OCTOBER, 1931 














































































































































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re Dr. Sutton Looks at Education ‘ : . 
ulle- 25 A Plea for Enlightened Optimism—Secretary Crabtree’ s “Report ' , : 236 B42 
an- 1] | Ideas from Los Angeles . "ie ey Vai 
The Functions of Instruction in fatitientie Lee J. — heer . ‘6 . 239 
Vi- wy) | Education and World Business—Augustus O. Thomas . , ' , 241 
‘air The John Newbery Prize Book—The Cat Who Went to Heaven . : : 242 — 
nn.; Li | Mental Hygiene and Classroom Procedure—Caroline B. Zachry . ° ° 243 a J 
American Education Week 1931— 
for- ay € W hat the Schools Are Helping America to Achieve . : . ' : 245 =X 
was I | The Montefiore Special School—Edw. H. Stullken . i ' , , 253 ; [| 7 
nce- =a } A Health Program for Teacher Training—Charles H. Keene . ‘ . ‘ : 255 = 
120. Se Reality and Education—Arthur E. Morgan . . : ; . ; : 257 Ww 
> The Law of Kindness—Classroom Poster . ‘ ‘ . ‘ ° ‘ 258 a 
se Ut | Schools That Are Prophecies ‘ . . , . . > : 259 a | 
The United States Office of Education. . . . . . . . 260 5 
=xXe Vitalized Group Study and Faculty Meetings ; : ; . , : 261 =x 
Wa Effective Enrolment Plans - ; ‘ ‘ ‘ : . ‘ - ; 262 iT] 
a Builders of Our Profession . . . . , 263 sae 
wy An Economist’s View of Prohibition—M erlin H. Hi water ‘ . ‘ ‘ 264 ew 
Sr. Salaries in City School Systems 1930-31—Statistics . on: ia ee 265 12 = 
1a ie Forty Notable American Books of 1930 , » gi Be ay 
ey ; American Education Week in Dearborn—Harry Hi wiler ‘ ‘ ‘ ‘ 267 Fei 
Se The Schools and the Present Crisis F , 269 Ss 
Measured Results of Activity Teaching—C. C. C. vawtend es Lillien Gray. : 270 aes 
Resolutions Adopted at Los Angeles. ; : ‘ , ‘ ; . 271 ' LU 
Notes and Announcements . ; : ; , ; ‘ . A-166 a5 





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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. 


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Pusuisnep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE 
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CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, 
D. C.. UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT 
SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF 
OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. 





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October, 1931 


Dr. Sutton Looks at Education 


HE Los ANGELES CONVENTION 
| notable for its fine spiritual 

atmosphere. The earnestness, the 
sincerity, the dedication, and the aspira- 
tions of the teaching force of America 
have probably never been more fully ex- 
pressed. There was constant emphasis 
on the fundamental values in education 
and life, combined with a renewed dedi- 
cation to the work of the profession. In 
the president’s annual address Superin- 
tendent Sutton delivered a ringing chal- 
lenge to the teachers of America to take 
hold of the educational problems of the 
nation and to press forward to their so- 
lution. This statement by President Sut- 
ton may well be made the basis of study 
and discussion in faculty meetings and 
in the senior classes in institutions for 
the education of teachers thruout the 
country. 


FTENTIMES in viewing a group of 

kindergarten children who are 
being taken for the first time into a 
classroom I have made the remark, “It 
is well that these children do not know 
what is in front of them, otherwise they 
would turn and walk back.” 

To him who takes up the presidency 
of the National Education Association 
this remark concerning the kindergarten 
child is applicable. If one understood 
the difficulties, if one comprehended or 
even imagined the weighty responsi- 
bilities, he would desire to turn and 
walk back. Never have I felt the respon- 
sibilities of life so heavily and never 
have I seemed less capable of shoulder- 
ing them. Civilization is not only a race 
between education and disaster but the 
very existence of our globe itself is de- 
pendent upon knowledge, training, and 
education. The duties and responsibili- 
ties of the president of the National 
Education Association would be almost 
unbearable at any age of the world, but 
especially so during the year 1930-31 
when the economic condition of our civ- 
ilization has been stressed, when thou- 
sands of people walk the streets and beg 
for work and find nothing but a shaking 
head and a negative answer, when a 
very great number of people who would 
be engaged in the work of teaching can 
find no place to teach. Yet the need for 
education was never so great. This is a 
Strange age and a strange time and men 
question all things, doubt every proposi- 
tion, and have but little faith in any- 
thing that is asserted. Never was there 


so much bread on the face of the earth 
and never such a crowd of hungry 
people; never so much cotton in the 





) Speer HALeE, newly elected president of 
the NEA, accepting gavel from retiring 
President Sutton, at Los Angeles. 


fields and wool on the sheep’s back and 
never so many shivering human beings; 
never so many teachers in all the world 
and never so many people who needed 
teaching. Yet thousands of teachers in 
America‘are without work. In every city, 
in every hamlet, in every school district 
in America the cry has gone up for re- 
trenchment and it has been a popular 
thing to claim that schools have over- 
taxed the people and education is bring- 
ing bankruptcy. 

We are faced with strange conditions 
in a strange world. Following four years 
of the most devastating war in the 
world’s history, destroying fifteen million 
men and a great number of women, 
maiming, weakening, debilitating, and 
wrecking twice fifteen million, and burn- 
ing up, sinking, destroying, and devas- 
tating two hundred billions of dollars 
worth of property, we have reached a 
period of readjustment and of paying 
for such a conflict. 

With machine production speeded up 
by the necessities of war, with invention 
and discovery turning out with ever-in- 
creasing rapidity thousands and thou- 
sands of articles needed by the human 
race, with a mad desire for these ma- 
chine-made articles, the human race 


[ 233] 


fought with avidity, increased production, 
and speeded up industry with multiplied 
millions of dollars invested in these in- 
dustries turning out multiplied millions 
of quantities of manufactured goods. 
Thoughtless of those who would use 
these goods, careless of whether we were 
training mankind to use our manufac- 
tured articles, we hastened on with our 
insane momentum toward an ever-im- 
pending crash. With war, with machine 
production, with women entering the 
jobs formerly taken by men, with ma- 
chines supplanting both men and women, 
there came the absolute necessity of a 
readjustment to new conditions. 

While the wild orgy of buying was on, 
manufacturing speeded up, high pres- 
sure salesmanship used, and instalment 
purchase made the order of the day, 
stocks in all lines of industry and trans- 
portation increased in value. Man looked 
on—and saw the opportunity to buy a 
thousand dollars worth of stock one day 
and sell it for two thousand dollars 
within the week. He could not resist the 
impulse to gamble and with that ever- 
reaching spirit of his to acquire and hold 
and possess, he commenced to buy with 
wild abandon. Stocks mounted and he 
then bought more. As they mounted 
higher more purchases were made until 
every purchasable stock upon the market 
far exceeded all ability to pay a reason- 
able dividend. Added to all of these ter- 
rific onslaughts of speculation were the 
selfishness and bigotry and ‘“‘jingoism”’ 
of the American people. Growing rich, 
becoming millionaires over night, they 
looked with disdain upon the millions 
of people in other parts of the world, be- 
lieved themselves absolutely independ- 
ent, forgot that they were their “brother’s 
keeper,” erected barriers to other na- 
tions, rejected treaties prepared for 
them, said in effect to the nations of 
Europe, “You are valuable as an ally. 
We are willing to fight with you; yea, 
we are willing to die with you, but we 
are not willing to live with you. We close 
our ports to your emigrants; we close our 
purses to your hungry; we close our 
ears to your cry. We are independent; 
we shall live to ourselves.” This was 
the climax of our selfishness and bigotry. 
The crash came. We found that we could 
not live to ourselves, that stocks and 
bonds and real estate and values were 
dependent upon human values, that we 
had thought of men and women and 












































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234 THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





children but little, that in thinking of 
things and centering our attention upon 
material prosperity we had lost the very 
thing for which we were striving. 

The saddest thing in all this spectacle 
is the fact that in our ignorance and 
grief we are blaming our disaster upon 
the only philosophy that can effect a 
cure—the education and training of our 
people. It is true that war, extravagance, 
and the building of a great road system 
have laid upon us very heavy taxes but 
it is not true that education is to be 
blamed for the imposition of the taxes 
under which the American people are 
now struggling. 

What, then, is the first great problem 
confronting the educators of America? 
As I conceive it that problem is to teach 
the business men and women of America 
that education is their way out of diffi- 
cult surroundings. The greatest need in 
the American educational field is cour- 
age—courage to tell the truth, courage 
to speak with absolute sincerity in the 
face of impending disaster. It is not edu- 
cation, it is not culture, it is not the 
taxes that come as a result of this 
education and culture that is crushing 
America. It is the burden of taxation 
caused by wars past, present, and to 
come. It is the burden of taxation im- 
posed by extravagances in government 
other than that of education. It is the 
burden of taxation as the result of a 
wonderful and marvelous road system 
for the country, itself a great necessity 
and a great pleasure and a great maker 
of values. But we must be willing to pay 
the price. 

It is true that the expenses of educa- 
tion have increased enormously, it is 
true that such increase was absolutely 
essential, but it is not true that this has 
been wasted money. The very evidences 
of prosperity that have been ours in 
the recent past are those that have come 
to us as a result of a nation united and 
determined to work in the interest of 
education and .culture. 

It is vain and idle and useless for us 
to talk among ourselves of the values 
of education, of education as a producer 
of wealth and of business. It is to those 
who will pay the tax bill and who con- 
trol the destinies of this nation that such 
an appeal must be made. The humblest 
teacher in this great assembly must see 
to it that the parents of those children 
whom he or she teaches understand that 
the basis of business is education, that 
the barometer of business is culture, that 
the background of business is knowl- 
edge. This I conceive to be our duty— 


first, to our school boards to convince 
them that in the levying of taxes and the 
collection of school money they are 





NE of the finest features of 

the convention was the 
closing act. After a most excel- 
lent address of acceptance by 
the new president, Miss Flor- 
ence Hale, and after expres- 
sions of appreciation to the city 
superintendent of schools of 
Los Angeles, President Sutton 
called out on the platform at 
his left a beautiful girl of nine 
of Hawaii and to.a place on his 
right a fine boy of seven of Los 
Angeles and then, putting his 
hands on their’ shoulders, 
called attention to the fact that 
the work of the Association, 
whether as to salaries, tenure, 
curriculum, or better school 
conditions, was in the interest 
of the children of whom the 
little girl was a representative 
from our possessions and the 
little boy a representative from 
the mainland. He then, with a 
hand still on the shoulders of 
each, closed the convention in 
a most fitting prayer asking for 
divine guidance in the great 
work ahead.—J. W. Crabtree. 











opening the door and establishing the 
means whereby prosperity may return 
to us. It is the business of these ad- 
ministrators united with their boards of 
education to call in the leaders of busi- 
ness, of industry, of commerce, of agri- 
culture, and to consult with them con- 
cerning educational needs. Economy 
must be practised in education. There 
are a few places in this nation where 
wild extravagance in building, where red 
tape thru overorganization have brought 
the schools into disrepute and these few 
places are being used by the opponents 
of education thruout the land as ex- 
amples of what ruin education has 
brought upon the entire nation. 

The second great problem of educa- 
tion is integration of all educational 
forces. “United we stand—divided we 
fall” was never truer than in the educa- 
tional field and in America today the 
great educational forces are dividing. 
Too often the college is railing at the 
high school; too often the high school, 
forgetting the arduous duties of the ele- 
mentary school, is complaining that 
children are not sent up to it properly 


October, 193] 


prepared. Too often the elementary 
school is finding fault with the kinder- 
garten; too often the kindergarten js 
throwing back the blame upon the 
home. There is lack of coordinating force 
to educate a child. How few college men 
know anything whatsoever of a boy’s en- 
vironment while in high school, of the 
home from whence he came, of the con- 
ditions that have surrounded him, of 
those who have instructed him in former 
years in Sunday School, the Y. M. C. A., 
the church, or the Boy Scout activities. 
How often in teaching the child mathe- 
matics we forget that we are building a 
man. We give all sorts of tests and pre- 
tests to determine what subjectmatter 
should be taught to the boy or girl. We 
do not give ourselves as teachers a test 
in the knowledge of the former life of 
the student. Our education is too much 
of patchwork; too little a great statue 
carved from a single marble. When will 
America learn that the making of a life 
is more important than the learning of 
a subject? How many teachers are deal- 
ing with your boy and mine? How many 
are putting a “patch,” so to speak, on 
his educational garment instead of work- 
ing and weaving a robe of royal purple 
to bedeck an integrated soul? Just as a 
child is required to stand an examina- 
tion of proficiency in any subject, so 
each teacher who takes over a child 
should be given an examination in what 
he knows about the child’s previous life. 
Just as we need the integration of edu- 
cation for the individual ‘child, so we 
need the integration of all educators, of 
all types of education in order that we 
may present a united front for the great 
cause of knowledge and culture. 

The college needs to be interested in 
what the high school and the elementary 
school and the kindergarten are doing 
and they, in turn, must look toward the 
college as the future home of the student 
and must be interested in seeing that 
there is a united process and a united 
effort going thru all of these institutions. 
The public school must realize that the 
parochial and private and denomina- 
tional schools are striving to educate 
children and we must be interested in 
what they are doing. They, on the other 
hand, must know that the children who 
are in parochial, private, or denomina- 
tional schools today may be in the public 
schools tomorrow and that these institu- 
tions are interested in a public school 
system that will do efficient and high- 
class work. Those interested in the fields 
of education, newspapers and magazines, 
books, the lecture platforms, the pulpit, 
















































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Vol. 20, No. 7 


THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 235 





must know and understand what the pub- 
lic, private, and denominational schools 
are doing that their great and mighty 
task may be fitted into the undertaking 
of the public, private, and parochial 
schools. Above all the greatest of all in- 
stitutions is the home and it must be in- 
tegrated in its educational program with 
the kindergarten, the elementary school, 
the private institution, and the denomi- 
national college. The home must under- 
stand what education is attempting and 
education must understand what the 
home would have us make of the children 
who come from it. The mighty forces of 
the community must be interwoven with 
those of the school and the church. 
Surely men will not devote all of their 
time simply to making money. The press, 
the newspapers, the moving pictures, the 
library, the playground, the drama, the 
stage—all of these are working upon this 
same individual, molding and developing 
him into something worthwhile. All of 
these institutions are controled, managed, 
and run by the students of our schools 
and universities. If they have received 
impress of social life, if they have been 
made to understand that the making of 
men, the educating of men, the training 
and developing of character are the high- 
est things in life, then they in their par- 
ticular spheres will be dominated by this 
great purpose. Men who operate busi- 
ness, men who control corporations, men 
who deal in what are sometimes called 
the soulless efforts of “big business” are 
the products of our schools. They are the 
products of our homes; they have come 
from our churches; they are the same 
children who played on our playgrounds, 
who visited our theaters, who read our 
newspapers, who have been part and par- 
cel of our community life. If they are 
avaricious, if they are unkind, if they 
have attempted in any way to deal wrong- 
fully with their fellowmen, some point in 
our education is to blame. All forces must 
be integrated to make an educational 
system worthwhile. 

A third great problem in the field of 
education is that each part of our educa- 
tional system must be made to under- 
stand, to work with, to cooperate in and 
develop an educational system as a whole. 
We may be living in an age of special- 
ists but we need to live in an age where 
there is a real desire to master all knowl- 
edge. It may be true that the realms of 
knowledge are too broad for any one 
mind to grasp them. It is also true that 
one may so narrow, restrict, and constrict 
his vision of knowledge that he may lose 
the unity of wisdom. 





A fourth pressing problem of edu- 
cation is the need of socialization. Some 
of us have placed the words social, social- 





THOov great Eternal Spirit 
moving in the hearts of 
men, by whatever name called, 
but always understood, may | 
we, the teachers of the youth | 
of this nation, not only realize | 
our responsibility for the train- | 
ing of its intellect but the mold- | 
ing of its character, that this 
nation may endure thruout all 
ages and that perpetual happi- 
ness and prosperity and peace 
may abound not only in our 
nation but thruout all the na- 
tions of this earth and all the 
earths of Thy universe. Amen. 
| —This is the prayer with 
which President Willis A. 
| Sutton closed the Los Angeles | 
convention July 3, 1931. 































ize, and social vision very glibly upon our 
lips but have not entered into their great 
meaning. We have not taught our chil- 
dren that they are to live with other chil- 
dren, that we are dependent upon others, 
that business is dependent upon social 
relationship, that the development of 
every worthwhile quality begins with the 
proper appreciation and understanding 
of human values. 

Whence came these men who refuse to 
support: public education? Where were 
born, reared, and trained these men and 
women who conceal private and personal 
property from tax assessment? In what 
schools were trained these citizens who 
rob and cheat and murder and plunder? 
These are not children of people born on 
some desert island or imported from for- 
eign lands. They are the same people 
who but a few years ago darkened our 
schoolhouse doors, filled the seats in our 
classrooms, listened with eagnerness to 
our instructions in arithmetic, geography, 
and history, went out of our high schools 
bearing a diploma and carrying our O. K.., 
but today are filling the prisoners’ cells 
and are looked upon as forgers of 
notes, cheaters, swindlers, and criminals. 
Whence came they? They are our chil- 
dren and we allowed them to go out with- 
out a proper understanding of their rela- 
tions to their fellows, without knowing 
and realizing their dependence upon each 
other. Many will reply that these boys 
and girls are the product of the environ- 
ment of their homes. I repeat—and re- 
peat with emphasis—that if a boy or a 


girl comes to a competent, welltrained 
teacher with a social vision, coming but 
one period in a day for a semester or a 
year, and that teacher has not the under- 
standing, the sympathy, the force to 
impress upon that boy or girl enough of 
social relationship and of moral character 
to save the youngster from disgrace, 
something is radically wrong with the 
teacher. 

I am not willing to admit that our chil- 
dren are worse than they have been in 
former years. I am willing to admit, and 
do so with great shame and reluctance, 
that they are not as much better as they 
should be. 

A fifth problem in which all of the 
schools must cooperate is the reestab- 
lishment of the home life of this nation. 
I hear a sigh go up from many teachers. 
“This is the straw that breaks the camel’s 
back” to place upon the teachers the re- 
establishment of the home; yet that is 
just exactly what I mean. When I con- 
template how little home life there is in 
the nation, how few hours children stay 
with their own mothers and fathers and 
sisters and brothers, how the sacred re- 
lationship in the home has been neg- 
lected, how divorce has rent asunder the 
homes of our nation, I tremble for our 
future. But I see a possibility of relief 
when every teacher shall commence with 
the kindergarten and teach the sacred- 
ness of home ties and home relationships, 
when that shall be a part of every curri- 
culum and the course of study shall be 
written around home and home activities, 
when the reading lesson shall bring in 
the precious associations of home life, 
when even little children are taught the 
sacred relationship to the family and en- 
trusted with carrying on and developing 
home life. Then we shall reestablish the 
American home. 

A sixth great problem in education is 
speed. We must see to it that more and 
more educational method is directed at 
greater speed and greater accuracy. Our 
children are reading too slowly. They are 
comprehending number work and reason- 
ing too slowly in all that they undertake. 
The time will come in the history of edu- 
cation when a child will read 150 pages 
an hour and comprehend it more intelli- 
gently than he now reads 25 pages. There 
are many who are saying that we should 
restrict a child to fewer subjects. Society 
and the social structure of civilization 
are becoming more complex. How then 
shall we meet this difficult situation? By 
every boy and every girl learning to read 
more rapidly, to figure more rapidly, and 
to bring about more accurate results. 


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A Plea for Enlightened Optimism 


ECRETARY CRABTREE, in his four- 
S teenth annual report, presented a 

bird’s-eye view of educational de- 
velopments in the past year, called atten- 
tion to what he terms the “byproducts” 
of the various divisions of the Associa- 
tion, and made a plea for enlightened 
optimism in meeting the new opportuni- 
ties as well as the emergencies of our 
presentday situation. 

He pointed out the two types of 
optimism—blind and enlightened—and 
showed the necessity of honestly facing 
the real facts of economic and social un- 
rest which have resulted from the busi- 
ness depression. With a frank realization 
of the significance of these facts he urged 
a spirit of optimism—a faith in our de- 
mocracy and a faith in our people in deal- 
ing with educational problems. 


The barriers must be removed—Whatever 
progressive educational movement we under- 
take to promote at the present time we run up 
against a wall. Finance, industry, and commerce 
have the same difficulty in getting over this wall 
that we have. Barriers are to be removed be- 
fore progress can be made much farther in the 
solution of the major problems of the profes- 
sion. But what can teachers do to help clear 
the way? We answer by asking what business 
men and financiers are doing. They seem to 
be as timid as teachers. Their thinking up to the 
present time is little if any better than that of 
teachers. It must be remembered also that busi- 
ness has drawn its best thinkers from the leader- 
ship in the teaching profession. 

Glenn Frank says that the United States is in 
the midst of the most serious economic crisis in 
all its history. He thinks nothing is gained by 
beating around the bush. If what he says is true, 
teachers should know it. They need to know the 
truth in order to work for improvement. Mat- 
ters financial, industrial, and educational cry 
out for the best creative thinking that can be 
done not only by leaders but by all the people 
who can think at all. Do not deny the facts but 
confidently look ahead and help to get all to 
center on the best procedure and on the wisest 
solution of the present crisis. It is often said 
that we would-not have had a crisis of such 
dimensions had business men begun their think- 
ing ten years ago. Why did not we begin our 
thinking ten years ago? Is not our responsibility 
as great as theirs? Does not prosperity mean as 
much to our profession and to the schools as 
to their fields of service? They have at least 
begun ‘to think. Let us begin. We must continue 
our efforts for larger and better things for the 
schools. We are forced to do that at the present 
time even to maintain standards already at- 
tained. 

Teachers can help—Let us urge every super- 
intendent, every principal, every college pro- 
fessor, and every classroom teacher to face the 
actual situation with the best and bravest 

‘ thought he can muster. Discuss the causes of the 
depression and try to think out the cure. Read 
what the best thinkers and writers are saying 
and take the best of it to the people. Teachers 


are close to the people in every community in 
America. Help all the people to think broadly 
on the question. It will take thought and it will 
require effort to get out of the present situation 
without losing ground in many important lines 
of progress in education. It will require greater 
effort than we have yet made to hold the organ- 
ized profession together thruout the depression 
just at the time when organized strength is 
most greatly needed. 

When all the people think—We are unable 
to see any next-month way out of the present 
situation. If it were due only to frenzied action 
on Wall Street, or to a high tariff, or to over- 
production, or to decreased buying, or to too 
much machinery, or to violations of the Sher- 
man antitrust law, or to any one of a half dozen 
other causes, or if it existed in our country 
only, the solution would be simple enough. 
But when due to more than a score of deep- 
seated causes and when it is worldwide in its 
scope and when the whole field of human ac- 
tivities is to be taken into account, no single eye 
can get the full perspective. The solution has to 
grow out of the combined thinking of men and 
women in the various vocations and professions. 
When all our people, young and old, experts 
and those who are not experts, center their 
minds on ways of removing this barrier to 
progress, a momentum will come and sooner or 
later a degree of success must result. Enlightened 
optimism is the motivating force in the work 
ahead. 


Secretary Crabtree took the occasion 
of his report to call attention to the so- 
called “byproducts” of the Association. 
He mentioned the great interdependence 
of the various divisions and showed the 
economies and improvements which re- 
sult from the cooperative spirit. He 
pointed out that if the Department of 
Superintendence, for example, were to 
work entirely independently of all the 
other divisions it is estimated it would 
render only half the service that it now 
renders and that if the JouRNAL were to 
operate as an independent unit the staff 
would need to be doubled at once. He 
indicated the many ways in which the 
membership and field divisions had per- 
formed valuable functions which were 
not included in the purposes for which 
these divisions were established. In point- 
ing out the accomplishments along these 
lines he stated: 

While each division in the headquarters 
staff builds its work around certain well- 
defined activities, the work is coordinated with 
that of other divisions in such a way that it 
all serves to more than double the achieve- 
ments of the Association as a whole. The piece 
of work done by an expert in one division 
serves not only that division but often serves 
to a slightly less extent five or six other divi- 
sions. This can only be done where there is a 
high degree of harmony among the workers. 

As in industry the byproducts can be of 
great value. The Membership Division was 
created to collect membership dues and to 


[ 236 ] 


enlist new members. While the responsibility 
of the division is to carry out the purposes 
for which it was created, it finds that it can 
achieve several other purposes without addi- 
tional cost which also contribute to success in 
the growth of membership. It inspires deeper 
interest in the local and state associations. It 
influences teachers to organize for a more pur- 
poseful study of the problems of the profes- 
sion. It increases the interest of teachers in 
the JOURNAL, the research bulletins, the year- 
books, and other publications. Its byproducts 
are among its greatest achievements. 

It can be shown that the byproducts in 
other divisions are among the richest and finest 
contributions which they have made. The re- 
sults uphold the statement made by a leading 
efficiency expert at a meeting of efficiency rep- 
resentatives in New York a few years ago, to 
the effect that the headquarters organization of 
the National Education Association had been 
selected as one of the best from the standpoint 
of efficiency and especially from the standpoint 
of the working spirit. 


