vation which in her home were unknown. There were in her classes Jewish boys and girls in whose homes a spiritual cul- ture dwelt which has given great relig- ions to the world and has transformed the human race. To this narrow-minded teacher cul- ture meant the study of literature which the Greeks and Italians had written; the study of mathematical truths discovered by French and Scandinavians; the study of history made by Jews and others who to her were uncultured people. To her THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION culture meant classroom study with closed eyes, ears, and heart. It meant college degrees, unread books on the shelves of the family library, and a grandfather who was a clergyman; while in the homes of many of the children who daily passed her desk there dwelt culture which she could never know and could never appreciate. The school is organized against the school-dull. They are given the less com- petent teachers, the larger classes, the less attention. My own children and yours take Latin, a useless language as it is taught; not because it has a peculiar discipline, for it has none; not because it trains to good English, for the oppo- site is the case; but because the schools have been so organized that in the aca- demic classes the children will be taught by the most experienced teachers and they will, moreover, associate with chil- dren from aristocratic and cultured homes. Latin gives a social advantage. The teacher of classes where are gathered the skill-wise but word-dull pupils is openly apologetic. “You must not expect much of this class, this is a mechanic arts division.” Or, “The abil- ity of this class is poor, these are com- mercial girls,” are common introductions. The curriculum, too, is planned for passive intellectuals and not for active doers. I have seen broad-shouldered, big-handed, clear-eyed boys of eighteen reading the sickly sentimentality of “Sesame and Lilies,” an artificial essay written on an impossible thesis to give a feeling of superiority to rich and idle women who seek culture by the easy path of applauding an afternoon lecture given by a supreme literary artist, Ruskin. The teacher looked bored. The boys, more polite than she, were merely dumb and yet the same boys would have acted out a play of Shakespeare with ringing force. They would have read the life of Pasteur with understanding, they would have followed Masefield down to the sea and Akeley through the jungles, but they were dumb to “Of Kings’ Treasur- ies” and “Of Queens’ Gardens”—essays suited to those who are bright in words but dull in deeds. The conclusion—I am sure you know my conclusion. The school stands between the home and the community. Its task is to take children as they are and train them for life as it is. Public secondary schools are for all children between 12 and 18 years and these chil- dren differ greatly in many abilities. The community has places for all these chil- April, 1931 —_—_— ee rvwrk——————— I es dren but for work in divers fields. All who reach the high-school door are bright boys and girls, bright in social values or bright in the two great commandments or bright in manual skills, or bright ‘s the knowledge of art and the production of beauty, or bright in the ability to bear silently and without complaint the great burdens of life, or they may be school- bright alone. Were I a cheer leader, | would give now three hearty cheers for those who are just school-dull and most of you would join me in this shout of selfappreciation. LETTER OF APPRECIATION—Honor- A able Frank Murphy, Mayor, City of Detroit. Dear Sir: The sixty-first annual convention of the Department of Superintendence, National Education Association, held in your city this week, has just come to a successful close. On behalf of the Department, I wish to ex- press the sincere appreciation of all of its members for the courtesy and hospi- tality extended by your citizens during our stay. Your address at the opening of the session, Monday morning, be- spoke the friendliness which has been evident on all sides. Your attitude to- wards education will undoubtedly bene- fit all of the schools of the United States. My attention has just been called to an eloquent message of yours, delivered some weeks ago, from which I quote the following: “There is no question involved here of rais- ing teachers’ salaries; there is a question, how- ever, of breaking faith with the teachers—the pledged faith of the school district as expressed in the teachers’ salaries schedule provision of their contract. “The city of Detroit is not so poor that it must resort to repudiation. I approve the action of the school district in adhering to the teachers’ salaries schedule of the contract. “Tt is made all the more pleasant for me to reach this conclusion by my knowledge of the fact that the teachers, although the poor- est paid of all city employees, have been the backbone of our campagin to aid the unem- ployed.” This stand of yours in the solution of your local problems is an utterance that deserves to be published in every pape of these United States. It is a fitting cli- max from the head of a great city where a great convention has been held, whose central theme has been Working To- gether for the Children of America. With deep appreciation of all that has been done for the comfort, pleasure, and in- spiration of all the visitors to you! splendid city, I am, Most cordially and sincerely yours, N. R. Crozier, president, Dep’t of Superintendence, Feb. 27, 1931. \is- the sed of t it the the 2 of oor- the em- Ideas From Detroit HE EDUCATION of adults offers the Testes hope for advancement that the world has ever had. The school administrator who recognizes the need of all the people in his community and does what he can for the education of all the people is the one who does the most for the children in his community. _L, R. Alderman, specialist in adult education, U. S. Office of Education, Washington, D. C. Cooperation between home and school is not only desirable but fundamental.— Mrs. Hugh Bradford, national president, National Congress of Parents and Teach- ers, Sacramento, California. If we desire real creative art in the lives of our children, not just some dead formulations about art, we must first have art in the life of our teachers. That means time to study and rest and create. We must find some way to lighten the work of our teachers.—Florence Cane, director of art, Westchester County Center, White Plains, N. Y The nineteenth-plank platform adopted by the White House Conference in its closing hours, already known to you as the Children’s Charter is more than the Magna Charta on which we shall build our day schools. It is also at once the statement of objectives and the guide to acurriculum for our adult classes.—Wil- liam John Cooper, U. S. Commissioner of Education If every one of ws were judged, not by our successful achievements, but by our poorest performance in any year’s work and were required to repeat all the tasks of that year because we so badly bungled one, the seriousness of the situation would be acute. If education is life then promotions should be a lifelike proce- dure—Hobart M. Corning, sup’t, Colo- tado Springs, Colo. An effort is being made to have all the teachers of our staff contribute some- thing toward the total preparation of the rural teacher. The entire faculty is at work studying the problems of rural edu- cation with a view of training a better REDIT STAGGERED AND FELL; trade was_ prostrated; prices shot upward; bread riots broke out; business houses by the score were driven to the wall.” Those words were written to sum- marize not the unsettled eco- nomic conditions of our day but those of nearly a hundred years ago. Yet in the very midst of hard times, of bitter political rivalries, and of grow- ing emotional excitement over the slavery issue, Horace Mann and his contemporaries were to establish public edu- cation on this continent, found- ing a movement which aims to bring intellectual stimulation to all the children of all the people. By this experience let us profit. Let us not despair of progress today because condi- tions seem adverse but press on in the good fight for chil- dren’s rights—William John Cooper, U.S. Commissioner of Education, Washington, D. C. rural teacher—H. L. Donovan, presi- dent, Eastern Kentucky State Teachers College, Richmond, Ky. Long-term planning for public educa- tion is as important for public education as it is for other business enterprises. Periodic financial setbacks to the public schools have even more farreaching im- plications than those for private busi- ness. Impairment of the teaching staff thru reduction of salaries is no doubt reflected in the future lives and accom- plishments of many thousands of chil- dren.—N. L. Englehardt, professor of education, Teachers College, Columbia University, New York City. The teacher must be a reader and a student. It is shocking to find out what a small percent of high-school teachers read regularly any weekly periodical of current events, any standard magazine of opinion, or even the daily newspaper. The reading list of the average teacher would not contain recent biographies, notable books of the foremost thinkers of the times, or the best of current fic- tion. Can a teacher so ignorant of the world around him help in the outlawry of war or in curing other outstanding de- fects of our present civilization thru education rather than thru propaganda? —E. Clarke Fontaine, state supervisor of high schools, Baltimore, Md. When the schools thru history, biog- raphy, and literature teach the unfolding experiences of the race; when, thru the teaching of science, they bring children closer to an understanding of the work- ings of universal law and of the imma- nence of God in nature, they are per- forming truly religious functions under the name of education. The schools pre- pare the way for the inculcation of the lessons which the churches undertake to teach.— Thomas W. Gosling, sup’t, Ak- ron, Ohio. The city needs a continuous influx of rural youth, especially because of its low birth rate and high death rate. It is of vital importance to the welfare of both rural and urban communities that rural boys and girls shall have wise vocational guidance in the country as regards both urban and rural opportunities, so that the right ones may stay and the right ones go.—O. Latham Hatcher, president, Southern Women’s Educational Alliance, Richmond, Va. Modern science has brought new perils and new forms of old perils, some of F I WERE a supervisor I would sedulously avoid judging teachers by the methods that they used. I would judge them rather by the results that they achieved. If one teacher could do a really fine piece of work on the socialized-recitation plan, I would say use that plan; if another did passing well with the contract plan, I would say use that plan; if still another demonstrated his ability to give direct, systematic, oral instruction in a stimulating and effective way, I certainly would not condemn him on the ground that his 'nstruction was by word of mouth or on the ground that his instruction was direct, straightforward, and Systematic and therefore clearly outofdate according to our American standards; and if still another teacher could teach textbook lessons well, I would say, in effect, God bless you, keep it up; I should not | condemn him merely because other teachers foolishly expect the textbook automatically to do all their teaching for them and naturally bring the whole system into disrepute—William C. Bagley. [115] eh rrr armen Spree ——— ee eee ny nN ee oe 116 THE JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION April, 1931 ee them organic and vital to the welfare of humanity, demanding swift adjustment of society including the mass attitude. Deadliest among these perils is the exploitation of habit forming narcotic drugs old and new. The public schools constitute the principal means for this adjustment.—Richmond Pearson Hob- son, secretary-general, World Conference on Narcotic Education. There is need for more beautiful archi- tecture in our American schools. School buildings should rank as the finest archi- tectural assets in communities by their genuineness, their simplicity and dignity, their honest construction, beautiful set- tings, immaculate cleanliness, and up- keep.—William B. Ittner, architect, St. Louis, Mo. I do not believe any institution profits by a radical or rapid turnover in its per- sonnel. We have passed judgment upon teachers when they enter service. Let us abide by it. Our duty to our personnel is to encourage and develop it. But there is every reason to hope for a regulated in- take of teaching talent—Robinson G. Jones, sup’t, Cleveland, Ohio. I believe that teachers should be taught to teach subjects and I believe that children should not have unlimited freedom and I believe that no child ever appears as a whole child at any one time or place. The program for teacher-train- ing advocated by the new progressives is clear. Teachers shall teach school sub- jects. They shall recognize the child as a collection of selves. They shall organize a natural course of study.—Charles H. Judd, University of Chicago. Business men do not spend much time telling us to teach students to speak and write good English and to be neat in appearance. Most of them urge breadth and thoroughness, knowledge, and above all, character training —John H. Logan, sup’t, Newark, N. J. Any effort to handle character educa- tion solely as a job for the school is fore- ordained to failure. Adequate provision for character training involves social planning and social cooperation to an ex- tent only vaguely appreciated and almost universally neglected. The problem im- mediately is not a school problem alone but ramifies thruout the community. Our approach must be in relation to every phase of community life in its widest sense.—John Lund, sup’t, Norwalk, Con- necticut. American people are as vitally inter- ested in what their schools are doing for their children as they are in knowing what their children are doing in school and it is the duty of administrators to keep them informed on school activities, policies, and the advancement of stu- dents. Here is a challenge for us: to lay aside our pedagogical, technical, and mystical terms and expressions; a chal- lenge correctly, completely, and graph- ically to interpret the schools as the greatest agent of democracy.—Lloyd N. Morrisett, principal, Oklahoma City, Okla. If a million teachers had the courage to speak their minds on the great social problems of the day, they could affect the course of events in America. Such teach- ers would quickly remake American edu- cation.—Jesse H. Newlon, professor of education and director, Lincoln School, Teachers College, Columbia University. The greatest dominating influence against the reshaping of secondary edu- cation to have it conform better with the known needs of pupils is college entrance requirements. They force us into the position of sustaining indefensible aca- demic standards to the exclusion of that teaching material which, if it could be used, would mean a better educated pub- lic school product.—Frank G. Pickell, sup’t, Montclair, N. J. The parent-teacher association has al- ready abundantly justified its existence. It is only at the threshold of its eventual development.—Orville C. Pratt, sup’t, Spokane, Washington. Pupils who drop out of school at lower levels are a discouraged, unsuccessful group. Yet they are much more success- ful in the community than they were in school. They hold their jobs fairly well, earn good wages, and are selfsupporting, selfrespecting citizens. It is unfair to label boys and girls of this type as fail- ures so early in life because they have failed in school when judged by academic standards which are quite artificial and too difficult for them.—Carroll R. Reed, sup’t, Minneapolis, Minn. The improvement of the tastes of the next generation is a task which probably belongs more to the high school of today than to any other organized force. The problem would seem to be acute enough to merit the attention of organizations of secondary school principals and teach- ers.—H. H. Ryan, University of Wis- consin, Madison, Wis. The teacher in the schoolroom needs the help of every parent. The teacher in the schoolroom stands ready to work to the utmost, if the child’s welfare is the objective—Jennie B. Smith, Marr Training School, Detroit, Mich. Vitalized local teachers’ meetings may —___.., be more interesting and inspiring than district or state teachers associations with talent of national renown.—Leon O. Smith, ass’t sup’t, Omaha, Nebr. The means thru which states are seek- ing to introduce the newer technics and procedures to rural teachers are pre- service training, guidance by welltrained supervisors having the progressive point of view, group and general meetings, the course of study, and leadership of the principal Norma Smith, state super- visor elementary education, Montgom- ery, Alabama. If we exert ourselves on behalf of worthy causes we can do more for Amer- ican life—more for the childhood and youth of America—than any other group in the country.—Willis A. Sutton, presi- dent, National Education Association. Thousands of school grounds in the cities of this country are poorly adapted for carrying out presentday purposes of education. Only great expenditures of money can correct them. In planning school sites an account should be taken of the educational and recreational facili- ties provided by the community outside of the schools—W. W. Theisen, ass’t sup’t, Milwaukee, Wis. Student participation in the affairs of the school, the training in the homeroom programs of the school, the preparation which comes from the socialized influ- ence of the assembly, wide participation in the athletic work of the school, and the training which comes from the many types of clubs in the school all lend themselves to a favorable situation for boys and girls within the school to prac- tise the qualities of good citizenship here and now with results satisfying to them- selves—M. Channing Wagner, asst sup’t, Wilmington, Delaware. Guidance and placement should not be confined to senior and junior high schools only but should be extended to the upper grades of the elementary schools. Many pupils will terminate their school career at the end of the elementary school period and it is neces- sary that they should be given the bene- fit of the best possible advice before a decision is reached by their parents.— David E. Weglein, sup’t, Baltimore, Md. Using all the commonsense at our command, may we assume toward the less favored ones the attitude of a sym- pathetic physician—‘We don’t know what the future may bring forth. Hope —and give them every opportunity. — W. E. Wenner, sup’t, Ashtabula Har- bor, Ohio. Conquering the Antarctic by Air tribute from the school children of America to Admiral Byrd at the Detroit convention of the Department of Superintendence was a picturesque Ts PRESENTATION of letters of ‘and inspiring scene. The vast auditorium in the Masonic Temple was crowded to capacity. Radio widened the walls of the auditorium to include the continent. A children’s chorus of 850 voices selected from the Detroit elementary and inter- mediate schools brought the eager spirit of childhood into the setting. Norman R. Crozier, president of the Department of Superintendence, presented to Admiral Byrd the ten volumes of letters sent in by thousands of schools representing every part of the country. Gilbert Gros- venor, president of the National Geo- graphic Society, spoke on Byrd: the Explorer and the Man, reviewing the interesting biographical events which were set forth in his article in THE Jour- NAL in January, 1931, and paying tribute to the National Education Association. Some paragraphs from President Gros- venor’s address follow: “When I tell you that I am the son of a revered teacher who for sixty years held classes and who now, in his eighty- sixth year, can still infuse vigor into youth, you will understand the joy that overwhelmed me when I received word from President Crozier of the Depart- ment of Superintendence of the National Education Association that I had been considered worthy of saying a few words to this mighty aggregation of the educa- tional leaders of America. “Many times a day now I look from my window to your beautiful headquar- ters and derive strength and inspiration from the thought of the thousands of patriotic, unselfish teachers who, guided APPRECIATE this tribute from American school children more than any other recogni- tion the expedition has re- ceived. I shall put these vol- umes in a place of honor in my personal library in Bos- ton.” This was Admiral Byrd’s comment on receiving the ten volumes of letters from the school children of America. A typical one of these letters: Admiral Byrd: You surely must have had a wonderful trip to the South Pole. TWe have been reading in our science club of your exploits and expeditions. {The unknown polar regions are very interesting and I want to read more about them. {There is one thing that I want to congratulate you on and that is your kindness to dumb animals. You could easily have left those dogs down there and brought the airplanes back, but deep down in your heart those dogs were worth more to you than all the airplanes in the world. Your admirer, Grant Crouch, F. H. Coe School, Seat- tle. Washington, January 23, 1931. by your devoted and very wise annual officers and by your energetic, effective permanent secretaries—Mr. Crabtree and Mr. Shankland—erected your altru- istic edifice as an enduring center for the educational forces of the nation. “With your work the National Geo- graphic Society always has been glad to cooperate to the fullest extent. Our So- ciety of 1,300,000 adult members does not attempt to enter the field of peda- gogy or teaching methods. That is your field, which you have developed so splen- didly that America’s public schools are models for the world. ‘“‘When we see the ways you are teach- ing today, we wish we could attend school again. Your pupils are demanding fresh and firsthand knowledge about geography and exploration. When their books and teachers cannot tell them what they wish to know, they write and ask. We have received at our Washing- ton headquarters thousands of letters, and Admiral Byrd has received thou- sands more, from school children asking questions—intelligent and pertinent questions—about his expedition. “No explorer ever before has received such a national tribute from school chil- dren as you have enabled our young people to present to Admiral Byrd.” | peaagegee RICHARD E. Byrp then made a brief address on his expe- dition, followed by motion pictures of the expedition. His address on Conquer- ing the Antarctic by Air follows: “T am deeply grateful for the honor , you have bestowed upon me this evening —grateful for two reasons—because it represents your appreciation of the brave and loyal work of my entire command, and also because it betokens your reali- zation, as educators, of the high value of exploring and investigating scientifically the vast, mysterious wastes of the Ant- arctic Continent. “All of us can recall the scant atten- Rms from left to right: S. D. Shankland, executive secretary, Department of Superintendence; Norman R. Crozier, president, Department of Superintendence; Rear-Admiral Richard E. Byrd; and Gilbert Grosvenor, president, National Geographic Society. ——————— [117 3 7 b] 4 TALIA A A I Sa 118 THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION tion explorers got from the older types of textbooks, which dealt at great length with warriors, statesmen, and even poli- tical intrigue, but failed to tell of the men who helped add continents and oceans and remote islands to the cramped medieval maps. “Though personally I do not feel worthy, I accept most gratefully and gladly this tribute of the school children of America, sponsored by you to whom their education is entrusted, not as a personal honor, but as a tribute to my entire command—a _ recognition that their courage, loyalty, and persistence in pursuit of new geographic knowledge is realized at its full worth. My own per- sonal contribution was very small. “T could not speak in the city of De- troit without paying my own tribute to a great modern explorer of the air, whose name is associated with your city —Lindbergh. He showed us all the way. “Your approbation of the work of our Antarctic Expedition has this further significance—it stimulates us while we are tackling some of the hardest work of the expedition—work which is in prog- ress right now and will continue for months to come. “T refer to the tremendous task of compiling all our data, of putting on maps and in books—three or four books at least—the information we gained; the information that we hope makes our going worth all the sacrifice and the splendid courage my men showed in their fourteen months’ stay in the world’s loneliest land. “One of your number kindly said to me, ‘I trust you had a good rest this summer; you deserved it.’ “T thanked him for his good wishes but was compelled to say that I had to forego the rest, most willingly, because I spent the summer hard at work on my book, and doing my part, though small it was, of charting the area we explored and the physical features we discovered, for the map the National Geographic HE NATIONAL VOCATIONAL GUIDANCE: ASSOCIATION, assembled in | Detroit, February 20, 1931, sets forth the following declaration: Much of the present unemploy- | ment and many other social evils are due to the fact that the persons now at work stumbled into their jobs without guidance; if we wish to avoid similar crises in the future we must provide systematic vocational guidance. It is estimated that of the 40 million workers in the United States, about five millions are at present unemployed. It is certain that many of these unfortunate people lost their positions because they were in jobs for which they were not suited; others, because they were not adequately trained; still others, because they were trained for fields which were already overcrowded. A large majority of work- ers, both employed and unemployed, drift into their jobs by accident. This results not only in periodic re- currences of unemployment but also in crime, low productivity, seasonal employment, exploitation of | labor [particularly juvenile labor], low standards of living, poverty, misery, and unhappiness. Society will publish. This map, Dr. Gros- venor informs me, also will embody all other explorers’ findings in Antarctica since that first American, Wilkes, went there just ninety years before we arrived. “Senior Scientist Laurence Gould is recording and analyzing the discoveries of the rocks and glaciers—discoveries he made on the 1300-mile trip with dog teams, the longest sledge trip ever made for purely geological purposes. “Captain McKinley is assembling the map information recorded by the un- erring eye of the aerial camera which filmed some 500,000 square miles of ter- ritory, 200,000 miles of which never be- fore had been seen by the eye of man. “William Haines, meteorologist, is making scientific sense of his daily, rather hourly, observations of tempera- tures, humidity, and wind velocities in the land where the winds blow hardest and the temperature drops lowest. His findings will be of much value in helping southerly inhabited lands estimate the forces which generate their weather which originates in the recognized ‘mother of weather.’ “Malcolm Hanson and Lloyd Berkner are compiling the radio observations they made. Not only did we employ radio in communicating from one to another of the units of the expedition, ship and sledge, plane, and land base, and sending reports of what we were doing to our home radio port—again the City of New York—but Hanson made_ valuable studies of the Heavyside layer and other phenomena which will be of use to all commercial radio transmission along ether paths which cut the higher lati- tudes. “Henry Harrison is working upon problems of aerology. Frank T. Davis is computing data of physics, especially recordings of terrestrial magnetism, which add to the data that help pilot all the ships into all ports of the world. Quin Blackburn and Dr. Francis Coman are collating topographic findings of the its twentieth annual convention, April, 193] Bay of Whales in a very large area in this vicinity. Ten years from now this should give us some exact information on the movements and changes of the great barrier. Ralph Shropshire is work. ing on the hydrographic results at the Buffalo museum. “Dr. Coman is preparing his report on the biology of the seals, penguins, and birds that sojourn by the icy waters which rim the continent, as well as the valuable studies of our diet and its effects upon us. Even the personnel of the expe- dition, you see, served as a laboratory for study, living as we were under highly specialized conditions. “The first day I stepped off my ship at Panama City on our way home a den- tist I had all but forgotten about asked me to make an appointment that after- noon to reexamine my teeth. I recalled that a laboratory specialist had gone over the teeth of every man before we left and was to do so immediately upon our re- turn, to obtain that index of the effects of the exposure and diet upon our systems. “The public has been most generous in acclaiming our achievements. You, as educators, will realize more fully the scope of our scientific research and our studies to get every iota of scientific data we could utilize, and subjecting even ourselves to experimentation which would help men subsist and survive in an area where more and more explorers must go. “Therefore, I mention the work that now is going on and I wish I could men- tion all the men by name, who are stand- ing by now that the spur of high endea- vor and the glamor of our welcome has passed. After all, the work of compiling and reporting our data, bearing upon so many branches of science, measures the permanent, enduring value of our expe- dition which, from first to last, has been planned and executed so that we might try to add our share to the body of knowledge of the world in which we live.” tht Mental Health in the Classroom The Problem Teacher CLARA BASSETT Consultant in Psychiatric Social Work, the National Committee for Mental Hygiene the teacher’s own emotional problems are reflected in her handling of the children in her classroom. From hun- dreds of intimate studies of problem school children it is obvious that their classroom behavior is profoundly influ- enced by the state of their physical health, by the events of their past life, their secret experiences and worries, the emotional relationships within their homes and parental methods of han- dling, and by their companions and play life. However, no such thorough-going study of “problem” teachers has been made and inferences can only be drawn from observation of their behavior. Like the children they teach, their own personalities have been strongly conditioned by their own early child- hood experiences and the handling which they received. The relationship between their present personality traits and their early background is often unrecognized and compensatory reactions are allowed unconsciously to develop unchecked by an understanding of their possible origin, by a critical evaluation, or by an effort at modification. That the teacher’s per- sonality makeup has a great effect upon the reactions of children under her care cannot be denied. A few instances may indicate some of the possibilities in this field. l Is DIFFICULT to gauge to what extent Miss Jeffries, a school principal, was notori- ous for her severity and sternness in dispensing retribution to the quaking misdemeanants in her school. She ruled with an iron hand both the children and the teachers. She felt that the children coming from the homes of the nation- ality predominating in that community were 80 hardened to physical mistreatment and beat- ings administered at home that in no way could they be handled except by more of the same medicine. She frequently administered the dis- ciplinary whippings herself and it was said that she often displayed an odd pleasure in the proc- ess. Her viewpoint had permeated the whole school and insidiously infected the emotional tone of even the most gentle of the teachers. A few facts gleaned as to Miss Jef: fries’ childhood seem to offer some ex- planation of her problems. Her father was a harsh, egotistical tyrant who felt that to “spare the rod” was an indication of excusable weakness and who prided himself upon the fact that his children feared him and jumped when he spoke. His relationship to them was that of a brutal bully who, because of his size and strength, was easily victorious in his lit- The Teacher F 1 BUT HAD my chance amid this world of stress Wherein men press and plot and grasp, Crowd virtue back, court their own prejudice, | I'd set a new apprenticeship for life, | Within the scheme to train the youth | |’d make for wiser purpose, content, plan. | Life would be learned in doing, | Things taught as they are, Opening a way to stop our waste, Cure social misfits, hold back the flood of human tears. All this I’d do if I but had my chance— And knew the way. I have my chance, Each day there come to me some souls Unnurtured to the world. My oppor- tunity, My work shall be to find their need And help survey a path That leads to the supply; Then give them learning as a life to live | Not as a garment to be worn, | Help them gain courage, endurance, fairness, inquiry. | From out the mass, mayhap, that here | and there | Shall come a life equipped with skill To heal some gap in industry, Divide in honesty the shares of gain, Help law learn justice, Or build a better breed of men. I may inspire some soul to seek The magic of the universe, Reach out a hand to grasp The harp of science, pluck its strings, *Till from their throbbing tunes Some deep secret of the Master Mind, Another thought of God made new to man. The race turns slowly but it travels far. Though small the angle, Its rays, extended, wide diverge, | A latitude dividing right from wrong. Though small my part, I, too, may touch redemption for the race. Some spark that I shall kindle may burn on To glow in life, to gleam in immor- tality. John Bretnall. tle monarchy. Perhaps in the plastic pe- riod of childhood Miss Jeffries, thru such experiences, developed an intense, un- conscious resentment which she later satisfied by inflicting unpleasantness on [119] the world about her, or perhaps she felt so helpless under her father’s rule that when she had power within her grasp she used it unwisely, or it is quite possible that she unsuspectingly followed the only pattern of discipline which she knew as a child. Miss Ray, a middle-aged teacher of first grade, burst forth in an emotional tirade when the social worker visited the class to secure information about a patient. She was flushed, excited, and denunciatory of the way in which she was being persecuted by the principal and superintendent who were “in league against her.’”’ Miss Ray had felt for years that she was being discriminated against but lately she was sure of it and she described innumerable in- stances which she believed substantiated her suspicions. To an experienced clinic worker it seemed fairly obvious that Miss Ray was suf- fering from a serious mental condition which should have received treatment years before. A few questions regarding her childhood indi- cated that Miss Ray was the elder of two chil- dren. Her parents had intensely wanted a boy and had resented in a childish manner Miss Ray’s appearance on the scene. Later when her brother was born, Miss Ray was immediately relegated to the background and both parents concentrated their love and attention on their young son, who was felt to be a paragon of virtues in contrast to his sister. The early feel- ing of being unwanted and unloved, the smol- dering resentment of the child against the in- justice of the parents, jealousy of the brother’s receiving everything for which she yearned, probably laid the basis for psychological habits which have handicapped her for life. There can be little doubt but that the emotional problems of this teacher have unconsciously affected the lives of scores of children passing thru her classroom. Personality traits which indicate emo- tional problems and attitudes in need of aeration show themselves in the class- rooms in various ways. The fussy, wor- ried teacher to whom the most insignifi- cant episode assumes the proportions of a world catastrophe, the teacher who jealously protects her authority, exces- sively resenting anything which might even remotely be interpreted as insubor- dination, the principal who feels that every child who steals or lies is forever a lost soul, the teacher who is scandalized at the bare mention of anything pertain- ing to sex, the depressed and chronically fearful teacher, the timid, colorless, in- hibited teacher who gets no joy out of her work and who is harassed and bul- lied by her pupils, the teacher who looks 120 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION April, 1931 pedagogical style totally divorced from the normal life interests of childhood and not that the class was made up of hope- lessly depraved children. Thus, in considering the problems of children it is well for the teacher to keep clearly in mind the role which she may upon her pupils as her natural enemies, all indicate the need for a little search- ITH THIS ARTICLE Clara ing inquiry. Bassett closes her ad- Much friction, wasted emotion, many mirable series on Mental fixed ideas and attitudes develop unchal- Health in the Classroom. Her lenged on the basis of the emotional ex- service to THE JOURNAL, given periences of childhood which have pre- as a labor of love, is typical of disposed the individual to think and to the fine professional coopera- — J are ane Mice re onsite feel in a certain manner. Some evidence as to how greatly these attitudes may vary from teacher to teacher and how they may affect their pupils is indicated by the findings of E. K. Wickman in his recent study, Children’s Behavior and Teachers’ Attitudes. Three teachers of third grade with classes approximately of the same size and makeup listed the incidence of certain behavior problems among their pupils as follows: Number of pupils...... 45 47 47 Dishonesty 43 Cheating 40 Disorderliness 47 Carelessness in work. . 45 Failure to study 44 Shyness 37 Tattling 37 Daydreaming ; 26 Unhappiness 17 Such wide variations in the number of problem children detected in classes of similar size and makeup must mean that “either the three teachers stimulated their children to behave differently or they varied decidedly in their sensitive- ness to the behavior problems of their children.” A comparison of the above tion of the teachers of the na- tion. THE JOURNAL’S circula- tion is large, its space is valu- able, and it must necessarily insist upon the most careful writing. The cooperation of the authors is appreciated by a host of readers. one of the teachers consistently found a high percentage of all problems listed in contrast with the other two. In an analysis of 874 school children, given in this same book, 74.7 percent were problems because of whispering and 59 percent were inattentive. If such percentages are correct, would it not be valuable for the school to change its emphasis in interpretation and to say that if 74.7 percent of the children whis- per, it is normal for children to whisper to some extent and some provision might be made to allow it? If 59 percent of the children are inattentive perhaps this might well mean that the leadership was mediocre and uninspiring, or that the subjectmatter was unsuited to children possibly play in contributing to the prob- lem. What emotional reactions of her own does she bring to her classroom: how do the spectres of her own child- hood condition her attitudes and ways of handling the children; what demands does she make of the children in the way of behavior and what are the rational and emotional bases for these; how do these demands fit in with our newer knowledge of the makeup of the child? We should strive to keep in mind the fact that much of the behavior com- plained of is thought to be serious, not because it is dangerous to the welfare of the child himself, but because it is noisy, disorderly, upsetting, and irritating to adults’ comfort and dignity. There must be this willingness on the part of teachers and parents to scrutinize and to criticize their own relationship to the problem, their emotional attitudes, the standards by which they measure conduct, and their methods of handling the child, for it is obvious that in most instances the problems of the child lie not, as has always been supposed, in the child himself but in the way in which this plastic, impressionable creature has columns with each other indicates that of that age, or was being presented in a _ been handled. EACHERS: AN APPRECIATION—Have you ever watched a little tug-boat, nosing a big heavily laden steamer into portP The tiny guide puffs energetically and tirelessly, turning the huge liner into its course, dragging it into the harbor. {I am reminded of them when I see a teacher directing the activities of a student body. Undaunted in the task of guiding the massive Ship of Education into its proper channels, the teacher figuratively puts his or her nose to the prow and pushes; or failing of response, takes the big liner determinedly in tow and pulls. It shall go if the teacher can make it; for the teacher’s project is important and her cargo is valuable. The fate of the nation depends on the character of the people and the school is the training field for citizens. The school, in turn, must depend on the teacher. {I remember well my first day at school. With quaking heart, I began the journey, afraid to meet the teacher of the comic valentines. I sup- posed her to be cross and heartless. I remember distinctly how my heart sank as I crossed the threshold. All joy of life was gone. The sun no longer shone brightly; all was dark and cloudy. “Good morning, dear!” I started. What was this young, smiling lady doing here? Icould scarcely uttera greeting in return, I wasso dumb- founded. “That’s our teacher,” whispered an urchin behind me. Teacher! The clouds rolled away. The sun shone once more. {So began my experience with teachers. Most of them were kind. Most of them were also stern. Some of them caused me tears. But now, as I reflect, I realize that their intentions were right. I resented their attitudes, sometimes—we all did and secretly condemned them; but now I am beginning to realize that they could have let us drift along as we would, except that such was not in their line. They strove on, choosing for us as best they were capable. They were patient, they were helpful, they were unselfish, with very few exceptions. {It is said that a task appreciated by another is a great deal easier to do. Keep on, tug- boats! You are appreciated. Your work is good and great. The big fleet, sailing the seas of education, must be guided into port. Your country needs you to uphold the traditions of love, truth, and integrity, the watchwords of democracy.—Donald Wirtanen, senior, 1930, Aurora High School, Aurora, Minnesota. So T: ai AR SO REN SORES MNF CIP AG a Te The Enrichment of Life Leisure and the Seven Objectives WEAVER W. PANGBURN National Recreation Association, 315 Fourth Avenue, New York, N. Y. modern education imply a close working relationship between the schools and the leisure time agencies. The one is that the needs of our society have put on the public schools the obli- gation to train youth for the wise use of leisure. The other is that educators are more and more relating the educational program to real life. On the one hand, the school more than ever before is focusing its attention on training boys and girls and men and women for uses of their spare time profit- able to their physical, cultural, and spir- itual development. On the other, it is drawing increasingly from the leisure life activities of the community for the ma- terials and technics of the classroom. In- deed the best classroom becomes to a de- gree a mirror of the activities, interests, and problems of everyday existence. It is alive with the things fundamentally in- teresting to children and it employs the challenges and the methods which every- where secure a wholehearted response in the minds and hearts of youth. In a word, education is employing the method of the game. Consequently learning begins to take on the absorption, satisfaction, and joy that a child exhibits in his play. The spare time agencies hold a strate- gic position with relation to the leisure of both children and adults. As they have been working with recognized success in the field for a great many years, the con- tribution they are in a position to make to the educator is substantial. The Na- tional Recreation Association, one of the oldest of these agencies, has, since its founding in Washington, D. C. in 1906, been engaged in aiding communities to develop broad recreational programs. Since the Association began its promo- tional and educational activities, the number of cities reporting recreation un- der leadership has increased from 41 to 945, The average daily attendance of children and adults on the playgrounds exclusive of separate athletic fields, beaches, and swimming pools is conserv- atively estimated at three millions. _ An examination of the viewpoint, serv- ces, and literature of the Association with relation to the seven-fold objectives of the National Education Association indicates what aids are available to edu- To SIGNIFICANT TRENDS affecting cators from this source and from the many city recreation departments, com- missions, and committees of which the Association is the national headquarters and clearinghouse. The following state- ment based on such an inquiry is not in- tended to be exhaustive in any respect. Yet it is hoped that it will be suggestive to superintendents, college faculties, principals, teachers, school boards, and citizens interested in education. Health—The value of play and recreation to physical, mental, and spir- itual health is too wellrecognized to ad- mit of debate. In the national recreation movement it-is accepted as a matter of course that all recreation programs shall be developed with an awareness of health considerations such as proper balance of strenuous and quiet activities, adaptation of activities to age, sex, and physique, adequate physical examinations, first aid, safety of apparatus and facilities, and adequate safeguards in the planning of all programs. Health education is not considered one of the primary responsi- bilities of the recreation leader who, how- ever, recognizes the importance of this activity in the schools. Games, athletics, water sports, hiking, camping, garden- ing, and other activities are recognized as media of healthful, joyous play. All- round physical development is sought. One of the main objectives is the de- velopment of activities that the individ- ual may employ thruout the major part of his life and which will be a constant factor in keeping him physically and mentally fit. The field service of the Association, fostering the establishment and enlarge- ment of recreation programs, is, of course, a contribution to the health move- ment. One of its special services is thru its national physical education service, which has been instrumental in helping to secure state laws requiring compulsory physical education in the schools, in the preparation of syllabi for the teaching of physical education, and in a field and bulletin service to state directors of physical education. The Association also sponsors athletic badge tests, which are graded, progressive tests of physical fit- ness for boys and girls. Much of the literature prepared by the Association is a contribution to the [121] knowledge of recreation methods, which in turn are related to health. Among its publications are: Camping out. A manual on organized camp- ing, $2 Normal course in play. $2 Recreative athletics. $1 Swimming pool construction, by W. C. Batch- elor. $.10 88 successful play activities. $.60 School play. [Free] Athletic badge tests for boys and girls——Pre- pared by the National Recreation Assn. Pub- lished by the Office of Education, Washing- ton, D. C. $.03 each in quantities of five or more copies. Miscellaneous pamphlets. [The publications referred to are only a portion of those published by the Association. A more complete bibliography, including those published and prepared by other organiza- tions, colleges, etc. will be furnished upon request. ] Home—Linton B. Swift, executive secretary of the Family Welfare Asso- ciation of America, recently said: ‘‘Fam- ily welfare agencies frequently find a dis- integration of family morale which is due largely to a lack of neighborhood or community recreation facilities and leadership and an unsocial use of leisure time. The value of assistance to com- munities in solving these problems can- not be too greatly emphasized.” Recreation leaders recognize fully that a lively and developing family play life is one of the basic elements in a rich use of leisure. They are aware that whenever feasible, the play of a little child up to seven or eight years of age should be in or about the home with the parents and other members of the family. Therefore, growing attention is being given to the development of services and literature which will enable parents themselves to make full utilization of the backyard, the attic, the basement, the veranda, and other parts of the house for play. Fur- thermore, their attention has _ been focused on the development of home dramatics, family music, and social rec- reation suited to different ages and de- signed to develop recreation as an inte- grating force in family life. It is held that the family that plays together, stays together. Many cities have conducted special campaigns devised to inspire and inform families concerning home recreation. Prize contests for the best homemade PETG TOI RES Tat raga es 122 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION April, 1931 scsi i ene AA ADA AAA A OCA backyard playground facilities have been held. A number of cities have isssued spe- cial literature on backyard playground apparatus and home play activities. The national Association has a quantity of literature containing specific helps to recreation leaders and parents fostering home recreation. For conventions and conferences, and available free of all charge except the cost of express, the Association has a model backyard play- ground designed for a moderate size backyard. Available literature on the subject includes: Home play. $.50 Rural and small community recreation. $.75 What can we do? $.25 Sand modeling manual. Marcella Rex. $.20 Community music study. [To be published] Leisure and the home. Theodore Roosevelt. [Free] Miscellaneous pamphlets. Learning—Under qualified leader- ship much of the public play and recrea- tion program is highly educational. It involves, if not the learning, the develop- ment of play skills. Its program, based upon a knowledge of child interests and natural development, involves growth in physical, rhythmic, manual, dramatic, linguistic, and social powers. As an out- door movement, public recreation is in an excellent position to introduce the child to nature not as a dry, didactic study but very much as another fasci- nating game. Building and flying model airplanes, for example, is a manual activity carried, in its highest stages, to the status of an art. A recreation leader’s philosophy of learning, to put it briefly, is that of the unfolding of personality. Education for leisure has two comple- mentary and equally important aspects: the learning of skills and the satisfying employment of skills thru the me- dium of the opportunities, facilities, and leadership made available by the com- munity. Of course, the line of demarca- tion between the two is not sharp. While learning the child participates and after