In concluding his report the Secretary 
commended the superintendent and 
school board of each system that had 
maintained salary levels and also the su- 
perintendent and board “in places where 
they stood their ground so well even 
though in the end forced by conditions to 
make undesirable reductions.” Likewise 
he hailed the work of President Hoover’s 
advisory committee on education, which 
is soon to present the report prepared 
largely thru the efforts of Dr. Henry 
Suzzallo, as an outstanding achieve- 
ment and stated his belief that this com- 
mittee’s report will stand out as “one of 
the great educational documents of the 
age,” and expressed his own optimism 
concerning the great future of education 


in this country. He closed with these 
observations: 


Improvement in school conditions has not 
just happened. It came as a direct result of in- 
terest, effort, and organization. The National 
Education Association, in cooperation with 
other agencies, met the emergency of a decade 
ago in a remarkably effective manner. The or- 
ganized profession prevented a breakdown in 
education after the War. It merited and 
secured the confidence and goodwill of the peo- 
ple. It has the fullest respect of the public at 
the present time. That is what makes it strong. 
That, together with its wise purposes and poli- 
cies, is what gives it standing with other pro- 
fessions. That is why its voice is heard in legis- 
lative bodies. That is why, with an enlarged 
membership, it can confidently plan to meet 
the present emergency. Teachers receive better 
salaries, have better tenure regulations, retire- 
ment allowances, and general teaching con- 
ditions, and the public has better schools be- 
cause of the strength of state and national edu- 
cation associations. It now has before it 4 
greater task than in 1918. Just at present it must 
work not only to hold ground already gained 
but it must push ahead for still better things. 




















































HE PROFESSION quite obviously can- 
[ee hold itself responsible for the 

inexperienced teachers but some 
members of the profession believe that 
the profession should concern itself with 
the welfare of those experienced and suc- 
cessful teachers who, thru no fault of 
their own and often from a most com- 
mendable desire for professional improve- 
ment, find themselves temporarily caught 
in the tangled skein of the widespread 
economic depression.— William C. 
Bagley, professor of education, Teachers 
College, Columbia University. 

In an employee the business manager 
wants, first, commonsense; next, ambi- 
tion; and then moral responsibility. Of 
the three, moral responsibility is the most 
important. Ethics in the professions, 
honor and honesty in the trades and busi- 
ness, are the greatest need of commerce 
and industry. Most of the ills from which 
business and industry are suffering may 
be traced to the lack of these moral quali- 
fications. Education must be geared up 
to these higher ethical standards—Rey- 
nold E. Blight, certified public account- 
ant, Los Angeles, Calif. 

Thru the direct teaching of the schools 
and by social contact in classrooms and 
playgrounds the descendants of peo- 
ples who in an older civilization killed 
their fellowmen with great enthusiasm 
for the love of God, learn the lesson of 
sympathy, appreciation, and tolerance, 
growing finally into citizens of vision and 
courageous convictions. They may not 
love one another any more than their an- 
cestors did but at least it may be said 
that they have come to look upon religi- 
ous persecution and massacre as bad 
form.—William J. Bogan, superintend- 
ent of schools, Chicago, Ill. 

The school cannot be expected to 
counteract entirely the harmful influences 
of improper motion pictures, radio feat- 
ures, or dancing in harmful surroundings 
any more than the school can be expected 
to prevent the use of all slang in conver- 
sation. But the schools, and the superin- 
tendent who directs the schools, must 
recognize the fact that these forms of 
entertainment make a strong appeal to 
young people and that they do now and 
will increasingly continue to claim a large 
share of the outside time of pupils. In any 
plan, therefore, for the preparation of 
children for the proper use of leisure it 
becomes the duty of the school to culti- 
vate in children a refined movie, radio, 


Ideas from Los Angeles 


and dancing taste to the same degree 
that the school already has accepted the 
duty of developing a refined taste for 


NE of the difficulties with 
American business today 
is that it has the men who 
dropped out of school rather 
than the men with the brains 
who could do the school work. 
. . . If American business 
and American capitalism are | 
to survive in the face of the 
competition with Russia and 
bolshevism and thereby pre- 
serve individual American 
liberty, they must do it by a | 
changed attitude from self- 
interest and the accumulation 
of money as a measure of per- 
sonal success to an attitude of 
social service in which capital 
and labor work together for 
the good of the entire Ameri- 
can nation.— William John 
Cooper, U. S. Commissioner | 
of Education, at the Los | 
Angeles convention. 






























literature, art, and music—Edwin C. 
Broome, sup’t of schools, Phila., Pa. 

The aim of education is happiness; es- 
sential to happiness, if not synonymous 
with it, is beautiful living—Mrs. Karl 
A. Buehr, docent for the Chicago public 
schools, Chicago, Ill. 

Casting aspersions upon the American 
free public school is just as bad as ridi- 
culing the Constitution itself because 
public education is the cornerstone of 
popular government. If we believe in the 
rule of the people we must believe in the 
education of the people—George H. 
Dern, governor of Utah. 

Teachers have encouraged open-mind- 
edness, a disregard for partisan consid- 
erations, and the attitude that just as it 
has been possible for our states to settle 
amicably the many disputes that have 
arisen, so is it possible, by enlarging the 
mental boundaries and by strengthening 
the institutions of arbitration and ad- 
judication, for all the nations of the world 
to abolish war and to cooperate for the 
advancement of mankind—Evaline 
Dowling, chairman, World Friendship 
Committee of the Los Angeles public 
schools, Los Angeles, Calif. 


[ 237 ] 


Business is good in education. There 
are more customers asking for more and 
more education than ever before. Our 
whole population, whether child or adult, 
seems bent on securing more and better 
education —J. M. Gwinn, pres., Cali- 
fornia Teachers Ass’n, San Francisco. 

The state department of education has 
two distinct lines of duty as far as its re- 
lations to the rural schools are concerned; 
[a] that of assistance in the actual school 
work along the line of acquainting teach- 
ers and superintendents with the best and 
most uptodate methods and disseminat- 
ing information regarding educational 
practises from a state and national view- 
point; [b] assuming leadership in secur- 
ing local and state legislation to improve 
conditions such as determining units of 
administration, taxation laws, and all 
other methods by which conditions may 
be improved for the benefit of rural 
schools and rural communities.—Flor- 
ence Hale, state director of rural 
education, Augusta, Maine. 

Today the most necessary asset for 
success is a flexible and adaptable mind. 
We are known as the most flexible and 
adaptable nation in the world. Our abil- 
ity to meet any condition is most note- 
worthy and praiseworthy. Without 
doubt our national flexibility is due to 
the fact that we are the greatest advo- 
cates of mass education in the world. 
Our schools have the largest per capita 
attendance and there are more of our 
workers today taking outside courses of 
study than in any other country. It is 
this endeavor to keep the mind in a 
mobile state that accounts for our high 
rating in adaptability. You should set as 
your goal for American education the 
creation of more flexibility and adapta- 
bility in the American people. You are 
to be congratulated on the work you 
have done in this respect; but, in spite 
of all you have accomplished, your work 
is just starting—A. M. Jones, assist- 
ant cashier, Chase National Bank, New 
York, N. Y. 

We must train our teachers to regard 
each child as a unique individual and 
treat him as such, organize the life of the 
school into a unified whole, and have 
faith in child nature. Then the classroom 
teacher will be an integrating factor in 
the nation excelled by none other.— 
Edith B. Joynes, principal, George 
Washington and Robert Gatewood 
schools, Norfolk, Va. 


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238 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


There are fifty thousand, and more, 
teachers in the colored schools and col- 
leges of this country. They are working 
out their educational problems in some 
places under the most adverse conditions. 
However, the figures of the United States 
censuses for 1920 and 1930 reveal an un- 
precedented reduction of illiteracy. The 
colored people of America are unanimous 
on just one point. We believe we have the 
support of the National Education Asso- 
ciation on that point. We want, always 
have wanted, always will want, for our- 
selves and our posterity, indiscrimi- 
nating educational opportunity—M. 
Grant Lucas, president, Columbian 
Educational Association, Wash., D. C. 

When I ask intending teachers what 
they do if crooks are nominated for office 
in their home town I am told that they 
do nothing. Why not? They were made 
public servants to secure good govern- 
ment. They say they’d be fired if they 
did. Until we get a few more people will- 
ing to run the risks that make heroes, 
why teach the children the lives of only 
dead ones? With all the ridicule heaped 
on teachers for talkativeness, foolish in- 
vestments, and other things, let us not, 
in God’s name, have the added slur that 
we are cowards.—William McAn- 
drew, editor, “Educational Review,” in 
Schvol and Society, Norwalk, Conn. 

Educational broadcasting by radio is 
becoming an important means, especially 
tor the benefit of rural communities. 
Doubtless the time is not far distant 
when regularly licensed radio broadcast- 
ing stations will be provided at public 
expense in each of the principal broad- 
casting districts in the country to give 
supervised evening and daytime courses 
rather than individual lectures as part of 
a comprehensive program of education 
for the enrichment of adult life— 
James A. Moyer, state director of uni- 
versity extension, Boston, Mass. 

The thoroughly organized and well- 
developed system: of Catholic education 
begins with the kindergarten and ends 
with the university. The system has con- 
tributed its quota to every branch of 
knowledge. In addition to the 3,000,000 
Catholic students of the United States 
thousands of non-Catholic students at- 
tend Catholic institutions of learning. On 
the other hand hundreds of Catholic 
teachers are employed in the public 
schools. This bespeaks great confidence 
in Catholic scholarship—Sister M. 
Raphael, St. Scholastica Academy, 
Fort Smith, Ark. 

The National Education Association 
in its Representative Assembly, its Board 


of Directors, and its official staff provides 
an instrument for the nationalizing of 
our educational ideals and objectives. 
The Representative Assembly of this As- 
sociation, composed of newly selected 
delegates from every state in the Union, 
is a real national congress of education. 
More and more it should become an 
honor and a distinction for men and 
women to serve in this great Assembly. 
The Board of Directors selected by the 
different state delegations and compos- 
ing the real governing body of our Asso- 
ciation combines the best educational 
leaders of the nation. An obligation rests 
upon the states and the delegate assembly 
to exercise the finest discrimination and 
judgment in the selection of state and 
national leaders. Out of the activities of 
our great state educational associations 
and our national organization should be 
developed that leadership which will pre- 
serve and extend the finest American 
educational ideals—Joseph Rosier, 
president, Fairmont State Normal 
School, Fairmont, W. Va. 

The flow of young people away from 
farms to cities will go on until the cities 
become alarmed at the dreary and unsat- 
isfying lot of the farming population and 
a great movement occurs away from iso- 
lated residence on the individual farm to 
residence in sociable rural villages such 
as prevail over most of the world——Ed- 
ward Alsworth Ross, professor of 
sociology, University of Wisconsin, 
Madison. 

Educational philosophies must be 
scrutinized, even revised if necessary, to 
the end that they will insure an effective 
and lasting coordination between the ex- 
isting units which make up the world’s 
social structure—Henry Lester 
Smith, dean, school of education, Indi- 
ana University, Bloomington. 

We must hope to develop, thru educa- 
tion, a generation of men and women 
whose sympathies are as broad as their 
common humanity; a group of individ- 
uals who, while seeking to achieve up to 
the limits of their capacities, acknowledge 
their responsibility for the welfare of the 
whole group; men and women tolerant 
of the beliefs of others and yet guided 
in their thinking by science rather than 
by superstition or tradition; a nation of 
individuals whose scale of values places 
highest the good, the true, and the beau- 
tiful—George D. Strayer, professor 
of education, Teachers College, Colum- 
bia University. 

If supervision is ever to meet the great 
need which exists for it, it can do so only 
when there is a definite supervisory 











October, 1931 





policy for the city and the program of 
the principal of each school is adjusted 
so as to bring about the greatest degree 
of coordination in practise and the most 
successful articulation of services.— 
George D. Taylor, principal, School 
No. 27, Rochester, N. Y. 

An economic depression merely accen- 
tuates the need of more and better teach- 
ers, more and better schools. The wise 
business corporation sees in a crisis that 
faces it a greater need than ever before 
in terms of its own research program. 
It is likely to spend more in studying 
itself, rather than less, in such a situa- 
tion. Society’s schools are the method by 
which it studies itself. If something is 
wrong with it more, rather than less, 
study is needed. Let’s not try to cure a 
depression by more depression. That. is 
what retrenchment in education would 
mean.—A, L. Threlkeld, superinten- 
dent of schools, Denver, Colo. 

The real strength of a nation is de- 
termined not by the large cities but by 
the vast rural sections. The next ten 
years should see the advantages of those 
sections made more attractive. A reading 
of the histories of other great nations will 
bring to every true American a challenge 
to devote more of his time and his talents 
to the big job of advancing the educa- 
tional opportunities of our rural sections. 
—George W. Wannamaker, superin- 
tendent of public schools, Griffin, Ga. 

Educational integration should get its 
guidance and direction from a philosophy 
which sets up ends for educational effort, 
processes, and procedures which parallel 
life and living, because educative forces 
have objectives that pertain both to the 
creature and his world and the desirable 
adjustments of each to the other.—J. 
M. Wolfe, superintendent of diocesan 
schools, Dubuque, Iowa. 

Character, above all things, determines 
how long a man can hold a job,whether he 
will be promoted to places of greater re- 
sponsibility, whether he will be granted 
credit for carrying onhis business, whether 
he can hold his customers, whether he can 
build up his business, whether he can 
weather an economic storm. All school 
subjects should be made to contribute to 
character building and all school activi- 
ties should be grist for the character mill. 
—Will C. Wood, vice-pres., Bank of 
America, Oakland, Cal. 

Our international future depends 
mainly upon the degree to which some 
solution is found for this major problem 
of our modern civilization—that of edu- 
cating its people—Annie C. Wood- 
ward, high school, Somerville, Mass. 









































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Better Teaching of Arithmetic 


The Functions of Instruction in Arithmetic 


Leo J. BRUECKNER 


College of Education, University of Minnesota, Minneapolis 


NDOUBTEDLY the most important 
| | problem faced by the teacher of 

arithmetic is the question of the 
objectives of instruction in that subject. 
The teacher’s conception of objectives is 
evidenced by what occurs in the class- 
room. The activities in the classroom are 
largely determined by the requirements 
of courses of study, the instructional ma- 
terials that are used, and the basic edu- 
cational philosophy of the teacher. The 
question may therefore be considered: 
What is the nature of the objectives of 
arithmetic as shown by an analysis of 
the work in the classroom? 

A few illustrations from procedures in 
several parts of the country which prob- 
ably are quite representative will make 
clear the point involved. For example, 
Steel made a study of the ways in which 
teachers in grades 4 to 6 in Minnesota 
divided the time among various possible 
activities that might occur in the class- 
room during the arithmetic period. In 
his analysis he listed such items as pre- 
sentation of new processes, drill on proc- 
esses, solving verbal textbook problems, 
testing, diagnostic work, projects, excur- 
sions, reports, and the like. After an 
analysis of the data secured from many 
teachers he reached the conclusion that 
approximately 84 percent of the time 
given to arithmetic was being devoted to 
the presentation of processes and drill on 
these processes, about 14 percent of the 
time was being spent on solving ver- 
bal problems found in the textbook or 
written on the blackboard, and only 2 
percent of the time was being spent on 
diagnostic work, testing, projects, discus- 
sions of applications of number, and 
other important types of arithmetic work. 
So much time was being devoted to drill 
on mere computation that other out- 
comes of vital importance were almost 
wholly overlooked. Studies of instruction 
in arithmetic in the rural schools of New 
York and other states reveal a similar 
condition with respect to the stress being 
placed on drill in computation. These 
facts make it clear that the teachers in 
the schools studied believe that the major 
function of arithmetic instruction is to 
teach the pupils how to manipulate arith- 
metic processes in examples and prob- 
lems. 

This one-sided, narrow view of the 
functions of instruction in arithmetic is 


due to a number of factors. In the first 
place the use of standard achievement 
tests in the fundamental processes as a 
means of measuring teaching efficiency 
has caused teachers to devote an undue 
amount of time to drill on these processes 
so that the pupils could “‘pass the test.” 
Furthermore, current research in arith- 
metic has been based largely on an analy- 
sis of the skills involved in arithmetic 
processes, the difficulties pupils encounter 
in the processes, and the construction of 
more efficient drill materials. Curriculum 
studies in arithmetic have been largely 
concerned with the problem of determin- 
ing what computations are socially use- 
ful, altho some of the more recent cur- 
riculum studies have given careful con- 
sideration to such questions as the arith- 
metic of the consumer, the quantitative 
references found in reading which must 
be understood if the content is to be 
comprehended, and other social applica- 
tions of number. Experimental studies of 
method have emphasized to a great ex- 
tent the evaluation of factors that relate 
to the effectiveness of drill. Textbooks 
have usually given inadequate consid- 
eration to outcomes of instruction other 
than the ability to compute. 

There are those individuals who insist 
that arithmetic is a “tool subject” and 
that mastery of the “tool” is secured thru 
routine practise on number processes. 
They believe that if the process is mas- 
tered its application is automatically in- 
sured. Such a point of view obviously 
overlooks the fact that true mastery of 
number and its functions can only result 
from practise in using number in situa- 
tions in which the need for it arises 
naturally. 

The problem of the school is to see to 
it that the pupil not only learns how to 
compute but also that he appreciates the 
worth of arithmetic and other branches 
of mathematics in human life. This ap- 
preciation may be developed by having 
the pupils use mathematics in their af- 
fairs and by helping them to see its uses 
in human affairs in general. The pupil 
must learn that to think accurately he 
must think in quantitative terms. Math- 
ematical notation is after all a language. 
Number helps us to express ideas and 
relations when they become too involved 
for ordinary language. A fascinating page 
of history is the story of how the human 


[ 239 ] 


race evolved the number system and how 
it has learned to apply this system to the 
problems of daily life. “The progress of 
science depends very largely upon the 
facility with which facts can be recorded 
and relationships between them consid- 
ered. The notation of the mathematician 
affords the maximum of precision, sim- 
plicity, and conciseness.” It should be 
clear that the teacher of arithmetic must 
give consideration to wider, richer out- 
comes of instruction than those that seem 
to be stressed in many schools at present. 

The functions of arithmetic instruction 
may be grouped under four heads: the 
computational function, the informa- 
tional function, the sociological function, 
and the psychological function. This is 
the classification given in the appendix 
to the Twenty-ninth Y earbook of the Na- 
tional Society for the Study of Education. 

The computational function of instruc- 
tion in arithmetic seeks to insure facility 
and accuracy in computation on the part 
of pupils. As a result of curriculum re- 
search many of the useless, extremely dif- 
ficult topics and processes in arithmetic 
have been eliminated. The computations 
that are now taught are simple and their 
complexity is limited to the processes that 
are known to be socially useful. Careful 
analysis of the learning process has re- 
sulted in a big improvement in instruc- 
tional materials. The pupil is now taught 
the fundamentals thru a series of well- 
graded steps and scientifically prepared 
practise exercises. The practise exercises 
are supplemented by various means of 
enabling the pupils to measure their prog- 
ress and to compare their achievement 
with standards from time to time thru- 
out the school year. These devices serve 
as valuable incentives to effort to secure 
mastery of processes. The fact of indi- 
vidual differences in rates of learning has 
led to the development of various forms 
of individual instruction and the break- 
ing down of traditional mass teaching. 
Searching diagnostic studies by Buswell, 
Knight, Osburn, and others have revealed 
the types of difficulty which interfere 
with desirable progress in the acquisi- 
tion of skills. Effective remedial exer- 
cises to eliminate these faults have been 
devised. The results of these diagnostic 
studies are also being used as the basis 
for preventive measures which may be 
taken to avert the inception of these 


Le FIT RRSP ET Pea REE YI 


COCR tt Mean AN! wih pened dm 


Mt RTL AO 





fo Ee ROO GAPE | Ne Tee mee ee eT ee 


240 
faults when the various processes are 
first presented. 

The marked improvement in materials 
and methods of teaching the fundamental 
processes is not as evident with respect 
to problem solving, altho in this phase 
of arithmetic there has also been a con- 
siderable change for the better in recent 
years. While the solution of verbal prob- 
lems largely designed to give practise in 
using the fundamental operations still is 
the basis for much of the “thought work” 
in our schools, such problems are gradu- 
ally being supplemented by a richer form 
of instructional content arising out of so- 
cial situations and not necessarily involv- 
ing computation at all. Limiting the 
selection of problems to those that can 
be solved by the operations that have 
been presented to that point or by the 
application of some rule of procedure re- 
sults in a much more meager type of class 
discussion and activity than is necessary. 
This will be brought out in the discus- 
sion of the other functions of arithmetic. 
Verbal problems now found in textbooks 
are simpler, more interesting, and more 
practical than those of some years ago. 
Involved problems, problems of the 


puzzle type, problems involving useless 
operations, and other undesirable types 
of problems have been largely eliminated 
from recent textbooks. 

The need of recognizing the informa- 


tional, sociological, and psychological 
functions of arithmetic instruction arises 
out of a conception of the objectives of 
education given by John Dewey when he 
defines education as “that reconstruction 
or reorganization of experience which 
adds to the meaning of experience and 
which increases ability to direct the 
course of subsequent experience.” The 
two important words in this definition 
are “meaning” and “direct.” The indi- 
vidual must acquire a background of 
meanings which will enrich his under- 
standing of the present and how it de- 
veloped out of the past. These meanings 
must be acquired thru educative expe- 
riences which give added power of subse- 
quent direction or control. Obviously the 
question of method is involved here, to 
be discussed later. 

It is evident that the computational 
function places little emphasis on en- 
riched meanings or on the development 
in the individual of the power to direct 
intelligently his later experiences. Rou- 
tine drill is often aimless, random ac- 
tivity on the part of the pupil. He “does 
not care what happens” because the ac- 
tivity has no meaning or significance to 
him. It is true that the teacher can de- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


velop in the pupils marked skill in com- 
putation thru the use of progress charts, 
graphs, rewards, and other forms of ar- 
tificial stimuli. However, this skill does 
not insure the ability of the pupil to 
apply number in the management of his 
affairs, nor does it develop the back- 
ground of meanings out of which may 
grow a true conception of the utility and 
value of number. Neither does it follow 
that the pupil is given any conception 
of the contribution number can make to 
the direction of his activities or to his 
method of thinking. 

The informational function of a sub- 
ject can be illustrated by examples from 
the teaching of geography. In order that 
the pupil may gain an appreciation of 
life as it is today he studies the means 
of transportation and communication that 
have been devised by man, past and pres- 
ent; he studies the kinds of shelter used 
by civilized and uncivilized man; he 
studies life in typical regions to under- 
stand the effect of geographical factors 
on how people live. These topics and 
many others are taught because of the 
enriched background of meanings that 
they give the pupil. Similar illustrations 
from arithmetic can easily be presented. 
Our number system is one of many that 
the human race has invented. A true ap- 
preciation of its simplicity and usefulness 
can be gained by comparing it with other 
number systems. Imagine trying to sub- 
tract or multiply with Roman numerals. 
We teach pupils to tell time by the clock. 
How often do we consider with them the 
various methods that have been used by 
the human race to tell time and their 
relative efficiency? Recently I saw a 
water-clock that had been constructed 
by a first-grade class. The discussion by 
the pupils of its construction, the diffi- 
culties in using it, its adequacy as a time- 
piece, its efficiency as compared with 
other kinds of clocks, and similar perti- 
nent points afforded a valuable picture 
of the possibility of going beyond mere 
computation to enrich the work in arith- 
metic. We teach the pupil how to make 
change, yet we often fail to consider with 
pupils the significance of money as a 
social institution and how the present 
monetary system was evolved. Questions 
such as “How does the grocer use arith- 
metic?” and “Which cost more, supplies 
bought in bulk or in package?” may well 
be made the basis for assignments and 
subsequent discussions in the arithmetic 
period, even tho a minimum of computa- 
tion be involved. The consideration of 
quantitative aspects of the environment 
in such a way as to develop background 


October, 1931 


and meanings is a legitimate phase of 
work in arithmetic. 

The sociological function has to do 
with the contribution arithmetic can 
make to the development of an intelli- 
gent, efficient citizen. Harap has shown 
that the average person does not pur- 
chase his food, his clothing, or the mate- 
rials to construct and maintain his shelter 
so as to receive full value for the money 
he spends. Harap believes that it may 
be a legitimate part of the curriculum in 
arithmetic to teach pupils how to spend 
their money to the greatest advantage. 
The enormous amount of money that is 
lost each year in this country thru specu- 
lation, bad investments, and ignorance 
of business practises is, in part, a reflec- 
tion of the inadequacy of our educa- 
tional program. We have school banks 
whose function is claimed to be the de- 
velopment of thrift. It is the common 
experience of many parents that children 
do not waste what they have earned, 
which is the basic economic principle 
underlying thrift. Instead, the money to 
deposit in the school bank is given to 
them by others and they merely deposit 
it. This is not the essence of thrift. One 
wise fourth-grade teacher who senses this 
point has worked out a plan whereby 
pupils are encouraged to earn the money 
they deposit. She devotes a part of the 
arithmetic period on “banking day” to 
a discussion by the pupils of the ways 
in which they earned their deposits. 

Many schools are now developing a 
course called Junior Business Training 
which is usually offered in the ninth 
grade. An examination of the contents of 
this course shows that it contains many 
of the topics included in the conventional 
arithmetic curriculum of the seventh and 
eight grades such as budgets, banking, 
stocks and bonds, investments, taxation, 
and the like. In this course the procedure 
consists largely of a discussion of the im- 
portant informational and social rela- 
tions of these topics. Little attention is 
given to computations involved. May it - 
not be that this development has oc- 
curred because teachers of arithmetic 
have devoted the major portion of time 
allotted to these topics to the computa- 
tional phases involved, to the neglect 
of the possibly more important social 
values? Instead of spending a major por- 
tion of the time given to taxation in com- 
puting the rate of taxation, the amount 
of taxation, or the basis of evaluation 
many teachers are now devoting consid- 
erable time to the consideration of taxes 
as a social institution, the relative merits 
of different methods of taxation, how 





ae ETS Pre eSeE OO 


Vol. 20, No. 7 





taxes are used, and similar phases of the 
subject which will give the pupils an 
understanding of the problems involved, 
in the solution of which they must take 
an active part if they are to participate as 
efficient citizens. Instead of permitting 
the rich social content of important ap- 
plications of arithmetic in life to be trans- 
ferred from arithmetic to other courses 
teachers must give more time to the con- 
sideration of those phases of the subject 
which can contribute to the sociological 
function of the subject. 

The study of units of measurement 
may be made the basis of valuable dis- 
cussions of the ways in which society has 
solved vexing social problems by com- 
mon agreement on a uniform standard. 
The standard time system used in this 
country is an interesting illustration 
within the experience of most pupils. In 
teaching such topics the point may be 
made that many of our current problems 
might be solved if the agencies involved 
could accept a reasonable solution. 

The psychological function of arith- 
metic instruction is concerned with the 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 241 





development in the pupils of the power 
to think accurately and precisely and the 
ability and disposition of the individual 
to think quantitatively about aspects of 
the environment which, to be dealt with 
effectively, must be dealt with quantita- 
tively. Number is a method of thought. 
Number enables us to deal with many 
phases of life in definite, accurate, and 
precise terms. The three important uses 
of number with which the elementary 
grades are concerned are counting, meas- 
uring, and the organization and interpre- 
tation of simple data. In the primary 
grades the pupils soon learn the value 
of number as an aid in such activities as 
finding the page on which a story occurs, 
sharing things, and organizing groups in 
games. Thru a consideration of the 
Dewey system pupils learn how num- 
ber is used as a convenient means of ar- 
rangement of books. Thru measurement 
the pupils learn the value of units of 
measurement as a means of systemat- 
ically considering many of the phases of 
environment. The need of refinement of 
measurement in modern industry is an 





important aspect of number that may 
be made the basis for much of the work 
in decimals. Thrugthe study of facts re- 
vealed by science the pupil should learn 
to realize the valu@§of accurate, precise 
information as a basis of solving prob- 
lems of everyday life. 

To understand much of what he reads 
in books, magazines, and newspapers the 
pupil must have a clear understanding 
of the quantitative concepts involved and 
the vocabulary that is used. The school 
must therefore give the pupil practise 
in reading and interpreting statistical 
and tabular material, graphs, charts, and 
diagrams. Hutchinson has shown that 
such materials are often included in his- 
tory, geography, and civics textbooks but 
that in these books very little instruction 
is given as to how to use them in con- 
nection with the accompanying discus- 
sion. Apparently the arithmetic class 
must provide the practise needed to 
learn to understand them. As Dr. Judd 
has pointed out, arithmetic is emphat- 
ically not a tool subject; number must 
be conceived of as a “mode of thought.” 


Education and World Business 


UR capitalistic system is being 
C) weighed in the balance. We are 
facing the rising tide of com- 
munism. Business has become a world 
aspect and is badly out of joint. The spirit 
of economic and political change is sweep- 
ing nations off their foundations. Our in- 
dividualistic democracy, while it contains 
the virtues which made our country pros- 
perous in the past, now shows fundamen- 
tal faults which must be recognized and 
corrected before it is too late. Reforma- 
tion is better than revolution. We are liv- 
ing in the twentieth century in material 
progress but still in the eighteenth cen- 
tury in the distribution of the comforts 
of life and rewards of labor. 

This worldwide distress which has been 
visited upon us is due to a concurrence of 
causes among which are readjustments 
required by the scientific revolution thru 
which we are passing, an antiquated eco- 
nomic system which fails to correlate the 
machinery of production with the distri- 
bution of human necessities, social abnor- 
malities created and exaggerated by the 
World War which took millions out of 
their adjusted relationships and projected 
them into a new world, unwarranted ex- 
travagance in governments thruout the 
world, excessive military expenditures in 
Support of mistrust, and lack of adjust- 


ment of artificial trade barriers to harmo- 
nize with costs in competing countries. 

We need leaders who can interpret the 
trends of the present depression in terms 
of human needs and find a way to prevent 
a periodical recurrence of calamity. We 
have the strange anomaly of vast stores 
of food at hand. Civilization will not be 
safe for some until it becomes safe for all. 
We must find a way to guarantee work 
for all; we must find a way to indemnify 
against penury in old age; we must find 
a way to relieve mankind of that fear 
which preys upon its vitality and makes 
him inefficient in service. 

Already one great nation has up- 
rooted humanity, overturned a long-time 
civilization, completely destroyed an ex- 
isting order, and set about erecting a new 
social, economic, and political regime. 
The spirit of change, of revolution is 
sweeping the nations off their oldtime 
foundations, destroying the institutions 
of the past, and erecting an entirely new 
and untried order. 

The revival of the business of the 
world must depend upon a vast scheme 
of correlation and cooperation in this in- 
ternationalized world. Today no man, 
no nation can live alone. There comes a 
time when nations must cease to be pro- 
vincial. They must get ready to take care 


of the flood-tide of business and com- 
merce when proper correlation, coopera- 
tion, and readjustment shall have healed 
the wounds of the world. 

Education must play a great part in 
any reconstruction or readjustment which 
comes. Yet education is a two-edged 
sword. It makes men restless under mis- 
fortune and abuse; it gives power to the 
masses to overturn existing orders. Mun 
readily turn to the theories and doctrines 
which they believe will give them what 
they wish. Once they have suffered dis- 
appointment and disillusionment they 
discard their dogmas and their idols. 

Education is the chief ally of business 
and the foundation of good government. 
Its value to the business of the world is in 
direct ratio to its spread among the peo- 
ple. Refinement in education calls for re- 
finement and increase in the comforts and 
pleasures of life. Education prepares peo- 
ple to absorb the products of industry. 
Primitive people do not materially aid 
markets and economic advancement must 
depend on the quantity and quality of 
the education people receive. At the pres- 
ent hour education needs the support of 
business if it would do its full share in 
reestablishing the business equilibrium of 
the internationalized world.—Augustus 
O. Thomas at Los Angeles, June 30, 1931. 


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The John Newbery Prize Book 


NCE UPON A TIME,” begins the 
C) latest Newbery medal book 

which is a story of a poor young 
Japanese artist, his old housekeeper, and 
a lovely little white cat with yellow and 
black spots on her sides, “like a white 
flower on which butterflies of two kinds 
have alighted.” 

Besides being a charming animal story 
The Cat Who Went to Heaven interprets 
on the child’s level the kindliness, cour- 
tesy, and religious feeling of Japan. The 
legends of the snail, elephant, horse, and 
ot’.er animals which had rendered service 
to Buddha or in whose forms he was once 
incarnated are woven into a connected 
story as the artist “dipped his brush in 
spring water, touched it with ink, and 
drew” their pictures. Mary Gould Davis, 
supervisor of storytelling in the New 
York Public Library, says: 

It is a treasure to storytellers—this book. 
Very seldom in modern stories do we find in so 
marked a degree this “tellable” quality. Each 
time that the young artist lays down his brush 
there is opportunity for the storyteller to use 
one of the most precious of his assets—the 
pause. Yet the structure never breaks. It builds 
surely and swiftly up to the heart of the story 
when the artist lifts his brush once more—and 
paints the Cat! 

Why there was any uncertainty about 
including the cat among the animals 
whose pictures were to be in the great 
temple painting of the Buddha, you will 
find out when you read the book. 

The John Newbery medal is awarded 
each year for the most distinguished con- 
tribution to children’s literature and is 
selected by a committee of the American 
Library Association. The author of The 
Cat Who Went to Heaven is Elizabeth 
Coatsworth, a New England woman who 
has written poetry for adults and other 
books for children: The Cat and the Cap- 
tain, Toutou in Bondage, The Sun’s 
Diary, and The Boy with the Parrot. 
She has traveled since she was a little 
girl. Egypt, the Orient, Mexico, Guate- 
mala, Morocco, and Europe are some of 
the places she has visited. She likes and 


understands far-off places and has written 
her children’s books for fun! Now that 
she is Mrs. Henry Beston and has a little 


: 
= 


Buchrach 
Elizabeth Coatsworth Beston and daughter 


daughter, her interest in children will 
not grow less. Mrs. Beston says that she 
has always enjoyed children and that 
“the small boy next door had all the 
songs in The Cat and the Captain tried 
on him when he was about four or five 
years old.”’ How she came to write The 
Cat Who Went to Heaven is told by Mrs. 
Beston: 

So many elements go into writing a book that 
it is difficult to unravel the strands. In the case 
of The Cat Who Went to Heaven I can trace a 
lifelong interest in legends which turned as I 
grew older into an interest in religious myths, 
joined to a year in the Orient, a large family of 
Maine cats, and a period of leisure in a small 
house between the bare hills of California and 
the sea. 

The year in the Orient came immediately 
after graduation and still has many of the 
qualities of a dream. We traveled, my mother, 
sister, and I, in a leisurely fashion following our 
whims. It was just before America entered the 
World War and there were few tourists. We 
slept on the floors of Japanese inns; we watched 
the princesses of Java practise their dances in 
palace gourtyards while guards with drawn 
swords paced about their pavilion. We dreamed 
on the steps of Borodoedoer with the carved 
terraces behind us where bas-reliefs told in an 
endless frieze of the lives of Buddha as a whale, 
a beggar, or a king. 


China we saw in the spring. But the whole 
medieval, other-world aspect of that year came 
to its climax in May when we went with a 
cortege of 18 Korean peasants for a journey 
thru the Diamond Mountains, then very diffi- 
cult of access. We stayed at beautiful old Bud- 
dhist monasteries, lying under the thousand 
peaks that lift like praying hands. 

Being young I responded to all these things 
to the bone; but a book of poetry and a few 
travel articles were all that came of it in a 
literary way for some time. But the emotion 
lay fallow. Meantime our lives moved to New 
England and there my sister, on a motor trip to 
Maine, bought two kittens, Sally and Augusta, 
which soon with a redoubtable punctuality 
began flooding Hingham with a race of black 
and white cats. From this race came my own 
cat who was the hero of The Cat and the Cap- 
tain; and later the idea of the little cat, Good 
Fortune, of The Cat Who Went to Heaven. 

These three elements—interest in myths, 
memories of the Orient, and delight in the ways 
of cats—met and blended together during a 
time of comparative leisure in California. I 
was to be married in June but it was February. 
My mother and I were staying in a house always 
within sound of the Pacific where every wind 
was aromatic with sagebrush. I can’t now re- 
member how the idea for The Cat Who Went 
to Heaven came to me. Once come, it worked 
itself out almost breathlessly and was written 
in a mood of pure joy. But in naming the 
little cat I had no idea of what good fortune 
she was to bring to me as well as to her master. 


The poetic quality of Elizabeth Coats- 
worth’s prose is evident in The Cat. The 
illustrations by Lynd Ward fit the story. 
They truly look as tho they were original 
drawings on which the ink had scarcely 
dried. 

John Newbery was a London book- 
seller of the 18th century who was the 
first person to publish books for children. 
The Newbery medal books are: 


The Story of Mankind [Liveright] by Hen- 
drik Van Loon; The Voyages of Dr. Doolittle 
[Stokes] by Hugh Lofting; The Dark Frigate 
[Little, Brown] by Charles Boardman Hawes; 
Tales from Silver Lands (Doubleday, Doran] 
by Charles J. Finger; Shen of the Sea [Dutton] 
by Arthur B. Chrisman; Smoky [Scribner’s] by 
Will James; Gay-Neck [Dutton] by Dhan 
Gopal Mukerji; The Trumpeter of Krakow .- 
[Macmillan] by Eric P. Kelly; Hitty: Her 
First Hundred Years [Macmillan] by Rachel 
Field;, and The Cat Who Went to Heaven 
[Macmillan] by Elizabeth Coatsworth. 























© Macmillan Co. 








Mental Health in the Classroom 


Mental Hygiene and Classroom Procedure 


CAROLINE B. ZACHRY 


Director, Mental Hygiene Institute, State Teachers College, Upper Montclair, N. J. 


country we find that two opposed 

points of view underlie their pro- 
cedures. Let us examine an extreme ex- 
ample of each type. 

In the first classroom everything is 
very definitely planned. A program in- 
forms us as to what the children will 
be doing every 20-minute or half-hour 
period of the day. The lessons planned 
for each day are based on a curriculum 
set up by a state department to be 
taught to all the children of that grade 
in the state. The subjectmatter of this 
curriculum must be mastered by the 
child if he is to be promoted to the next 
grade. Each bit of activity is separately 
labeled. Examining the English work we 
find that spelling is taught as spelling, 
the words dictated by the teacher and 
written in columns. Formal grammar is 
usually taught from a prescribed text- 
book. Composition topics are assigned 
weekly and a definite form of composi- 
tion adhered to. Penmanship drills come 
at regular intervals. All of the child’s ac- 
tivities are carefully supervised. If neces- 
sity demands that the class move from 
room to room it does so in line, the order 
of that line dictated by the teacher. A 
child’s behavior during class is pre- 
scribed. He must raise his hand if he 
wishes to speak or to leave his seat and 
he must get special permission to leave 
the room. 

In some schools all of the child’s ac- 
tivity is carried on under the guidance 
of one teacher. In other schools there are 
special supervisors. In still other situa- 
tions, as in platoon schools, the children 
change teachers, often classrooms, ap- 
proximately every half hour. Each new 
bit of work is a unit in itself and is pre- 
sented by a different personality. 

Looking into a classroom which repre- 
sents the other extreme we find some 
children sitting at their desks or work 
tables, working alone, while others are 
sitting around a library table where one 
child is reading aloud. Four children in 
one corner of the room are on the floor 
drawing on a large sheet of manila paper. 
Another group is holding a committee 
meeting in a corner. The class magazine 
is coming out in a few days. The children 
at their seats have had their manuscripts 
returned by the editor for correction and 
improvement. They are busy with this 


[ VISITING the classrooms of our 


task. The group at the library table has 
turned in some rather crudely written ad- 
venture stories. One of the group is read- 
ing aloud an adventure story suggested 
by the teacher. They are attempting to 
find out what constitutes a wellwritten 
story. The youngsters working on the 
manila paper are drawing a poster to ad- 
vertise their magazine. The committee we 
see in the midst of a heated discussion 
is the news editors deciding how their 
items should be written. In this class- 
room we find that subjectmatter is not 
clearly differentiated. Literature, spell- 
ing, penmanship, punctuation, literary 
and newspaper forms, as well as art and 
skill in printing are learned, not in order 
to get good marks and gain promotion to 
the next grade but as means toward a 
very definite and much wished-for end. 
This subjectmatter has not been planned 
by a state department but by teacher and 
pupils. 

The child’s behavior is not prescribed 
for him in advance. It is determined, as 
in life, by the necessity of the situation. 
When he fails to show good judgment 
in regard to his behavior the matter is 
brought to his attention either thru his 
mistakes or by his contemporaries or his 
teachers in terms of the situation at hand. 
Thruout_the elementary school, or the 
first six grades at least, he is responsible 
primarily to one teacher. 

What are the contrasting points of 
view underlying these two types of edu- 
cational procedure and what is their sig- 
nificance for mental hygiene? The work 
of the first classroom is based on the as- 
sumption that society is static. Follow- 
ing this assumption a curriculum is made 
up of those knowledges and skills which 
an adult needs to live in the social set- 
ting of today.!To prepare the child to 
meet adult life, then, a body of facts and 
skills must be learned by him and stored 
up for the future. The values involved 
are always deferred. The work of the kin- 
dergarten is planned to prepare the child 
to meet the contingencies of the primary 
grades. The elementary school is a prep- 
aration for high school and high-school 
pupils are constantly threatened by the 
necessity of passing college examinations. 

The work of the more progressive 
classroom is based on a recognition of 
the fact that society is dynamic and that 
it is changing so rapidly that we cannot 


[ 243 ] 


hope to store up knowledges and skills 
to meet the future. From this point of 
view the best preparation for adult life 
is the ability to face presentday situa- 
tions adequately. In other words the 
teacher’s task in getting children ready 
to meet life in the future is to help them 
to learn to meet it now—to face the prob- 
lems of life as they arise. Is this not pre- 
cisely what the mental hygienist is ask- 
ing us to do when he urges us to help 
children to face reality? The classroom 
which provides an environment most 
nearly lifelike is the one in which life’s 
realities are faced. The first type of class- 
room is so artificial in its setup that life 
problems do not have an opportunity to 
arise. 

Values in the progressive classroom 
are not deferred. The piece of work that 
the child accomplishes is of value to him 
because he has succeeded in doing the 
job that he helped to plan in terms of 
his own needs and the needs of the group. 
He did not learn to spell or to punctuate 
so as to get a good mark and be promoted 
to the next grade but in order to write 
a story good enough to be accepted by 
his class paper which is determining its 
standards by those which are acceptable 
in life. His satisfaction and the satisfac- 
tion of the class come from accomplish- 
ing a purpose of which they are aware, 
not from receiving a mark artificially de- 
termined by the school or teacher. 

The mentally healthy child has to have 
a reasonable feeling of success and the 
realization that he can do most things 
as well as his contemporaries and a few 
things a little better. The freer, more pro- 
gressive type of classroom provides more 
opportunities for this feeling of success 
to children of a wider range of abilities. 
In the formal English class described each 
child must achieve in the same way and 
his achievement is measured by that of 
his contemporaries and rewarded by a 
mark. In the progressive English group 
the highly imaginative daydreamer may 
get a constructive outlet for his dreams 
in the writing of an imaginative story or 
poem. The child whose imagination is not 
so keen has the opportunity to achieve 
success in writing news items or other 
matter-of-fact material clearly and inter- 
estingly. The child with less creative abil- 
ity in writing achieves a feeling of success 
and satisfaction in accomplishing some 


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244 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


October, 1931 





of the mechanical jobs involved in the 
preparation and distribution of the maga- 
zine. Only one who has worked with a 
group of youngsters on such projects can 
realize fully the numerous opportunities 
which present themselves for finding one- 
self in the group and achieving success. 
Both from the point of view of education 
and mental hygiene a note of warning 
must be sounded here for the progressive 
teacher. We have to be careful that the 
intellectually superior or emotionally se- 
cure children do not run the situation to 
the disadvantage of the less well endowed 
or less secure children. This is one of the 
teacher’s definite roles as guide in the 
Situation. 

Another mental hygiene principle ap- 
plies here: The child needs a feeling of 
security in the school situation as well as 
at home. He needs the security of the af- 
fection of his teacher and the knowledge 
that he is wanted by his classmates. He 
also needs security in assurance as to 
what is expected of him in the classroom 
situation. In either type of classroom he 
may be sure of the interest and affection 
of his teacher and the social approval of 
his classmates. The formal teacher is 
more definite in her statement as to what 
is expected of the child. The progressive 
teacher needs to be reminded that chil- 
dren are in the process of growing to the 





place where they can make their own 
decisions. Their past experiences at home 
and school determine to what extent they 
can do their own planning. In the mean- 
time they need the security of an adult 
to plan for them. The wise parent and 
the wise teacher could give the child se- 
curity and at the same time allow him 
the freedom to grow up. This must be 
borne in mind in helping him to achieve 
the ability to do his own planning. When 
his plans are his own his work is obvi- 
ously more definite and clear to him 
than it can ever be when it is superim- 
posed by the teacher. This need for se- 
curity points out one of the dangers of 
having the child come in contact with 
too many teacher personalities during the 
day. The little child needs the stability 
of one teacher personality to turn to 
Many of our seventh-grade problems 
arise from the fact that the transition 
from one teacher to many is made too 
suddenly. 

So much for security. What of the free- 
dom to grow up? How can a child learn 
to behave in life situations when he is 
not given an opportunity to behave in 
school? Can he develop judgment in re- 
gard to social conduct when his conduct 
is so definitely prescribed and is not 
paralleled with anything in life itself? 
Is there not a danger that strict obedience 


and looking to authority will tend to 
keep the child dependent? Is not part of 
the weaning process involved in giving 
him the freedom of making his own 
choices? Will not life give him sufficient 
discipline if he learns to face all of its 
contingencies in as mature a way as pos- 
sible? Both parents and teachers often 
tend to protect children from some of 
their rightful responsibilities and difficul- 
ties in life and then set up artificial 
means of discipline, feeling that discipline 
is essential to character. True it is—but 
it is the discipline of facing reality 
squarely, not of obedience for obedience’ 
sake. 

The contrast most significant for men- 
tal hygiene in these two types of class- 
room procedure is this: In the formal 
classroom a series of disconnected tasks 
is determined by the makers of the cur- 
riculum and imposed on the child by the 
teacher. The child who succeeds in this 
situation develops the ability to give just 
enough of himself to the task at hand to 
“get by’ while the rest of himself is in- 
volved with more challenging interests. 
The child’s task in a progressive class- 
room is based on his own purposes and is 
the result of his conscious needs. His sub- 
jectmatter is essential to the accomplish- 
ment of these purposes and toward this 
end he musters all of his powers. 





Special Resolutions Adopted at Los Angeles 


HEREAS, The widespread economic disturbance thru which the United States and other nations of 
the world are passing is evidence of serious social-economic maladjustment; and {'WHeErREAS, The 





education of the people of a democracy determines its method of dealing with social-economic problems; 
‘Therefore Be IT RESOLVED: That the Board of Directors of the National Education Association recom- 
mends to the President of the Association the appointment of a committee of not more than ten to propose 
te the Association desirable social-economic goals of America and that the committee indicate the materials 
and methods which the schools of the nation should use to attain these goals; and BE IT FURTHER RESOLVED: 
That the sum of $10,000, or such part thereof as may be necessary, is hereby appropriated for the use of said 
committee, no part of which shall be used for personal or travel expenses of members of the committee.— 


Adopted by the Board of Directors, June 27, 1931. 


The First National Conference on Rural Education, called jointly by the National Education Associa- 
tion, the United States Office of Education, and the National Congress of Parents and Teachers, meeting in 
Los Angeles, California, July 2, 1931, believes: That a wholesome and happy rural life is fundamentally 
essential to the highest social, economic, and political achievement of America. It believes that the founda- 
tion for such a life can be found only in adequate education and cultural opportunities for both children and 
adults in farm communities. {] This Conference believes that the problems of rural education are so far- 
reaching and difficult as to require for their solution the combined efforts of many lay and professional 
agencies. {| This Conference recommends that there be held in the nation’s capital a national conference on 
rural education and culture, following the general plan of the White House Conference on Child Health and 
Protection; that this national conference be followed by similar state conferences to be arranged by the 
governors in cooperation with the educational agencies and organizations of the various states. [This First 
National Conference on Rural Education recommends that the President of the National Education Asso- 
ciation, in cooperation with other agencies, appoint a committee to take up this project with the President 
of the United States to the end that there may be a vigorous, nationwide campaign for equal opportunity 


for rural children and the development of an adequate rural culture in America.—A dopted by the Confer- 
ence on Rural Education, July 2, 1931. ; 























American Education Week 1931 


American Education Week 1931 


HE ELEVENTH ANNUAL American 
“[ esucation Week will be observed 

November 9-15. The program will 
be sponsored as it has been for a decade 
by the United States Office of Education, 
the American Legion, and the National 
Education Association. 

Not for many years have the schools 
so needed the support which comes from 
understanding and appreciative coopera- 
tion. In hundreds of communities during 
American Education Week, teachers will 
begin or improve plans to interpret to the 
public the aims, needs, and achievements 
of the schools. 

The schools belong to the people. They 
are an expression of the hopes of the peo- 
ple for the future of their children and 
of the nation. 

The responsibility of the schools does 
not belong to any special class; it rests 
upon all the people. The schools shape 
the life of tomorrow and it is as impor- 
tant for citizens generally to share in this 
responsibility as it is for them to par- 
ticipate in government and public order. 
If all citizens are to have a part in shap- 
ing tomorrow’s world thru education they 
must not only be informed; they must be 
inspired to take an active part. 

A continuing, day-by-day program of 
educational interpretation informs the 
public. A period each year devoted to the 
cooperation of all citizens in plans to pro- 
mote educational progress provides for 
the participation of the public. American 
Education Week is an appropriate time 
for this participation. Thruout the nation 
the attention of citizens is focused upon 
the schools. The press, the radio, the pul- 
pit, and platform—great forums of pub- 
lic opinion—evaluate the educational op- 

portunities which American children en- 
joy, and turn the thought of the public 
toward means of making these opportu- 
nities richer for the individual and more 
effective in national life. 

During American Education Week the 
doors of thousands of schoolrooms are 
open. Citizens are especially invited to 





inspect the work of the schools this week 
when, by special arrangement of school 
programs, more can be seen in less time 


AMERICAN EDUCATION WEEK 
November 9-15, 1931 


} 
| 


General Topic: What the Schools are 
Helping America to Achieve 


Monday—In Economic Progress 

Tuesday—In Child Health and Protec- 
tion 

Wednesday—In Citizenship and Loyalty 
to Law 


Thursday—In Improvement of Rural 
Living 

Friday—Thru a Higher Level of Intel-| 
lectual Life 


Saturday—Thru the Enrichment of! 
Adult Life 


Sunday—Thru High Ideals of Character) 
and Home Life 


Additional material to be used in plan-| 
‘ning American Education Week programs 
|may be obtained from the Division of Pub- | 
|lications of the National Education Asso- 
ciation, 1201 Sixteenth Street, Northwest, 
Oeicwene sor D. C. 








Bie a RS ae 


than upon the casual visits of other sea- 
sons of the year. 

In the schools themselves pupils, teach- 
ers, and school officers define more 
sharply the aims of education and criti- 
cally test the extent to which they have 
been achieved. Achievements are ex- 
hibited and discussed by faculty and pa- 
trons together. Community clubs, par- 
ent-teacher associations, and other or- 
ganizations of serious purpose discuss 
education; their members inspect the 
schools. 

There are many agencies in every com- 
munity bearing upon the mental, physi- 
cal, and moral welfare of children. The 
school, the home, the church, the theater, 
the radio, the public health service, a 
host of growing juvenile organizations— 
every institution, service, individual or 
collective activity of the community 
makes a difference in the way we think 
and feel and act. Each has some effect 








upon health and happiness and upon the 
complete development of useful citizens. 

The American Education Week pro- 
gram has an integrating function. It ties 
together in an effective way the efforts 
the whole community is making to 
achieve the seven cardinal objectives of 
education—sound health, worthy home 
membership, skill and interest in learn- 
ing, citizenship and world goodwill, voca- 
tional effectiveness, worthy use of leisure, 
and ethical character. 