he has graduated from school into the work-a-day existence of everyday life, he is ever learning and developing skill as he enjoys activities. The field services of the Association are in a considerable part training serv- ices. Specialists in dramatics, women’s and girls’ work, music, games, hand- crafts, are constantly conducting or as- sisting in institutes for the training of local volunteer and employed leaders in recreation methods. Many municipal rec- reation superintendents also conduct their own training courses for volunteers and for members of their own staffs. The national Association conducts a nine months graduate school in recreation leadership and a correspondence course for recreation leaders. Two hundred col- leges, special schools, and organizations conduct courses in recreation and physi- cal education. Some of the available pub- lications are: Handcraft. $1.50 Community songs. Leaflets. $1.10 per 100 Games and play for school morale. $.25 Normal course in play. $2 Conduct of community centers. $.25 Conduct of playgrounds. $.20 Complete music memory selections. Lists Nos. 1, 2, and 3. $.50 to $.60 each Community music. $1.50 Working out of music memory contest. $.10 Community drama. $1.50 Miscellaneous pamphlets. Citizenship—The method of public recreation is largely the group method. The activities of the athletic team, the orchestra, the chorus, the drama group, involve teamwork. They are training in citizenship. The neighborhood approach is strongly emphasized. The develop- ment of neighborhood playgrounds and neighborhood recreation centers is an integral part of the process of developing neighborhood and community loyalties. Public recreation engineering has very close relationship to civic development and statesmanlike planning of the city. Securing, planning, and developing parks, playgrounds, and other recreation areas are a fundamental part of good city planning. Good recreation engineer- ing involves cooperation with real estate subdividers in setting aside recreation space. It has an eye to beautification. It secures open space long in advance of the actual need. Furthermore, such leadership recognizes and utilizes con- tributions of the foreign born, many of whom bring with them cultural gifts of value to America. The Association has a special service to real estate subdividers in connection with the setting aside, planning, and de- veloping of recreation areas. It also has a special service to park departments. It works closely with the National Congress of Parents and Teachers, the National Federation of Women’s Clubs, the Amer- ican Legion, and the American Federa- tion of Labor fostering recreation activi- ties in connection with schools and also community programs. Publications: Play areas, their design and equipment. $2.50 County parks. $2 Community buildings. $.75 Special pamplets on citizenship activities. Fundamentals in community recreation. [Free] Donated parks and play areas j sins States. (Free] os no Social activities—Twelve publications ranging in price from $.05 to $.20 oom The Christmas book. $.35 Recreational games and programs. Com John Martin. $.50 Holiday and special day celebrations. [ Mate- rial for] Vocations—A rich variety of play activities involving the development of many kinds of skill and the growth of personality have an important bearino upon the choice of vocation and upon the preparation for satisfying and successful work in adult life. A diversified play- ground program has exploratory value for a boy or girl, revealing talents and awakening enthusiasms. Public recreation may also give this service to the individual—inculcate in him the spirit of the game which he may bring into his work life, there to lighten and make more efficient the accomplish- ment of work. piled by Avocations—As a leisure time move- ment, public recreation is primarily con- cerned with avocations. Out of what the child and adult do in their play may develop: lasting hobbies. The recreation program is as broad as leisure time itself, from spinning tops to sketch classes and participation in a community symphony orchestra. Character—It has already been stated that the development of talents and the growth of personality are pri- mary goals of recreation leadership. Character growth in this sense is of great concern to leaders. The leader’s respon- sibility with reference to moral growth is equally inescapable. Life knows no greater testing medium for conduct and character than the game. At his play, the child gives himself most fully, and is probably most susceptible to sugges- tion. In this lies the leader’s great ‘op- portunity for influence. The national Association is cooperat- ing with local leaders and with social work agencies in the study of the best approach in dealing with cases of juve- nile delinquents thru group activities. The Association is also following current experiments in thought related to the process of character growth. Publica- tions: Children’s play and juvenile delinquency. $.05 Do play traits breed life traits? John M. Cooper, D.D. [Free] Play problems of girls. Agnes R. Wayman. $.50 Play as an antidote to civilization. Joseph Lee. $.10 Why we want playgrounds. Charles E. Hughes. [Free] he uy on lf, nd ny Rural Education Service Beauty Goes to School , Kate V. Worrorpb County Superintendent, Laurens County, South Carolina school in South Carolina who is a wonder. He is a Smith-Hughes man but his scientific training has not too greatly magnified his love for statistics; neither has it lessened his love for the good brown earth. He has been able to give to the country children of his school something of his own devotion to the soil and the whole life of the school is centered in beautiful and elemental things. He has done more. In a few years he has transformed an entire school dis- trict. He began by giving the children an experience in beauty. Only he did not call it that. He said that he beautified his school without and within. He began on the outside for the same reason that all of us, being blessedly human, begin there. Hie wanted to put his best foot forward. He wanted the parents of his children to catch the beauty which he dreamed for his school and the best way of capturing so fine a thing is for people to be exposed to it and it to them. The beauty reflected today in the home grounds of his neighbors and their com- munity pride bear eloquent witness to how well they have caught his vision. He has made a real demonstration in good citizenship thru the school because after all a good citizen not only owns his own home, he beautifies and loves it. The school is the jointly owned home of the community. By it may be set certain standards of beauty for the individual homes in the community. It should be a place where future citizens find cause for delight. There was a time when schoolhouses were loveless and ugly places. They were built on ground impossibie of cultiva- tion and undesirable for habitation. No one thought of planting trees. A flower bed was foolishness and a school garden was something which people talked over and then laughed about. The best de- scription of that unhappy period, per- haps, is found in Whittier’s School Days: Tse Is a principal of a country Still sits the schoolhouse by the road. A ragged beggar sunning. In the sunning, however, nature hap- pily sometimes did wonderful things to The Treeless Playground | PASSED a playground large today | Or playground is the name they | gave it; A strip of sand it seemed to me, Barren as the shore of a far-off sea. | Teeters and swings with dust and — | grime Were pounced upon eagerly by boys in line; The little folks sat on the sand in the sun, Without a tree to give shade, not a | scrubby one. I thought of a playground we called the “Pines,” Green, against the glaring summer sun. With a carpet of needles and velvet moss Where after a scurrying scramble and toss We'd run to the spring or the berry bed, While the shade from the pines | danced overhead. You, who plan playgrounds, wake up and see, | Their need of green grass, their need of a tree. Margaret M. McCormick. the ragged beggar. For instance, the un- painted, rectangular, one-room school which we attended as children, in spite of all the local trustees had seemed to do to make it ugly, could never be anything but beautiful to us because of the pines protecting it and the winds in them hum- ming queer songs outside our windows. In the spring a wild plum tree, starved we know now in the red soil, flung white blossoms to the air, glorifying with its prodigality of beauty the whole school ground. That was all. Pines at the back, a plum tree at the side; not much, but at least we had those. A few years ago the wise men who decide our educational policies became bold enough and wise enough to say that often incidental influences in school are more important than the direct one of teacher on pupil. They began to talk of the environment of the school and the environment of the home. And in for- tunate places in America there began to appear beautiful schoolhouses and grounds in which the whole community took pride. Although the school beautifi- cation movement has been farreaching it has affected only the surface. Schools and school grounds, particularly those not urban, are still largely neglected. Sometimes a farmer laughs at what he is pleased to call “highfalutin notions of nature study,” yet for it the children are hungering. I have seen them sit, boys and girls together, thrilled at the possibility of beautification which lay in their native shrubs from nearby woods and flowers from their mothers’ gardens. Later I saw these same boys and girls on their school grounds, busying themselves about the delicate task of transplanting dogwood and showing skill in the setting of holly. Sweet shrubs, from leafy places in the woods, found homes under their trained hands in sheltered places on the grounds. Yellow jasmine began the process of beautifying an old shed over an iron pump. A_ grandfather, after teasing, donated wonderful clumps of oldfash- ioned boxwood, which his _ basketball playing grandson tenderly transported to the school and with them graced the graveled walk. Beautiful iris, brought from many gardens, bravely lifted white and purple pennons around the drive- way. No ragged beggar sunning on their road! Beautiful school grounds and beautiful school buildings give a proper pride to the youthful citizen, thus developing good citizenship. I know a school in which five years ago the morale was so T= MODERN RURAL SCHOOL must meet the needs of modern rural life. Our schools have not begun to tap the great resources of rural life for educational purposes. In the rural community the children are surrounded with living, growing things and with natural beauty on every hand. The occupation of the people has to do with the growth of animals and plants. Who is able to tell of the beauty of rural environment P— Justin Washburn, in the Illinois Teacher. [ 123 ] a a ea Seer ROS Vee aie Neon si Dip oh Beisel ieee ee i ee ieee week nee ee es 124 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION A low that high-school boys abused the building until it was almost impossible to recognize it as such. It was difficult to keep the windows properly fitted with panes because many of the twelve-year- old fellows liked to hear the glass tinkle after a stone had been carelessly thrown. Even the doors were kicked open by the ruthless feet of the older ones to save time in opening them. It would be ex- travagant to say that a concerted com- munity effort on the part of both parents and children to beautify the school brought about a magic change but it did help. A new building also helped and so did an understanding principal, but nothing was more important than a new respect for school property which came about because it was fair to look upon. Today after five years the children in this school honor and protect their school property in a way inspiring to others; they have there a flower garden, planted from their yards at home and tended with all the passionate devotion of ado- lescent youth. A flower garden on a portion of the school grounds is not impossible, partic- ularly where land is cheap. Neither is such a garden impractical. In addition to the more subtle training in citizenship and in character the grounds put to such a use may be made a laboratory for nature study. Children who so easily learn the names of a dozen makes of automobiles and a like number of mov- ing-picture actresses should be given the opportunity of recognizing an equal number of flowers by sight and of nam- ing a dozen birds by their songs. If the teacher is wise the garden will soon develop into a haven for birds. At Lan- ford School in South Carolina in a coun- ty where the county superintendent in- augurated and fostered a countywide effort at beautification of school grounds, just such a happy gathering place for birds has come about. The children named their garden “The Birds’ Palace” because the birds love it so much. The class in higher mathematics laid off the garden in formal designs and the chil- dren in the elementary school provided birdhouses made by themselves. Not content with providing the houses the children went further and built a bird bath, both ornamental and useful, and later a bird feeding station, so that their feathered visitors might feel entirely welcome. Nature study, as no other phase of the school, gives a wonderful opportunity for character training. I have heard many skilled teachers instructing little children on the character problem of sowing and reaping but I have never yet known any lesson so surely and beautifully taught as may be witnessed in the shining triumph of a row of daf- fodils. In no part of school work may a child more quickly see the result of shabby work done grudgingly. Nature pays us back in our own coin and life has the same quickly sure way of deal- ing with both the just and the unjust. The homes of America are being beautified as never before. Garden clubs can be formed in the smallest of small towns. But what of our schools where children, every day, are receiving their standards of beauty? Is it not about time that the prince should fit the slipper to the “ragged beggar?” It has long ago struck twelve oclock! pril, 1931 th REFERENCES here listed. which ‘ are given thru the cooperation of the library of the U. S. Office of Education offer material of practical value at smal] cost. Beautifying the farmstead. U.S. Department of Agriculture, farmers’ bulletin no. 1087, Cultivating the school grounds in Wake County, North Carolina. Judd, Z.; U.S. Bureau of Education bulletin, 1912, no. 28. Government Printing Office. Games and equipment for small rural schools. Ready, Marie M.; U. S. Office of Education bul- letin, 1927, no. 8. Government Printing Office. 5 cents; additional copies, 2 cents each. Growing annual flowering plants. U.S. De- partment of Agriculture, farmers’ bulletin no. 1171. High-school buildings and grounds. A report of the Commission on the Reorganization of Secondary Education, appointed by the Na- tional Education Association. U.S. Bureau of Education bulletin, 1922, no. 23. Government Printing Office. Planning and adorning the farmstead and school grounds. State superintendent of public instruction, Columbus, Ohio. 1913. p 6. Planning and improving school grounds. Gould, J. E. Educational bulletin published by the county superintendent of schools, Seattle, King County, Washington. 1916. Preparation of school grounds for playfields and athletic events. Hutchinson, Dorothy; U. S. Bureau of Education bulletin, 1923, no. 1. Gov- ernment Printing Office. 5 cents; additional copies, 3 cents each. Rural school houses and grounds. Dresslar, Fletcher B.; U. S. Bureau of Education bulletin, 1914, no. 12. Government Printing Office. Rural school playgrounds and equipment. Richmond, K. C.; U. S. Bureau of Education bulletin, 1920, no. 11. Government Printing Office. 5 cents. School grounds and play. Curtis, Henry S.;U. S. Bureau of Education bulletin, 1921, no. 45. Government Printing Office. School playgrounds. Ready, Marie M.; U. S. Office of Education pamphlet, 1930, no. 10. Government Printing Office. 5 cents. it. n U. 5. Character Education The Guidance Program in Denver ance and counseling, according to a bulletin issued by a com- mittee of advisers and principals, aims to “help boys and girls to make right choices in relation to health, school, com- munity, vocation, and personal problems. It aims to help boys and girls to help themselves. Its ultimate aim is self- guidance.” Plans for educational, voca- tional, health, social-civic, and moral guidance are included in the program. In the junior and senior high schools the organization of the program is cen- tered in the homeroom which is directed by the homeroom teacher. Homerooms combine to form class groups under the guidance of a class sponsor. In each junior high school a boys’ adviser and a girls’ adviser are directly responsible for the personal guidance of the boys and girls and for the administration of the guidance organization within the school. They supplement and direct the work of the sponsors, homeroom teachers, and others of the guidance personnel. The time allotted for their work varies from halftime to fulltime. In each senior high school, guidance work for the girls is directed by a dean of girls; for the boys, by an assistant principal. They are given fulltime for their work. In addition to the homeroom, the class organization, and the school advisers, this guidance program includes club and as- sembly activities and a program of stu- dent participation in school government. The regular classroom also functions as a strong guidance factor. Any one or all of the several types of guidance men- tioned may be given in any one or all of the activities of the school and may be group or individual in nature. The activities of the various student- government organizations offer oppor- tunities for social-civic guidance. The re- port of a case handled by the Boys’ Senior Corps, which is made up of ninth- grade boys and acts as a boys’ welfare club for the school, offers an interesting illustration of such guidance in one jun- lor high school. De: PROGRAM of pupil guid- e: rigs assembly time in the school; there is i ¢ an outside speaker. He came into : uilding and placed his topcoat, hat, and sves on the seat outside the assembly hall. _ he returned for them after the program € gloves were missing. Witrorp H. Woopy Research Assistant, Denver Public Schools The boys’ adviser was notified. He got in touch with members of the Boys’ Senior Corps. These boys searched the lockers and the gloves were found in a locker belonging to R. C. What should be done with R. C.? The Boys’ Senior Corps met to discuss the case. Though the group was sponsored by the boys’ adviser, the discussion in this case was left entirely in the hands of the boys. The first attitude of the group was expressed by John: “Well, I think that R. should be made to appear before the school assembly and apologize for his actions and promise never to steal again.” This met with the approval of some but others were of Carl’s opinion: “No! that wouldn’t be the thing, as he would leave school, and that isn’t what we want. We want him in school. We want him to know that he can’t get away with stealing.” After a period of debate it was finally decided that a committee of three boys should discuss the question with R. It was agreed they would present to him the attitude of the members of the group and get his point of view and then try to secure from him a promise of future good behavior. Such a meeting was held and a satisfactory agreement with R. C. was reached. Two purposes were served by this action. The members of the Boys’ Senior Corps re- ceived a valuable experience in dealing with another’s problem in a direct way. At the same time R. C. became cognizant of the effect of his act upon himself and upon society as typified by the Boys’ Senior Corps. Educational and vocational guidance, particularly the former, are of major im- portance in the junior-high-school pro- gram. Definite educational guidance is first required in the selection of eighth- grade electives and again in the selection of the ninth-grade program which forms the basis of the entire senior-high-school course. At the beginning of the ninth grade a choice of future educational plans, tentative to be sure, is made. These educational choices are inseparably con- nected with future vocations, thus com- pelling a definite tie-up between educa- tional and vocational guidance. This vo- cational guidance in junior high schools usually takes the form of vocational in- formation thru try-out courses, special group meetings, selected social science subjectmatter, and individual confer- ences. It is only in a few cases that defi- nite vocational selection is made in the junior high school. The homeroom has proved to be one of the best agencies for giving vocational guidance in the junior high school. Homeroom programs have been worked [125] out to meet this need. Much of this guid- ance is also done by the class sponsors or advisers. The following conference of a sponsor with a ninth-grade boy is illus- trative of junior-high-school vocational guidance programs. John was called to the sponsor’s room and the following conference took place: “Well, John, you will soon be ready to enter senior high school. What courses would you like to take?” “I don’t know all the courses but I want to take courses so I can enter the agricultural college.” “The agricultural college is a fine school but why have you selected it?” ‘Well, you see, I want to be a forest ranger; and I can get special work that prepares for the service in an agricultural college.” “Oh! I see. And what made you think you would like to be a forest ranger?” “Last sum- mer I spent my vacation in the Sangre de Cristo Mountains. We were camped close to the rangers’ station. The rangers took me on a lot of their trips thru the mountains. I helped build trails, count cattle, fight fires, and a lot of other things. Believe me, those rangers sure don’t have any time to loaf. And I like the mountains; and, anyway, I want to be a ranger.” “That’s fine. Now let’s see what course we can outline for you in senior high school that will help you most.” After considerable discussion of the various subjects offered, John’s senior-high-school pro- gram was tentatively outlined. John then took this program home for the approval of his parents. Upon securing this approval a copy of the card was sent to the senior high school in which John was to enrol. forest The class sponsor puts in a great deal of time in such conferences, many of them much more difficult. Health guidance, like much of the other guidance work, is not confined to any one individual, organization, or ac- tivity. It may be found in the homeroom, the classroom, or the club; or it may be given by an adviser, a sponsor, the school nurse, dietician, physical education in- structor, or others of the staff. In fact the program of health education, together with a complete program of dental, phys- ical, and orthopedic examinations, cares for practically all health problems. In most Denver schools the dietician does a great deal in health guidance thru in- dividual conferences, lunchroom super- vision, contests, and inspection of lunches brought from home. She is also in charge of rest and midmorning lunch groups and is subject to call in case of illness or pretended illness in the classroom. 126 THe JoURNAL oF THE NATIONAL EDUCATION ASSOCIATION In the Denver program the homeroom offers numerous opportunities for char- acter education of the moral type. Pro- grams for the entire group are worked out at least once a week, while individual guidance of these pupils is constant and continuous. A report on one of these group programs will indicate the type of guidance work that is being carried on thruout the homerooms. The topic “Mistakes as Factors in Success” was presented in a homeroom of high division 9A pupils. The first things to attract attention were the drawings of two tombstones which had been made by members of the group. One of these was very large and its inscription could be read from any place in the room. The other was small and could only be read upon close inspec- tion. The two inscriptions were as fol- lows: Here Lies Here Lies James A. Jones Arthur C. Meanwell He Made Avoided Mistakes Mistakes and Died But in Built A City Obscurity The discussion was directed by a boy and took the following course: “After studying for this program, I don’t feel so badly when I make a mis- take or pull a ‘boner,’ because it seems as though we have to make a good many mistakes before we can succeed. Who can give some examples of mistakes that have later resulted in success?” Three or four hands immediately went up. “T think Edison is a dandy example,” declared John. “(He made many mistakes and spent years in experimenting before he finally got the poorest kind of an elec- tric light. I think this has been true of practically all inventors.” “Tt may be true for inventors, most of them anyway,” chimed in George, “but what about Lindbergh and the other aviators? Believe me, they can’t afford to make mistakes and I don’t believe it is always true that mistakes are necessary to success.” This touched off practically the whole class and the leader found himself select- ing those entitled to the floor. His han- dling of this difficulty was one of the features of the program. “Mary Jane has the floor,” he de- clared. Others subsided but sat on the edges of their seats, anxious to be the first recognized when Mary Jane had finished. “T think George has made a good point,” said Mary Jane. “Mistakes may not always be necessary to success: But what I think is meant by our topic is this: The person who makes mistakes is usually doing things. The person who makes no mistakes usually doesn’t do enough to have any chance to make mis- prs ra ise ; ee s f Kite. | 8 gree the center of one of the great outdoor play regions of the world, is planning gen Education Associations at its fourth biennial conference, July 27 to August 2. The photo shows the famous Cliff Palace near Denver. April, 1931 takes. That’s what the tombstones illus- trate. I think what is meant by our topic is that the person who does things likely to make mistakes but in d things he succeeds in life.” Alice was on her feet. “I think Mary Jane is exactly right but there is some- thing else I would like to add. It isn’t the mistakes we make that hurt us: it’s when we make the same mistakes over and over again that we don’t get any- where. I may make a mistake in an alge- bra problem today and probably will: but I am going to do my best not to make the same mistake again.” Discussion of this type continued for the full twenty-five-minute period. The lives of great men were presented as ex- amples of the thought expressed by the program title. The discussion was led and carried on entirely by the pupils. The teacher, the principal, and a visitor were in the room. Not once did the teacher enter the discussion. It is true that the discussion of such a subject would be more difficult for a low group. But for this class it was extremely pertinent and received a wholehearted response from the class. is oing Thru their guidance program the Den- ver high schools attempt to develop in the pupils the habit of right thinking and the ability to make right choices in relation to health, morality, social con- duct, future education, and work in life. a 7 aes = erous hospitality for the World Federation of iver. It’s the Race that Counts OVE OF HOME and the desire for fine chil- dren have been strong among all the great civilized peoples of history. Even young folks are deeply moved by these powerful ideals. Alcohol strikes at the very foundation of racial advance. Laboratory experiments have taught us that even small doses of alcohol attack the most highly developed cells of the body— the brain, the nerves, the racial cells of procrea- tion. These creative cells in alcoholic parents— if not completely destroyed—are degenerated and the child suffers the fatal consequences even before birth. The children of drinking par- - ents show a strong tendency toward weakened mentality—there are more idiots and inferior - individuals among them. It is even probable © that the germ plasm itself—that vital spark which continues on thru countless centuries— is so affected by alcohol that the children for - generations to come suffer from the sins of the fathers. It is the race that counts and alcohol is an enemy of its advance.