The 1931 program is selected by the 
sponsoring organizations to place em- 
phasis upon topics of vital and wide in- 
terest. The schools have an important 
part to play in economic progress. Educa- 
tion creates demand and furnishes the 
vocational skill with which to satisfy it. 
It helps the individual to plan a life en- 
riched by health, wholesome recreations, 
and ability to appreciate and create the 
beautiful things of life, in spite of the 
limitations of monotonous machine pro- 
duction. 

The schools play a fundamental role 
in child health and protection. They keep 
alive ideals of good citizenship even in 
times of economic and political stress. 
A common education for all the children 
of all the people unifies national life. 

The rural schools are meeting the 
problem of educating a new generation 
for a new day on the farm. A higher level 
of intellectual life, advancing standards 
of living, high ideals of character and 
home are achievements which the schools 
are helping the nation to attain. 

What the schools are helping America 
to achieve is an inspiring general topic 
for a program designed to renew the de- 
votion of the American people to educa- 
tion as a foundation for democratic gov- 
ernment and to arouse their interest and 
cooperation in the still more effective 
work of the schools. The contributions of 
education to life grow out of the hopes 
of the people for the future of their chil- 
dren. During American Education Week 
these hopes are expressed. 


HE AMERICAN HOME is still an educational institution. A revolution in home economy has relegated many former functions of the 
home entirely to outside hands. Specialists bake the bread once prepared in home ovens; power machinery has displaced the fire- 
-side spinning wheel and loom; the commercial laundry has made the kitchen washtub a memory of days that are rapidly passing. We are 
happy to release some of the drudgery of the o!dtime home to specialized hands, but we cannot delegate, without further thought, the 


training of our children to even the most trusted professional group. The home cannot forget this responsibility. Parents need frequently 
to visit the schools and to confer with the teachers of their children. In the process of education, home and school must work together. 
American Education Week is a nationally accepted period for special emphasis upon such cooperation. Its year-by-year observance in 
hundreds of American communities is bringing home and school together in the solution of common problems. It helps keep the home 
alive to its educational responsibilities —Willis A. Sutton, president of the National Education Association, 1930-31. 












mp Nena LAEIND cenit OR i nib 0 1 tas eth ID REE Reape PS tS mens aS ro A AAO OEE phen 







































American Education Week 1931 


The Press Interprets the School 


Education for Worthy 
Home Membership |! 


udents of 
bol presented 

In order that eloser cox 
parents and teachers of the 
bring home and school pees 
ent teacher association 
tricts of Huntington. 

The organization 


egeration © may be created between the 
ty to foster P od Seltow ship and tok, 
> a par- ht Upper 


Thursday Is “School 
Opportunity Day” 


ig national in scope. 
gress of Parents and 


“Know Your School” 


URING American Education 
Week many newspapers in-) 
‘crease the amount of space de- 
voted to news of educational af- 
fairs. Great city dailies, rural 
weeklies, educational and reli-| 
National panties ‘gious journals, trade papers, the 
Week official organs of business and fra-| 
ternal societies, and service clubs 


yey is ‘Ts desi esigned as ‘ 
r School Day” in the Sesttonat 


Mo cation Week program planned HOUSE _PL ANNED 
by the American Legion and the 


“Education for = ~ | Citizen. 
M y 


J Health and _ Ma by 
' Friday School Topic [°° 73's" 


PART OF WORK 


afety Patrols ols and Monitors 


devote space to the aims, needs, 
and achievements of the schools. 

Announcements of the pro- 
gram of American Education 
Week, reports of meetings and ex- 
hibits, feature articles on courses 
of study, methods of teaching, and 
the cardinal objectives of edu- 


Skits as Closi 
of Education 
Art Exhibit 


——_ of Wilson 
nts 


4 vember 11 to 17 Through- 
t out the Nation 


cation frequently appear in the 
press during this significant event. 
‘Cartoons, editorials, and photo- 


PAREN TT 
a ee 
IN SCHOOL’S Wopen Schoo! Week| [os ot our Stren. 


American Education aot will 
bc ed throughout the nation 


Modern Instruction Methods Will Be 
Discussed During Education Week. 


* The Parent Teacher Association the gred RALEI . 9—Beginning tomorrow and ending 


of Nyack is reminding the parents uy. By next ae the orang of American Educatioh week 
i be _held_through 


alt ae G rade Teacher Writes of Work ; 
HIs_week it is tho schoot H Schools Stress Schools Are Doing to Bring About 
ront of | the thick curtain Heme Mears Fuller Lives Through Education 
back-sta region o ac- . ve 
a people, ‘chats brie 


“Home and Sc: vol Day: Edue: ; By, FLORENCE E. HESS - 


ivi ft . t ' 
ds work and agpi . . ° . . 
er q f often Y 
eo yt “ft heme of Feniay ia Neiaroten ot asthe macind ne Auto School Bell Rings Tonight For 
tas wor’ ~ ucat red b: plagi h ° 
Rnd has accomplished ‘some, taneibl wigan _Lagion ana the Mattionk ot beses bases ‘Wig Parents of High School Students ¥ 
: du x ic ury. ? workin dav ae o " 


Parents, Teachers Cooperate In Schools 
Schools Provide For Leisure Activities 
Health And Safety Sought By Schools 





AMERICAN EDUCATION WEEK—FRIDAY 


pg > 


(9) A Message to 
ww Father and Mother 


KNOW YOUR SCHOOLS IGHTINGALE JUNIOR H. HOO N 
Regular Day Schools 


9 high schools 
4 intermediate schools 
81 m 


NA PR 
NORTH CAROLI ari 
ATION WEEK ER 


AMERICAN EDUC 


NOVEMBER 11-17 
State OF DELawAse® 
c¢ Instauction 


JBLI 
DeprarTMENT or Pus 


Facts for Educatiot 
Week 


American Education Week 


TENTH TO FIPTH 


1929 Some Hints to 


PROGRAM OF Ad. 4‘ange the breakf = TPPORTUNITY—OCCUPATION 


hours so that there is 
OF THE [fat home or to school. 
° Encourage punctual 
Raymond Public A Oty 
to interfere. 


CO-OPERATION—HOME AND SCHOOL 


For 
Teachers 
aod 
Parents 


AN EXPONENT OF THE CINCINNATI SCHOOL SYSTEM 


VOL. XVII. 


Every Friday 


et the Benoa! sear. CINCINNATI, OHIO, NOVEMBER 2}, 1930. 


SUPERINTEN® pouldnob be familiar to those in th _snocnss 
wut ~San Diego City Sch 
oye: ate. lithe Seem 


Fixed for Pay Day 
fice Address—Boys 
FRIDAY, NOVEMBER 7, 1930 
November 21, GREETINGS FROM THE BOARD What the Schools Do 


Meets December 

Hause Conference—; VOLUME IV. 
American BEpeat The Board of Education cordially invites San For Leisure 
The participation of } Diego citizens to visit our public schools whenever 


the observance of Am} possible, but especially di bis _in ion || Introduce g people to 


LEARNINC—THINKING—JUDGING—APPRECIAT 
HEALTH—PRYSICAL EDUCATION 


American Education Week 1931 


The Teachers Interpret the School 


American Education Week 
BERKELEY PUBLIC ‘SCHOOLS 


American Education Week is observed 
each vear during the week that includes 


NOVEMBER 10-16, 1930 


; ovember 10 Enr ichment of Huma 
n Life 
jNovember 11, E ‘atr lot sm and Wor Id Under standing 


The Schools of Yesterd 
Nave ; me 
mher 12 The Schools of Today 


reting Education in Alabama 


for 


'UCATION WEEK_ 


What Education Week 


Means 
To the Child 


—— 


a“ 


AMERICAN 
Aue NBION 
| WEEK | 


pia COMMUNITY adapts the American Education Week program to local needs. States publish for dis- 


tribution to the public during this week special bulletins explaining their legislative programs for 
school purposes, the administration of state school funds, expenditures for teaching service, school 
supplies, and buildings. They point out what the schools help the state to achieve in government, citizen- 
ship, wealth, and character. Cities and individual schools issue printed or mimeographed pamphlets 
portraying the activities of the local schools, what they teach, how they teach, and the results achieved. 


PeeOcS Td Ber ia 


aera 


SOG RONG att SEE oP 


a 


NE 1 a A A kiN atid bey PO LR SANGRE FT ME ial LIPOPE ARLES NGS BNE BE te ST Se 


a ae ot ta 





American Education Week 1931 





The Schools and Economic Progress 


ITHOUT EDUCATION America 

\X / would still be what it once was— 

a partially inhabited wilderness 
of primitive people, prey to disease, ex- 
posure, and hunger—enemies against 
which ignorance offers no defence. With 
universal education the very name Amer- 
ica has become a synonym for economic 
progress. 

The schools are an indispensable aid 
to economic advance in providing even 
the most meager fundamentals of an edu- 
cation. They would have repaid their cost 
in money many times if they had done 
nothing more thru the years than to teach 
people to read. The most alluring adver- 
tisement will not make a savage a good 
purchaser. Without the ability to read 
there would be no newspapers, magazines, 
or books, no written or printed communi- 
cations on stocks, markets, mining, agri- 
culture, opportunities for travel, and the 
thousands of other economic activities 
depending upon systematic information 
of the public for their success. 

The wheels of industry and transporta- 
tion turn more smoothly each minute be- 
cause of even a few basic abilities taught 
in the schools. Imagine the chaos which 
would immediately result if everyone 
should suddenly become unable to read 
“Stop” and “Go” signs, safety cautions, 
highway markers, package labels, or 
banknotes! Business was still in its in- 
fancy when taverns were forced to use 
pictures for signs and men made marks 
instead of signing their names. 

Universal education makes possible 
stable government, without which no 
business or industrial venture can be 
safely undertaken. An efficient monetary 
and credit system, accepted weights and 
measures, the practises of bargaining and 
exchange have their basis in an under- 
standing of simple. mathematical proc- 
esses that are learned in every school. 

The schools teach the future workman 
health habits which make him a better 
producer over a longer period. They up- 
hold high standards of honesty and in- 
tegrity without which business is impos- 
sible. They teach respect for the owner- 
ship of property upon which our eco- 


nomic scheme is based. They teach re- 
spect for law and order which are essen- 
tial to the peaceful conduct of business. 


§ beer ARE other standards of greatness| 
besides vastness of territory; and! 
other forms of wealth besides mineral de- 
posits or agricultural exuberance. Though 
every hill were a Potosi, though every 
valley, like that of the Nile, were rank 
with fatness, yet might a nation be poor in 
the most desperate sense—benighted in the 
darkness of barbarism, and judgment- 
stricken of Heaven for its sins. A state has 
local boundaries which it cannot rightfully 
transcend; but the realm of intelligence, 
the sphere of charity, the moral domain in 
which the soul can expand and expatiate, 
are illimitable—vast and boundless as the 
lomnipresence of the Being that created 
them. Worldly treasure is of that nature 
that rust may corrupt, or the moth destroy, 
or thieves steal; but, even upon the earth, 
there are mental treasures which are un- 
approachable by fraud, impregnable to 
violence, and whose value does not perish, 
but is redoubled with the using —Horace 
Mann, secretary, Massachusetts Board of 


Education, 1837-1848. 































Thru guidance programs the schools 
help young people find the occupations 
in which they can render effective service 
to business and industry and in which 
they themselves may find prosperity and 
happiness. The schools train youth in the 
fundamental vocational skills. They in- 
spire with ambition to achieve. They lay 
the basis for invention in industry and 
for the vision that leads to more econom- 
ical and just standards of business con- 
duct. 

Rapid economic progress is impossible 
without a high grade of professional serv- 
ice. The professions of medicine, law, 
teaching, engineering, and the ministry 
have their origin in the laboratories and 
libraries of our educational institutions. 

The schools have only begun to con- 
tribute to economic progress when they 
create conditions under which business 
and industry can operate, when they have 
inspired youth with the desire to serve, 
and have taught the fundamental skills 
of service in making a livelihood at trades 
and professions. The schools contribute 





more largely still to national prosperity 
by furnishing intelligent consumers of 
the products of industry and business. 

The wants of the savage are few and so 
simple that he can usually provide for 
himself. There is no place for industry 
and business among a people who live in 
huts of grass, dress in skins, and cook 
their food on hot stones. Education in- 
creases and refines wants. Specialized 
services soon develop to satisfy these 
wants. Thruout history the arts of civi- 
lization have been achieved to a degree 
proportionate to the intelligence and edu- 
cation of the people. Archeologists find 
traces of libraries when they unearth a 
market place. Education and_ business 
have always gone hand in hand. The 
commercial development of the United 
States parallels the evolution of its school 
systems. 

Great undeveloped fields for American 
industry lie at home to compensate for 
our waning foreign markets. There are 
still millions of people in America who 
have fewof the comforts and conveniences 
and none of the luxuries of modern life. 
In several states there is an average of 
four or five persons to each telephone in 
service. In others there are as many as 25 
persons to each telephone. There is a sim- 
ilar ratio between the number of miles of 
highway, the number of automobiles, bath- 
tubs, radios, pianos, pictures, books, and 
hundreds of other articles, large and small, 
that are marks of convenience and culti- 
vated taste. There is also a noticeable 
difference in the consumption of the bar- 
est needs of life. These citizens will not 
enjoy these needs and luxuries until 
greater educational opportunity inspires 
the demand for them and creates the skill 
and earning power with which they may 
be provided. Upon the schools the nation 
depends for the permanent foundations 
of greater material prosperity and hap- 
piness. 

Educated citizens earn more, spend 
more. Increased educational opportu- 
nity is a good business investment. A 
prosperous nation cannot be built upon 
the incomes of the ignorant nor upon the 
simple wants of the uneducated. 








| "= SCHOOLS are responsible in large degree for the great prosperity that has blessed America from the earliest days. Advances in 
culture and in standards of living are due in great part to advances in education made thru the schools, and these advances have led 
to a great increase in the consumption of goods of every conceivable kind. 
The complex system of industry which produces the greatest variety of goods required by our complex civilization must have for its 





| successful operation a great body of trained, educated, adaptable workers.—William J. Bogan, superintendent of schools, Chicago, Illinois. 


Production, too, has been increased by education. 















HE ONEROOM RURAL SCHOOL played 
‘T: basic role in early America. It 

kept alive the ideals of learning in 
days when physical power meant more 
than mental training in the art of mak- 
ing a living. The log school of the pio- 
neers was a social and cultural center in 
which young and old met in the goodna- 
tured rivalry of the singing school, the 
spelling bee, and the debating society. 
Its meager curriculum of reading, writ- 
ing, and arithmetic trained our early 
leaders for their tasks in agriculture, in 
market place, and in legislative hall. Its 
stern discipline exacted obedience to the 
rules of good behavior and exhorted 
youth to respect the laws of God and 
man. The log school instiled ideals of 
honesty and integrity and devotion to 
common welfare. In these schools boys 
and girls acquired ambition to achieve 
and to serve. They learned to appreciate 
our great national heroes and gave their 
allegiance to American ideals. Thru the 
years the education provided by these 
schools has been the nation’s strongest 
bond of loyalty. 

Today there are more than 161,500 
oneroom school buildings in the United 
States—more than 60 percent of the na- 
tion’s schoolhouses. They are still play- 
ing as vital a part in the national life as 
meager support will permit. 

The concentration of population and 
wealth in urban centers has enabled the 
schools of the cities to offer an educa- 
tional opportunity far superior to that 
which farm children enjoy. Longer terms, 
better qualified teachers, safer and more 
sanitary buildings, a wider variety of 
courses, larger libraries, better equipped 
laboratories are found in our city schools. 
One of the first comments of foreign 
visitors is an expression of astonishment 
at the wide gap between our excellent 
city schools and our country schools. 

Because 30 percent of our population 
lives on the farm, a fair start in life for 
rural boys and girls is a matter for the 
concern of all American citizens. Unified, 
permanent national development de- 
pends upon equalization of educational 


American Education Week 1931 


The Schools and Improvement of Rural Living 


opportunity. Steps to equalize educa- 
tional opportunity have already been 
taken by a number of states thru a more 


THE FARM 


The Best Home of the Family 
Main Source of National Wealth 
Foundation of Civilized Society 
The Natural Providence 


This inscription, profoundly significant 
of the wide recognition of agriculture in 
the life of the nation, is carved in stone 
over the entrance to the Union railroad 
station in Washington, D. C., almost under 
the shadow of the dome of the national 
| Capitol. 

While the United States has rapidly de- 
veloped industrially, 30 percent of its peo- 
ple still make a living in agriculture and 
the whole nation depends upon the farm 
\for food. Many great leaders in American 
life have come from the soil. Good farm 
schools and good farm homes increase 
both the material and human resources of 
the nation. 








equitable distribution of the cost of sup- 
porting schools. Justice to all the chil- 
dren of America waits upon the interest 
of all the people. 

Progress in rural education depends in 
an important way upon the training and 
vision of the county superintendent. In 
25 states these rural superintendents are 
elected by the people instead of being 
chosen by a board of education consti- 
tuted to examine the qualifications of 
candidates or applicants for the position. 
Frequently, superintendents find them- 
selves in charge of as many as 150 teach- 
ers scattered thruout a whole county, 
with no assistants, not even clerical help. 
The almost total absence of effective 
supervision in rural schools is readily 
understood. Jn urban districts there is an 
average of 83 supervisors for every 100 
schools ; in rural districts there is an aver- 
age of only six supervisors for every 100 
schools. 

Many of the teachers of these oneroom 
schools are poorly prepared to do without 





the help of trained supervision. More 
than one fourth of them, according to a 
recent survey of the United States Office 
of Education, have not attended college 
more than six weeks. The average length 
of the rural school term is seven and one 
half months; city schools average a nine- 
months term. 

Thus the farm boys and girls really go 
to elementary school only six and two 
thirds years, while city children have the 
advantage of eight years. It costs an 
average of $130 a year to give a city 
child a year’s schooling; the rural child 
must get along on $75. 

In many ways farm boys and girls 
must face a handicap in getting a fair 
start in life. They walk long distances 
to school, farm chores frequently make 
home study impossible, a high-school 
education often means living away from 
home. 

There is a brighter side to rural living. 
There are good homes on the farm, homes 
unbroken by the employment of parents 
or children in factory or office. Farmers 
live in their homes. Each home member 
contributes his share of time and labor 
to supply home needs. Close comrade- 
ship of parents and children thru the 
years makes a difference in ideals of un- 
selfishness, independence, honesty, and 
virtue, with which it has ever been the 
happy lot of good homes to inspire child- 
hood. An understanding of nature, a love 
of freedom, a spirit of selfreliance fos- 
tered by the spaciousness of open fields, 
frankness, and fair dealing are character- 
istics of rural people. 

From the agricultural districts the 
cities have for years drawn many of their 
leaders. The great present need is for 
leaders of farm life. Agriculture is in the 
midst of a revolution as significant as 
the industrial revolution. The whole ma- 
chinery of agricultural production and 
farm economy is being made over. This 
transition calls for the best talent the na- 
tion has ever produced at any time for 
any purpose. This talent will come from 
the farm. It will be discovered and 
trained in farm schools. 


HE FUTURE rural home and the future rural life should be the most attractive home and the most at- 
tractive life of all the ages, a home the child leaves with regret and returns to with outstretched arms, 
a home of plenty—fields, flocks, orchatds, gardens—of beauty and grace, where intelligence, hospitality, 


culture and happiness abound. The folks who feed and clothe the nation and furnish the revivifying blood of 
our urban population are entitled to no less. It is on the way.—C. B. Smith in The Country Life of the Nation. 








{ 249 ] 


a ee | eS ar ee 


ter a tr 





Ee ee ee eee 


American Education Week 1931 


The Schools and Child Health and Protection 


PRINCIPAL TASK of the modern 
A school is to lay the foundation 

for physical resistance to the in- 
creasing health and safety hazards of ar 
industrial age. Crowded cities make pre- 
cautions against disease epidemics more 
necessary each decade. The fast-moving 
machinery of manufacture and trans- 
portation, the widespread industrial use 
of inflammable chemicals, explosive 
gases, and poisonous drugs take a heavy 
toll of the ignorant and careless. The 
feverish haste of the modern world is a 
wearing strain upon physical and men- 
tal fiber which our pioneer forebears did 
not have to undergo. Indoor living, im- 
proper foods, irregular habits of eating 
and sleeping are frequently inescapable 
demands. 

That men live longer and better is due 
to increasing knowledge of the science of 
health and the cooperative services of 
medicine and education in preventing 
and curing disease. The schools teach hy- 
gienic habits of living. They instruct 
youth in the dangers of narcotics, alcohol, 
and other poisons. More healthful 
clothes, more comfortable and better 
ventilated homes, cleaner streets and 
better planned cities are the results of 
education in sanitation. 

The schools provide corrective exer- 
cises for physical defects. Many schools 
are equipped with medical and dental 
clinics to minister to needs as soon as 
they are discovered. Trained nurses de- 
tect disease before it reaches an ad- 
vanced stage. Special type buildings are 
provided for crippled children, special 
care is given to the blind, open-air classes 
are organized for the anemic and tuber- 
cular, programs of mental hygiene pro- 
mote the development of sound minds. 
Undernourished children are aided in 
maintaining a balanced diet. School 
lunchrooms furnish. wholesome foods. 
Home economics classes teach the proper 
preparation of food for the home and the 
care of the sick. Courses in civics em- 
phasize community sanitation and 


health. For superstition and neglect the 
schools have substituted a demand for 


skilled medical attention in the care and 

prevention of illness. 
Modernschoolbuildings provide health- 

ful housing. They safeguard against ac- 





HE PASSION of American) 
fathers and mothers is to lift 
children to higher opportunities 
than they have themselves en- 
joyed. It burns like a flame in us 
as a people. Kindled in our coun-| 
try by its first pioneers, who came 
here to better the opportunities 
for their children rather than) 
themselves, passed on from one) 
generation to the next, it has 
never dimmed nor died. Indeed, 
human progress marches only 
when children excel their par- 
ents. In democracy our progress. 
is the sum of progress of the indi-| 
viduals—that they each individ- | 
ually achieve to the full capacity 
of their abilities and character. 
Their varied personalities and 
abilities must be brought fully to 
bloom; they must not be mentally 
‘regimented to a single mold or 
the qualities of many will be 
| stifled; the door of opportunity 
‘must be opened to each of them.| 


'—President Herbert Hoover. 


cident. They protect children from fire. 
They afford abundant light and air. They 
are kept clean and sanitary. They are 
equipped with facilities which promote 
personal cleanliness. They have gymna- 
siums and playfields for systematic play 
and exercise. Thru the age of most rapid 
physical development the schools, at 
every turn, provide a healthful environ- 
ment, maintain healthful habits, keep 
children well in the present and lay the 
basis for healthy minds and bodies thru- 
out life. 

The schools protect not only against 
the ravages of disease, but against the 
dangers to sound health from commercial 














exploitation. The American child is kept 
in school until he is mature enough to 
take his place in wage-earning ranks. He 
is aided in the selection of an occupation 
to which he is fitted because of his ability 
and interest. He is ‘taught the funda- 
mental skills of a trade or is introduced 
to the lengthy process of preparation 
for a profession. 

The schools protect childhood from 
dependency and delinquency. They en- 
courage high ideals of personal achieve- 
ment and public service, training skil- 
ful hands and alert minds for economic 
success and financial independence. They 
provide morally clean surroundings for 
children who otherwise might find asso- 
ciations among the idle and vicious. The 
schools promote high ideals of home life 
and fortify childhood against the high- 
power impact of new forces which are 
developing in our civilization. 

One of the most significant contribu- 
tions of the schools toward the protection 
of childhood from delinquency may be 
found in improved training for leisure. A 
revolution in domestic economy has re- 
moved from the management of the 
home many of the chores which occupied 
the free time of the sons and daughters 
of our forefathers. It is easy to spend 
these extra hours in commercialized 
amusements, or recreations of doubtful 
value. As a substitute for entertainment 
in which participation is merely passive, 
the schools develop interest and skill in 
creative tasks. They inspire appreciation 
for the world’s best literature, painting, 
and the other arts. 

In the development of our national re- 
sources, in hopes for the future of the 
race, children are first. The White House 
Conference on Child Health and Protec- 
tion called by the President to consider 
the welfare of childhood has completed 
two years of labor. The epoch-making 
findings of this Conference will enable 
school and community, state and nation, 
to begin a program of education and cor- 
rection which will coordinate every 
agency in an effort to give every child in 
city and country a fair start in life. 








UR PROBLEMS and the future of our country are in the schoolrooms of America today. In them are the future presidents of our country 

as well as the racketeers. Every one of the elements of our future population is to be found there right now—the gamblers, the 
insane, the criminals, the prostitutes, as well as the business men and women, the lawyers, the physicians, the statesmen, the ministers, 
the laborers of the future, and, more significant than all, the mothers and the fathers of the days ahead. We can now say that we have 
the problem surrounded. It is there in our schoolrooms. It is within the joint responsibility of the home and the community, operating 
in immediate contact with the child—Ray Lyman Wilbur, Secretary of the Interior. 

























oe = — WM oT et Ss OO 


—_——— a hn eon. a sae 





American Education Week 1931 


Planning a Program 


Education Week program will pro- 
vide for the participation of the en- 
tire community—teachers, school offi- 
cials, pupils, parents, and other citizens. 
The chief school officials will usually 
take the lead. The first step is the ap- 
pointment of a responsible committee 
which may be known as the American 
Education Week Committee. It should 
be selected as early as possible. Plans 
should be made well in advance. Out- 
lines of these plans should be in the 
hands of representatives of every school 
and every community organization. 

The American Legion, service clubs, 
parent-teacher associations, literary so- 
cieties, fraternal, church, and young peo- 
ple’s organizations will take part. Ask 
these groups to appoint committees to 
cooperate with the general American 
Education Week committees. Suggest to 
them programs which will be of most 
help to the schools and most consistent 
with the aims of the groups themselves. 

Keep the local newspapers informed of 
progress from the start. Their support 
will arouse the interest of the commu- 
nity. Ask clergymen to direct the 
thoughts of their congregations to educa- 
tion during this week from the pulpit, 
thru special programs, and church bulle- 
tins. 

Announce American Education Week 
on posters in store windows, street cars, 
and on billboards. Enlist the help of the 
art and printing departments of the 
schools. Write to the Division of Publi- 
cations of the National Education Asso- 
ciation, 1201 Sixteenth Street, North- 
west, Washington, D. C., for three-color 
illustrated announcement posters at low 
cost. Announce American Education Week 
in school newspapers, school bulletins, 
publicationsof the Chamber of Commerce, 
local hotels, and other advertisers’ pam- 
phlets carrying news items. Prepare a 
special booklet for distribution to parents 
during the observance of the week. Ask 
the mayor of your city and the governor 
of your state to issue a proclamation call- 


Ps FOR AN EFFECTIVE American 






ing the attention of the public to Ameri- 
can Education Week as an appropriate 
occasion to recognize what the schools are 
helping city, state, and nation to achieve. 


| iapnensy Is a total community re- 
sponsibility. It is not the sole busi-| 


ness of a corps of principals and teachers, 
nor is the formal school the only agency in 
the educational process. While educators 
may lead the way, they cannot go far with- 
out the support and cooperation of other 
‘agencies in the community which are in- 
fluencing the lives of the children . . . 
\In working with the community we must 
not forget the influence of the newspaper 
. . « We bring the schools to the people 
also by having certain open days and open 
nights when parents and other citizens 
/may visit the schools, see the classes in 
operation, observe our methods of instruc- 
tion, and become acquainted with princi- 
pals and teachers. Approximately 50,000 
‘Parents of Philadelphia school children 
visited the schools during American Edu- 
cation Week last fall as a result of the 
‘offer of this opportunity to them.—Edwin 
|C. Broome, president of the Department 
of Superintendence of the National Edu- 
cation Association. 

























Plan exhibits of school work, display 
slides and films in theaters, arrange for 
addresses of teachers before local organi- 
zations, display books in public libraries. 
Plan local radio programs. Arrange for 
citizens to hear the nationwide broad- 
casts sponsored during American Educa- 
tion Week by the National Education 
Association, the American Legion, and 
the U. S. Office of Education. These radio 
programs include addresses by nation- 
ally-known educators and other impor- 
tant leaders in American life. Write to the 
Division of Publications of the National 
Education Association for an announce- 
ment of speakers and exact time of pro- 
grams. Write to the editors of religious, 
trade, fraternal, and service club pub- 
lications that circulate in your com- 
munity, asking them to carry announce- 
ments of American Education Week. 
What State Departments Can Do 


Take the lead in developing a statewide pro- 
gram adapted to the needs of the state. 


HERE IS a tendency for all social institutions to lag behind the industrial progress of a people. The only 
‘ea for this lies in keeping the people themselves informed. In the small state of Rhode Island 
within a period of five years Henry Barnard found it necessary to hold eleven hundred meetings and to 
make fifteen hundred addresses. Nevertheless, this campaign put Rhode Island schools in step with Rhode 
Island progress. American Education Week affords every community an opportunity to consider its school 
situation, take stock, and plan for the future —William John Cooper, U. S. Commissioner of Education. 


Issue bulletins of school facts important in 
their states. 

Invite the governor to designate the week 
by proclamation. 


What the Superintendent Can Do 

Address the teachers in advance on the pur- 
poses of American Education Week. 

Take the lead in developing a city or county- 
wide program. 

Arrange with the Board of Education to take 
official action approving the observance of the 
week. 

Make addresses before local organizations. 

Coordinate thru his office all plans for the 
week. 

Write letters to local organizations inviting 
them to participate in the program. 

Publish for distribution to citizens a booklet 
on “Hometown Education Facts.” 


What the Principal Can Do 

Arrange for committees from the school to 
cooperate with general committees. 

Provide reference books, pamphlets, etc., 
constituting a special library on American Edu- 
cation Week for all workers. 

Issue special invitations to parents to visit 
the school. 


What Teachers Can Do 
Visit the homes of their students. 
Exhibit and demonstrate school work. 
Serve on committees. 
Talk before community organizations. 


What Pupils Can Do 

Demonstrate class work. 

Prepare school exhibits. 

Talk before school assemblies and community 
groups. 

Make posters. 

Have special programs at meetings of school 
clubs. 


What Parent-Teacher Associations Can Do 

Urge “Every home to entertain a teacher 
during American Education Week.” 

Get “Every parent in a school American 
Education Week.” 

Hold meetings to discuss school objectives 
and achievements. 

Invite other civic organizations to have spe- 
cial programs. 


Scores of other plans for the participa- 
tion of teachers and others may be found 
in Things To Do American Education 
Week, from which the above suggestions 
were taken. This bulletin may be ob- 
tained from the Division of Publications 
of the National Education Association. 








— 






































? 


a - 





Seen I PARED OTE te Ge 8 or ems 





Helpful References and 


VERY SCHOOL, under the direction of 
3 the principal or a committee of 
teachers selected for the purpose, 
will wish to provide a library of ma- 
terials which can be made available to 
teachers, pupils, and parents for use in 
planning the program for American Edu- 
cation Week and in preparing addresses 
and writing articles. The following pub- 
lications are especially selected because 
of their availability, their economy, their 
usefulness for the immediate purpose and 
for continued reference in the school 
library. 

The Division of Publications of the 
National Education Association prepares 
helps for American Education Week, 
among which are: 

Things To Do American Education 
W eek—This mimeographed bulletin out- 
lines the complete program of the week 
with suggestions for the cooperation of 
every appropriate community agency. It 
lists hundreds of references to books, 
magazines, and specially prepared mate- 
rials helpful in preparing addresses and 
writing articles. It describes plans of 
committee organization that have proved 
successful in many communities. It lists 
plays, pageants, poems, and exercises 
that may be used in assembly or class- 
room American Education Week. This 
bulletin is rich with suggestions that may 
be adapted to any community. Things 
To Do American Education Week 1930 
was duplicated in its entirety by one state 
department of education and a copy pre- 
sented to every city and county superin- 
tendent in the state. The price of Things 
To Do American Education Week is $1. 

American Education Week Posters— 
Fourteen thousand posters were printed 
in 1930. The supply was exhausted be- 
fore the observance began. An excellent 
means of interpretation, economical of 
time and money. Cost per set, $1. 

An American Education Week an- 
nouncement poster, artistically  illus- 
trated in color, may be obtained in quan- 
tities from the Division of Publications 
at low cost. These posters may be ob- 
tained on bristol board with selfsupport 








to display in windows, or on lighter stock 
for use on bulletin boards. 

The School Home of Your Child—A 
four-page message to send into the homes 





| 


WHAT THE COMMON SCHOOLS 
HAVE HELPED AMERICA 
TO ACHIEVE 


[1] Rapid rise to national greatness. 

[2] Realization of democratic ideals. 

[3] Quick conquest of a vast frontier. 
[4] Widened opportunity for new citizens 
from overseas. 
[5] The highest 
women. 

[6] The ability to create, manage, and 
staff efficiently, large-scale production. 
[7] The noblest standard of living ever 
realized over a large area. 

[8] The highest level of intellectual life 
ever attained by the common people. 


place ever accorded 


[9] Steady improvement in the art of 
self-government. 

[10] Appreciation of the significance of 
childhood and the home life. 


| 


L 








during American Education Week. More 
than 50,000 of these have already been 
distributed. Cost, 100 copies, $1.25; 1000 
copies, $9. 

Research Bulletins—Publications of 
the NEA Research Division contain 
invaluable material for addresses and 
articles on such subjects as the ability of 
state and nation to support the schools, 
teachers salaries, tenure and retirement 
systems, school laws in the several states, 
old and new methods of taxation for 
schools. Cost, 25 cents each. Discounts 
for quantities. 

Your library will help you compile 
sources of information. Suggested mate- 
rial for each day, selected from the lists 
of Things To Do American Education 
Week, follows: 


Monday—What the schools are helping Amer- 
ica to achieve in economic progress. 
National Education Association Research 

Division. The Schools and Business. Price 20¢. 

Discounts for quantities. A valuable booklet to 

place in the hands of one hundred of your 

leading business men. 
Committee on Public Information, North 

Carolina Education Association. Education in 

1900 and Now. Raleigh, N. C. 


HE National Education Association urges the continued observance of American Education Week in 

the belief that every citizen should be kept informed upon the work and needs of the schools. The 
Association appreciates the cooperation of the American Legion and other organizations in the develop- 
ment of this permanent, worldwide movement.—Resolution adopted at Atlanta, 1929. {The National Educa- 
tion Association urges the continued observance of American Education Week.—Resolution adopted at 


| Columbus, 1930, and Los Angeles, 1931. 


American Education Week 1931 





Material 


NEA Research Division. Investing in Public 
Education. 8:166-220. Price, 25¢ 
Tuesday—W hat the schools are helping Amer- 

ica to achieve in child health and protection. 

White House Conference 1930. The Century 
Co.. Paper 50¢. Cloth $2. This epoch-making 
Conference called by President Hoover is just 
publishing its findings. They may be obtained 
in book and pamphlet form for study in clubs, 
classrooms, and parent-teacher associations. 
Wednesday—What the schools are helping 

America to achieve in citizenship and loyalty 

to law. 

Diemer, George W. and Mullen, Blanche V. 
Pupil Citizenship. World Book Co. 1930. 339p. 
$2.16. 

Almack, John C. Education for Citizenship. 
Houghton Mifflin Co. 1924. 287p. $2. 

Moore, Clyde B. Citizenship Through Edu- 
cation. American Book Co. 1929. 320p. $1.40. 
Thursday—W hat the schools are helping Amer- 

ica to achieve in improvement of rural living. 

Morgan, Joy Elmer. “Rural Life and the 
Rural School.” In Journal of the NEA, 20:1, 
Jan., 1931, p10. 

Anderson, J. T. “The County Superintend- 
ent.” In Journal of the NEA, 20:1, Jan., 1931, 
p9. 

National Education Association, Department 
of Rural Education Bulletin. Special Problems 
in the Education of Rural Children. Feb., 1931. 
Price, 25 cents. 

Friday—W hat the schools are helping America 
to achieve thru a higher level of intellectual 
life. 

Fisher, Dorothy Canfield. Why Stop Learn- 
ing? Harcourt, Brace, 1928. $2. 

Gray, William S. “Enjoyment of Good Litera- 
ture.” In Journal of the NEA, 20:3, March, 
1931. p89. 

Walker, J. E. “Hamilton County’s Answer to 
Illiteracy.” In Journal of the NEA. 19:2, Feb., 
1930. p62. 

Saturday—W hat the schools are helping Amer- 
ica to achieve thru the enrichment of adult 
life. 

Dean, Arthur. “The Enrichment of Adult 
Life.” In Journal of the NEA. 20:2, Feb., 1931, 
ps5. 

“The Leisure of Tomorrow” [Editorial]. In 
Journal of the NEA. 19:1, Jan., 1930, pl. 

Suzzallo, Henry. “The Use of Leisure.” In 
Journal of the NEA. 19:4, April, 1930, p123. 
Sunday—W hat the schools are helping America 

to achieve thru high ideals of character and 

home life. 

Anderson, A. Helen. “Methods in Character 
Education.” In Journal of the NEA. 20:1, Jan., 
1931, p11, 

Germane, C. E. and Germane, Edith Gayton. 
Character Education: a Program for the School 
and the Home. Silver, Burdett, 1929. $2.80. 
























Character Education 


The Montefiore Special School 


Principal, Montefiore Special School, Chicago 


HE MODERN city school system en- 
[2 many pupils who test the re- 

sourcefulness of any teacher and 
among these are a small minority of 
distinct behavior problems. Not the least 
of these behavior problems are the cases 
of the truant and socalled incorrigible 
boys. A generation ago truancy did not 
lead to such serious results as in this 
modern age. The original Tom Sawyer 
or Huck Finn usually did no more than 
pass the time fishing or playing pirate 
in the great outofdoors. His modern pro- 
totype in our congested industrial cen- 
ters is unable to enjoy such harmless 
activities and is much more likely to 
spend his time when away from school 
in various gang activities or in “junk- 
ing’ which is often only a better name 
for petty stealing. He may even do shop 
lifting, purse snatching, jack rolling, or 
auto stealing. 

Chicago, like every other large city, 
has its problem of dealing with such 
boys and thru its school system is doing 
all that is possible to prevent juvenile 
delinquencies. Special truant rooms, se- 
cial clinical centers for the study of be- 
havior, and the addition of a visiting 
teacher staff have all come, in part at 
least, aS an attempt to check truancy 
and other and more serious antisocial 
behavior. 

One of the latest additions to the va- 
rious services offered to care for these 
boys with special needs is the work of 
the two new special schools for truant 
and problem boys. The first of these, the 
Montefiore School, was opened Septem- 
ber, 1929, and cares for the underprivi- 
leged and unadjusted boys of the north 
and west sections of Chicago. The school 
enrols approximately 475 boys and is de- 
signed for those who need special atten- 
tion educationally, psychologically, and 
medically. It is for boys who have fallen 
behind the grades in which other boys 
of their age belong. It is for boys who 
have been unable to get along in the 
regular schools, for those who need spe- 
cial methods, and for those who have 
interests and aptitudes which need to be 
discovered and developed. Reasons for 
their unadjustment in the regular schools 
are many and not necessarily the fault 
of the school. But whatever the reason, 
the boys transferred to the Montefiore 
are boys not wanted elsewhere and sad 





Epw. H. StuLLKEN 


indeed is the boy who knows he is not 
wanted. It may be his own fault but yet 
he may be unable to readjust himself 





A modern dental office in school 


and needs special help. The boys of the 
Montefiore School are from 10 to 17 
years of age and in addition to school 
adjustment many need medical and den- 
tal attention. Transfers are arranged 
thru the school authorities and boys are 
not committed to.the school by court ac- 
tion. It is the intention to keep boys out 
of court if possible. 

The classes in the school are small, 
averaging not over 25 boys per class. 
With small classes and additional equip- 
ment the teacher is able to give the prob- 
lem boy the individual attention he 
needs. Teachers are specially selected be- 
cause of training and experience which 
fit them for intelligent work with problem 
cases. All teachers have shown that they 
have special aptitude in dealing with 
boys. 

The Chicago Board of Health fur- 
nishes the school with medical and dental 
services. A competent physician and nurse 
give every boy a complete examination 
in order to discover any physical impedi- 
ments to his progress in school. The ex- 
amining physician and nurse also confer 
with parents, visiting teachers, and others 
to recommend procedures and remedies 


[ 253 ] 


in order to correct defects. An oral hy- 
giene team examines the teeth of the 
boys in the school and a dentist fur- 
nished by the health department works in 
a wellequipped office provided in the 
building. The Board of Education fur- 
nishes a psychiatrist one day a week who 
handles all the severe cases of behavior 
difficulty. Many problems are also stud- 
ied in cooperation with the Illinois In- 
stitute for Juvenile Research and other 
clinics. 

A fulltime psychologist is assigned to 
the school by the Bureau of Child Study 
of the Board of Education. The psycho- 
logist determines the mental equipment, 
detects any mental handicap, and at- 
tempts to discover the special aptitudes 
of each boy so that he may be most ad- 
vantageously placed in the various types 
of work offered by the school. A special 
speech teacher works at the school cor- 
recting the speech of those with defects. 
Individual work is also done with a 
group of boys having pronounced reading 
disabilities. These have all been given 
diagnostic reading tests to determine 
their particular difficulties. Visiting 
teachers do the social work and secure 
the confidence and cooperation of the 
boy and his parents in order to make the 
home, the school, and the various inter- 
ested social agencies mutually helpful 
to the solution of the problems. Special 
teachers are provided for recreational 
work in order that the boys may be 
taught how to play as well as how to 
work. A friend of the school has pro- 
vided playground apparatus, various in- 
door games, pool table, checker boards, 
and many other recreations that delight 
the heart of a boy. Efficient attendance 
supervisors check upon school absentees. 
A lunchroom under the care of a skilled 
teacher and dietitian provides food at 
cost. The lunchroom is used as an edu- 
cational project so that the boys may 
learn the best eating habits. Public spir- 
ited citizens have made it possible to 
give free lunches to needy and under- 
nourished boys who need special help in 
overcoming anemia and malnutrition. 

A manual training shop, an electrical 
and metal shop, a reed-weaving and rug- 
making room, all supplemented by work 
in mechanical and freehand drawing, in- 
terest boys to work with hands and ma- 
chines. A science room, a library, a music 


ee -_ 


sea tiger Ae 


A RI ng, Leth OH 









and dramatic room, and a special room 
for particular problems also furnish ac- 
tivities in addition to the work done in 
the academic classrooms. Books for the 
library are furnished in part by the Chi- 
cago Public Library. A shower and bath- 
room, with a matron in charge, makes it 
possible to bathe four or five boys every 
30 minutes of the day. In addition to a 
small gymnasium, a gameroom has been 
installed and has much the atmosphere 
of a boys’ club. 

Work along several lines is being 
stressed. The staff is attempting to 
teach courtesy in word, action, and deed; 
cleanliness of body, mind, and speech; 
the fundamentals of an education; and 
the correction of physical and dental de- 
fects. The school is in session six and 
one-half hours daily five days a week 
and is open for all 12 months of the 
year. Every effort is being made to over- 
come retardation, to remedy defects, and 
to bring all boys back to their normal 
grade placement. The small classes, the 
individual attention, the additional equip- 
ment, and the special services of medical, 
dental, psychological, psychiatric, and 
social workers make this possible. 

The Montefiore School offers unusual 
opportunity for services to boys needing 
special attention in their outofschool 
hours. Many of them come from broken 
home situations and from social environ- 
ments not conducive to making good citi- 
zens unless aided by factors outside that 
environment. The school staff welcomes 
any services helping to meet these prob- 
lems. Various agencies such as women’s 
clubs, Kiwanis, Lions, the Junior Asso- 
ciation of Commerce, the Y. M. C. A., 
and many others have assisted in dif- 
ferent ways. 

Many of the boys need vocational 
advice and help in becoming established 
in the business of earning a living when 
they leave the school, because of eco- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





October, 1931 





nomic necessity. Such services are usually 
secured thru the vocational guidance 
bureau and thru the use of the “big 





Psychiatrist giving individual Binet test 





brother” idea. Many of the boys have 
little pleasure in their lives; so worth- 
while entertainments, excursions to points 
of interest, field trips, and parties are 
instrumental in helping them to become 
adjusted. 

The school is also endeavoring to sup- 
ply physical and bodily needs. The doc- 
tors have learned that the boys average 
four serious physical defects and that in 
addition 92 percent of them need dental 
care. As soon as these facts are learned 
in the case of each individual boy they 
are being corrected by using the services 
of different clinics and by securing funds 
from interested groups and individuals to 
help make corrections. Donations for a 
lunch fund have helped to feed hungry 
boys. Approximately 85 boys are fed 
daily. Such cases are thoroughly in- 
vestigated by social workers before boys 
are given steady help. The school has 
over 250 cases of malnutrition and 
anemia and the boys need proper food to 

















overcome this defect. A fund of approxi- 
mately $1000 a year is needed to care 
for it. At present this fund is maintained 
by gifts from groups and individuals. 

For the two years that the school has 
been in operation the average attendance 
has been over 87 percent and 40 percent 
of the boys give perfect attendance in 
spite of the fact that a majority of them 
have been sent to the school because of 
truancy. Careful study by teachers and 
psychologist discloses that boys in the 
school make much greater progress than 
is ordinarily expected. All of the school 
subjects show improvement and when 
measured on the basis of the school as a 
whole, improvement in reading is 126.6 
percent, in spelling 101.5 percent, in 
arithmetic 167.9 percent, and in the 
other school subjects 132 percent. In- 
dividual cases of boys having almost a 
total reading disability when they came 
show as much as three and four years 
progress in one year. One hundred eighty- 
nine boys have been graduated from the 
eighth grade and have left school with a 
feeling of success instead of failure. 

The work of the Juvenile Court has 
been materially reduced since the open- 
ing of the school and there is now.no list 
of truant cases waiting to be heard by the 
judge. These facts seem to indicate that 
special education and special attention 
will prevent truancy and delinquency. 
Possibly the outstanding accomplishment 
of the school is the improvement in pupil 
conduct and in development of character. 

Every boy who has been redirected 
becomes an asset instead of a liability to 
the community and while the Montefiore 
School claims to have performed no 
miracles it is making an honest effort 
to improve a condition which affects all 
schools and thru the schools the entire 
community. One boy expressed his liking 
for the school by saying, “It’s a knock- 
out. Here’s where you get a break.” 





A sound mind and body are the foundations of a sound character. True education provides opportunity for building all three. 


a — 











The Education of Teachers 


A Health Program for Teacher Training 


HE MOST HOLY inheritance we 
| eve is our body, whence comes 

the physical, the mental, and the 
spiritual. 

The aim of health work in the schools 
is threefold: “protection from the acute 
and chronic infectious diseases, from the 
evils of poorly planned, poorly con- 
structed, and poorly administered school 
buildings, and from the menace of the 
poorly trained teacher; correction of the 
defects which have arisen because of poor 
surroundings in the school, home, and 
community, lack of information on the 
part of parents and teachers, and as the 
sequelae of acute infections; prevention 
in the nature of a marked improvement 
in habits of living, a vigorous upbuilding 
of physique thru proper physical activi- 
ties properly taught, thru proper content 
and arrangement of the school program, 
and thru the proper planning, construc- 
tion, and sanitation of the school plant.” 
|The Physical Welfare of the School 
Child, Charles H. Keene, Houghton 
Mifflin. | 

In order to reach these goals the school 
health program may be divided into 
seven major parts: sanitation of the 
school plant, covering safe schoolhouse 
construction, the provision of health 
units, and the proper sanitary care of 
the building; a physical education broad 
enough in aim and content to provide the 
right kind of physical activity for every 
child every day, preferably outofdoors; 
such a hygienic arrangement of the daily 
program as will build bodies rather than 
break them; adequate provision for the 
health of the teacher, both at teachers 
colleges and universities and while 
actually teaching in private and public 
schools; training of teachers that will 
make them competent to teach certain 
parts of the health program such as physi- 
cal education and hygiene and to assist 
school physicians and school nurses in 
health supervision; hygiene teaching 
which shall be a real health training and 
instruction leading to better health by 
the application of health information to 
daily habits; and, lastly, health super- 
vision by means of school physicians, 
school nurses, dentists, and other spe- 
cialists which shall include the control 
of communicable diseases, annual physi- 
cal examination of each child, the cor- 
rection of removable physical defects, the 


CHARLES H. KEENE, M.D. 


Professor of Hygiene, University of Buffalo 


provision of school clinics where neces- 
sary, and the organization of special 
classes for those who are in any way 
physically and mentally handicapped. 





T IS NOT ENOUGH for the stu- 
dent to acquire a store of 
learning, a quickened imagi- 
nation, a deepened apprecia- 
tion of the treasures of art; 
ideals of personal conduct must | 
be elevated and strengthened, | 
the will must be tried and tem- 
pered, bodily health must be 
preserved and developed, 
healthful habits must be culti- 
vated and established—the 
whole man must be coordi- 
nated and disciplined. There 
must be provision, further- 
more, for wise relaxation and 
_wholesome recreation and 
play. The upbuilding of men 
and women is a complex proc- 
ess. The college must broaden 
its program of training accord- 
ingly—From the Michigan 
Alumnus. 


“In matters of health, as in other 
things, school reform is always school- 
master reform. For proper health training 
properly trained teachers are necessary. 
No textbooks, no rules for instruction 
and training, no code of health morals, 
no methods or devices, however clever, 
can take the place of good teachers.” 
[The Normal Mind, William H. Burn- 
ham, D. Appleton & Co.] 

A health program for teacher-training 
institutions is divided into two parts 
which necessarily run concurrently: first, 
the protection and health building of the 
student body in the institution. This in- 
cludes consideration of health as the basis 
of admission to training, since no student 
should be admitted to a teacher-training 
institution who has not already estab- 
lished good health and a good disease- 
resisting physique. Safe, sanitary, and 
adequate housing is necessary for the 
best protection physically, socially, and 
morally of the students under training. 
Uptodate sanitation and adequate facili- 
ties for physical activities and recreation 


[255] 





are equally necessary. Without good and 
ample food there can be no good health. 
The economical purchase of the right 
sort of foods is essential. These should 
be cooked and served attractively, under 
sanitary conditions. The dress of stu- 
dents, proper and sufficient recreation 
under trained supervision, and personal 
hygiene which translates information into 
good habits—all are needed to build 
further the health of the students received 
into training. 

The second part of the health pro- 
gram has to do with the training of 
teachers for health activities. This in- 
cludes two somewhat distinct types of 
training: first, that which is to be given 
to the classroom teacher so that she may 
function safely and adequately in build- 
ing better health among children; and 
second, that which is given to the special- 
ist in the health field, such as the teacher 
of physical education, of hygiene, of ac- 
tivities for special classes for the handi- 
capped, and the educational training of 
school nurses and others. 

The training of the classroom teacher 
is vital. As we are not able to finance 
enough specialists to carry out a universal 
health program in the schools such a 
program must depend for its success 
upon the classroom teacher. It is the 
major duty, then, of teacher-training in- 
stitutions to “train classroom teachers 
in personal, school, and community hy- 
giene; in physical education, including 
not only gymnasium activities, but 
athletics, plays and games, mass com- 
petitions, and in the organization of 
playgrounds and of general recreation; in 
definite instruction as to methods and 
devices for teaching hygiene and the 
various branches of physical education; 
and to give practical training and actual 
experience in making health examina- 
tions so that teachers may be of real 
assistance to the school nurse and school 
physician when such are provided by the 
board of education, or in order that they 
may, to some extent, take their places 
when this personnel is not provided.” 