—Doctor K. Her- man Bouman, noted Dutch scientist and psy- chiatrist, University of Amsterdam, Holland. ae n art paper: 20 for $1; $4 per 100; $30 per 1000. No. 20127.} f yt —————— ' ' t i SEER LIES ILE IL EI EN c Ses nnte e Set F 5 high sek sarc ae aE = a le aed ane te HE SCHOOL’S FUTURE PLACE— “There will come a time,” predicts Commissioner Cooper, “when the school will be society’s agent for dealing with its minors, which means, of course, that it will absorb in addition to its educational functions the functions of the juvenile court, the reformatory, and all the rest of these agencies. I believe we may look forward, within the life- time of some of us, to the day when this will come about.” The march of education—Every two years the Office of Education makes a survey of education. The Biennial Survey of education’s progress during 1929 and 1930 is well underway. While the completed Survey will be published in two volumes, one, a review by au- thorities, the other, statistics, the chap- ters will be released as soon as possible. Seven chapters: art, music, medical, engineering, agricultural, hygiene and physical education, and _ educational foundations are in press. Other chapters now under preparation will review school administration and finance; elementary, secondary, industrial, commercial, home- making, special, adult, and college and university education; teacher prepara- tion; education of indigenous peoples and negroes; radio; libraries; educa- tional research; and museums. Statis- tical summaries now being collected will be available next fall. Best seller—Twenty years ago a committee on articulation of high school and college reported to the National Education Association. That report’s by- product, the Commission on the Reor- ganization of Secondary Education, condensed its findings into 27 pages which were published by the Office of Education under the title, Cardinal Principles of Secondary Education, Bul- letin 1918, No. 35. So popular is this thin booklet that last month the plates, worn out after printing 116,000 sale copies, had to be remade. A government best seller, Cardinal Principles, has been topped only by Classroom Weight Rec- ord, 1,826,638 copies sold, and Diet for the School Child, 408,702 copies sold. Dollar packets—Believing that the problem of sending a nickel [no stamps accepted] for a government publication overtaxes even highly trained minds, the Office of Education has simplified the task. It offers selected publications in $1 packets. A check, money order, or The United States Office of Education dollar bill will bring a group of 6 to 11 Office of Education publications useful in a particular field. The Dollar Educa- ABRA W. Voucut, new head of the library division of the Office of Education, has charge of one of the largest collections of books, pamphlets, and theses on education in the world. tional Packets now ready are: No. 1, Nursery-Kindergarten-Primary Educa- tion; No. 2, Educational Research; No. 3, Administration and Supervision of Rural Schools ; No. 4, Higher Education; and No. 5, Elementary School Princi- pals. A list of what each of these packets contains will be forwarded upon application to the Office of Education, Department of the Interior, Washing- ton, D. C. New publications—School Building Survey and Program for Warwick, Rhode Island, by Alice Barrows, spe- cialist in school building problems, Office of Education. Warwick, like so many American suburbs, is in the path of an expanding big city, so the proposed 7-year plan for its building program should be helpful to other communities similarly placed. Availability of Public-School Educa- tion in Rural Communities, by W. H. Gaumnitz, senior specialist in rural edu- cation problems, Office of Education. A 5-mile walk to school in the morning and a 5-mile walk home at night; so far ‘runs the long road to learning for some American boys and girls, it is revealed [ 128 ] in this bulletin which analyzes some educational handicaps of the farm child. Statistics of the Negro Race, 1927-28, by David T. Blose, assistant Statistician, Office of Education, is a statistical and graphical summary of education for ne- groes in the United States. Another year of schooling—“Amer- ica’s traditionally accepted school age of 6 years is gradually becoming a thing of the past,” says Dr. Mary Dabney Davis, specialist in nursery-kindergarten-pri- mary education for the Office of Educa- tion. “An increase of more than 50 per- cent has been made in kindergarten enrolment in the United States during the past 10 years,” she finds. Kinder- gartens are incorporated in 8 out of 10 school systems in cities of 30,000 or more, and in 5 out of 10 cities of 2500 or more. This increase in enrolment has been made in face of decreased birth rate. Nursery schools also show a phe- nomenal growth. There were 3 in 1920; there are more than 300 now. New educational talking pictures —Members of the staffs of the Office of Education and the National Educa- tion Association recently reviewed the first showing of new educational talking pictures presented by the Electrical Re- search Products, Inc., in the auditorium of the Department of the Interior. Prof. William H. Kilpatrick of Columbia Uni- versity spoke in the first film, expound- ing John Dewey’s philosophy underlying creative activity methods thru self- expression by the individual student. To illustrate the lecturer’s points, the talk- ing picture shifted occasionally to class- room scenes in Lincoln School, New York City. Following the film, which was notable for the absence of crackling and noise, Miss Florence E. Bamberger, pro- fessor of education at Johns Hopkins University, addressed in person those at- tending the preshowing, answering questions which arose. The new educa- tional talkies, include films by Hughes Mearns, New York University, on crea- tive education, Arnold Gesell, Yale Uni- versity, on work of the Yale Psycho- Clinic with children, Richard Allen, as- sistant superintendent of schools, Provi- dence, R. I., on guidance, Prof. Arthur I. Gates, Columbia University, on read- ing, Prof. Guy T. Buswell, University of Chicago, on arithmetic, and William John Cooper, commissioner of education, on civics and government.—W. D. B. ovi- hur ad- ‘sity liam tion, Glimpses of Los Angeles Schools OINT FERMIN SCHOOL. Semitropical shrubbery is a distinctive ign CentER Elementary School. In its school architec- P ture Los Angeles preserves the memory of its Spanish past. note of school landscapes in this warm and equable climate. ' 3 x tye: “still film” strip on paper in learning the use of vis- ROCERY STORE ‘built by enterprising 2B pupils of Hammel ual aids—a project inspired by an important local industry. Street School. Thru such activities pupils learn by doing. oe | M PRIMITIVE musical instruments at the Rosewood nN INDIAN PROJECT of primary pupils, Rosewood Avenue Avenue School—an activity for opportunity students. School. Creative work appeals to opportunity groups. ET EVERY TEACHER ask himself this question: Can I afford to miss the Los Angeles convention of the Na- tional Education Association, June 27-July 4, with its opportunity for fine companionship, exhilerat- ing travel, progressive ideas, and inspiring professional outlook? [ 129 ] RESIDENT Hoover’s White House Conference r on Child Health and Protection recognizing the rights of the child as the first rights of citizen- ship pledges itself to these aims for the children of America: I For every child spiritual and moral training to help him to stand firm under the pressure of life. II For every child understanding and the guarding of his personality as his most precious gift. III For every child a home and that love and security which a home provides; and for that child who must receive foster care, the nearest substi- tute for his own home. IV For every child full preparation for his birth, his mother receiving prenatal, natal, and postnatal care; and the establishment of such protective measures as will make childbearing safer. V For every child health protection from birth through adolescence including: periodical health examinations and, where needed, care of specialists and hospital treatment; regular dental examina- tion and care of the teeth; protective and preven- tive measures against communicable diseases; the insuring of pure food, pure milk, and pure water. VI For every child from birth through adoles- cence, promotion of health, including health in- struction and a health program, wholesome physi- cal and mental recreation, with teachers and lead- ers adequately trained. VII For every child a dwelling place safe, sanitary, and wholesome, with reasonable provisions for privacy, free from conditions which tend to thwart his development; and a home environment har- monious and enriching. VIII For every child a school which is safe from hazards, sanitary, properly equipped, lighted, and ventilated. For younger children nursery schools and kindergartens to supplement home care. IX For every child a community which recognizes and plans for his needs, protects him against physi- cal dangers, moral hazards, and disease; provides him with safe and wholesome places for play and recreation; and makes provision for his cultural and social needs. X For every child an education which, through the discovery and development of his individual abili- ties, prepares him for life; and through training and vocational guidance prepares him for a living, which will yield him the maximum of satisfaction. XI For every child such teaching and training as will prepare him for successful parenthood, home- making, and the rights of citizenship; and for par- ents supplementary training to fit them to deal wisely with the problems of parenthood. XII For every child education for safety and pro- tection against accidents to which modern condi- The Children’s Charter tions subject him—those to which he is directly exposed and those which, through loss or maiming of his parents, affect him indirectly. XIII For every child who is blind, deaf, crippled or otherwise physically handicapped, and for the child who is mentally handicapped, such measures as will early discover and diagnose his handicap, provide care and treatment, and so train him that he may become an asset to society rather than a liability. Expenses of these services should be borne publicly where they cannot be privately met. XIV For every child who is in conflict with society the right to be dealt with intelligently as society’s charge, not society’s outcast; with the home, the school, the church, the court, and institutions when needed, shaped to return him whenever possible to the normal stream of life. XV For every child the right to grow up in a family with an adequate standard of living and the security of a stable income as the surest safeguard against social handicaps. XVI For every child protection against labor that stunts growth, either physical or mental, that limits education, that deprives children of their right of comradeship, of play, and of joy. XVII For every rural child as satisfactory school- ing and health services as for the city child, and an extension to rural families of social, recreational, and cultural facilities. XVIII To supplement the home and the school in the training of youth and to return to them those interests of which modern life tends to cheat chil- dren, every stimulation and encouragement should be given to the extension and development of the voluntary youth organizations. XIX To make everywhere available these mini- mum protections of the health and welfare of chil- dren, there should be a district, county, or com- munity organization for health and welfare with full-time officials, coordinating with a statewide program which will be responsive to a nationwide program of general information, statistics, and scientific research. This should include: [a] Trained, full-time public health officials, with public health nurses, sanitary inspection, and lab- oratory workers. [b] Available hospital beds. [c] Full-time public welfare service for the relief, aid, and guidance of children in special need due to poverty, misfortune, or behavior difficulties and for the protection of children from abuse, neglect, exploitation, or moral hazard. For EVERY child these rights, regardless of race, or color, or situation wherever he may live under the protection of the American flag. [This poster for your classroom is from THE JOURNAL of the National Education Association. Copies on art paper; 20 for $1; $4 per 100; $30 per 1000. No. 20130.] [ 130] 0.] The Education of Teachers New Standards for Teacher Training E. S. EvENDEN Professor of Education, Teachers College, Columbia University American woman teacher was only a high-school graduate who after five years of experience was receiving $485 a year. In two short, crowded decades the picture has been greatly changed. Today the typical American woman teacher has two or more years of professional preparation beyond the high school and is receiving three times the former salary. There are several cities and at least one state in which the mini- mum preparation required of all begin- ning teachers is a bachelor’s degree or its equivalent. During the six years just past teachers have been paid actually and relatively more than ever before in the history of this country. This does not mean that they are in any sense overpaid but it has had a significant result. By adding finan- cial desirability to other advantages of teaching these higher salaries have turned the “teacher shortage” of war and post- war days into a generous “teacher sur- plus,” if “teacher” is defined as “‘a person having a legal certificate or diploma en- titling him to teach.” This surplus of teachers is temporarily embarrassing because it produces a keen competition for positions between the professionally prepared and the untrained teachers. Since the untrained teachers can under- bid they are too frequently elected by school-board members lacking both fi- nancial and educational vision. As a result of this competition professionally prepared teachers are often unable to secure positions. Two things are neces- sary to turn this situation to the lasting benefit of American education. The first ‘Sd systematic effort on the part of all teachers to educate the public school patrons to select the best trained teachers from among the available candidates. The second is to raise the standards for all entering teachers and thereby make teaching less of a vocation and more of 4 profession. Several states have already availed themselves of this opportunity and others will undoubtedly do so. The problems connected with raising the Standards for the professional prepara- tion of teachers are extremely difficult of Solution and the solutions are in turn very farreaching in their results. The Taner YEARS AGO the typical problems are complex and bear inti- mately upon public education. Should the period of professional prepara- tion for teachers in the elementary schools be as long as for teachers in the junior and senior high schools, and if not, should the difference be one year, two years, or more? If a teacher has spent two years in a teachers college preparing to teach in an elementary school, should it be possible to return to the college after some experience and in two years qualify for teaching in a high school? Should a teacher be restricted by certifica- tion to teaching in the type of position for which he is professionally prepared and only in such a position? Should normal schools and teachers colleges select the best of the applicants for admission or should they take all who desire to attend provided they have the prescribed high-school credentials? Should the content and method of instruc- tion in institutions for the preparation of teachers be different from the content and method of instruction in a liberal arts college and if so, how? Obviously if to increase standards for the preservice training of teachers in- volves such complicated mixtures of social, educational, and economic ele- ments, standards should not be increased except as they are socially approved, educationally desirable, and economically possible. Society has expressed its ap- proval of various standards by means of state certification laws. Educational leaders have expressed their judgments of what is desirable largely thru stand- ards adopted by their voluntary pro- fessional associations. The economic effect of the aw of supply and demand has determined how far both groups may go in the raising of standards. Even though members of the National Education Association must interest themselves in all three phases of the problems of raising standards in our profession and become sensitive to the implications of the various proposals in larger terms than the effect upon them- selves as individuals, it is the specific purpose of this article to call attention to some of the work of the educational standardizing associations. No one will dispute the statement that the several regional associations of col- leges and secondary schools established for the purpose of developing more ef- fective relationships between these two groups have both directly and indirectly influenced the standards for the training [131] of teachers—particularly those for high- school teachers. The same can be said for the work of the American Council on Education and the Association of American Universities. If teaching is to be a profession the question must be settled as to whether its standards, like those of the other professions, are to be determined by the profession itself and its supporting public or whether the standards are to be guided directly and indirectly by associations, the primary purpose of whose member-institutions is not the preparation of teachers. The answer to this question rests largely with a relatively young organization—the American Association of Teachers Col- leges—a department of the National Education Association. The American Association of Teachers Colleges since its first organization as the Normal School Principals Association has been primarily interested in raising the standards for the preservice prepa- ration of teachers. After several years of preliminary work by committees of the Association a set of standards -for teachers colleges was presented and ten- tatively adopted at the 1926 meeting in Washington, D. C. Since that time some of the standards have been revised in the light of findings of special studies bearing on particular standards. At the present time these standards are specifi- cally designed for institutions the pri- mary purpose of which is to prepare teachers. The standards may be said to represent the best judgments of the pres- idents and faculties of the 175 institu- tions belonging to the Association on the question of what constitute the most desirable elements for such schools. The standards as revised are published each year in the yearbook of the Ameri- can Association of Teachers Colleges and also in the Proceedings of the Na- tional Education Association and are therefore easily available for any teacher interested in a detailed statement. At the present time the American As- sociation of Teachers Colleges will not recognize for membership any institu- tion whose work is not distinctly on the collegiate level. Entrance and graduation requirements are the same as those for standard colleges and the undergraduate division of state universities, except that 132 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION experienced teachers over 21 years of age may be admitted and allowed to make up deficient high-school credits and with the additional exception that not more than one fourth of any course may be taken in extension or correspondence. Standards also insure an adequate num- ber of wellprepared faculty members; sufficient facilities for demonstration and practise teaching; professional and graded curriculums; desirable living con- ditions for all outoftown students; an efficient library of books, periodicals, and reference material, adequately housed and in charge of trained librarians; ap- propriate, wellequipped, and sanitary buildings; and adequate support. The attempt has been made by the Associa- tion on several of the items to set the standards so that any school meeting them will be distinctly a professional school for the preparation of teachers and that any school which is not directly interested in the preparation of teachers will be unable or unwilling to meet them. In making standards as specific as is necessary to accomplish this purpose there is always the danger of overem- phasizing formal items to the extent of excluding essential professional elements. This danger is not so great, however, if the standardizing group is willing to revise its standards whenever there is additional evidence to warrant such revi- sion. This attitude has characterized the American Association of Teachers Col- leges from its beginning. The items in the standards which most clearly indicate the distinctively profes- sional purpose of normal schools and teachers colleges are those having to do with the preparation of the faculty, the training-school facilities, and the col- lege curriculums. A decided professional advance was made when the standard was accepted that the faculties of prac- tise and demonstration schools should, after 1932, meet the same standards of preparation as the other faculty mem- bers, namely, a minimum of the mas- ter’s degree. The standards suggest the desirability of at least three years of graduate preparation of a distinctly pro- fessional quality for the faculty mem- bers of teachers colleges. In applying this standard, teachers college executives must, by their selections, insist on having the additional training, the ability to teach, and also a genuine interest in and an intelligent sensitiveness for the pro- fessional probiems in the preparation of teachers. In professional schools more than in colleges offering general courses, the mere possession of an advanced degree, even if it insured a correspond- ing ability to teach, which it unfortu- nately does not, is of little value unless it is accompanied by the professional sensitiveness just mentioned. One cannot think seriously of prepar- ing students for a profession which in- volves skills as well as knowledge with- out having laboratories where those skills may be perfected under careful super- vision. The training school is the es- sential laboratory for the teachers col- lege. The present standards call for a laboratory school in which demonstration teaching may be given and in which every student completing a curriculum entitling him to teach may have a mini- mum of 90 hours of supervised practise teaching. There is no conclusive evidence to show that 90 hours of such teaching is enough, too little, or too much and the standard may be changed when the results of some controled experiments now in progress are available. There is little likelihood that these experiments will indicate that teachers colleges do not need facilities for observation and prac- tise teaching. At most they will suggest changes in the order and the relative amounts of each. The laboratory school will continue to be one of the distinctive professional elements of teachers colleges. Another element peculiar to teachers colleges must be their professional curric- ulums designed specifically for the prep- aration of teachers and even more spe- cifically of teachers for particular types of teaching positions. This is an element most difficult to standardize and