The course in hygiene must strive for 
two things. Its first purpose is to establish 
in the life of the teacher uptodate and 
adequate health habits, to give her suffi- 
cient information so that she may know 
that adequate fresh air and sunshine, 
rest, sleep, food, exercise, recreation, and 








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256 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





good posture are essential; so that she 
may develop ideals of health and physical 
efficiency and build proper attitudes con- 
cerning her personal responsibility for 
the health of the community. The second 
purpose is to give to students in training 
enough information regarding content, 
methods, and devices so that as teachers 
they may establish good pupil health 
habits and hand on information, ideals, 
and attitudes to those in their classes. 
This teaching may well be a practical 
hygiene based on the personal health and 
physical examination of the pupil. While 
in training definite ideals regarding ven- 
tilation, lighting, cleanliness, proper fa- 
cilities for drinking-water distribution 
and adequate and sanitary toilets should 
be established so that the need for the 
proper handling of these and how the 
children shall use them may be under- 
stood. The value of a hot luncheon served 
at school, particularly in rural schools, 
and the real purpose of nutrition classes 
should be firmly established in mind. A 
knowledge of the simpler community 
health problems is also essential. 

Three aims should be kept in mind 
in the physical-education program in 
teacher-training institutions: First, we 
should improve the bodies of these physi- 
cally immature students by requiring 
from them a sufficient amount of physical 
activity properly handled under good 
conditions of cleanliness, fresh air, and 
space—preferably outofdoors—so that 
they may become active and enthusiastic 
and build that reserve power and vitality 
which makes for energy and success; 
second, the material offered should be 
broad enough in type and scope so that 
they may have a good fund of informa- 
tion from which to draw material; and 
third, they should be trained in the mod- 
ern methods and devices of teaching 
pupils who will later come to them, how 
to use and enjoy this health essential. 
This program necessitates a modern, 
safe, sanitary equipment, both indoors 
and out, including gymnasium, swimming 
pool, lockers, showers, playfields, and 
facilities for such individualistic games 
as handball, squash, tennis, swimming, 
and—for men—boxing and wrestling. 
These individualistic games are needed 
for student health and particularly so 
that these students may hand on to pupils 
a knowledge of these competitions which 
are the only kind that are largely useable 
in life after school days are done. 

The best arrangement, assuming a 
period of at least three years of training, 
would seem to be that during the first 


year the available time for physical edu-. 








cation be used in giving students personal 
practise in health and strength-building 
exercises and in establishing ideals of 
sportsmanship; during the second year, 


HYSICAL EDUCATION is not a 
| WP cukuie, not a_ particular 
| skill, indeed not a hygiene of 
| physical exercise even, but 
rather a way of life. It is one of 
the agencies of education for 
the wholesome development of 
young people who will have 
skills for leisure and recre- 
ational uses because they have 
learned how to play. If educa- 
tion for life continues to mean 
a quickened imagination, broad 
interests, high ideals of per- 
sonal conduct, an easy grace 
with the body, and a vitality to 
pursue tenaciously desired 
ends, then physical education 
in fostering a wholesome de- 
velopment of young people 
must be everywhere used and 
strengthened.—From Athletics 
in Education by Williams and 





emphasis should be placed on their teach- 
ing members of their own squads or 
classes; and, during the senior year, re- 
peated practise in handling children on 
the playground, in the gymnasium, and in 
the classroom should be offered. 

During the weeks allotted to practise 
teaching the time schedule should be so 
arranged that there will be time and op- 
portunity for teaching not only arithme- 
tic, reading, and spelling but for teach- 
ing physical-education activities and 
modern hygiene. 

Students in teacher-training institu- 
tions should participate actively in physi- 
cal and health examinations so that they 
may be interested in these things as fac- 
tors in the lives of their pupils, that they 
may assist school nurses and physicians 
in making such examinations, and that 
they may be able to carry on these ex- 
aminations themselves if located in com- 
munities where no school nurses or phy- 
sicians are available or where the law 
requires—as it does in some communities 
—that parts of these examinations be 
made by the classroom teacher. Here 
again the emphasis should be on the 
health side, not so much on finding the 
defects of the child as in finding out what 
he can do and what we as educators may 
do to improve his possibilities. The ex- 





October, 1931 





amination should include not only his 
physical condition but investigation of 
his habits as regard health matters. In 
the latter, special emphasis should be 
placed on food habits as well as on those 
relating to elimination, cleanliness, fresh 
air, rest, and sleep. 

Thruout the training course at least 
five hours per week should be devoted to 
training teachers for their own health 
and for carrying on health and physical- 
education activities. This part of their 
training should total at least 16 percent 
of the total number of semester hours re- 
quired for graduation. 

Teacher-training institutions should 
make more definite effort to give health 
and physical-education training to teach- 
ers in service by means of extension and 
summer courses. Extension courses in 
physical education and in hygiene teach- 
ing should be maintained not only in the 
territory from which students are drawn 
but also at the school itself. These should 
be summer courses and regular term 
courses. 

Teachers colleges cannot expect to 
carry on the various activities which have 
been mentioned without an expert in 
technic and information and a staff suffi- 
ciently large so that all things may be 
done well. As a means of guarding the 
health of the students a school physician 
should be employed, preferably in resi- 
dence and on a fulltime basis. There 
should be on the faculty a trained nurse. 
There should be either dental clinics at 
the school or dental service made avail- 
able at moderate cost. A trained nutrition 
worker who shall have direct charge of 
the meals, or at least plan menus, is a 
health essential. Trained instructors in 
physical education are necessary. This 
staff should be so broadly trained that it 
is possible to offer safely the multiplicity 
of activities needed and so intensively 
trained that they can teach others to 
build essential habits and coordinations. 

It is just as true in a teacher-training 
institution as it is in any other school 
that members of(the department of health 
and physical education cannot function 
fully or effectively unless they correlate 
their activities with those of other de- 
partments and exhibit interest and ac- 
tivity in other phases of education). It is 
not a department of nutrition, not a de- 
partment of physical education, not a 
department of hygiene that we should aim 
to build but a department for improving 
the health, health knowledge and ideals, 
and health teaching methods of all the 
students and faculty. Where there is no 
vision the people perish. 








Higher Education 


Reality and Education 


ARTHUR E. MorcGANn 


President, Antioch College, Yellow Springs, Ohio 


EFORE THE ADVENT of formal 
B schooling, primitive people were 

educated almost entirely by their 
unorganized environment, just as among 
primitive peoples today the boys, by the 
unorganized contact of youth with ma- 
turity, learn everything their fathers 
knew. But men found that so far as 
liberal culture was concerned it could 
reach higher development in an or- 
ganized environment. Hence our liberal 
educational systems. Later it was dis- 
covered that preparation for craftsman- 
ship and technical skill could be brought 
to a higher plane by being organized and 
special institutions were created where 
an orderly environment could be fur- 
nished for the training of technical and 
professional students. Thus our trade 
schools grew into professional and tech- 
nical schools. The passing on of the skills 
of music and art has followed much the 
same development. 

From time to time, as some elements 
of human personality lacked the oppor- 
tunity for adequate growth, special ar- 
rangements, special opportunities, and 
special disciplines and incentives have 
been made for the encouragement of 
those elements. But always we leave in 
the background the remainder of per- 
sonality to be developed by the unorgan- 
ized casual contacts of life; and, in gen- 
eral, the particular phases of personality 
which we are interested in developing 
in our institutions come to seem to us 
the most important parts. In our tech- 
nical schools, for instance, we are so 
concerned with making a man a tech- 
nician, a producing part of the com- 
munity, that practically every element 
of his training relates to making him 
an effective technician. In our liberal 
colleges, where the chief aim is for 
broadening and deepening cultural tra- 
ditions by introducing young men and 
women to great accomplishments in lit- 
erature, art, history, and science, cer- 
tain types of personality are emphasized 
and valued. And it is sometimes as- 
suméd that scholarship—learning from 
books—is the controling factor of life. 

Both technical school and liberal col- 
lege are apt to assume that the only ele- 
ments of personality susceptible to edu- 
cation are those for which organized en- 
vironments have already been created. 
I believe that we have been led by cus- 





tom into this assumption; that it is 
without foundation in fact. 

We speak of the “great tradition” of 
scholarship. It was the torch that kept 





HIs is the first of a notable 
fears of articles on higher 
education which are _ sched- 
uled to appear in the JOURNAL 
during the coming months. 
Our colleges and universities 
face a gigantic task as they 
seek to adapt their work to the 
needs of the new age. Oppor- 
tunities and _ responsibilities 
are greater today than in the 
past. The number of people 
who enter college has in- 
creased amazingly. It is heart- 
ening to realize that a new 
leadership is developing here 
and there and that great insti- 
tutions are blazing new trails 
and opening pioneer paths, 
Pioneering is important now. | 











the light of learning aglow during the 
Middle Ages. But I believe there is a 
greater tradition than scholarship which 
Americans tend to leave out of their edu- 
cational program. It is the tradition of 
the common life, of that unorganized 
part of life whose common, everyday ap- 
praisals and judgments, whose feeling 
for the texture of life itself it is of vital 
importance that man should inherit and 
develop. 

Because this tradition of the common 
life has been so native to us we have 
forgotten or ignored its existence; and 
now in modern life boys and girls, espe- 
cially in our cities, are having but lim- 
ited contact with their elders. They are 
missing that indefinite mass of country- 
living experience with its opportunities 
to ge. the evaluations of life that never 
go into books and to learn certain prin- 
ciples that rarely are taught in the 
classroom. To a large extent their expe- 
riences and associations are the special- 
ized professional relationship with the 
teacher, with professional amusements, 
and with their own immature comrades. 
If society had to choose between scholar- 
ship and the common traditions of life 
as developers of its youth, it could bet- 


[257] 


ter afford the loss of scholarship, much 
of a catastrophe as that would be. 

The combined contributions of both 
traditions are, I believe, required to pro- 
duce the sound, wellbalanced personality 
of the educated man or woman. The col- 
lege should provide also those universal 
experiences and disciplines, those uni- 
versal opportunities which will, to the 
greatest possible degree and in best pro- 
portion, supplement the academic pro- 
gram. 

At Antioch we have found it desirable 
from two points of view to carry these 
combined college interests thru a period 
of five or six years. The common stu- 
dent practise of spending two or three 
years in a liberal course and the last 
three years in a technical school makes 
a sudden transition that tends to cause 
the influence of the years of liberal study 
to fade away. Persisting habits of lib- 
eral interests are more adequately estab- 
lished if they can be carried thru five or 
six years. Time is an essential element 
in development. The same is true of vo- 
cational preparation. This is, in the be- 
ginning, largely exploration. Not one 
student in three who goes to college has 
any sound basis for the choice of his 
vocation. Antioch, a liberal arts college, 
spends much time in helping its students 
to discover their callings and counts this 
one of the most valuable of its services. 
For the development of the whole per- 
sonality we have adopted the coopera- 
tive plan of work. Our students alternate 
five- or ten-week periods of study with 
equal periods of practical work. They 
are with 175 different organizations in 
twelve states. They are, thru experience 
in real situations, developing qualities of 
initiative, selfreliance, responsibility, the 
ability to appraise life, to gain the ‘‘fore- 
sight thru understanding” of which 
Whitehead writes. They are learning les- 
sons from work and from the human 
contacts that work brings. They are, we 
hope, becoming doers who think. 

Our goal is not primarily scholarship; 
it is not primarily wise vocational choice 
nor outside apprenticeship to life. It is 
rather to see life as a whole; to bring 
into development the latent qualities of 
personality in the proportion that is im- 
portant to the young person in question; 
to accustom youth to life so that after 
college he will meet it effectively. 


ee 


ie Fm 


[This po 









THE LAW OF KINDNESS 


(52 AMERICANS try to become strong 
and useful, worthy of their nation, that 
our country may become ever greater and 
better. Therefore, they obey the laws of right 
living which the best Americans have always 
obeyed. Good Americans are kind. In Amer- 
ica those who are different must live in the 
same communities. We are of many different 
sorts but we are one great people. Every un- 
kindness hurts the common life; every kind- 
ness helps. Therefore: 

[1] I will be kind in all my thoughts. I will 
bear no spites or grudges. I will never despise 
anyone. 

[2] I will be kind in all my speech. I will 
never gossip nor will I speak unkindly of any- 
one. Words may wound or heal. 

[3] I will be kind in my acts. I will not self- 
ishly insist on having my own way. I will be 
polite; rude people are not good Americans. 
I will not make unnecessary trouble for those 
who work for me nor forget to be grateful. 
I will be careful of other people’s things. I 
will do my best to prevent cruelty and will 
give help to those who are in need. [From the 
Prize Morality Code, widely used in schools. | 











ster 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. 20258.] 


[ 258 ] 


cess particularly with the news items 

‘Schools That Are Prophecies’ call- 
ing attention to significant, forward proj- 
ects.”—John A. Lester, director of guid- 
ance, Hill School, Pottstown, Pa. 

This page of pioneering projects is 
worth keeping from the time it first ap- 
peared, March, 1931. It gives JoURNAL 
readers an opportunity to examine their 
work to discover what is vital; it encour- 
ages schools to be willing to try new 
things, to use their resources and initi- 
ative; and it brings to readers in concise 
form information which is suggestive and 
sources from which fuller information 
can be secured. Write to the superintend- 
ents of city, county, or state depart- 
ments of education, to presidents of col- 
leges, and principals of schools mentioned 
for additional information. The material 
on these pages is gathered from letters, 
educational magazines, bulletins and re- 
ports from state, county, and city depart- 
ments of education. Readers are invited 
to send material for this page. 

Elementary schools—With a desire 
to know the best side of American and 
Mexican life a friendly interchange of 
visits between San Diego, California, 
schools and Tia Juana schools in Mexico 
has been in progress for two years. 

Rantoul is among the first schools in 
Illinois to inaugurate a daily 40-minute 
period of health education for all ele- 
mentary grades. 

Broadcasters of the radio program for 
elementary schools of Chicago are for 
the most part members of the school sys- 
tem and prepare their talks as volunteer 
service. 

For five successive years every child in 
the Rockland school, Warren county, 
Virginia, is a “five-pointer.” 

High schools—The Woodrow Wilson 
Junior High School, Sioux City, Iowa, 
has class advisers who are allowed one 
free period a day to be used for individual 
conferences with children. This adviser 
acts as chairman of her group of home- 
room teachers. Subject failures were re- 
duced 50 percent in the three semesters 
following the adviser-conference plan. 

The Morrisville, Pa., high-school stu- 
dent council and faculty joint landscape 
committee have a five-year plan for land- 
scape development of the school grounds, 
financed thru the student council. 

The home economics and industrial 
arts teachers of East High School, Den- 
ver, have organized a course in “prob- 


I WISH the JOURNAL the best of suc- 


An Index of Educational Progress 


Schools That Are Prophecies 


lems in everyday living” as an elective 
for seniors. 

The New Haven, Connecticut, com- 
mercial high school has inaugurated the 
custom of planting memorial trees dedi- 
cated to teachers. 

In the junior high schools of Little 
Rock, Arkansas, a free reading period is 
allowed each student for the reading of 
better books, magazines, and daily 
papers. 

Colleges and universities—Ohio 
State University endeavors to orient 
freshmen to the life of the University 
by a freshman-week program. Among the 
events of the week is an interview be- 
tween every freshman and some member 
of the faculty. 

The University of Washington, Seattle, 
has inaugurated a plan whereby the 
school of education is bringing about a 
working cooperation with the public 
schools of the state that is mutually help- 
ful to both. One member of the faculty 
divides his time between teaching gradu- 
ate classes in school administration and 
visiting schools. 

An experiment is now in operation at 
Colorado Agricultural College in granting 
credits for trade experience. 

A series of conferences held last spring 
at the University of Kentucky on the im- 
provement of college instruction will be 
continued as an annual activity. 

Teachers colleges and normal 
schools—New York City’s three normal 
schools will become four-year teachers 
colleges by recent enactment of the state 
legislature. 

The public school art department of 
Southeastern State Teachers College at 
Durant, Oklahoma, offers assistance in 
the study of art to all the schools in the 
territory it serves. East Central State 
Teachers College at Ada, Oklahoma, fol- 
lows the same plan of aiding the schools 
in its district. 

City departments of education— 
Safford, Arizona, schools employ substi- 
tutes for teachers performing jury serv- 
ice and urge teachers not to apply for 
exemption from this service. 

An experimental public school was 
held in Chicago for eight weeks last sum- 
mer to discover and appreciate values in 
free or selfexpressive programs that can 
be secured under the circumstances that 
confront public school support and ad- 
ministration. 

Teachers of Dallas, Texas, schools are 
allowed one semester hour of college 


[259] 


credit for attendance at NEA conven- 
tions; also one semester hour for each 
two weeks of travel which is educational. 

Since 1926 the department of atten- 
dance in the Providence, Rhode Island, 
schools has been removing the cause for 
truancy. Last year only 20 truancy cases 
in a school population of about 58,000 
were brought into court. 

County departments of education 
—Black Hawk county, Iowa, is carrying 
on a one-year demonstration of county 
library service, sponsored by the state 
library association, the state library com- 
mission, and other state groups. Ninety- 
six stations have been established in con- 
solidated and one-room schools, in 
homes, and other places. 

As a result of three years experience, a 
set of lessons has been made in correlat- 
ing forestry with other studies in rural 
schools for Washtenaw county, Michi- 
gan. The lessons are based on actual for- 
estry practise. 

State departments of education— 
All books in favor of war have been 
abolished from school libraries in Austria. 

More than 50 percent of the children 
of Massachusetts who are retarded are 
receiving special instruction; many com- 
munities have made provision for helping 
gifted children. 

The common school fund of Oklahoma 
will be supplemented in the future by 
three-fourths of the funds derived from 
the state income tax. 

Connecticut has a state plan for char- 
acter education; Yale University co- 
operates. 

“Connecticut, Massachusetts, New 
York, and Pennsylvania lead all the 
other states in the educational value of 
their school art work.”—William Whit- 
ford. 

France is interested in the possibilities 
of a rural book service and is studying 
the county library plan. 

Education associations—The 
teacher welfare committee of the Utah 
Education Association is making a special 
study of group insurance. 

The California Commission on the 
Study of Educational Problems recom- 
mends a thoughtful consideration on the 
part of school authorities of the matter 
of interruptions in the school program. 

The Oregon State Teachers Association 
has a committee to adapt to the Oregon 
system the selfrating survey of state edu- 
cation systems prepared by the Research 
Division of the NEA. 


— 


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! 


S THE UNITED STATES increasing 
| educational opportunities for its 

children? 

Are there any definite objective facts 
to convince a doubter that education is 
going forward in this country? 

Information gathered recently in the 
federal Office of Education presents such 
facts: The average boy or girl of 1931 
receives two more years of schooling 
than the average boy or girl of 1914. 
The average child is one of a class of 30 
pupils while his father’s 1910 class had 
34 pupils. His chances of going to high 
school, which were but 1 in 10 in 1900, 
are now 50-50. His chances of going to 
college which were 1 in 33 in 1900 are 
now 1 in 6. 

Two free publications—Two new 
Office of Education publications which 
will be sent free to any applicant [write 
to the Office of Education, Dep’t of In- 
terior| are: United States Publications 
on Education, and The Office of Edu- 
cation, Its Duties, History, and Pub- 
lications. The first lists more than 
1000 publications useful to teachers and 
school administrators which have been 
published by the Office of Education 
and other government bureaus and 
which can be obtained from the Super- 
intendent of Documents, Government 
Printing Office. The titles are classified 
by subjects: kindergartens, high schools, 
citizenship and civics, health, and the 
like. The second is a condensed hand- 
book of the Office of Education’s activi- 
ties and lists 37 recent publications. 

Radio expert named—tThe last 
Congress authorized a new position on 
the Office of Education staff; namely, 
Specialist in Education by Radio. To 
this position Secretary Wilbur has ap- 
pointed Mr. Cline M. Koon, who for two 
years has been assistant director of the 
Ohio School of the Air and, previous to 
that, for 9 years principal of West Vir- 
ginia high schools. Rapid increase in the 
use of radio in education makes the col- 
lection and dissemination of information 
on this subject highly important. 

Three national surveys—For the 
first time in history three great national 
surveys of education are going forward 
at the same time in the Office of Educa- 
tion. Specialists on the Survey of Sec- 
ondary Education are preparing reports 
on 24 nationwide studies of high schools. 
The professional interest of American 
teachets is generously demonstrated by 


the fact that nearly half a million re-— 





The United States Office of Education 


sponded to the questionnaire of the Na- 
tional Survey of the Education of Teach- 
ers. Astonishing facts about the status 
of teachers, facts never known before, 


CAREERS | 


jee 








| Leaflet No.5 





i 
UNITED STATES DEPARTMENT ov Tre INTERIOR - Key Lywan Wilbur, Secretary 
OFFICE OF EDUCATION _- ° Aitean poke Comamer Came mm arer 














HE ATTRACTIVE new cover for the series of 
leaflets giving condensed information on 
professional careers open to boys and girls. 


are coming from preliminary summaries 
of information gathered. The third sur- 
vey, the National Survey of School Fi- 
nance, is only three months old but is 
being swiftly organized for four years 
intensive exploration of this “terra in- 
cognito” of American education. 
Companion to a best seller—In 
the first five months after its publication 
the Superintendent of Documents re- 
ceived orders for 5000 copies of Teachers 
Guide to Child Development, a phe- 
nomenal demand for a government bulle- 
tin. This publication reprints California’s 
suggestions for motivation in kinder- 
garten and primary classes. A companion 
volume to this “best seller” is now avail- 
able: The Activity Program and the 
Teaching of Reading. The latter gives 
the California curriculum commission’s 
specific suggestions on teaching reading. 
Both of these bulletins are rich with ideas 
and aids for primary and kindergarten 
teachers: Teachers Guide to Child De- 
velopment, Bulletin 1930 No. 26, 35¢; 
The Activity Program and the Teaching 
of Reading, Bulletin 1931 No. 2, 20¢. 
After two years—Every two years 
the federal Office of Education reviews 
the trends in all phases of American edu- 


[ 260 ] 


cation. School administrators who want 
to familiarize themselves with the major 
developments in administration; music 
teachers who want to know how fares 
music, and so forth, find this information 
in chapters of the Biennial Survey of 
Education. Following are chapters now 
ready. They may be ordered separately. 
I-School Administration and Finance, 
10¢; VIl-Agricultural Education, 5¢; 
VIII-Art Education, 5¢; [X-Music Ed- 
ucation, 5¢; X-Hygiene and Physical 
Education, 5¢; XI-Education of Ex- 
ceptional Children, 10¢; XII-Adult Ed- 
ucation, 10¢; XIII-College and Uni- 
versity Education, 10¢; XIV-Profes- 
sional Education of Teachers, 10¢; XV- 
Medical Education, 5¢; XVI-Engineer- 
ing Education, 5¢; XIX-Library Serv- 
ice, 10¢; XXI-Educational Boards and 
Foundations, 5¢; and XXIII-Review 
of Educational Legislation, 5¢. 

Two surveys—Oregon and Arkansas 
requested the Office of Education to 
make surveys of their public institutions 
of higher learning. Reports now avail- 
able: Survey of State-Supported Institu- 
tions of Higher Learning in Arkansas, 
Bulletin 1931 No. 6, 25¢; Survey of Pub- 
lic Higher Education in Oregon, Bulletin 
1931 No. 8, 45¢. 

A census of libraries—Every librar- 
ian will be interested in the most recent 
census of libraries [the first published 
since 1923] which is now ready: Sta- 
tistics of Public, Society, and School 
Libraries, 1929, Bulletin 1930 No. 37, 
50¢. It gives the names of librarians and 
detailed information for 11,000 libraries 
in the United States. Among the many 
trends revealed in the census is the re- 
markable growth of high-school libraries. 
The number with 3000 volumes or more 
rose from 947 in 1923 to 1982 in 1929. 

Other new publications—Other new 
publications of the Office of Education 
are: The Speech Defective School Child, 
Bulletin 1931 No. 7, 10¢; School Health 
Activities in 1930, Pamphlet No. 21, 
10¢; Organization and Functions of Re- 
search Bureaus in City School Systems, 
Leaflet No. 2, 5¢; State Aid for School 
Consolidation and Pupil Transporta- 
tion, Leaflet No. 3, 5¢; and Education 
in Porto Rico, 1920-30, Leaflet No. 4, 5¢. 

All publications mentioned on this 
page, except those listed as free, may be 
ordered from the Superintendent of Duc- 
uments, Government Printing Office, 
Washington, D. C. Send check or 
money order.—William D. Boutwell. 






—_ 


> 


ee —— ell ee a Oo 


Vitalized Group Study and Faculty Meetings 


T THE BEGINNING of this new 
A school year it is heartening to 
look back to the great Los An- 
geles convention, the largest and most 
vital in the history of the Association, 
and forward to the progress which the 
organized teaching profession of Amer- 
ica is making. Membership in state and 
national education associations brings 
countless opportunities for growth. A 
teacher begins to succeed the moment 
he starts to grow and his growth begins 
when he deliberately decides to study 
and to keep on studying. We all need to 
place ourselves in situations where study 
will be inescapable and where interest 
will be so keen that it will lift us above 
petty disturbances which destroy our 
progress and rob us of advance. 

Group study in particular is helpful in 
this way. It adds to the play of mind on 
mind, the satisfaction of friendly fellow- 
ship and professional associations. It 
helps to create a group consciousness, a 
group spirit, and a common purpose. 

The plan of the JourNat for vitalized 
group study is being followed by an in- 
creasing number of faculties, especially 
those which have 100 percent member- 
ship in the NEA and their own state asso- 
ciation. Beginning with the simple plan 
of using the uptodate material in the 
NEA Journat and their own state jour- 
nal, many faculties are now studying, in 
addition, other NEA publications and 
other professional literature. They find 
the new material in state and national 
journals indispensable. They have found 
that vitalized teachers meetings can be 
the starting point and are the continuing 
force for greater progress than they had 
realized. Beginning with an objective 
which all teachers can understand, even 
if they don’t know how to achieve it— 
improvement of instruction—group study 
often becomes a comprehensive study of 
local, state, and national problems in 
education. Vitalized teachers meetings 
use the following basic principles: 

Teacher participation in planning and con- 
ducting group study and faculty meetings. 

Leadership of principals and superintendents 
who recognize that every teacher has a con- 


tribution and who have skill in encouraging 
teachers to grow. 

The use of current, vital material such as is 
found in journals of state and national educa- 
tion ass’ns and other professional literature. 

Applying the material studied to local con- 
ditions in classroom and community. 


Group study and faculty meetings 
based on the above principles encourage 


individual, professional growth. They 
stimulate study, worthwhile reading, in- 
terchange of ideas, a widening of interest, 
a larger view of education and its impor- 
tance in national life. They put into prac- 
tise the results of study and scientific re- 
search. They reveal leadership and un- 
discovered talent and encourage cooper- 
ation, loyalty, and human elements in 
teaching. 


Some important details in planning 
meetings: 


Time—The early part of the week is usually 
selected; the hour convenient to the largest 
number. 

Length—One hour with a prompt beginning 
and ending is usually sufficient. 

Frequency—One or two meetings a month 
seem best. 

Leaders—The faculty can be divided into 
committees, each to have charge of a meeting. 
Leaders should be chosen a semester or a year 
in advance. A stimulating list of questions 
might be prepared to guide teachers in their 
reading. Some teachers are experienced in pre- 
siding and in planning meetings; among the 
new teachers is always promising material. 

Social and business—The first 15 minutes 
might be used for visiting or refreshments. 
Routine matters which can be cared for by 
mail or the bulletin board are not allowed to 
monopolize the time of a professional study 
group. 

Secretary Crabtree says: “The ses- 
sions devoted to education and business 
and the conferences on rural education 
at the Los Angeles convention are the 
beginnings of larger movements. They 
will furnish valuable material for discus- 
sion in faculty meetings thruout the 
country. I am hoping that these signifi- 
cant discussions will form the basis for 
vital group study during the year.” 

The annual volume of NEA Proceed- 
ings, published this month, contains these 
discussions and those of the convention 
of the Department of Superintendence. 
The titles of other recent NEA publica- 
tions suggest their value for group study: 

Five Unifying Factors in American Educa- 


tion [1931 yearbook, Department of Superin- 
tendence ] 

The Principal and Supervision [1931 year- 
book, Department of Elementary School Prin- 
cipals ] 

The Economic Welfare of Teachers [1931 
yearbook, Department of Classroom Teachers] 

Tenth Yearbook [1931 yearbook, Depart- 
ment of Teachers Colleges] 

Things To Do [a handbook for American 
Education Week] 

Special Problems in the Education of Rural 
Children [bulletin, Department of Rural Edu- 
cation, February 1931] 

Ethics in the Teaching Profession [Research 
bulletin, January 1931] 


[ 261 ] 


The Principal at Work on His Problems {Re 
search bulletin, March 1931] 

Salaries in City School Systems [Research 
bulletin, May 1931] 

Teacher Demand and Supply in the Public 


Elementary and Secondary Schools of the 
United States [Research bulletin, November 
1931] 


Retirement Allowances [Committee report, 
July 1931] 

Tenure Problems (Committee report, June 
1931] 


An acquaintance with the various 
publications of the National Education 
Association will give you the viewpoint 
of Alexander J. Glennie, NEA state di- 
rector for New Jersey, who said: “The 
NEA is expanding its program of teacher 
service so that no progressive teacher can 
afford to remain outside the organiza- 
tion.” 

One way to extend the idea of vitalized 
group study is to call the attention of 
fellow workers to this page and the prac- 
tical help which the JourRNAL contains. 
Some comments of readers: 


The page of the Journat devoted to vital- 
ized faculty meetings has been of greatest value 
to me for a long time. If the spirit of this page 
could be brought into the faculty meetings of 
the schools of the country there would be some 
progressive action in the field of education that 
we have not before dreamed of. It is not that 
our school faculties are not doing splendid work 
or that they do not understand the field in 
which they labor. It is that they have not 
found the fine inspiration that comes from an 
understanding of local and individual problems 
thru vitalized group study. Our own experience 
is that we have been able to handle some of the 
most delicate situations in a very practical way 
and without friction. Also some very valuable 
leadership has been discovered thru group study 
that has rendered yeoman service in the com- 
munity. The teacher who was fearful to express 
herself lest she was wrong has become one of 
the most thoughtful leaders of the teaching 
force. Thoughtful group st:-‘y creates an ave- 
nue by which force may be given to the policy 
of the school by giving full understanding to 
the things that make up that policy, with the 
group attitude that comes from association of 
ideas —O. A. Towns, Community High School, 
Reddick, Ill. 

I am interetsed in noting how frequently ar- 
ticles from the columns of the JouRNAL appear 
in local newspapers, often with appreciative 
editorial comment.—Ezra Lehman, president, 
State Teachers College, Shippensburg, Pa. 

A great deal of interest has been in evidence 
this year, on the part of my faculty, for articles 
appearing in the JouRNAL. We feel that it is one 
of the very finest educational periodicals pub- 
lished and that the articles have made certain 
very definite contributions to our educational 
philosophy.—Harold R. Maurer, principal, 
Uniontown, Pa. 

The June, 1931, Journat is excellent. I am 
using various articles in the faculty meetings of 
our summer school. They are very helpful.— 
Maude D. Hobbs, prin., Newport News, Va. 





EMBERSHIP in professional organ- 
M izations is a natural expression 

of professional spirit. Large en- 
rolment records, however, do not just 
happen. They are the result of at least 
three factors: professional spirit, dy- 
namic leadership, and effective enrolment 
plans. Conditions vary so widely in dif- 
ferent states and in different communities 
within a state that no single plan has yet 
been devised which will work effectively 
everywhere. Each community needs thru 
experiment to discover the plan which 
meets its local situation best. 

Leaders in several communities have 
reported the plans which have been effec- 
tivein their enrolment campaigns. Hawaii 
has for several years had more NEA 
members than public school teachers. 
Will C. Crawford, superintendent of pub- 
lic instruction in the Territory, reports 
that use of the “co-inclusive” enrolment 
card has made this possible. 

Anumber of years ago, the teachers of Hawaii 
adopted an all-inclusive plan of membership 
by which the teacher pays $5 for membership 
in the three associations—local, state, and na- 
tional. This has made it possible to concentrate 
on one campaign each year within a school 


and has seemed to result in a higher percent- 
age of memberships all around. 

Ohio has held first. honors for two 
years, having maintained the largest 
NEA membership of any state in the 
Union. A. C. Eldredge, past state direc- 
tor, reports: 

In presenting the interests of the National 
Education Association to the teachers of Ohio, 
we have abandoned entirely the thought that 
teachers should join because the NEA needs 
them. We have taken exactly the opposite 
stand: that the NEA has grown to proportions 
where it is able to be a powerful factor in the 
professional attainments of the teacher; that it 
has become a service institution looking to- 
ward the professional, economic, and social 
welfare of its members and of the teaching 
profession generally; that year by year the As- 
sociation is becoming more and more an in- 
stitution toward which the teachers may look 
for help in the solution of their problems; that 
the research department is prepared to furnish 
data of all kinds relative to the status of the 
teacher, creating favorable conditions under 
which she may do her work and also furnish 
her the best practises in her own field. We used 
different methods of presenting these interests, 
thru speakers at the sectional meetings which 
were attended by practically all the teachers 
of the state and at meetings of county teachers 
organizations. 

Last year Pennsylvania stood second 
in total NEA membership and won first 
honors for the largest net gain over the 
preceding year. The secretary of her state 
teachers association, J. Herbert Kelley, 


reveals her spirit and plan: 





Effective Enrolment Plans 


Acting on the principle that the valiant suf- 
fer death but once, we urge our educational 
workers to budget professional dues and pay 
local, state, and national dues at one fell swoop. 
As a labor-saving device we send the secretary 
of each of our 263 local branches, about Au- 
gust 20, a package of four-coupon cards. The 
secretary gives each teacher one of these cards. 
The teacher enrols himself in local, state, and 
national associations, fills out the fourth card, 
which is a receipt, and pays his dues to the 
secretary. The secretary signs the receipt, files 
the local membership card, and forwards state 
and national cards with dues to state and na- 
tional headquarters. A large number of our 
locals [92.8 percent] are 100 percent in their 
membership in the state association and a 
goodly number [49 cities and 10 counties] are 
100 percent in both state and national asso- 
ciations. Such action is entirely voluntary and 
represents a vote of the group. 


California has for years maintained a 
notably large NEA membership. With 
the aid of the convention she may this 
year go into first place. Roy W. Cloud, 
secretary of the California Teachers As- 
sociation, explains her procedure in the 
following paragraph: 


California has for many years maintained 
consistent interest in the welfare of the Na- 
tional Education Association. Not only the ad- 
ministrators but the teachers in various organ- 
izations have urged the necessity of member- 
ship upon their fellow workers. During past 
years the NEA directors for California have 
been most enthusiastic in their work. They 
have urged every teacher in the state to enrol 
in the state association and also in the national 
organization. They have cooperated with the 
officers of the state teachers association which 
has been ready and willing at all times to as- 
sist. State pride has, of course, played an im- 
portant part in maintaining California’s inter- 
est in national and state association enrolment. 


Michigan stands fourth in NEA mem- 
bership. Her plan, reported by Webster 
H. Pearce, state superintendent of pub- 
lic instruction and NEA director, is 
simple but direct: 


Michigan has secured her large NEA mem- 
bership because of a concerted action on the 
part of the superintendents of our city schools 
and the superintendents of our counties to- 
gether with a very effective state secretary. 
Michigan preaches in season and out of sea- 
son membership in both the MEA: and the 
NEA: and takes great pride in turning in an en- 


rolment which makes it fourth among the 
states. 


In 1929, Detroit had more NEA mem- 
bers than any city in the nation. H. J. 
Kaufmann, director of the Department 
of Statistics and Publications of the De- 
troit city schools, describes the plan of 
enrolment as follows: 

Early in October a blank was made avail- 


able to every teacher listing the various na- 
tional, state, and local teacher organizations 


[ 262 ] 









and the annual dues of each. Teachers were re- 
quested to check the associations which they 
were planning to join for the ensuing year and 
to pay a representative in each building all the 
dues with one check. Inasmuch as there was a 
silent understanding that these checks were 
not to be turned in till after the second pay day 
of the school year, I believe the teachers were 
more liberal in checking all the associations 
listed. 


The officers of the Philadelphia Teach- 
ers Association, with the hearty coopera- 
tion of the city superintendent, conduct 
an intensive campaign each year which 
keeps Philadelphia among the first cities 
of the land. The following is from a let- 
ter sent recently to all building represent- 
atives by Jessie Gray, past president of 
the city association: 


Our professional memberships have risen 
marvelously thru your good influence and we 
are deeply grateful to you for your wonderful 
cooperation. Philadelphia is among three cities 
having the largest NEA membership, to wit: 
Los Angeles, 6320; Detroit, 6174; and Phila- 
delphia, 4200. Our group is second to none! 
At home here we know this; but we neg- 
lect our reputation beyond the city limits. 
A group so highly professionalized needs 
all the entire profession can offer. The NEA 
represents the best and offers to all teachers 
intimate knowledge of the best elsewhere thru 
research, the reports of committees, the Jour- 
NAL, the yearbooks of the various departments, 
and thru convention programs. Therefore, for 
the sake of the just pride of our group and for 
the fair name of our city, I am asking a su- 
preme effort to gather in 4500 new NEA mem- 
bers to send Philadelphia to its rightful place 
of leadership. It will also send our state to its 
rightful place at the top of the list of 48 states. 
Let’s do it. We can, if we will! Let’s will 
and give the nation a surprise. 

While the various enrolment plans de- 
scribed above differ in minor details they 
agree in important fundamentals: 

[1] They all provide a definite time for en- 
rolment. Usually this is at the beginning of the 
new school year. ' 

[2] Most of them provide blanks on which 
the teacher can enrol in all three organiza- 


tions—local, state, and national—at the same 
time. 

[3] They all reflect enthusiastic faith in the 
effective work which the professional organ- 
izations are doing and an earnest desire for the 
enlistment of every member in the profession 
in all three organizations. 


[4] They all reveal an aggressive profes- 
sional spirit expressed in terms of effective 
leadership. 

Definite, simple enrolment plans are 
essential for securing inspiring member- 
ship reports but no plan will work itself. 
Intelligent, enthusiastic leadership is the 
prerequisite for any effective enrolment. 
A simple plan facilitates the procedure. 
Only aggressive professional leadership 
provides motive power.—T. D. Martin. 


Builders of Our 


New Life Enlistments 


HE FOLLOWING LIFE MEMBERS have been 
reported since the list was published in 
the June JOURNAL: 


ALasKA—Samuel Anaruk. 

CaALiIFoRNIA—Grace Lucile Adams, Myra Panne 
Anderson, Will Angier, Mrs. Helen Riker Pence 
Bankerd, Elizabeth Bates, Emmett R. Berry, Frank 
R. Cauch, Warren C. Conrad, Ethel Blanche Craig, 
Etta Proctor Flagg, B. H. Gibbon, Bertha May 
Green, Bess A. L. Hannon, Marion D. Hart, Amelia 
Hartmann, Robert R. Hartzell, Andrew Stanley 
Hastings, Mrs. Enid Daniel Jones, Marie A. Larkey, 
Mrs. Isabel Burke Laughren, L. Harmon Lovelace, 
Hortense MacKeever, E. Alice McAnulty, Rena 
Lamar McCoy, Phoebe L. Parker, Raymond Elliot 
Pollich, Margaret Pearl Smith, Doris L. Steele, Mrs. 
Kathleen H. Stevens, Carl Dane Thomas, Edyth 
Thomas, Amelia Earle Trant, Margaret A. Vial, 
Nellie G. Warren, Marina G. Whiteman, J. Harold 
Williams. 

Cana ZonE—Ben M. Williams. 

Connecticut—-Harry T. Hart, Stanley H. Holmes. 

DeLAWARE—Richard B. Kennan, 


District or CoLtumMBia—William G. Carr, Mabel E. 


Datcher. 
FLoripa—P. L. Peaden. 
Hawau—John Grace, Jr. 
IpaHo—Milan A. Farr, Clarence H. Oylear: 
ILtrinots—Nettie M. Anthony, Charles Bruner, 


William Clark, Marie B. Koch, Helen Grant Norman, 
Lucile B. Osborn, William J. Penfold, Alida Visscher 
Shinn, Anna Lois Shinn, Edgar T. Stephens, W. R. 
Turner, D. L. Wood. 

INDIANA—W. W. Borden, Sara C. Ewing, Mary L. 
Matthews, E. H. Kemper McComb. 

lowa—Mary A. Brownson, Ida Catharine Helbig, 


Frank W. Jones, Sue A. Kessler, Pearl A. Ludy, 
Barton Morgan, Lillian W. Sherrard, Sioux City 
Teachers’ Club. 


Kansas—Marcus H. Webster. 

Kentucky—D. Y. Dunn, D. J. Miller. 

MARYLAND—Mary McPherson Brewer. 

MAassaCcHuSsETIs-——Erold B. Beach, Leon E. Davis. 

MIcHIGAN—Lyle T. Hotchkiss, E. Ferne Jensen, 
Emily Woodzinski. 

MINNESOTA—Homer W. Dutter, Anna E. Larkin, 
Lillian F. Read, Elmer B. Siebrecht, William S. 
Waddell. 

MississtpP1—Robert Lewis Williams. 

Missourt—William Estep, Ottilie Herzog, Edward 
M. January, Leonore Livesay, Lydia D. Montgom- 


ery, Mrs. Stella Wood Sutton, Jennie Wahlert, Frank 
L. Wright. 


MonTANA—Emma Acker. 

NesRASKA—Arnott R. Folsom, Everett Mills Hos- 
man, Kenneth Stiers. 

New Jersey—Elizabeth R. Dilks, Marie Elisjabeth 
Henderson, Clifton J. Hopf, James L. LaPoe, Eliza- 
beth Louisa Neal, Effie K. Neveil, Mary Speece, Mrs. 
Helen Armpriester Van Winkle. 

New York—Charlotte W. Becker, C. E. Benson, 
Jennie Bermingham, Francis J. Brown, George S. 
Coburn, Frank E. Hosic, Van Evrie Kilpatrick, Mel- 
vin C. Livingston, Frank M. Pelton, J. Arnold Shaw. 

NortH Caro_ina—William Henry Shaw. 

Oxn10—Nelson Campbell, David Burns Clark, Hazel 
June Clark, Amelia Kirkland, Marion McFadden, 
Edwin F. Miller, Warren W. Wager. 

OrEcon—Lelah Chase, Marie Falb, Mrs. Ada J. 
Farmer, Vida Hammond, Helen Murray, Arthur J. 
Yeomans. 

PENNSYLVANIA—Helen Virginia Hood, Johnathan 
George March, Georgia Mechling, Wayne R. Parmer, 
A. J. R. Schumaker, Clarence O. Williams, Tressa E. 
Yeager, Michael Zukovich. 


PHILIPPINE IsLAaNDS—Dominador M. Tiongco. 
Porto 


Rico—Jose Vazquez Lacomba, Isabel 
Rivera Vega. 
Soutn Daxkota—Ella Mary Griffin. 
TENNESSEE—H. Gnuse, Mrs. Marye Cooper 


Miller, Annie M. Prescott. 

Texas—E, F. Baker, Anna Harrison Lewis, Bess 
Simpson, Charles L. Wisseman. 

Utan—Philo T. Farnsworth. 

Vircinta—Lois Leah Evans, Mrs. Edward Everett 
Holland, Robert J. Johnson, Fletcher Kemp, Olin 
Bain Michael, R. H. Pride, Carlos V. Urrutia. 

West Virainia—-I. J. Powell. 


Wisconsin—-Edith R. Boyce, Mrs. Mary D. Brad- 
ford, A. H. Luedke, Blanche M. McCarthy. 


Completed Enrolments 


aa List of 1930-31 100 percent schools 


came in too late to appear in the June 
JOURNAL: 


Twelve years 


TexaS—El Paso, Aoy. 


Ten years 
Vircinia—Lynchburg, Floyd. 


Nine years 


VirGiniA—Lynchburg, Frank Roane. 






Virginia and Pennsyl- 


vania Score First 

LAIR COUNTY, Pennsylvania, was | 
B the first large unit to forward, 
this fall, its 100 percent enrolment for | 
1931-32. A check for $601, covering | 
dues for 299 memberships, arrived Au- | 
gust 29 from Superintendent T. S. 
Davis. 

To Princess Anne County of Vir- | 
ginia, however, belongs the honor of 
being the first 100 percent county re- 
corded for 1931-32. A check for $112, 
covering dues for the 56 teachers, was 
received last May from Superintendent 
Robert J. Johnson. 

Progressive counties are gradually 
catching the 100 percent habit. Last 
year 36 counties achieved this goal— 
Pennsylvania had 10; Utah, 8; Ohio, 
7; Nevada, 3; Maryland, 2; and Dela- 
ware, Florida, New Mexico, North 
Carolina, Tennessee, and Washington, 
each one. 

Mention should also be made of 100 
percent enrolments from the following 
cities: Griffin, Georgia; Bellefontaine, 
Ohio; and Altoona, Munhall, and | 
Tyrone, Pa. 

































Seven years 
CatirorniA—Oakland, W. P. Frick Junior High. 


Utran—South Sanpete District, South Sanpete Dis- 
trict Public Schools, Axtell Elementary, Center- 
field Gradé, Clarion Grade, Ephraim Junior High, 
Ephraim Primary, Ephraim Senior High, Fayette 
Grade, Gunnison Grade, Gunnison High, Manti 
Junior High and Elementary, Manti Senior High, 
— Junior High and Elementary, Sterling 

rade. 


Six years 


Comennee-viee Angeles, Dahlia Heights, Loreto 
treet. 
INDIANA—Freeland Park, Freeland Park Public 
Schools. 


Oun10o—Wood County, Wood County Public Schools. 


Five years 


Cauirornia—Oakland, Golden Gate Junior High. 

Massacnusetts—Revere, Louis Pasteur. 

Utan—Alpine District, Aipine District Public 
Schools; Duchesne County, Boneta, Duchesne, loka. 
Mt. Home, Myton, Neola, Roosevelt, Tabiona., 
Talmage; Grand County, Grand County Public 
Schools, Central, Grand County High, Sego. 


Four years 


Kansas—Lawrence, Lincoln. 

Uran—North Summit District, North Summit Dis- 
trict Public Schools, Echo, Henefer, Hoytsville, 
North Summit, Upton, Wanship. 


Three years 


Ou1o—Martins Ferry, Martins Ferry Public Schools, 
Central, Elm, High, Mackey, North, South, Zane 
Junior High. 

TENNESSEE—Hamilton County Central High, Lupton 
City, Miller’s Grove, New Providence, John A. 
Patten, Salem. 

Utan—Box Elder County, Box Elder County Public 
Schools, Bear River City, Bear River High, Both- 
well, Box Elder High, Central, Collingston, Corinne, 
Deweyville, Elwood, Fielding, Garland, Grouse 
Creek, Honeyville, Howell, Lincoln, Mantua, Park 


[ 263 ] 


Profession 


Valley, Perry, Plymouth, Portage, Snowville, 
Thatcher, Tremonton, Washakie, Willard, Yost; 
Duchesne County, Altonah, Central Junior High, 
Upalco; Nebo District, Nebo District Public 
Schools, Benjamin, Clinton, Dividend, Elberta, 
Genola, Goshen Junior High, Grant, Jefferson, 


Lake Shore, Leland, Lincoln, Mapleton, Palmyra, 
Payson Central, Payson Junior High, Payson Senior 
High, Peteetneet, Rees, Salem Junior High, Santa- 
quin Junior High, Spanish Fork Central, Spanish 
Fork Junior High, Spanish Fork Senior High, 


Spring Lake, Springville Senior High, Taylor, 
Thistle, Thurber, Washington. 
WaASHINGTON—Vancouver, Arnada, Central, Colum- 


bia, Franklin, Harney, Lincoln, Washington. 


Two years 


CavirorNia—San Diego, Euclid. 
INDIANA—I ndianapolis, Public Number 20, Public 
Number 83. 
Uran—Duchesne County, Duchesne County Public 
Schools, Altonah, Blue Bell, Boneta, Central Junior 
High, Duchesne, Duchesne County High, Ioka, Mt. 
Home, Myton, Neola, Roosevelt, Tabiona, Tal- 
mage, Upalco. 


Current year 


ARKANSAS—Grapevine, Grapevine Public. 
CALIFORNIA—Fresno, T. L. Heaton, Lowell, Teilman 
Number 1, Teilman Number 2, Webster; La Jolla, 
High; San Diego, John Adams, Detention Home, 
Jefferson, Stockton; San Francisco, Emerson; 
Stockton, Jefferson. 
Gerorcia—Columbus, Seventh Street. 
ILLINOIsS—Aurora, Junior High; Cicero, Goodwin. 
INDIANA—E vansville, McCutchanville; /ndianapolis, 


Public Number 33, Public Number 42, Public 
Number 90; Vincennes, Riley. 

eee, Hurst; Pasadena, Consoli- 
ated, 


Nevapa—Baker, High. 

New Hampsuire—New London, New London Public 
Schools, Colby Hill. 

New YorKk—Oneonta, 
Street, River Street. 

On1o—Cleveland, Dunham; Franklin County, Scioto 
Trails Schools; Parma, John uir; Sandusky 
County, Sandusky County Public Schools, Wood- 
ville Centralized. 

PENNSYLVANIA—Berwick, Fourteenth Street; Pine 


Grove, Junior-Senior High, Pine Grove Borough 
Grade Schools. 


Texas—Texarkana, Dunbar High. 
VirncIniu—Portsmouth, Pinners Point 


Academy Street, Chestnut 


,» Port Norfolk. 


HE FOLLOWING SCHOOLS have completed 
T their 100 percent enrolment for 1931-32 
in the National Education Association since 
the list was published in the June JouRNAL: 


Eleven years 


Cotorapo—La Junta, La Junta Public Schools. 
Club, Columbian, High, Junior High, 
North La Junta, Park. 


Boys 
Lincoln, 


Three years 
CaLirorNiA—Fortuna, Fortuna Union High. 
VERMONT—Rutland, Watkins Avenue. 

Two years 


PENNSYLVANIA—Blair County, 


Blair County Public 
Schools. 
Current year 
CaLirorNia—San Luis Obispo, Hawthorne; San 


Pedro, Fifteenth Street. 
ILLinois—Chicago, Armstrong Elementary. 
INDIANA—I ndianapolis, Public Number 72. 
MARYLAND—Baltimore, Public Number 4. 
Missourr—St. Louis, Central High, Charless, Chou- 

teau, Richard H. Cole, Cottage Avenue, Des Peres, 

Dumas, Eliot, Froebel, Gardenville, Grant. Guand- 

lach, Herzog, L’Ouverture, Madison, Meramec, 

Mullanphy, Pestalozzi, Porter Open Air, John H. 

Schroeder, Shenandoah, Sigel, Washington. 

New Jersey—Montclair, Glenfield; Roselle, Chest- 
nut. 
On10—Free port, Schools, 

High. 

PENNSYLVANIA—Berwick, Orchard Street. 
Vircinia—Driver, Coleman Place; Emporia, Clares- 
ville; Norview, High; Princess Anne County, 

Princess Anne County Public Schools, Bayside, 

Blackwater, Charity Graded, Willoughby T. Cooke, 

Court House, Creeds High, Kempsville High, 

Oceana High. 