fraught with grave dangers. At the present time there is little agreement among teachers as to what courses and units of work are best adapted for the preparation of, for example, a fifth-grade teacher. When there is more agreement or when the relative values of various courses have been more exactly determined it will be possible to plan a curriculum of the length required to include the essential elements. Even then it will be necessary to allow for individua! differences in the abilities and backgrounds of the stu- dents, for the variations in the needs of the teachers going into different states, and for different types of communities within states. At present the temptation exists for teachers colleges to make their curriculums more general so that they will prepare a teacher less specifically and less thoroughly but for a wider range of positions. The extreme form for such general training is the usual liberal arts type of course which would not only “prepare” a student to accept a position April, 1931 from a variety of teaching positions but equally well to enter business, journal- ism, politics, social work, homemaking, and other occupations, to say nothing of entering graduate professional schools. This is not a criticism of general college education but is instead a criticism of training for a specific professional task. Most leaders in the field of education decry the fact that teachers do not have more general education but desire it as a foundation for professional training instead of a substitute for it. Because American taxpayers are not yet ready to demand and pay for professional train- ing on a graduate level it is necessary to provide for it in two, three, or four years of college work. How can this best be done? In what order should essential courses be given? Should “subjectmat- ter” courses and “professional” courses be given separately or blended in what Professor Bagley describes as courses of professionally treated subjectmatter? These are all controversial issues at present and must await even temporary standardization until the products of various types of curriculums are put to the ultimate test of teaching success both immediately following graduation and five and ten years later. In the meantime every teachers college faculty should become conscious of the impor- tance of studying and even experiment- ing with the curriculums for preparing teachers for various types of positions. The problems presented by the teachers college curriculums are not only in- trinsically worthwhile for study by professional groups but they are vital to the very continuance of separate profes- sional schools for the preparation of teachers. The liberal arts colleges of the country have become competing teacher- training institutions often without being fully aware of it and more often without any conscious effort to become such. As standards for elementary teachers are raised this tendency will increase rather than diminish. No one with any profes- sional spirit would wish to prejudge this issue any more than he would wish it to be settled by the defaulting of either one of the contending points of view. The teachers of the country—the source of all standards—cannot escape the profes- sional obligation to interest themselves in these, their own professional stand- ards and to assist willingly and with in- telligent sympathy in the revision and refinement of any and all of these stand- ards as they are tested by the white heat of competitive practise in the great cru cible of the American public schools. —— a we eh hlUh oaonrnunort > )fes- Ives and- ) in- The New Point of View in Education that sometime someone who is very wellknown could be induced to write a very plain article on the real meaning of freedom in the schoolroom. This prob- ably seems a shopworn theme to you but you would be amazed to know how many teachers I’ve seen and talked with, still hug the delusion that freedom necessi- tates aimless, undirected activities. I wish someone would write a clear, ana- lytic article—someone who counts edu- cationally. Confidentially, I'd like an article in a magazine which I know our teachers all receive and read.” Perhaps a good way to answer this letter is to publish here a radio dialog which William H. Kilpatrick and stu- dents of Teachers College gave in the radio program of the National Education Association in November 1930 in con- nection with American Education Week. Fis THE EpiTor’s MAIL—“I wish Radio Announcer: Dr. William H. Kilpatrick, professor of philosophy at Co- lumbia University, New York City, has been for years a strong advocate of many new methods of teaching that have been introduced into the modern school. He is author of a notable book called Founda- tions of Method which has had a wide influence in changing the schools of yes- terday to what they are today. His classes in educational philosophy at Co- lumbia enrol hundreds. Every civilized nation in the world has at some time been represented by students in his classes which have become famous be- cause its instructor continuously shows how his educational philosophy works by applying it himself in his own teaching. He is frequently visited by parents, teachers, students of education, and others interested in what the schools do and why they do it that way. Such a group has just called at Dr. Kilpatrick’s office. The radio audience will hear a part of their conversation. Dr. Kilpatrick: It is a pleasure to greet you here. I shall be glad to answer as best I can any questions that you may care to ask about my educational ideas. Mr. A.: We have heard, Dr. Kilpat- tick, a good deal about “freedom” in your kind of school, “free activity” and the like. That troubles us. If the child hever does anything but what he wants to do, will he not run wild? In fact, is not much of the lawlessness of the pres- ent day due to the lax ways in which modern schools are run? Dr. Kilpatrick: Let’s take freedom first. We do see boisterous and discour- teous children. How do children come by such things? These things don’t just happen. They are learned. All such traits are learned. How then does a child learn to be courteous or discourteous? First, to learn anything we have to do that thing. You cannot learn what you do not do. We all know this, say for roller-skating. It holds just the same for courtesy or selfishness. A selfish child has previously been acting selfishly. We need then a school in which actual living can go on so that the child will have many chances to exercise desirable traits and then we need enough freedom in the school to let him exercise these traits. That is why our kind of school is differ- ent. Sitting still at desks gives too little practise for many, many things the child needs. Mr. B.: But I don’t quite understand, Dr. Kilpatrick, about freedom. If you turn children loose to do as they please, won’t they naturally choose the bad traits to practise and so grow selfish and boisterous? Dr. Kilpatrick: You seem to have been entirely misled about our schools. Turn- ing children loose is the last thing we propose to do. We hate that notion of freedom. We wish only the kind of free- dom that promises the best habits and attitudes. We mean the teachers to watch most carefully what is being practised. We work for the better traits with all the ingenuity we have. Only this, if the child is to learn consideration for others, for example, he must exercise consideration inside, in his heart as well as on the out- side. In fact it is this inside that tells whether he is really practising consider- ation. Mr. B.: Do you mean then, Dr. Kil- patrick, that you would not make chil- dren practise thoughtfulness? Dr. Kilpatrick: How can you compel anybody to be considerate, really con- siderate, on the inside? You can compel outward movements but who can compel the heart? It cannot be done. The finest qualities of the heart and character can- not be compelled. Our schools then are trying to provide the kind of life that will take hold of our children in the best way and bring out the best in them and give it practise. The oldfashioned schools starved the finer side of life and char- acter by believing too much in having the teacher decide and order everything. [ 133] But let us return to the process of learning. Exercise is not the whole story. We do not learn all things we engage in. We may do a certain thing and learn to do it; we may do a thing and not learn to do it. Consider yourself: you drive a car. Do you sometimes try to avoid the crowd and find a new way to a certain place? When you do try a new road, do you next time take that way again? You will take it again if that road meets the case for you, meets the situation for you, all things considered. If not, you will not come back. Now this taking it again or not taking it again is exactly learning. If the new road meets your case this time and again and again, you learn to take that road. If it does not meet your case, your situation, and though you try it more than once, you do not /earn to take that road. It is the same way with a child and his learning. He learns to be courteous or discourteous, quiet or boisterous, selfish or unselfish, according as one or the other works for him when he tries it. It is not simply doing it; it is how it works when he does do it and, note you, how it works for the learner, as he sees it, all things considered. We try then to provide a school where the better things have a better chance to win out. Mere compul- sion need not work. It may do more harm than good. The child may be learning to hate what we wanted him to like and , admire and perhaps besides to hate us. Mr. C.: But what about the school and modern lawlessness? Dr. Kilpatrick: There is too much law- lessness but the figures are hard to get and harder still to interpret. But why blame the school? Consider as an illus- tration traffic congestion in our streets. Are things getting better or worse? Get- ting worse, you say, for the past fifteen or twenty years, especially of late years. What about traffic lights? When did they come in? About five or ten years ago but mostly of late years. Then traffic conges- tion got worse as the traffic lights came in? Do you think the lights made con- gestion worse? You do not. The lights help but they cannot do the impossible. Now it is much the same with modern education and modern lawlessness. A better education has helped the situation but it cannot do the impossible. In 1837, hundreds of rural schools were shut up in Massachusetts because the pupils ran the teachers off. Our schools have now- adays no such “lawlessness” as that. In I ec i ae ee 134 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 1845, in Boston, an average public school of 400 pupils had 65 whippings a day. We have nothing like that. The schools have learned better how to treat chil- dren; and our pupils are very, very much better behaved now than formerly. My kind of education is too new to have had much effect but the moving of education in my direction has helped, not hurt the situation. As well blame the traffic lights for traffic congestion as blame modern schools for modern lawlessness. Mrs. D.: But I still don’t understand one thing. Life has in it much that is hard and disagreeable. Every day I do things I don’t wish to do, washing dishes, for example. But I have to do them and I do. Tell me how children can learn on you plan to do the disagreeable. Dr. Kilpatrick: I agree that we have to learn to do many things in spite of their being disagreeable. The question is how to learn it. Let’s consider the matter. Do you do all the disagreeable things you know or only some? Which ones do you do? Is it not again a question of doing what meets the case to you? You have learned to wash your dishes because, all things considered, to do so does meet your case. Otherwise, you would soon learn not to do it. You prefer clean dishes and, all things considered, the task falls to you. You did not learn to do disagree- able things as such. No one does. No one ought to. You really learned to do this particular disagreeable thing by learning to prefer clean dishes and by learning to tell whether a task falls fairly to you. Also you learned from childhood on to stick more or less well to your purpose, to follow your ideal, in spite of difficulties. Now the best if not the only way to learn these three things and their like is to practise them under conditions where they best meet the case. Our kind of schools with their emphasis on pupil en- terprises and on actual experiencing fur- nish, we believe, the best available condi- tions for practising and learning these things. In this way one learns intelli- gently to face the disagreeable. Mr. F.: What troubles me most is the slighting of the fundamentals in the modern school, especially the Three R’s. When I was young these fundamental subjects had the right of way. Now I find them being pushed into the background. What do you say to that? Dr. Kilpatrick: 1 have two things to say. First, as to the time spent on the Three R’s now in comparison with the past. A most careful study shows that in one hundred years the proportion of time spent on the Three R’s has decreased from about 92 percent to about 52 per- cent. This at first seems to bear out your impression. But when you take into ac- count the length of the school day, the greater length of the school year, and the longer time that most children stay in school, the actual number of hours that the average school child now gives to the Three R’s is about three times as much as was once given. In the ordinary public school, the Three R’s are not being slighted. Second, some people seem to fear that our schools will slight the necessary sub- jectmatter because we prefer not to teach separated subjects as such. As I shall explain in a moment, we are avow- edly more interested in the child and his allround welfare than in subjectmatter but this need not show any loss of really desirable subjectmatter. In fact, Dean Collings, of the University of Oklahoma, who has made the best report on this point, showed that his famous rural school in Missouri surpassed the neigh- boring schools in the subjectmatter learn- ings and even surpassed what is called the national standards. I may add that in other learnings, which I myself think are far more valuable, he much sur- passed the others. It may be well if I try to sum up the difference between our kind of school and the older kind. The ordinary tradi- tional school puts its emphasis on the course of study and on having children finish that. It makes much of examina- tions and standardized tests. These are used to judge both pupils and teachers. The teachers in this older kind of school will then almost necessarily stress those things which are to be brought up in judgment against them, namely, the re- sults of tests and examinations. Many better and finer things, esthetic appre- ciation, mental health, and moral char- acter will be pushed aside for these more tangible and measurable things. Moreover this older school, with its emphasis on assigned subjectmatter, acts as if only one thing were being learned at once, the arithmetic lesson for exam- ple. But these pupils are learning much more. In the arithmetic, they are build- ing attitudes toward arithmetic and school, whether to like or dislike these, and what they will do about it when they get a chance. Even more impor- tant, they are building attitudes toward themselves, whether to go on and try to make something of themselves or to give it up as a hopeless task. Such learnings go on all the time. The older school gave its major attention to the formal course April, 193] of study and shut its eyes to these at- tendant learnings. Our school does exactly the opposite, It emphasizes human personality. It says that the child and his welfare—his growth along all good lines—is the one chief thing to be considered. All else— examinations, tests, course of study, even the administration itself—all these come second and only then at all as they help the whole child to grow. We aim then to take care of each child as a human personality. If there is any first part in him it is perhaps his “men- tal health,” that he may be a whole- somely integrated personality. Always we ask: does this make for an integrated personality? So far as in us lies, our school shall have no inferiority com- plexes, no day dreaming, no refusal to face reality. And much the same with bodily health. Next we propose in all matters to work for intelligent selfdirection and control in the light of foreseeable consequences and with proper regard to all other peo- ple concerned. Here we shall get morals and intelligent morals at that. Along with this we shall seek that intelligent purposing which means creative initia- tive and resourcefulness and strength of character. For the heart and content of our cur- riculum we take life itself, the good and rich social and individual life and its im- provement. This richer life in the actual social setting we propose to seek in sea- son and out, striving thruout it all to build creative personalities in our chil- dren. We count it a kind of blasphemy to deny to any child, properly outside of an institution, his creative possibilities and these it is our duty to cherish and cultivate. This then is our aim for the school. How soon can it be attained? In some respects it is already here. In many others it remains to be worked out. Up-to-date kindergartens and primary schools are nowpretty well reconstructed. The elementary grades are everywhere being slowly remade, more or less along these lines. Secondary schools and col- leges have least been influenced. It is a long time program. None among us know exactly the best procedure. Possibly after all it were better thus. We live in a growing world. We must always be pro- gressing. Our schools, our children, and we must keep on growing. 7 Editor’s note—Two books by Dr. Kil- patrick are: Foundations of Method and Education for a Changing Civilization, both published by Macmillan. ils ur- nd m- ual ea- to hil- my 2 of ties and ool. yme any out. ary ted. here long col- is a now ifter in a pro- and Kil- | and tion, The Young Child Social Training of the Young Child JosEPHINE C. FosTeR Principal, Nursery School and Experimental Kindergarten, University of Minnesota census impress the reader with the fact that the population of the country is becoming more and more con- centrated in the large cities. Not only are we living nearer each other but we are becoming more closely connected with the rest of the world in many other ways. No longer do we have many communities which are selfcontained. On the contrary, when we revisit the rural districts which seemed to us in childhood a place set apart and individual, we find that the country of our youth has largely disap- peared. The hills and the rivers remain; the secludedness has gone. The village grocery displays a sign which we know in many cities, the villagers eat the same kind of soup we have been eating on the fourteenth floor, they buy the same kind of ice-cream that the drug-store on the busiest corner of the town sells, and they are just as familiar as the city-dweller with Graham McNamee and the Maine “Stein Song.” We are all becoming more and more dependent on the rest of the world for our food, our house furnish- ings, and our entertainment. If we understand the purpose of all education as a preparation for life, then it is evident that as civilization changes so must education change. As life be- comes more and more a social existence the preparation for that living must be- come more socialized. This training for participation in life as a social being may be thought of in two ways: first, learning how to get along with other people; and second, understanding our present civil- ization and the part which each person plays in the work of the world. The education of the individual may be thought of as beginning immediately after birth but social training frequently does not begin until the child enters a school. For most children the kindergar- ten marks the break between an existence in which the contacts with children of his Own age are brief and incidental and a life in which individuals of the same age make up the most influential part of the environment. For the first time the child is thrown into a highly social environ- ment where children are handled as a group, where there is a community spirit and a community law. It is at this point, then, that the child gets the opportunity T= EARLY REPORTS from the 1930 to form social habits and the question as to whether these habits are to be desir- N MY JUDGMENT, the kinder- garten is the most valuable educational institution in our modern civilization,” declares Prof. Frederick Eby of the University of Texas. During the child’s first seven years he is laying the foundation for all later thoughts and acts. Be- tween four and six he is build- ing his concepts very rapidly. The material for such con- struction ought to be chosen most carefully. The well- equipped kindergarten antici- pates the child’s needs, and the kindergarten teacher, trained in the understanding of little children, knows just when and how to aid him in his selections and adaptations. The kinder- garten’s return in happiness and wholesomeness is of in- estimable value. Many men and women suffer today from having been coddled, pam- pered, repressed, or neglected during early childhood. Erro- neous impressions uncorrected often lead to a false sense of values, and this has sometimes led to crime, costing the state many times more than it would have cost to provide kinder- gartens for all the little ones with whom the wrong-doer once played.—F. J. Owens in the Georgia Education Jour- nal. able or undesirable lies largely in the hands of the teacher and the school. As an infant the individual is in no way social. He may learn to like vari- ous people but in general he is but little influenced by persons. Gradually he changes from a being who treats people as if they were merely other objects in his environment to one who is intensely conscious of the personality of his family, to one who deliberately attempts to imi- tate the behavior of others. At this stage [135] the child often seems to enjoy having other children in the room, though he may make no effort at friendliness or at joining their play. The two-year-old is in some ways a curious creature who prefers the company of others but to all out- ward appearances does nothing with the company after he has gained it. This is, however, merely a passing phase and one that soon loses itself in the strengthening desire to join in the play of others. There is little social play before the child de- velops a vocabulary adequate to a simple conversation and in an only child who has no playmates of his own age, truly social play may fail to develop until the child enters school. The average kinder- garten child is a distinctly social being, a person who feels the urge to com- panionship and joint endeavor but not yet an individual with strong competi- tive feeling or the spirit of group rivalry. The days of soul-stirring races and team games are yet to come in the higher grades. The kindergarten, like all other schools, has a double purpose: first, to help the child to understand the social group of which he is a member and to take his own share of responsibility for the conduct of that group; second, so to plan the environment and the curriculum that the child gradually widens his con- cept of the social group until he finally comprehends his position in the world at large and is able to accept and perform creditably his duties toward mankind. If he is to take his part in the world, the individual needs to understand the civilization in which he is to live. The average child on entering school knows little beyond his family, his neighbor- hood, and a limited area of his town or city. Anyone who tries to explain to a three-year-old the difference between his town and his state and his country will realize the limits of the child’s com- prehension. Frequently to the preschool child the notions of town and state are exclusive and he cannot conceive that his house is at the same time in a city, a state, and a country. With the advent of school his range of information widens and if he doesn’t travel himself he at least meets other children who have jour- neyed to another state or perhaps to a foreign country. Under a wise teacher 136 THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION the experience of these children may be used to broaden the experience, vicari- ously, of the others in the group. So the kindergarten and primary child gradually broadens his horizon and learns something of the variety of races of men and a bit of their customs. He hears something also of the great number of kinds of work to be done in the world and learns at least some of the duties of the workers whom he sees most often; the policemen, the firemen, the motor- men, and so on, and bit by bit comes to a vague realization of the intricacies and interweavings of our modern life. At the same time that the child is learning something of the breadth and the variety of civilization, he is also ac- quiring the ability to live happily with others of his own age. Sometimes it is only thru bitter experience that the kin- dergarten child learns that other chil- dren will not endure peacefully the kick- ing and pounding which adoring parents may consider “cute.”’ Frequently it is an astounding discovery when he realizes that the world at large does not hang on his lightest word as his family has been accustomed to do. It is only thru a rough shock that some children learn to dis- tinguish between their own possessions and those of other people. No longer do we consider as perfect the child who re- mains passively in his chair until directed step by step by the teacher; no longer do we aspire to the parrotlike repetitions of the schools of a generation or two ago. Today we try to help the child to think and experiment for himself. Instead of expecting the child to refer to his teacher at every point for detailed directions, we encourage him to believe that he “can tell by trying.” It is not that we ignore the child in his school; it is rather that we surround him with stimulating mate- rial and then by careful guidance lead him to make his own plans and work out his own methods. It is thru encouraging the individual to think for himself that we hope to bring out leadership. The pace for any civiliza- tion is set by the leaders and the more superior the leaders, the more success we may expect for the group. The leader should be not a boss, but a guide able to make a definite plan of action and inspire others to carry out an assigned part so that in the end we have a product which no one could have made alone and which no group could have accomplished with- out definite direction. Only a few out of any hundred persons will be leaders in the true sense of the word but each in- dividual needs, for the sake of his own mental health, the satisfaction of leading some small project for some short period. For the wholesome development of the personality, each child needs to experi- ence both leadership and followership. Only thus can he learn to take his part in the world at large. If a child is to take his own part in a group one of the most important things which he must learn is respect for the rights of others. Sometimes we find a child who understands perfectly well the rights of other children but when it comes to the actual situation he is so selfish that he lets his desires overrule his theoretical appreciation of the situation. The social pressure from the rest of the group is frequently the most effective means of establishing a give-and-take spirit among the children. The children of one school had been bring- ing old boxes to school to help out in some wood construction in which they were en- gaged. Richard appealed to John for a bit of his box which was just what Richard needed. John had no immediate need for that bit but was not in the mood for sharing any- thing. At this point Paul spoke up happily, “Here, Richard, will this piece of mine do?” With no prompting from the teacher the other children commented in an admiring tone, “Wasn’t that nice of Paul to give his piece to Richard?” John slouched off unhappily to an- other part of the room but on the following day John was the first to offer his wood to other children. Perhaps one of the strongest instru- ments which the teacher of children pos- sesses is the sentiment of the group. Under a wise teacher children will de- velop standards of behavior and of work which are all that could be desired. The children learn to give helpful criticisms to others and, perhaps more important still, learn to take criticisms from others. They learn to distinguish between work that is a credit to a child and work in which he has obviously failed to do his best and their expressions of approval or disapproval are given in a straightfor- ward manner that leaves no uncertainty. It is said frequently that children are cruel in the things they say. They are not intentionally cruel; they are only honest. Again and again we meet an adult who asks for criticism and then resents any- thing except gushing praise. Surely we do not want the children to praise when they might give constructive criticism which will raise the standards of the entire group. Along with honest criticism of others must go the same kind of criticism of the child’s own work. Each individual should recognize good work or poor work when April, 1931 done by himself as well as when it is the product of others. The criticism of others need not be necessarily rude. The child at this age should be acquiring some of the basic principles of politeness and should see the fundamental reasons for these. He may learn, for example, that in interrupt- ing persons who are talking he is inter- fering with the rights of others. He may also be learning the use of “please,” “thank you,” “excuse me,” and so on thru imitation if not from direct teach- ing. Sympathy with others’ sorrows and pleasures in their joys may also be en- couraged thru these early years. Still another form of social training which may make its beginning in the kindergarten and primary grades is the training for the profitable use of leisure time. With the speeding up of modern life has come an increase in the amount of leisure available to the average per- son. Men spend fewer hours a day in the shops, women fewer at the oven and with the broom. At first shorter working hours seem to be an unmixed blessing but on closer analysis we find the problem of the reasonable use of these hours. There are those who cannot think of anything to do except work and there are many whose ideas for nonworking time are limited to gossip and the movies. The enviable mi- nority have an avocation, a hobby on which they spend much of their spare time with profit to themselves and to mankind at large. More and more the modern schools are concerning them- selves with provision for the leisure time of the children and even in the early grades we can do much thru giving the children a wide variety of experience in the chance that some will develop suff- cient skill with clay, with needle, with wood, with music, or the like to furnish many happy and profitable hours in the years to come. Thru acquaintance with many sorts of books, the child may de- velop an interest in reading which will solve many future difficulties. It is becoming more and more neces- sary to teach a child to adjust himself to a social existence. This teaching, as begun in the first years of school life, consists largely in giving the child some compre- hension of our presentday civilization and training him in some of the elemen- tary social habits such as respecting the rights of other persons, leading or fol- lowing as the occasion demands, giving and taking constructive criticism, using the simple forms of courteous language, and interesting himself in some form of occupation suitable for leisure time. ” l- d i- 1g ne he m nt T= he ith Irs on the are ose to mi- are to the om- ime urly the e in uffi- vith nish the with will ceS- lf to oun sists ipre- tion nen- the fol- ving ising 1age, m of Better Teaching of Reading Permanent Interest In Reading WILLIAM S. GRAY Dean, College of Education, The University of Chicago tional reading and the steps essen- tial in stimulating strong motives for and permanent interests in such read- ing activities is the purpose of this article. As pointed out by the National Com- mittee on Reading, the development of permanent interests in reading is one of the major objectives of instruction in reading. The large importance which was thus attached to free reading may be readily supported. Studies made among children show that they read independ- ently to satisfy interest and curiosity, to find answers to problems, to learn how to do and make things, to learn more about things in which they are interested, and for fun and pleasure. Studies made by Montgomery among 410 adults repre- senting various professions and vocations showed that they engaged in recreational reading for the following purposes: satis- faction of curiosities; relaxation; culture; emotional satisfaction and stimulation; vicarious experience; vivid description; background or atmosphere; to idle away time. Such findings show that independ- ent reading is an essential means of enriching personal experiences, of di- recting and inspiring the present and future life of the reader, and of providing for the wholesome use of leisure time. Independent reading is also of large social importance. It is widely recognized as an essential means of familiarizing adults with current events, with signifi- cant social issues, with community and national problems, and with American institutions, ideals, and aspirations. It follows that as boys and girls develop toward maturity they should become in- terested in those fields of thought and activity that characterize a good citizen. In this connection schools face definite obligations. Units of instruction must be provided that relate specifically to im- portant social problems. Appropriate books and magazines should be at hand from which pupils may acquire needed information and satisfy interests. Much attention should be given to methods by Which strong motives for reading may be cultivated among boys and girls. As long as reading material is thought of simply a a classroom tool, it will not be ac- cepted as a friendly guide in solving per- Sonal problems, in increasing one’s social Tie VALUE of independent recrea- efficiency, or as a source of pleasure and culture to enrich the whole of life. In order to describe clearly the obliga- tions which schools face in cultivating ID YOU ever try for a sin- gle year reading well- selected books instead of giving so much time to news- papers and magazines? The results will amaze you. Spend one percent of your income each month for the best books. Feed your mind as regularly as you feed your body and you will feel a new sense of | mastery coming into your daily | experience. You will have made a beginning in the fine art of living, the noblest of all the arts.—J. E. M. desirable reading interests, it will be necessary to review certain discouraging facts about the reading interests of young people and adults. The first is that reading habits developed in school are discontinued by many young people as soon as they leave school. This is due largely to the fact that after leaving school they are not sufficiently interested in reading to continue such activities. A second fact is that the character of much that is read today is such that it fails to broaden interests and to cultivate sys- tematically those attitudes and habits that characterize good citizens. For ex- ample, the parts of newspapers read most frequently are cartoons, items re- lating to sports, personal violence and disaster, and serial stories. The decrease during the last twenty years in space devoted to editorials and the slight evi- dence of interest in reading critically about social problems and matters of na- tional and international importance are both surprising and alarming. With re- gard to magazines, a very large number of the sensational type are read which describe impossible situations and appeal only to the baser human interests; more than 50 percent of the books read are fiction much of which is worthless in its influence upon the reader from an edu- cational point of view. [ 137 ] Partial explanations for unsatisfactory reading interests and habits among young people and adults may be found in certain practises and conditions that prevail in the school and home. Studies made in many sections of the country show that thousands, even millions, of boys and girls in elementary schools do not have ready access to recreational reading books, are not stimulated to read widely, and do little or no independent reading. They are thus deprived of many of the joys and pleasures to which all children are entitled. Other studies show that the daily program in many schools is so crowded with other activities that children have little or no opportunity to read for pleasure. Since home conditions are often such that children cannot read under favorable conditions, many of the children who attend such schools fail to establish the habit of reading regularly for recreation. Investigations carried on in both city and rural homes show that very little juvenile literature is provided. The magazines which appear on the li- brary table and which are read by the children are often of a cheap, sensa- tional type which may stimulate the development of very questionable read- ing interests. These facts make it clear that elementary schools face genuine obligations in providing appropriate ma- terials for reading and in cultivating wholesome reading interests on the part of boys and girls from six to twelve years of age. The problem in secondary schools is equally challenging. As children pass thru the elementary grades an increas- ingly large percentage of them, as a rule, engage in recreational reading, if they have the opportunity to do so. During the junior-high-school period two distinct trends develop. In schools where ade- quate attention is given to the problem, interest in reading increases notably as shown by records of the number of books read independently and the amount of time devoted to recreational reading. In other schools interest in reading often decreases rapidly. This has been attrib- uted largely to failure on the part of teachers to provide adequate stimulation and guidance with respect to recreational reading. In one high school, for example, 48 percent of the pupils reported that they had never been asked to read by | | | | | 138 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION April, 193 anyone and 76 percent of the senior-high- school pupils and 80 percent of the junior-high-school pupils stated that they had never been asked to read magazines by teachers. Is it not surprising that many schools have failed to assume re- sponsibility for a type of guidance that is so significant in modern life? In the light of the facts presented, what are the conditions under which desirable reading interests and habits may be cultivated? The first requisite is that the home provide a wholesome reading atmosphere during the preschool as well as during the school life of the child. This means that parents should take genuine interest in reading, should provide attractive, in- teresting books and magazines for chil- dren, and shouid read to and with them on frequent occasions. Fortunate, indeed, is the child who is privileged to grow up in such a home. As a rule, keen interest in reading is awakened early and is broadened and deepened as he advances from grade to grade. The fact is recog- nized, however, that many homes are unable to provide a stimulating reading environment. It follows that schools should recognize such deficiencies, wher- ever they exist, and should take special steps to enrich the opportunities pro- vided by the school. The early school environment of the child is just as important as his home environment. Fortunate, indeed, is the child who enters a school in which the teacher is keenly interested in children’s stories, and has the capacity to inspire children to read about the things in which they are keenly interested. As aids in achieving these results, a reading table should be provided in each primary room with an interesting variety of pic- ture and story books that are changed at frequent intervals. Pictures should be hung on the walls with the poems or stories attached which they illustrate. Announcements should appear on the bulletin-board daily which stimulate the children to read independently. Special periods should be provided regularly in which the teacher tells or reads interest- ing stories to the children. Other periods should be reserved in which they gather around the reading-table to look at in- teresting picture-books and to read for sheer fun or pleasure. The chief aim of such activities is to awaken keen inter- est in reading and to lead the child to realize that it may contribute to his pleasure and satisfaction. The methods employed in the primary grades in teaching pupils to read are as important as the atmosphere of the class- room. It was formerly believed that the chief aim in teaching reading was to master the mechanics of reading. With a new vision of educational opportuni- ties the dominant aims today are to give children rich experiences thru read- ing and to cultivate keen interest in reading activities. To these ends, the teacher selects carefully for class use reading materials that will contribute real pleasure or supply information in which the child is deeply interested. Furthermore, attention is directed from the beginning to the meaning or content of what is read, and reading periods are characterized by good thinking, profita- ble discussions, dramatizations, and keen interest. As soon as pupils are able to read independently, they are encouraged to read books independently at the read- ing table, at their seats, during special periods reserved for that purpose, and at home. As pupils advance through the grades and high school various conditions should be provided and numerous meth- ods used to promote the permanent establishment of desirable reading inter- ests, habits, and tastes. Some of the more important of these are suggested by the statements that follow: inspiring teach- ers of broad reading interests; an abun- dance of appropriate reading materials; types of teaching that awaken interests leading to independent reading; the or- ganization of teaching in terms of prob- lems that appeal to children as signifi- cant and worthwhile; regular periods in the daily schedule for recreational read- ing; and guidance that cultivates appre- ciation of and develops preferences for desirable types of literature. Three of these items will be discussed briefly. It is very important that the teacher of the content subjects as well as of reading and literature be keenly inter- ested in his subject, read widely in that field, and recognize its problems, inter- ests, and possibilities far beyond the scope of the material actually taught. As a student of reading problems, I am continually impressed by the fact that the interests of children are determined to a large extent by the breadth of inter- est and information of their parents and teachers. We need in both elementary and secondary schools today inspiring teachers of broad interests who con- stantly stimulate their pupils by sharing rich, valuable experience with them, by opening up new vistas or problems, and by stimulating them to satisfy interests and curiosities thru wide independent reading. a, A second problem relates to an ade- quate supply of reading material. As illustrated by the practises in many schools today, four types of material are needed. First, a good text, or guide, which outlines the major topics of a field in sequential order. Second, a rich variety of interesting reference and supplementary books which provide vivid details about the topics studied and insure lasting impressions. Third, interesting, attractive library books which relate more or less closely to the topics taught. When, for example, a science class is studying some of the facts pointed out by our great naturalists, the teacher may suggest to those most inter- ested that they read at their leisure Muir’s The Boyhood of a Naturalist, or Mill’s A Thousand Year Pine. Out of incidental suggestions of this type, offered in different school subjects and activities, have developed avocational interests that have affected the entire lives of children. Fourth, there should be a general library collection, including books, bulletins, newspapers, and maga- zines from which children may secure reading material that will satisfy a wide range of interests. In the third place, it is very important that a free library period be provided daily during which pupils may read for sheer fun or pleasure or to secure infor- mation in which they are keenly inter- ested. This reading should be done under the direction of one who is thoroughly familiar with children’s interests, who is intimately acquainted with the school curriculum, and who knows how to stim- ulate and direct the reading interests of children, and to introduce them tactfully to better types of literature. The use of a period each day fer recreational read- ing is urged for two reasons: it provides opportunity for children to satisfy read- ing interests under favorable conditions and in an environment of interesting, wholesome books; equally important is the fact that it establishes the habit of engaging daily in independent reading. The foregoing discussion is inadequate and incomplete. It endeavors, however, to emphasize the fact that permanent interests in reading are not the result of any spectacular methods used tempo- rarily. They are the result of careful planning and guidance which continue thruout the school life of the child. Expe- rience shows clearly that it is only on the basis of such a program that de- sirable reading interests, habits, and tastes can be established among all children. i ee pe SY te all Vitalized Group Study and Faculty Meetings HE VIEWPOINT of “a hardened news reporter” who discovered a vital- ized teachers’ meeting will interest educators. The reporter's statement, taken from the Georgia Education Journal, follows, in part: I can remember distinctly—and I cannot re- member much more than a quarter of a cen- tury back—when a “teachers’ meeting” meant ‘o me, as a pupil, & gathering of the higher authorities with the sole purpose of discussing concrete and trembling problems of discipline and of listing definite examples of failure in the different school subjects. One day recently I walked uninvited into a teachers’ meeting at the southwest La Grange, Georgia, schools, to which go the children of the employees of the Callaway group of mills. The curriculum of this particular school is broader than the average. The school day lasts until 3 oclock in the afternoon. There is an hour for lunch, in which the children go home—for they live near enough—and sit down at a table with their parents. No hasty nibbling of cold lunches here! There are forty- minute “play periods,” in which all grades play suitable games under supervision. There is a school band and some forty boys receive in- strumental instruction during school hours. Class piano is taught. It is not unusual to see scores of small feet tripping fearlessly towards the office to see the school dentist. With such a curriculum, I should not have been surprised to discover a program in the regular weekly teachers’ meeting varied enough to interest a hardened news reporter. I was surprised, though, for they went me one better. The first few minutes of the meeting were devoted to general school problems. The princi- pal, a young woman of unlimited enthusiasm and a knack for saying things in the right way, called attention to the fact that on the day before the pupils in the school had vacated the building in sixty-four seconds time in the fire drill. She next complimented two teachers whose grades had made excellent records in milk drinking. Then she reminded them that the next day was municipal election day and announced that all who were eligible to vote would be provided a way to get to town. Those grades were named whose attendance records for the week preceding were un- usually good. Then she picked up a book of juvenile cartoons to which she called the teach- ers’ attention, suggesting that both teachers and pupils might get a laugh from it. So much for the “business” routine of the meeting. Would you believe that the rest of the pro- gram included reports on articles from Harp- er’s Magazine, the Outlook, and Nation’s Busi- ness, in addition to two from THE JOURNAL of the National Education Association? One young lady discussed with understanding an editorial, “The Future of America,” which ap- — in the current issue of the NEA Jour- NAL. “What is education?” she asked, and then a her question by saying that educa- Pl — fit a person for life, should mould er, and should make citizens. “Yes,” I thought, “and they are doing it here as well as talking about it.” “The curriculum,” she continued, “should in- clude such subjects as health, standards of liv- OR TEN YEARS THE JOURNAL of the National Education Association has poured a steady stream of fact, pur- pose, and idealism into the thinking of the teaching profession of America. Ideas and ideals are like money at compound interest. No one can esti- mate the cumulative force month by month, year by year of such a service. The total number of copies distributed during this period exceeds 13,000,000. Literally tens of thousands of mem- bers of the Association have con- tributed their skill or their judgment to the production of these issues of THE JOURNAL. They stand as a monu- ment to the professional awakening and advance of this period. There is every reason to expect even greater advance in the next ten years. ing, proper housing, the teaching of civic pride, and even an understanding of the scope and operation of public utilities.’ How different, I thought, from the curriculum of a few dec- ades ago in which the three R’s only were em- phasized and which demanded that children put “their minds on their books!’’ The worthy use of leisure was discussed— an innovation in the school curriculum but a decidedly important subject. How often do we find working men and women with a holiday hanging heavily on their hands? How many of the younger set, when freed from the neces- sity of preparing daily lessons, are able to spend an evening at home enjoyably and profitably ? The meeting was closed in the spirit of an oldfashioned camp meeting, with everyone inspired and anxious to talk. Who can say that ideas of real practical value were not born in that extraordinary teachers’ meeting, or that progress was not made in educational princi- ple and method?—Eleanor H. Orr. Why shouldn’t teachers’ meetings be more interesting now than a “quarter of a century ago’? Better educated teach- ers and administrators are getting ac- quainted with the wealth of vital, well- written professional literature now in print and finding enjoyment in the use of it. Their own growth means better schools and communities for the youth of America. Careful planning as to time, place, leaders, topics, and frequency of meetings is essential. The Hawaii Edu- cational Review gives suggestions of value: “Faculty meetings offer excellent op- portunities. This is possibly the most common method for professional im- [139 ] provement but it is sometimes poorly used. To be successful, the meetings must be carefully planned. Their pur- pose is to improve teaching, to inspire teachers, and to keep in touch with ad- vanced ideas in education. They should not exceed an hour in length. They should provide opportunity for common participation and may well be conducted by a committee of teachers appointed for each meeting. The program should be determined in advance and _ topics assigned so that time will not be lost in aimless discussion. These topics should always relate to vital needs in the school. Unless we lay out a program in advance and cooperate with our associates, we will not achieve greatly.” Many readers write of the practical use and enjoyment they find in Tur JOURNAL: This is the third year we have used Tr JOURNAL in our teachers meetings. It is easy to maintain 100 percent enrolment when th« teachers get the habit of reading Tue Journal and discussing it in our meetings—L. A Schafer, Mascoutah, III. We are finding THe Journat very beneficial in our faculty meetings—wider use is being given articles for such purposes than ever be- fore—Sue M. Power, county sup’t., Shelby County, Tenn. We had faculty meetings last year, using state and national journals and found it both enjoyable and helpful—Laura Tice, Mt. Ster ling, Il. One of the finest faculty meetings of the year was held last week when important articles of the latest Utah Educational Review and Tuer JouRNAL were reviewed and _ discussed.— Arthur E. Peterson, Sandy, Utah. THE JourNnat has created a_pyofessional consciousness; awakened an interest in class- room problems and study of them as a result; has provided a stimulus to vitalize faculty meetings—Thomas Duncan, sup’t., Rawson. Ohio. We are gathering material to write a course of study in character education and much of our material was gotten from Tue JourNAL. Research Bulletins, and N. E. A. Proceedings. —James N. Poche, Destrahan, La. This is our second year in this work. We study THe Journar and our own state educa- tion journal at our building meetings—S. A Frampton, sup’t., Bellefontaine, Ohio. Reports of readers on 5 articles they like best in the February JourRNAL: First, “The Significance of Tenure,” editorial; tied for second, “Why Study Our Children” by W. E. Blatz and “Fear, a Mental Health Hazard” by Clara Bassett; fourth, “Environment and Character Education” by A. Helen Anderson; fifth, “Child Health and Pro- tection” by Herbert Hoover. ————— ———————E7~~ ee en = S 0 A TLE OLE TL ELIE HE PIONEERING SPIRIT is one of the most powerful motivating forces which schools can use. It carries pupils, teachers, and the community it- self out into wider loyalties and releases new energy. The future of America is in the schools, the homes, and the neighbor- hoods of the land. Let the people work on their own problems for a single gen- eration and there will come into Ameri- can life a new happiness and a new ap- preciation of the fact that human values come first. The information on this page is gath- ered from letters, educational magazines, bulletins from state, city, county depart- ments of education, and the like. The success of this page depends on the co- operation of thousands of readers in schools of all types. It is a service to the profession to send in brief descriptions of the best practises. Will you not help? Elementary schools—The project of the Young Citizens League of South Dakota for 1931 is a study of county history. Bellflower district, Los Angeles coun- ty, Cal. has extended its health program by conducting an 8-weeks summer health school for under-par children—a mini- mum of scholastic work with special at- tention to health habits, rest, and proper diet until normalcy is regained. Each family in district No. 3, Hum- boldt county, Iowa furnished 2 trees in a cooperative plan of landscaping the school grounds. The open period in Granite district, Utah, has made possible group piano instruction by regular classroom teachers. High schools—Horace Mann School, Teachers College, Columbia University has discontinued grouping on the basis of abstract mental ability as measured by intelligence tests. Landscape architecture has been in- troduced in the Des Moines, Iowa high schools for leisure time occupation. After mastering principles, the students land- scape their own home lot or that of a neighbor; city planning is taught. Fort Bragg school district, Mendocino county, California has introduced co- operative industrial education between the high school and local industries giv- ing trade training in 15 trades. Storm Lake, Iowa junior and senior high school has successfully experi- mented with a longer class period with directed study. A six instead of eight- Schools That Are Prophecies period day is the plan, half of the period for study. The biology teacher in Emporium, Pa., high school has a glass beehive in the schoolroom so placed that the bees can go in and out thru a partially raised window. This project has been carried on with the aid of the Pennsylvania State College bee expert. Antigo, Wis. high school has a school forest. The boys forestry club is making preparations for planting 10,000 pine seedlings this spring. Colleges—The work of students at Rollins College, Winter Park, Fla. is organized so that the personal help of instructors is always available. Mills College, Cal. in a sports camp summer session, trains officials for junior high, senior high, and college play days. Universities—Aviation courses are now available thru the extension division of the University of South Dakota. The University of Wisconsin has joined the state department and other agencies in a plan for a state radio broadcasting station. The Ohio State University is giving a course in waiting on tables for students who are working their way thru school by this kind of service, and for its value in hotel management. A trip to Russia to study at first hand the institutions of that land is offered as a summer session by the school of ed- ucation of the University of Pittsburgh. The University of Chicago has a school for training policemen. Teachers colleges and normal schools—State Teachers College at Kal- amazoo, Mich.,cooperating with the farm bureau of the county, holds an annual rural progress day each year in March. A program of twelve projects, built around an exchange of visits between teachers college and field school faculties is being developed at La Crosse, Wis., Teachers College. City departments of education— To supplement inadequate playground sites, the bureau of recreation of Knox- ville, Tenn., sends a traveling staff of workers to conduct playground activi- ties 2 days per week on vacant lots loaned by the owner. Size of classes in the first 6 grades of all grammar schools in Boston will be reduced to a minimum of 35 pupils [January, 1931] in order to lessen un- employment. [ 140 ] A branch library in New York City has a sound-proof room in which patrons are enabled to listen by appointment to their favorite music on a fine phono- graph. All the schools of Louisville, Ky. participate in broadcasting school pro- grams by radio. County departments of education —Hardy county, W. Va., cooperated with the state health department in con- ducting immunization clinics at which protection against typhoid fever, diph- theria, and smallpox was given over 25 percent of the population. Lauderdale consolidated school, Miss., won first place in 1930 in a countywide campus Improvement contest. An art exhibit of 150 pictures was circulated, a week or more in each of 9 rural schools in Harrison County, Miss, —a followup of the study on picture appreciation last year. Cerro Gordo county, Iowa, has put drama into the one-room country school. A county carol festival was held at Charleston, W. Va., in January, 1931. Richland parish, Louisiana, has a folk school. State departments of education— The state department of public instruc- tion of South Dakota is preparing an accounting system for the distribution of school expenditures. The New Jersey State Library Com- mission contributes $10 per year per school for the purchase of approved library books, providing that an equal amount is raised by the school itself. The division of university extension of the state department of education of Massachusetts offers courses in almost every conceivable phase of academic, commercial, and industrial subjects. The entire state is reached. Increase of the gasoline tax from one- half cent to one cent a gallon is used as an equalization fee for rural schools in Georgia. Teachers associations—Los An- geles City Teachers Club has a commit- tee that previews motion pictures. The Berkeley, Cal., principals and supervisors association in their study of supervision tried the experiment of all elementary principals exchanging build- ings for one week. Walton district, W. Va., high-school institute includes almost equal numbers of teachers and patrons. Sixty Educational Books of 1930 ys LIst is prepared annually for the American Library Association and THE JourRNAL of the National Education Association in the Teachers Department of the Enoch Pratt Free Library at Baltimore. The following list is the result of careful examination of all available titles and the study of several hundred reviews, together with the scorings and comments of many spe- cialists in various educational fields through- out the United States. The task of selecting so few as sixty books grows increasingly difficult. This year there are over six hundred titles, consequently many excellent volumes must be omitted in this brief selection. These annual lists are always a compromise between the books written primarily for the classroom teacher and the reports of outstanding studies and discoveries made by specialists. For example, the Minnesota Mechanical Ability Tests are omitted, while volume three of Terman’s Studies of Genius is included. Brevity neces- sitates omitting books on several related sub- jects, such as Spahr and Swenson’s Scientific Research. Child study is “on the border” and onty cwo of several excellent titles are in- cluded, though E. J. Swift’s Psychology of Childhood, Arnold Gesell’s Guidance of Men- tal Growth in Infant and Child, and C. M. Dixon’s Children Are Like That, will be use- ful to a wide circle. In character education considerable studies have been made but the product is largely tentative and the books which summarize and give more practical help to the teacher have not appeared this year. Books considered especially useful have been starred. These annual lists show the changes in cur- rent interests among school workers. This year there is little on curriculum and much more on the organization, business, and super- vision of tht schools. College and higher edu- cation is receiving more attention than ever before. It was felt that in THE JoURNAL of the NEA, books for the teacher should be wellrepresented. Those who are doing inten- sive research in any subject should consult the complete list in School and Society for January 24, 1931 and the supplement appear- ing in the issue of April 18, 1931. History, Principles, and Philosophy of Education jCOUNTS, G. S. The American road to culture: a social interpretation of education in the United States. 194p. 1930. John Day. Fase J read Provocative review of the American faith ip attitude toward its schools. Challenges blind ond hold our mechanically effective school system’’ deer age the “road” is neither straight nor forces. A k: blocked by blind chance and irrational 1 indly critique, honest and courageous, and ay . oo Statement of some fundamental purposes ave been overlooked, «EISNER, E. H, The evolution of the mon school. 590p. 1930. Macmillan. $2.25. A history of elementary education from medieval times to the present, showing the relation between the school situation and current social conditions gt vari- ous periods and the effect of the common school on the progress of the common man. The last sixty pages devoted to recent changes in American teaching pur- poses and methods and their significance to the public. HIS LIST is one of the out- standing annual services of THE JoURNAL. It is known and valued around the world. For making this service pos- sible the readers of THE JOURNAL are indebted to Jo- seph L. Wheeler and his as- sociates in the Enoch Pratt Free Public Library of Balti- more, Md., and to the hun- dreds of experts thruout the country who cooperate with them each year. This is the sixth time THE JOURNAL has presented this annual feature. Administration and Supervision ENGELHARDT, N. L. and FRED. Plan- ning schgol building programs, 574p. 1930. Teachers College, Columbia. $5. The first elaborate summary of nationwide cases and studies, giving pros and cons as to selection of site, cost planning, building standards, architectural serv- ice, costs, contracts, specifications, publicity, and building surveys. Every aspect is given thorough dis- cussion; economic, social, and financial, as well as educational. An unusual practical aid to school ad- ministrators. *KYTE, G, C. How to supervise. 468p. 1930. Houghton, Mifflin. $2.40. Admirable for inexperienced teachers, untrained supervisors, and for the principal who realizes that his chief function is to get children’s minds well trained to think. Covers the history and psychology of supervision, organization, and the methods of the supervisor himself in overlooking and encouraging teachers. Strong chapters on planning and visiting classrooms, teachers’ meetings, bulletins, and the supervision of the new and weak teacher. NATIONAL EDUCATION ASSOCIA- TION: DEPARTMENT OF ELEMEN- TARY SCHOOL PRINCIPALS. The ninth yearbook: the principal and administration. 598p. 1930. The Association. $2. More than seventy-five principals and other active workers contribute chapters to a volume of unusual appeal. Financing and other business phases are not gone into but teacher and pupil management and personnel problems, the supervision of extracurricu- lum work, and community relationships are fully de- veloped, with helpful discussion of real situations all over the country. NATIONAL EDUCATION ASSOCIA- TION: DEPARTMENT OF SUPERIN- TENDENCE. Eighth yearbook: the superin- tendent surveys supervision. 471p. 1930. The Association. $2. “Unsurpassed as a piece of cooperative work,”’ in which three thousand members helped. Carefully or- ganized to bring out meaning and necessity of super- vision, duties and preparation of supervisors, planning programs, contacts with teachers, and methods of measuring value. Briefly and effectively phrased, it presents a great variety of sound ideas. *REEDER, W. G. The fundamentals of public school administration. 579p. 1930. Macmillan. $2.25. An authority treats the whole field of large and small school systems, emphasizing their educational purpose. Interestingly presented with much discus- sion pro and con, ‘‘saturated with common sense,” [141] and “dealing with more situations, simple and com- plex, than we have seen in any other six hundred Pages.” Such chapters as the school janitor, the sub- stitute teacher problem, are typical of the practical detail given. Of special value to principals, superin- tendents, and board members. WEBER, O. F. Problems in public school administration. 726p. 1930. Century. $3.50. Of greatest value to the superintendent because it combines the good features of a textbook along with those of a plan—and workbook, presenting sound, fundamental information interestingly. The chapters include 239 carefully chosen, significant, and typical problems for solution. Gives a broad outlook on school affairs and encourages efficient, progressive management. Reports, Surveys, Statistics, and Legislation TIEGS, E. W. and CRAWFORD, C. C. Statistics for teachers. 212p. 1930. Houghton, Mifflin. $1.90. Gives exactly what the teacher, principal, or super- intendent needs to know of statistical science as ap- plied to the one field of education and prepares the teacher to apply simple statistical procedures in connection with the daily work of the school. De- scribes labor-saving devices and short cuts in com- putations. Curriculum PETERS, C. C. Objectives and procedures in civic education: an intensive study in cur- riculum construction. 302p. 1930. Longmans, Green. $2. An important and resourceful study on connecting and correlating school courses and giving point to the topical assignments, in order to make citizenship more alive than the average teacher and pupil have ever felt it to be. History and the social sciences, English, geography, and other studies are gone into very thoroughly and proper social view-points set up. Child Study *INSKEEP, A. D. Child adjustment in re- lation to growth and development, 427p. 1930. Appleton. $3; school ed. $2.50. A clear, nontechnical, and thorough discussion of the development of the child’s mind and body, giving the knowledge necessary to provide for the pupil’s wellbeing both in and beyond the classroom. Con- siders mental hygiene as a valuable aid in adjusting children to modern life. Helpful in the proper guid- ance of child growth. *STRANG, RUTH. Introduction to child study. 550p. 1930. Macmillan. $2.75. With a decidedly lively and illustrative style, the author organizes this book around stages of develop- ment, taking the child from birth through preschool, primary, and adolescent stages. Intended for teachers and parents who are not specialists in psychology. Discusses how children learn what part the teacher plays, and the purposes of different school suojects. Educational Psychology CAMERON, E. H. Viewpoints in educa- tional psychology. 511p. 1930. Century. $2.50. Skillfully assembles in convenient form a large group of carefully selected readings on various phases of educational psychology. Topics that have been treated with distinction by wellknown authorities have been chosen. Aims to treat each case at con- siderable length rather than to select a large number of short statements. A very useful and interesting volume. MONROE, W. S., DE VOSS, J. C., and REAGAN, G. W. Educational psychology. 607p. 1930. Doubleday, Doran. $2.50, Aims to produce an effective instrument in teacher- training, rather than to develop any special theory of educational psychology or to present a complete sur- vey of the subject. Adapted to individual differences by inclusion of more difficult material for brighter students. A college textbook admirably designed in treatment and topics for prospective teachers. PYLE, W. H. The psychology of the com- mon branches. 38lp. 1930. Warwick and York. $2.10. A carefully prepared digest of hundreds of recent studies and magazine articles on the teaching of ‘‘the 3 R’s.’”’ Valuable for its sound and interesting presen- tation of essential facts and conclusions and for the briefly worded “‘essence’’ of most of the many refer- ences cited. Helpful exercises and problems for the student. A stimulating and important work.

» EUROPE Selected Groups \, Experienced Management ~, Expert Leadership SCHOOL OF FOREIGN TRAVEL inc. 110 EAST 42” STREET N. Y. C. EUROPE, 7 COUNTRIES, $660 48 days, all expense, includes 8 days motoring in England and Scotland. Marvelous itinerary, experi- enced conductor and hostess, excellent accommoda- tions, much sightseeing. Best vacation for teachers. Send for itinerary and information. DR. T. B. LATHROP 23 Beech Street, Framingham, Mass. ROP EU $3 7 Osc, ” 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 _ vVvvVvVvVvVvVvVvVvvvVvVvVv AN IDEALTOUR for TEACHERS is Tour No. 44 of the Students Travel Club. It is designed especially for teachers who desire a cultured guide thruout the trip who can remind them of the historic and cultural associations connected with the places they pass and visit. Led by Albert Kuhn, A. M., University of Omaha, Professor of European History, covers England. Holland, Belgium, Germany, Prague, Vienna. Switzer- land, Italy, France. Cost. $715—-no more than others of equal duration. Combine culture with pleasure. Highly recommended by 40 teachers in last year’s similar tour. For details write. PROF. ALBERT KUHN, A. M. University of Omaha Member International Relations Committee, N. E. A. My hy fy Mr Mr Mr, Lr, ll, Mr, Mr, Mr, Md, Ml, A YE LONGFELLOW INN PORTLAND, MAINE $4.00 up per day, $30 up per week single, $25.00 up per week double. Open June 1 to October 1. American Plan. H. H. PEASE, Proprietor 45TH YEAR —Executives and teachers for all kinds of Public School work, and men and women for good positions in State Teachers Colleges, Universities, and Private Schools, in good demand. Many through this Agency. Why not you? Booklet free. thousands have secured PROMOTION Mention Tue Journat when writing our advertisers. April, 193] [Continued from page A-102] schools. When you find a fault in ¢] nem, tell us about it. We fear praise, not blame; but we hope you will find here something which will enable you to serve more efficiently the present and future citizens of our common country, Sincerely yours, Frank Cody, superin- tendent, Detroit schools, Detroit, Michi- gan. A word of appreciation—The De- partment of Superintendence of the National Education Association stands ready for the great tasks that lie ahead. School administration now ranks with engineering and the other major pro- fessions. It has a remarkable record of efficiency, integrity, and public devo- tion. It has set standards which busi- ness, industry, and other phases of pub- lic life will come more and more to adopt. Where could one find a more glorious example of the power of pro- fessional loyalty and cooperation? “Don’t call me Dr. McAndrew. | haven’t a doctor’s degree and if¢I did have I wouldn’t admit it. Titles arechild- ish. It’s probably all right for a phy- sician to tack on ‘Dr.’ to his name, but a school teacher—that’s babyish. You might as well call me Lord Mc- Andrew.”—wWilliam McAndrew at the Detroit convention. American Education Week, 1931, will be observed November 9-15, ac- cording to plans which have been worked out by the American Legion, the U. S. Office of Education, and the National Education Association. The general topic will be: What the schools are helping America to achieve. The program, day by day, is as follows: Monday, Nov. 9.—What the schools are helping America to achieve in economic pro- gress. Tuesday, Nov. 10.—What the schools are helping America to achieve in child health and protection. Wednesday, Nov. 11—What the schools are helping America to achieve in citizenship and loyalty to law. Thursday, Nov. 12—What the schools are helping America to achieve in improvement of rural living. Friday, Nov. 13—What the schools are helping America to achieve thru a higher level of intellectual life. Saturday, Nov. 14—What the helping America to achieve thru ment of adult life. Sunday, Nov. 15—What the helping America to achieve thru of character and home life. [Continued on page A-106] schools are the enrich- schools are high ideals e- ish. \c- the 100ls The 3 are pro- ; are ealth Is are ) and Is are pment is are higher Js are nrich- Is are ideals ol. 20, No. 4 THE JOURNAL OF THE NATIONAL EpuUCATION AssocIATION Vol. 2U, 4\9- = WHEREVER YOU LOOK THERE IS BEAUTY - JOY - HAPPINESS If you are looking for peace, joy and We shall be glad to send you illus- contentment, not to, mention op- trated literature on the following most portunities for rejuvenation and in- delightful routes and places: tellectual improvement, cease further . ae Lugano, St. Gothard, Lucerne and search, for Switzerland is waiting to its Lake District, Grisons, St. Moritz, Simplon, Loetschberg, Bernese Ober- TRAVEL in COMFORT and SAFETY land, Montreux, Gstaad, Zermatt- Gornergrat, Furka-Oberalp, Lau- sanne-Ouchy, Geneva. graciously offer you these comforts. Travel wisely and economically. Our 8 day 2nd Class season ticket costs only $18.50 Write or clip this ad for packet JE SWISS FEDERAL RAILROADS, 475 Fifth Avenue, New York 12 COUNTRIES CUNARD S, S. LANCASTRIA .. 51 DAYS. . Sailing June 30 290. INCLUDING ALL EXPENSES ON SHIP AND SHORE..N.Y. TO N.Y. A most complete itinerary including many delightful shore excursions. Illus- trated lectures, dances and many entertain- ments, outdoor swimming pool. Visiting 12 countries—Madeira, Spain, Algeria, Italy, Monaco, Holland, Denmark, Norway, Sweden, Scotland, Belgium, France. One ship throughout or stop over if desired. Send for complete information. Educational Courses Available Your Local Agent Or CUNARD LINE | FRANK TOURIST CO. 25 Broadway N.Y. C. | 542 Fifth Ave. N.Y. C. Wy stic &mpice — Ageless as the GAaudes Atop mist-wrapped mountains, in the solemn hush of dawn, the Inca priest awaited in breathless reverence the advent of his god, the Sun. The Miracle of Light . . . an- nounced by rosy fingers spreading coppery tints on tower- ing peaks . . . flamed into the glorious brilliance of the new-risen deity. Awe thrilled the silent ritual . . . bloomed into exultant wonder, as with arms upraised in eerie sil- houette, the regal priest chanted across far-flung canyons his morning invocation. Altars of the Inca, shattered and crumbled, stretch pros- trate on the hills of Peru. Temples shorn of cornices ox gold, lie tumbled and forlorn, pitiable prey of Time and the ruthless Conquistadore. Not even the Tropics’ profuse hand, strewing glories of flower-laced verdure over terraced valleys . . . or the mellow mantilla of medieval Spain, threaded with the sparkle and music of romantic cen- turies, can hide the tragic relics of a civilization old when Egypt was new. There’s nothing of the ordinary in either goal or going. Swift ships, proud in luxury and service, bear you across the painted Caribbean into Colon at the Atlantic gate to the Canal, unfold the Past in old Panama, and gliding down the latitudes on the blue Pacific, transport you into a world unbelievable as the colorings that tint the tropic skies. You can select either Peru or Chile for your objective, combine the two, or extend your trip across or around South America. The moderate cost will surprise you. Write for Booklet PC-1. It will help you plan the vacation extraordinary. G RACE LINE * * FAMOUS SANTA FLEET x x 10 Hanover Square e New York Sic a eee eee eel Mention THe Journat when writing our advertisers. ES A A-106 TRAVEL TO OR FROM THE LOS ANGELES CONVENTION VIA PANAMA CANAL 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. 8. Penn- sylvania—33,000 tons in size, one of the three largest ships in coast-to-coast service sails from New York, June 13, arriving at Los Angeles June 27. 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. For return trip §. §. Pennsylvania from Los Angeles July 6. Ask about Water and Rail Round Trips . . from home town back to home town . . 8,000 miles Around and Across America. For full information apply No.1 Broad- womoners Way, New York; our offices elsewhere, or authorized S. S. or R. R. agents. fanama fpacifie ine STEAMER S INTERNATIONAL MERCANTILE MARINE COMPANY THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION [Continued from page A-104] These general themes will be adapted by each state and locality to meet its own particular needs. President Hoover proclaims Pan American Day—President Hoover, by proclamation, has designated April 14 as Pan American Day, and has called upon the schools, civic associations, and people of the United States generally to observe the day with appropriate ceremonies, “thereby giving expression to the spirit of continental solidarity and to the sentiments of cordiality and friendly feeling which the government and people of the United States enter- tain toward the peoples and govern- ments of the other republics of the Amer- ican continent.” The first observance of the day on April 14, next, will be marked by exer- cises thruout the United States. In Washington the President, members of the Cabinet, and diplomats represent- ing the countries of Latin and South America will participate in the cere- monies. Immediately after the exercises a tree will be planted on the grounds of the Pan American Union to com- memorate the first observance of the day. For material appropriate for use in schools in connection with this observ- ance write to the Pan American Union, Washington, D. C. From the Editor’s mail—My dear Mr. Morgan: I have just read your March editorial, “Children First.” I want to tell you how strongly I sympa- thize with every word—especially your comment on “the extreme want on the one side and the extreme fortunes on the other,” the inadequate salaries paid to teachers, and our failure to give rural communities their just educational dues. If the millions squandered on battle- ships and unnecessary armaments could be put into education, what a new world we would have in a generation, since the new progressive ideals are leavening our educational standards.— Alice F. Kiernan, Overbrook, Philadel- phia, Pa. From an appreciative high-school principal—I am indebted to the Na- tional Education Association for the finest educational information, stand- ards, policies, ideals, attitudes, and in- spirations that come into my life— Everett V. Perkins, Cony High School, Augusta, Maine. [Continued on page A-108] Mention Tur Journat when writing our advertisers. April, 193] ee ATE in June, 1931, there will be great stir in the far-flung ranks of the N. E. A. Great ®@ expectations anda vast packing of bags will preface departure of several thousand delegates @ to the annual Convention at Los Angeles from June 28th to July 3rd. @ los Angeles, colorful melting pot and human magret, will be e an experience in itself. Once there the make-believe of Holly- wood, the mellow dignity of the old Spanish missions, or the @ grandeur of Yosemite will pull andtug for yourleisure moments. The broad beaches and surf- @ whitened headlands of the Pacific will be calling you all the way from the Mexican « border and San Diego, north- ward to fascinating San Fran- cisco’s Golden Gate. But what of those precious days en 2 route? Have you given thought to fill- ing their every unrelenting moment with its quota of interesting things seen and done and learned? The journey to or from California, via the Santa Fe, can be made in its own right a joyous education in the e immensity that is America. The Santa Fe way from Chicago to Los Angeles is the shortest, by many miles. It is the only rail route under @ 2 single management all the way. It is the only railroad direct to the rim of that indescribable spectacle —the Grand Canyon of Arizona. @ And only via Santa Fe—through its comfortable Indian-detour side trips by motor—can one conveniently visit these prehistoric ruins, age-old in- @ habited Indian pueblos, quaint Mexi- can mountain settlements and scenic Mail marvels that are the hidden glory of Coupon our Far Southwest. sa W. J. Black, Pass. Traf. Mgr., Santa Fe System Lines | 982 Railway Exchange, Chicago, Ill. Please mail folders checked below: 4 | | : 0 California Picture Book 0 The Indian-detours | j © Grand Canyon Outings ON. E. A. Folder ! t | 1 | ; | 1 . C All-expense Tours Rie Address Pe Vol. 20, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-107 Oe ee a ae SS lt fill- ent een nia, n its the > to jany nder ways the tacle ona. h its trips y visit d in- Mexi- cenic ory of ym Lines .detours der aa CThe famous day |RIANGLE OUR. f the Canadian’ Rochiese and kITWANGA ERE is a trip through the scenic heart of the Cana- dian Rockies—and a 600-mile ocean voyage through the famous Inside Passage where the moun- tains, themselves, come down to the sea. See Mt. Robson, armoured giant of the Canadian Rockies +++ visit Jasper National Park— golf on its famous championship © You stop at Kitwanga long enough to course—ride over mountain-trails. see these colorful totem poles. Travel on to Kitwanga, strange land of totem poles and the fa- by rail along the roaring Fraser mous ‘River of Clouds.” Cruise and Thompson River Gorges. Or fom Prince Rupert, through the reverse the order and start at jords of the Pacific Coast, to Vancouver. Write for illustrated ancouver—returning to Jasper bookletsandcompleteinformation. CANADIAN NATIONAL Largest Katlway Systene ite Ct merica Nites OFFICES 186 Tremont St. DETROIT NEW YORK ST. LOUIS BUFFALO ° 1523 Washington Blvd. 673 Fifth Avenue 814 No. Broadway 420 Main Street DULUTH PHILADELPHIA ST. PAUL CHICAGO 430 W. Superior St. 1422 Chestnut St. 83 East Fifth Street 480. Michigan Ave KANSAS CITY PITTSBURGH SAN FRANCISC CINCINNATI J 705 Walnut St. 865 Fifth Ave. 648 Market St. 49E. Fourth St LOS ANGELES PORTLAND, ME. SEATTLE CLEVELAND. 607 So. Grand Ave. Grand Trunk Ry. Sta. 1329 Fourth Ave. 92 Euclid Ave, MINNEAPOLIS PORTLAND, ORE. WASHINGTON, D. C. 684 Marquette Ave. 302 Yamhill St. 901—16th St.,.N. W. Rainier NatTionat Park Match a Vacation to your mood...follow mountain trails... fish for trout in a rioting stream or bathe in a clear, cool lake...play golf on a course set in mountains...sail through clouds on a toboggan...or rest luxuriously in a hospita- ble chalet or rustic cabin in pine woods. These and other delights await you at the inviting resorts of the Pacific Northwest, including Paradise Inn, Rainier National Park; Big Four Inn, in the Cascades; Quinault Hotel, in the Olympics; and Mount Baker Lodge, in Mt. Baker National Forest. If you are interested in a Western Vaca- tion thisSummer,send for free booklet in- dicating kind of out- ing you wish. E. E. Nelson, 409 North- ern Pacific Ry., Saint Paul, Minn. Free! For travel in the West— North Coast Limited Newest of Transcontinental Trains Mention THE JouRNAL when writing our advertisers. Oe SS A AS A NS A-108 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a [Continued from page A-106] World Goodwill Day, May 18— Under the heading “Diplomats and Peace” The Nation of February 18, 1931, publishes a statement which shows all too clearly that if the world is to have goodwill and peace the con- structive forces of society, such as the home, the school, and the church must actively wage peace. The following para- graphs are from this article: On the military side, France is pushing to completion some 200 miles of modern forti- fications on its eastern and _ northeastern frontier as a defense against another German invasion, and Belgium is planning to make its forty miles of German gateway secure against attack. France, Belgium, Italy, Czecho-Slo- vakia, Poland, Rumania, and Jugoslavia, the last three offensive and defensive allies of France, had between them on October 1, 1930, standing armies of 1,914,990 men, while their army reserves reached the enormous total of 17,767,261. France, which has been supposed to lead the world in military aviation, is much concerned lest it should still be in dan- ger in the air; Great Britain and the United States are busily developing their air services, and in the United States elaborate plans have been completed or are being worked out for the mobilization of industry in the event of war. In a world, a considerable part of which has solemnly renounced war as an _ instrument of national policy, the diplomats may well Rock Island feel that a heavy burden has been laid upon them in keeping a peace so sententiously espoused and so little, apparently, believed in. Nobody knows better than a diplomat the danger that lurks in such a dispute as has just flared up between Bulgaria and Greece on the heels of a Balkan conference that pa- raded the olive branch, or in the oppression of minorities in Poland and Jugoslavia, or in the continued agitation in Germany for a radical revision of the Young Plan, or in the political and financial plight of the National- ist Government in China. In spite of treaties and conferences and solemn pronouncements, nations great and small appear to be still of the opinion that peace, unless supported by armed forces capable of waging war on a grand scale, is as yet hardly more than a dream, and that agreements to keep the peace are not to be understood as deterring any of the parties from being constantly in trim to fight. Perhaps the international conference that is to meet next year may pave the way to better things, but in the meantime the dip- lomats have quite enough anxiety to keep them on the alert. Child Health Day, May 1—This is a good time to give some thought to the children who are obliged to face life with some handicap. Professor Charles W. Conrad, who is a specialist in this field, writes: All other things being equal the physically handicapped child is of the same mentality os Way to the WEA Los Angeles—June 28-July 4, 1931 See the Best of the West STOPOVER ANYWHERE Go via Oldest America Through the interesting home first Americans. land of the Return via Scenic Colorado Through the grandeur of the Rockies. WORLD FEDERATION OF EDUCATION CONVENTION AT DENVER—JULY 27-AUGUST 1 One Low Round Trip Fare Through Service—Both Directions SUPER-SERVICE TRAINS Twost Octan seevict Every Travel Luxury — No Extra Fare ROCK ISLAND THE ROAD OF UNUSUAL SERVICE For descriptive literature and further details, write 30 Principal Offices in the United States and Canada. Main Office, No. 1 Broad- way, New York. Authorized agents L. M. Allen, Vice-Pres. and Pass’r Traffic Manager everywhere, ock Island Lines 731 La Salle St. Station, Chicago, Ill. 1008-1 WHITE STAR @ RED STAR @ ATLANTIC TRANSPOM INTERNATIONAL MERCANTILE MARIN Mention Tue Journat when writing our advertisers, A pril, 193] —_— as the normal child. It is the aim of th schools for the physically handicapped to ioe pace with and to use the same course as do the other schools. ' A “countywide” school for the physically handicapped is recommended for counties a 75,000 population or less if it is not Possible to have one in each town or city, Short bus rides are usually enjoyed by the children and the cost per student of “countywide” schools is, of course, proportionately lessened as the enrolment is enlarged. Many communities might well make a special study of local needs and make use of the often surprisingly liberal government aid that is available. Some states, for example permit a district to organize a special school if it has even one physically handicapped child. Canadian liquor control failing— The persistant increase in the number of persons using permits for the pur- chase of liquor indicates perpetual re- cruiting of youth in drinking habits, and this is obviously storing up wrath against some day of doom. Drinking, drunkenness, and drink evils are grow- ing. The liquor problem is not solved. Canada has nothing constructive to offer the world except the value of her discovery that government control does not achieve what was expected. Other experiments must be tried, and _ the [Continued on page A-110] on the vollicking wayto EUROPE “GE O O3 Oss this CAOSSING —-> rig i Boys will be boys, and girls, girls. ..whether they're 16 of 60! They can be themselves in the rollicking, frolickiog Tourist third cabin on IMM liners. They start having fun in the morning, have fun all day, and laugh themselves to sleep at night. But they do settle down to some serious eating three times a day. $105 up NO CLASS DISTINCTIONS on the Tourist third _ liners de luxe, Pennland and Westernland. Their. oh - former cabin accommodations are devoted exclusivey Tourist. The only steamers of their kind in the wor'e * Also delightful Tourist third cabin accommodations seni famous liners as Majestic, world’s largest ship, a i Homeric, Belgenland, Lapland, Britannic and many Several sailings each week to the principal ports of Europe and the British Isles. abet Send for fascinating literature. Then you'll nde es ter why 60,522 passengers crossed “IMM Tourist y’re 16 of rolickiog aving fu nselves t0 1e serious hird cabio eit entire jusively to wot sail >, Olymps ny others ; of Europé rstand bets ¢” io 1930. sport Lines Vol. 20, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-109 ei itel,| PACIFIC el * call, hess: Here’s your chance TO see All the WEST W When you attend the N. E. A. Convention STOP DOUBTING e PLAN AN OUTING Let Union Pacific show you how you can make the most of your trip. Via Union Pacific you can easily attend the N. E. A. Convention in Los Angeles June 28-July 4, the World Federation of Education Associations in Denver July 27-August 1, and see the great attractions of the West as well. Union Pacific serves 15 National Parks and more of the scenic West than any other railroad, including orthwest Wonderland Vacations: Help yourself to good times along the Olympian’s electrified trail: Yellowstone Park, thru new Gallatin Gateway; Montana dude ranches; Spokane’s Inland Empire; glacier-gripped Mt. Rainier; Mt. Baker; Seattle, Tacoma, adventure ports; Olympic Peninsula; Puget Sound cruises to old-English Victoria, Vancouver, on to Alaska. Return thru California, Colorado. Travel independently ...or join an all-expense tour... saddle trips, hiking, motoring, fishing, dancing, Pacific Ocean bathing . . . companions you'll like... guides who know. Just like a big house party. Costs as low as $145 from Chicago. Include the Northwest Adventureland on your N. E. A. trip. Our travel specialists will gladly help ssa ennai a a in DARD enn tees entaannn you plan. Low Summer Fares. J. P. Cummins, General Passenger Agent, Room 107 The Electrified, Scenicaltly Union Pacific System, Omaha, Nebr. Supreme Trail of the New OLYMPIAN Roller-bearing transcontinental Queen, Joltless, jar- less, sootless, cinderless riding ease ... over the Belts, Rockies, Bitter Roots, Cascades by day. Open observation cars. Broadway-famed Rector’s meals. ater State.----------------------. There’s onty one Olympian! THE OVERLAND ROUTE UNION PACIFIC Mention Tue Journat when writing our advertisers. Zion-Bryce-Grand Canyon Yellowstone-Grand Teton Rocky Mountain National Parks Colorado California and Hawaii Pacific Northwest and Alaska Western Dude Ranches Take advantage of low summer fares with liberal stopover privileges. At little more than half the usual rail fares, via Union Pacific, you can visit any of the above regions. Write today for free illustrated booklets about any of our vacation wonderlands. Please send mé complete information and booklets about Geo. B. Haynes, Passenger Traffic Manager 208 Union Station, Chicago, III. 1200-18 Oe MILWAUKEE roap ELECTRIFIED OVER THE ROCKIES TO THE SEA* 718 Cities and Towns have adopted it Because it is Trouble-Proof The most popular Drinking Fountain for Schoolyards, Parks and Playgrounds Write for Booklet THE Murdock Mfg. & Supply Co. Since 1853 Cincinnati, Ohio a: Mardock {ANODUCS ——————— Outdoor Bubble Font GEOGRAPHY WORKBOOKS For the Elementary School Home Geography, 6oc World Geography, G6Goc North America Geography, 50c South America, Europe, and Asia Geography, 5oc Africa, Australia, and Advanced World Geography, 6oc Western Hemisphere Geography, 5oc Mathematical Geography, soc Ask for our Map Catalog McKNIGHT & McKNIGHT Publishers Bloomington, Illinois ee | | | THE EXTRA CURRICULAR ARNE LIBRARY Boor Assembly Price, $ l er Programs _ vwolue By M. Channing Wagner Commencement Special Offer By Gertrude Jones Send for de- scriptive circu- lar of complete library and price for com- plete set. Address Dept. A A. S. BARNES & COMPANY, 67 West 44th Street, NEW YORK THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION HOLDEN Book Covers Springfield, Massachusetts m BARNES BOOKS @ FOLK DANCES PAGEANTS GAMES HEALTH ano 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, NEW YORK BETTER EQUIPMENT FOR YOUR STAGE ¥ ¥ Twin City Scenic Co. 2819 Nicollet Avenue Minneapolis, Minn. 2310 Cass Avenue Detroit, Mich. a May we send you free copies of the new Procter & Gamble Edueational Bulletins? Bulletins for 1931 appear in two editions The first describes The Cleanliness Crusade material and other related educational and recreational projects, re-edited by Dr. Bonser of Columbia University, and classified for all grades from the first primary up through high school. For high school grades there is in- cluded special project work in history, geog- raphy, industrial geography, industrial arts, and home economics. The other describes material of particular in- terest to Home Economics teachers. It also lists material for special uses which would be difficult to classify under specific headings. Please use the coupon below in requesting bulletins. Procter & GAMBLE, Educational Dept. 431-M Cincinnati, Ohio. Please send me— Bulletin No. 1 (Cleanliness Crusade, etc.) Bulletin No. 2 (Home Economics) eee eee ee ee eee ree eee eee eee eeeeset teense ee were reer eer eee eesresreeseeeseesresenese eee eee ee eee rere seseet sere eeeseseseesesn oe eee eaters The National Soap Sculpture Committee, 80 East 11th St., New York, announces the Seventh Annual Competition for small sculp- tures in white soap. Complete information on the competition and interesting material for the use of soap sculpture as recreational projects in schools of all grades will be sent upon application to the Committee. Mention Tue Journat when writing our advertisers. April, 193] [Continued from page A-108] suspicion is growing that, while we may not go back to what we had, we cannot long remain as we are—From “Is Ca- nadian Liquor Control a Failure?” by Ernest Thomas, secretary, Board of Social Service, United Church of Can- ada, in Current History, February 1931. ) Monopolistic control of radio scored—It is extremely important that the Congress shall enact such legislation as will recover this priceless treasure— radio—from monopolistic control by a few corporations which are using it for private profit and gain. Sixty million radio listeners in the United States are keenly interested in all efforts to pre- vent the air from being monopolized by a few gigantic corporations serving their own selfish ends. The aim and purpose of the radio trust is to secure vested rights in the air, and when it has been successful in its attempts, goodby to freedom of the air. It will never be possible, then, to loosen the grip of the monopoly on the radio facilities, and a virtual dictator- ship will prevail in the United States in all matters concerning this marvelous new means of communication. Never in the history of the nation has there been such a bold and brazen at- tempt to seize control of the means of communication and to dominate public opinion as is now going on in the field of radio broadcasting —By Hon. Frank R. Reid of Illinois, in the Congressional Record, May 19, 1930. Sunday film shows subject of con- troversy—Archbishop Michael J. Cur- ley, in a statement issued at Baltimore on March 13, voiced his opposition to Sunday motion pictures. “The average moving pictures pre- sented to our American audiences are s0 full of salaciousness and so destructive of moral standards, that they should not be shown to decent people on any day,” he said. “Educating our youth is costing us millions. Immoral movies tear down what our schools are’ trying to build up.” A bill giving local option to Baltimore and the 23 counties on the enforcement of the socalled “blue laws” had passed the House of Delegates at that date and was then under consideration in a Senate committee. The archbishop said he was well dis- posed to “clean and wholesome rected tions” on Sunday and even toward mo tion pictures “if they are consistently clean.” t \- df ies yy has ; of blic eld rank onal 20n- Cur- nore n to pre- re sO ve of ot be he sting Jown more ment assed e and enate ] dis- crea | mo- rently Serre Corral near Many Glacier Hotel at the edge of Swiftcurrent Lake There’s always something more to do in Glacier Park! Come on out in the open where the spirit of the Old West lends romance to everything you do. Let a cowboy lead your trail-wise horse through. the most fascinating scenery in America—or see it effortlessly from bus and launch. You can't exaggerate the thrill of a Glacier Park vacation— come this summer, stay all summer! Write Great Northern Vacations, St. Paul, about Escorted Tours. The New f EM IRE BUILDER The Luxurious ORIENTAL LIMITED Outdoor Bubble Font GEOGRAPHY WORKBOOKS THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ? April, 1931 718 Cities and Towns have adopted | it Because it is | | Trouble-Proof | The most popular Drinking Fountain for Schoolyards, Parks and Playgrounds Write for Booklet THE Murdock Mfg. & Supply Co. Since 1853 Cincinnati, Ohio i tibasltile.e HOLDEN Book Covers Springfield, Massachusetts M® BARNES 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, ie A. S$. BARNES & COMPANY, ¥ 67 West 44th Street, NEW YORK For the Elementary School Home Geography, 6o0c World Geography, 6oc North America Geography, soc South America, Europe, and Asia Geography, soc Africa, Australia, and Advanced World Geography, 6oc Western Hemisphere Geography, soc Mathematical Geography, soc Ask for our Map Catalog BETTER EQUIPMENT FOR YOUR STAGE ¥ ¥ Twin City Scenic Co. [Continued from page A-108] suspicion is growing that, while we may not go back to what we had, we cannot long remain as we are.—From “Is Ca- nadian Liquor Control a Failure?” by Ernest Thomas, secretary, Board of Social Service, United Church of Can- ada, in Current History, February, 1931. Monopolistic control of radio scored—It is extremely important that the Congress shall enact such legislation as will recover this priceless treasure— radio—from monopolistic control by a few corporations which are using it for private profit and gain. Sixty million radio listeners in the United States are keenly interested in all efforts to pre- vent the air from being monopolized by a few gigantic corporations serving their own selfish ends. The aim and purpose of the radio trust is to secure vested rights in the air, and when it has been successful in its attempts, goodby to freedom of the 2819 Nicollet Avenue Minneapolis, Minn. air. It will never be possible, then, to loosen the grip of the monopoly on the radio facilities, and a virtual dictator- ship will prevail in the United States in all matters concerning this marvelou: new means of communication. Never in the history of the nation ha; there been such a bold and brazen at tempt to seize control of the means o communication and to dominate publi opinion as is now going on in the fiek of radio broadcasting —By Hon. Fran R. Reid of Illinois, in the Congressione Record, May 19, 1930. McKNIGHT & McKNIGHT Publishers | Bloomington, Illinois CURRICULAR LIBRARY 2310 Cass Avenue Detroit, Mich. ARNE OOK | rN — Assembly Programs By M. Channing Wagner Commencement By Gertrude Jones May we send you free copies of the new Procter & Gamble Edueational Bulletins? Bulletins for 1931 appear in two editions The first describes The Cleanliness Crusade material and other related educational and recreational projects, re-edited by Dr. Bonser of Columbia University, and classified for all grades from the first primary up through high school. For high school grades there is in- cluded special project work in history, geog- raphy, industrial geography, industrial arts, and home economics. The other describes material of particular in- terest ts Home Economics teachers. It also lists material for special uses which would be oleae Special Offer Send for de- scriptive circu- lar of complete library and price for com- plete set. Address Dept. A Sunday film shows subject of cor troversy—Archbishop Michael J. Cu ley, in a statement issued at Baltimot on March 13, voiced his opposition | Sunday motion pictures. “The average moving pictures pr A. S. BARNES & COMPANY, 67 West 44th Street, difficult to classify under specific headings. bulletins. GLOBESIGHARMS » Jog e Geography, History Procter & GAMBLE, Cincinnati, Ohio. Please send me— Bulletin No. 1 (Cleanliness Crusade, etc.) Bulletin No. 2 (Home Economics) Educational Dept. 431-M The National Soap Sculpture Committee, 80 East 11th St., New York, announces the Seventh Annual Competition for small sculp- tures in white soap. Complete information on the competition and interesting material for the use of soap sculpture as recreational projects in schools of all grades will be sent upon application to the Committee. Mention Tue Journat when writing our advertisers. Please use the coupon below in requesting sented to our American audiences are full of salaciovsness and so destructive. moral standards, that they should not | shown to decent people on any day,” | said. “Educating our youth is costi us millions. Immoral movies tear doy what our schools are trying to build ur A bill giving local option to Baltimce and the 23 counties on the enforceme of the socalled “blue laws” had pass the House of Delegates at that date a was then under consideration in a Seni” committee. # The archbishop said he was well ¢ *— posed to “clean and wholesome recr tions” on Sunday and even toward r tion pictures “if they are consister clean.”