Freeport Public 


Grade, 





An Economist’s View of Prohibition 


E HEAR a great deal about per- 
sonal liberty. As a matter of 
fact, the only men who have 


ever actually possessed personal liberty 
were Adam and Robinson Crusoe and 
this only continued until Eve and Friday 
came along. Whenever more than one 
individual is concerned, absolute per- 
sonal liberty begins to disappear and the 
more complex the social structure the 
more one’s individual liberties are neces- 
sarily curtailed. 

Personal liberty is allowed to exist 
only so long as its exercise is not detri- 
mental to others. Individuals are not per- 
mitted to operate automobiles at any 
speed they may desire, or to steal, or to 
plunder, or to break windows, or to do 
many other things. In a complex society 
personal liberty has little standing. 

The contention that prohibition has 
destroyed property values has somewhat 
the same aspect. It has been claimed 
that when an industry has developed 
under the sanction of law, a vested inter- 
est has arisen which subsequent legisla- 
tion is bound to respect. One has fre- 
quently heard this argument for the re- 
tention of protective tariffs. 

The courts have never taken the posi- 
tion that the right of private property 
conveys the unlimited right to make any 
use whatsoever of that property. The 
position taken has been that property 
may be used in accordance with individ- 
ual desires only until such use becomes 
opposed to the welfare of society. In 
reality, this position has not been one of 
confiscation of property but only of the 
deleterious use to which the property was 
put. Always the owner of the property 
has been allowed to transform its use into 
channels which are not detrimental to 
the welfare of society. To condemn pro- 
hibition because particular uses of prop- 
erty have been destroyed is not enough; 
to conclude thus would be to condemn 
many other types of prohibitive legisla- 
tion which have generally been con- 
sidered socially desirable. 

As far as I know no one has seriously 
contended that the use of liquor has 
ever resulted in increased efficiency. Effi- 
ciency, moreover, is the watchword of 
modern industry and industry should not 
be asked to sanction anything which will 
result in its impairment. Studies into 
methods of scientific management have 
eliminated much wasted energy, while 
the development of personnel depart- 


ments has been responsible for a more 
efficient application of labor. The effi- 
cient machine—one which will produce 
five more pounds of nails, ten more yards 
of cloth, or twenty more screws—will dis- 
place one of less capacity. The machine 
which will operate over a period of 20 
years is more desirable than one whose 
duration is but half as long. Nor are we 
satisfied with the degree of efficiency 
which we have attained. If this were true, 
industry would not continue to spend 
such large sums on laboratories and in- 
ventions. 

If an employer had to pay directly for 
the cost of producing his laborer in addi- 
tion to his daily wage, as he has to pay 
for a new machine or horse, he would be 
more concerned about the length of his 
productive capacity. There is, however, 
a cost to society in bringing a laborer to 
the age and maturity where he has capac- 
ity for production. That laborer, there- 
fore, who maintains this productive ca- 
pacity for 25 years rather than 20 is the 
more valuable to society. If alcohol, or 
anything else, tends to shorten the labor- 
er’s years of productivity, it is thereby 
responsible for a loss to society. 

A few months ago I picked up a news- 
paper in a hotel in a small city in Idaho. 
On the front page was printed a dream 
which someone was purported to have 
had in which was revealed the remedy 
for the present industrial depression. 
Briefly, the remedy was to abolish pro- 
hibition. We would thereby begin to 
manufacture liquor which would demand 
labor and thus alleviate the unemploy- 
ment; we would demand grains and 
thereby absorb the agricultural surplus. 

Someone, however, must have awak- 
ened the dreamer before the end of the 
dream, for had it been completed the 
outlook couldn’t have been so optimistic. 
Those who would buy the liquor can- 
not at the same time spend their money 
for shoes, food, clothing, automobiles, or 
building materials. They can buy either 
liquor or these things, but they cannot 
buy liquor and these things with the same 
money. Had the dream been completed 
it would have shown an increase in em- 
ployment and in the use of raw materials 
in the liquor industry, but a decrease in 
the need for both in other industries for 
whose products demand has been les- 
sened because liquor had beensubstituted. 

The introduction of prohibition wiped 
out the large amount of revenue that the 

[ 264 ] 


: 


liquor industry poured into the coffers of 
the cities, states, and federal government; 
hence the conclusion that prohibition has 
been responsible for an increase in the 
tax burden. Perhaps it would be more 
accurate to say that it has changed the 
nature of the tax burden, for one must 
not forget that in all probability the pay- 
ments made by the liquor industry were 
to a large extent extracted from the 
pockets of the consumers of its products. 

There is more to the revenue situation 
than appears on the surface. The amount 
formerly spent for liquor is now available 
for the purchase of other commodities 
and these may be made a basis for taxa- 
tion. Many of our localities still rely to 
a large extent upon the general property 
tax. To the extent that amounts formerly 
spent for liquor are saved in the form of 
durable or productive goods, as houses, 
factories, furniture, or automobiles, the 
basis of the tax levy will increase. Any- 
thing that will increase efficiency of pro- 
duction, foster savings, and minimize 
wasteful expenditure, will increase the 
patrimony of the government, for this is 
but the wealth and income of its citizens. 

We hear prohibition arraigned because 
it has crowded our courts with litigation 
at a tremendous public expense. We must 
remember, however, that this cannot be 
laid to prohibition, but to a lack of it. 
Before prohibition was ever attempted, 
it was generally agreed that a part of the 
expenditure for courts, charities, protec- 
tion, hospitals, and correction could be 
traced, either directly or indirectly, to the 
influence of liquor. To what extent need 
not concern us, but be it one half or one 
fifth, or one fiftieth of the entire burden 
of expenditure, to cease to use liquor 
would ultimately lessen the burden of 
taxes to that proportion. 

How must an economist look at pro- 
hibition? If he is interested in more effi- 
cient production and a longer productive 
period for the laborer, he must favor it. 
If he would increase the patrimony of 
the state and lessen the need for public 
expenditures, he must favor it. He must 
see, too, that to the extent that there is 
violation of prohibition, society is the 
loser thru wasteful expenditure and in- 
efficient production, as well as thru a 
lessened public patrimony and increased 
public expenditures.—Merlin H. Hunter, 
professor of economics, University of Il- 
linois, in the Christian Science Monitor, 
August 14, 1931. 

















































































Cities over 100,000 
in population 





Cities 30,000 to 100,000 _ 











Cities 10,000 to 30,000 


in population in population 





Median salaries 























Median salaries 























Median salaries 
Num- id: Num- a. Num- ae 
States ber of mi ber of — ber of —_ 
city city e city 
school | Bie- | High- | School | Bie- | High- | School | Bie- | High- 
sys- | mentary| school SyS- | mentary| school Sys-_ | mentary} school 
tems teach- | teach- | tems teach- | teach- | tems teach- | teach- 
ers ers ers ers ers? ers 
1 2 3 4 5 6 7 8 9 10 
United States. ... 88 (93)| $2118 | $2731 |204(224)| $1609 | $2111 |449(663)| $1428 | $1876 
| | 
Alabama...... 1 (1)| 1610 2073 2 (2)} 1171 | 1561 5 (11)} 953 1486 
Arizona........ 0 (0) ee (ae 2 (2)| 1795 2300 FOR Fee 
Arkansas 0 (0) a 2 (2) 1332 1890 4 (7) 993 1358 
California......... 5 (5)| 2287 2684 11 (12)| 1954 2660 | 22 (30)| 1732 2452 
Colorado 1 (1)] 2227 2812 3 (3)| 1638 2095 5 (5)| 1530 1861 
Connecticut 1 (3)| 1856 2476 6 (7)| 1840 2343 13 (23)| 1613 2119 
Delaware : 1 (1)} 2010 2221 O | GAS... dened ah 0 (0) 
District of Columbia] 1 (1)| 2219 2834 SS , ara: : 0 (0);.. 
Florida. aa ce 3 (3)} 1208 1468 1 (2)}-—1000 1325 4 (9) 882 1354 
| Georgia....... 1 (1)} 1754 | 2435 4 (4)| 1310 1750 6 (10) 914 1325 
Sarre 0 (0)} Ge 0 (0) i> 1 (2)| 1514 1827 
| Iilinois.......... 2 (2)| 2516 3441 20 (20)| 1554 2126 | 28 (40)} 1310 | 1747 
Indiana........ 5 (S)| 1882 2474 8 (8)| 1539 1926 16 (21)| 1386 1893 
ae RS ase 1 (1)} 1859 2322 7 (7)| 1505 1933 13 (14)} 1283 1672 
| Kansas......... 2 (2)| 1746 2248 1 (1)] 1721 | 2045 12 (17)| 1291 | 1812 
| 
| Kentucky 1 (1)| 1508 2091 2 (3)| 1400 1686 | 5 (9)| 1037 1443 
| Louisiana... . 1 (1)| 1709 2475 1 (2)| 1079 1325 | 0 (5)| 
| Maine 0 (0) 2 (2)} 1538 | 1850 6 (9)| 1234 1600 
| Maryland 1 (1)| 1660 2555 2 (2)| 1199 as530 | 1. (3. 4482 1586 
| Massachusetts 9 (9)| 1953 2649 | 17 (20)| 1651 | 2090 | 34 (44)| 1525 1874 
| 
. . | 
Michigan....... 3 (3)} 2003 2758 11 (12)| 1699 2185 20 (25)| 1453 2000 
Minnesota oe 3 (3)| 1797 2337 0 (0) 8 (11)} 1496 1881 
Mississippi 0 (0) 1 (2) 1033 1453 6 (11) 1201 | 1450 
Missouri 2 (2)} 2120 2846 3 (3)} 1186 | 1705 11 (11)| 1180 | 1629 
| Montana......... 0 (0)) 1 (1)}| 1807 | 2017 | 5S (S)} 1650 | 2019 
| | | | | 
=e 1 (1)} 2110 2400 1 (1)| 1602 2000 4 (6)| 1333 1763 
| Nevada si 0 (0)).. Wr FN ee 0 (0) (kes 1 (1)} 1538 1869 
New Hampshire 0 (0)! 2 (2)| 1546 2057 | 5 (8)| 1230 1742 
| New Jersey 6 (6)| 2230 3502 13 (16)} 2180 | 3000 | 24 (33)| 1801 | 2365 
New Mexico 0 (0) 0 (0) ae | 2 (3)} 1433 | 1779 
New York....... 7 (7)| 2652 3435 15 (16)} 1910 2301 | 34 (48)| 1742 | 2070 
| North Carolina... 0 (0) er ae ee 1640 | 4 (13)} 1098 | 1291 
North Dakota 0 (0)! ‘ 0 (0) f 4 (4)) 1446 | 1858 
ai | 7 (8)| 2037 2614 13 (15)| 1603 2362 24 (36)| 1310 | 1826 
Oklahoma.........} 2 (2)} 1903 2461 1 (1)} 1253 1658 9 (13)} 1109 | 1606 
| Oregon... 1 (1)} 2213 | 2266 | 0 ©) 4 (5)| 1238 | 1540 
| Pennsylvania 5 (5S)| 2073 3236 14 (15)| 1719 2224 | 52 (72)| 1450 1838 
| Rhode Island 1 (1)| 1794 2559 3 (3)} 1615 | 2013 | 7 (10)| 1437 1928 
South Carolina... 0 (O)}.. ; 2 (Zi 1253 | 1791 3 (7)} 1249 1440 
South Dakota.... Oh vexcciccdiss:: 1 (1)| 1523 | 2033 | 5 (5)| 1301 1781 
| | | | } 
Tennessee. ........ 2 (4)| 1503 2047 > @ Cer | 2 (4)} 1013 1479 
pr ee 5 (5)| 1629 2030 6 (8)| 1242 1665 | 6 (23)| 1041 | 1520 
| Utah 1 (1)| 1557 2093 1 (1)| 1342 1888 1 (1)} 838 | 1567 
Vermont Ga 0 (0) ; ree 0 (0) . 3. (4) 1300 1689 
WES 5 5% okaeP ie 2 (2) 1507 2050 4 (4)| 1358 1808 5 (8) 1174 | 1542 
Washington........ 3 (3)| 1933 2206 2 (2)} 1541 1923 5 (10)} 1411 | 1794 
West Virginia...... 0 (0) SAS a4 ae 3 (3)} 1493 1960 6 (8)| 1158 1858 
Wisconsin. ...... | 1 (1) 2390 2619 9 (9)| 1681 2114 | 13 (17)| 1362 | 1899 
Wyoming..........| 0 (0) ; 0 (0) se Ath 2 (2)} 1707 | 2071 











| 
Median salaries | | Median salaries 
Num- paid: Num- paid: 
ber of ber of . 
city , 1) ae ‘Serra 7 
school | Ele- High- | School | Fie- | High- 
SyS-_ | mentary! school Sys- | mentary| school 
tems teach- | teach- tems’ | teach- | teach- 
ers? ers ers’ ers 
11 z |) B 14 15 16 
451 (886)| $1303 | $1692 |440(1467)| $1162 | $1547 
| 
3 (11)| 890 1157 6 (28) 791 1071 
4 (6)| 1452 2020 4 (6)| 1508 1820 
6 (9) 824 | 1168 7 (31) 789 1146 
20 (48)| 1591 | 2307 7 (58)| 1583 2180 
9 (10)} 1298 1803 4 (9)| 1284 1717 
15 (20)} 1376 | 1733 10 (31)| 1253 1579 
0 (0)} 1 (4)| 1038 1513 
0 (0)! 0 (0) 
1 (17)| 872 | 1269 1 (27)| 754 | 1150 
2 (16) 891 1193 6 (33)| 858 1263 
3 (S)| 1279 | 1588 7 (14)| 1173 1486 
28 (56)} 1275 | 1750 30 (78)| 1003 1694 
16 (27)| 1156 1596 21 (34)| 1165 1538 
6 (14)} 1132 1626 23 (46)| 1100 1464 
8 (12)| 1194 1582 15 (30)| 1026 1569 
5 (16)} 923 1300 | 5 (24)| 912 1281 
0 (11)| |} 1 (29)| 1017 1200 
5 (15) 977 1383 | 9 (33)| 894 1392 
0 (3) | | 4 (12)} 1228 1450 
34 (49)| 1348 | 1762 | 19 (56)| 1265 1625 
19 (32)| 1350 1806 19 (42)| 1301 1673” 
9 (18)} 1177 473 13 (41)| 1165 1443 
2 (4)| 1061 1225 3 (23)| 1003 1175 
11 (21)} 1032 | 1386 | 14 (35) 868 1328 
5 (6)| 1388 | 1742 0 (6) 
| j 
5 (9)} 1177 | 1669 | 5 (18)| 1113 1483 
0 (1) 0 (3)| 
3 (4)| 1100 1464 | 4 (16)) 1011 1392 
29 (50)| 1578 1970 | 15 (53)} 1502 1786 
3 (4)| 1288 1663 | 3 (9)| 1282 1690 
27 (41)| 1735 2015 | 27 (85)| 1637 1861 
8 (17)| 1080 1250 9 (30)} 1139 1221 
5 (6)| 1246 1647 | 1 (2)} 1143 1350 
29 (51)| 1233 1694 24 (63)| 1120 1531 
| 13 (22)} 958 1319 6 (30) 948 1358 
8 (9)| 1252 1529 | 5 (13)} 1217 | 1333 
55(103)| 1420 1731 | 48(149)| 1142 1568 
2 (6)| 1326 1750 4 (7)| 1239 
3 (12)} 1008 1264 1 (19)| 950 1150 
0 (2)! 5 (8)| 1226 1581 
| 
5 (14) 835 1288 7 (26)| 815 1229 
15 (47) 960 137 7 (76) 936 1320 
1 (4)| 1156 1675 2 (14)| 1067 1550 
4 (8)| 1232 1595 3 (21)| 900 1450 
5 (11)| 984 1246 | 3 (20) 833 1073 
2 (4)| 1273 1557 10 (19)| 1265 1592 
2 (12) 985 1677. | 4 (17)| 1122 1661 
13 (20)| 1268 1653 20 (36)| 1216 1564 
3 (3)| 1480 1986 1 (3)| 1540 1963 


Salaries Paid in City School Systems in 1930-31 


[Prepared by the Research Division of the National Education Association] 


| Cities 2,500 to 5,000 
| 


in population in population 
































OU may obtain the figures for your 

state by reading the table as fol- 
lows: In California reports were re- 
ceived from all 5 cities over 100,000 in 
population [column 2]. In cities of 
this size the median salaries are $2,287 
[column 3] for elementary teachers 
and $2684 (column 4] for high-school 
teachers. Similarly read figures for 
other states and population groups. 


The figures given above are based on 
the salary study of the National Edu- 
cation Association for 1930-31 and in- 
clude data from 1632 cities over 2500 
in population. The results of this 
study appear in summarized form in 
the Research Bulletin for May, 1931. 
Special salary tabulations giving 


median, maximum, and minimum 
salaries and the distributions of 
salaries paid to the various groups of 
school employees in the individual 
cities may also be obtained from the 
Association at the cost of reproduction. 


For those not familiar with the term 
‘*median”’ the following explanation 
is given: The best paid fifty percent of 
a group of teachers receive salaries 
equal to or exceeding the ‘‘median’’ 
salary and the poorest paid fifty per- 


cent of a group of teachers receive’ 


salaries equal to or less than the 
**median.’’ In a normal distribution 
the ‘‘median’”’ and the ‘‘average’’ are 
the oom, 








It is probable that some of the 
medians given above are not represen- 
tative of the state because too few 
cities reported within a given popula- 
tion group. Therefore, before using 
the medians given it is advisable to 
compare the two sets of figures given 
in columns 2, 5, 8, 11, and 14. 


1 Figures in parentheses in columns 
2, 5, 8, 11, and 14 indicate the total 
number of city school systems of each 
size in the various states. Figures 
not in parentheses in columns 2, 5, 8, 
11, and 14 give the number of cities 
reporting in this survey. 


2 Includes kindergarten teachers. 











MONG the notable services of the JouRNAL of the National Education Association is the publica- 


tion annually of this remarkable list. For half a dozen years the American Library Associa- 
tion has made an annual selection of forty outstanding American books for the League of 
Nations. This has formed part of a World List of Notable Books, published in Paris. 
Although the World List will no longer be issued and the original purpose of the American section 
has therefore disappeared, widespread interest in the list has made the A. L. A. feel it worthwhile 


to continue its compilation, for this year at least. 


In compiling this 1930 list the A. L. A. head- 


quarters staff has had the friendly, often enthusiastic, cooperation of distinguished librarians, literary 


critics, and university professors. 
History 


The Crusades; Iron Men and Saints. Harold Lamb. 
Doubleday, Doran & Co., Garden City, N. Y. $3. 

Builders of the Bay Colony. Samuel Morison. Houghton 
Mifflin Co., Boston, Mass. $15. 

Coming of the War, 1914. Bernadotte Schmitt. Charles 
Scribner’s Sons, New York, N. Y. 2v. $10. » 


Social Science 


The American Leviathan; the Republic in the Machine 
Age. Charles Austin Beard. Macmillan Co., New York, 
N. Y. $5. 

The Social and Economic Views of Mr. Justice Brandeis. 
Louis Dembitz Brandeis. Vanguard Press, New York, 
N. Y. $4.50. 

Some Folks Won’t Work. Clinch Calkins. Harcourt, 
Brace & Co., New York, N. Y. $1.50. 

Encyclopedia of the Social Sciences. Macmillan Co., New 
York, N. Y. $7.50. 

Universities: American, English, German. Abraham Flex- 
ner. Oxford University Press, New York, N. Y. $3.50. 

Greek Way. Edith Hamilton. W. W. Norton & Co., New 
York, N. Y. $3. 

History of Modern Culture; v. 1, Great Renewal, 1543- 
1687. Preserved Smith. Henry Holt & Co., New York, 
N.Y. $5. Religion 

The Religious Background of American Culture. Thomas 
Cuming Hall. Little, Brown & Co., New York, N. Y. $3. 

The Story of Religions in America. William Warren Sweet. 
Harper & Bros., New York, N. Y. $4. 


Philosophy and Psychology 


Our New Ways of Thinking. George Boas. Harper & Bros., 
New York, N. Y. $2.50. 

Individualism, Old and New. John Dewey. Minton, Balch 
& Co., New York, N. Y. $2. 

Concepts of Abnormal Psychology. Harry Hollingworth. 
Ronald Press, New York, N. Y. $4. 

The Human Mind. Karl A. Menninger. Alfred A. Knopf, 
New York, N. Y. $4. 


Belles Lettres and Art 


The New World Architecture. Sheldon Cheney. Longmans, 
Green & Co., New York, N. Y. $10. 

The Bridge. Hart Crane. Horace Liveright, New York, 
N. ¥. $2.50. 

The Collected Poems of Robert Frost. Robert Frost. 
Henry Holt & Co., New York, N. Y. $5. 


Not Without Laughter. Langston Hughes. Alfred A. 
Knopf, New York, N. Y. $2.50. 

Five Masters. Joseph Wood Krutch. Jonathan Cape & 
Harrison Smith, New York, N. Y. $3.50. 

New Found Land. Archibald Macleish. Houghton Mifflin 
Co., Boston, Mass. $5. 

Great Meadow. Elizabeth Madox Roberts. Viking Press, 
New York, N. Y. $2.50. 


Forty Notable American Books of 1930 





The Glory of the Nightingales. Edwin Arlington Robin- 


son. Macmillan Co., New York, N. Y. $2. 


Drama 


Elizabeth the Queen. Maxwell Anderson. Longmans, 
Green & Co., New York, N. Y. $2. 


Green Pastures. Marcus Cook Connelly. Farrar & Rine- | 


hart, New York, N. Y. $2. 
Biography 


Letters of Henry Adams [1858-1891]. Henry Adams. | 


Houghton Mifflin Co., Boston, Mass. $5. 


The Adams Family. James Truslow Adams. Little, Brown | 


& Co., Boston, Mass. $4. 

Taft and Roosevelt. Archibald Willingham Butt. Double- 
day, Doran & Co., Garden City, N. Y. 2 v. $7.50. 

Daniel Webster [v. 1, 1782-1830; v. 2, 1830-1852]. 
Claude Moore Fuess. Little, Brown & Co., Boston, 
Mass. $10. 

Charles W. Eliot, President of Harvard University, 1869- 





1909. Henry James. Houghton Mifflin Co., Boston, | 


Mass. 2v. $10. 
Swift. Carl Van Doren. Viking Press, New York, N. Y. 
$3. 
Travel and Social Life 


Little America. Richard Evelyn Byrd. G. P. Putnam’s | 


Sons, New York, N. Y. $5. 

Soviet Russia. William Henry Chamberlin. Little, Brown 
& Co., Boston, Mass. $5. 

N. by E. Rockwell Kent. Brewer, Warren & Putnam. New 
York, N. Y. $3.50. 

Growing Up in New Guinea. Margaret Mead. William 
Morrow & Co., New York, N. Y. $3.50. 


Science 
Parade of the Living. John Hodgdon Bradley. Coward- 
McCann Co., New York, N. Y. $3. 

The Biological Basis of Human Nature. Herbert Spencer 
Jennings. W. W. Norton & Co., New York, N. Y. $4. 
Flights from Chaos. Harlow Shapley. McGraw-Hill Book 

Co., New York, N. Y. $2.50. 
Mound-builders. Henry Shetrone. D. Appleton & Co., 
New York, N. Y. $2.50. 


Additional volumes of works previously listed, which appeared during 1930, are: George Washington [v. 3], Rupert Hughes. William 
Morrow & Co., New York, N. Y. $5; Our Times [v. 3], Mark Sullivan. Charles Scribner’s Sons, New York, N. Y. $5; Main Currents in 
American Thought [v. 3], Vernon Parrington. Harcourt, Brace & Co., New York, N. Y. $4. 








nS 


[ 266] 








American Education Week in Dearborn 


HARRY HULLER 


Director of Evening Schools, Fordson Schools, Dearborn, Michigan 


MERICAN EDUCATION WEEK is @ 
A time, especially in this period of 
depression, when many of the 
ideals and practises of education can 
be brought closer to the home than at 
any other time during the whole school 
year. American Education Week is an 
excellent time to pay homage to this 
great national festival and at the same 
time, if organized and planned carefully 
by the principal, it affords an excellent 
opportunity to interpret the school sys- 
tem to the community and send away 
many a disgruntled taxpayer with a 
different vision of what the schools are 
actually doing. It is the experience of 
the writer, in helping organize several 
such programs, that the most effective 
means is to begin with the activities of 
the child. From the child radiate all 
the possible activities that can be de- 
vised to bring to the home the objec- 
tives of modern education. It is also 
important to interest the various civic 
organizations of the city in the ideals 
of education as set forth by American 
Education Week — the parent-teacher 
association, the women’s club, and the 
various luncheon clubs. 

This article will present the ways and 
means that were used in carrying out an 
extensive program in commemoration of 
the tenth annual American Education 
Week in the Fordson Schools of Dear- 
born, Michigan. 

The activities of the week were or- 
ganized on a citywide basis with the 
writer as chairman of a committee of 
principals and teachers from all the 
schools in the city. The schools in- 
cluded a senior high school, three junior 
high schools, and eight elementary 
schools. The high-school building be- 
ing located in the main portion of the 
City was selected as the central place for 
holding many common activities in- 
volving all of the schools. From this 
central place the activities radiated out 
into the various schools as organized 
from the work and suggestions of the 
central committee. 

In order to meet certain local situa- 
tions the order of the program as pre- 
pared by the National Education Asso- 
ciation was changed somewhat. The 
theme for the week was The Schools of 
Tomorrow and the Future of America. 





The day-by-day program was as fol- 
lows: 
Mon., Nov. 10—Activities Day 
Tues., Nov. 11—Armistice Day 
Wed., Nov. 12—School at Work 
Thurs., Nov. 13—Schools of the Past and 
Present 
Fri., Nov. 14—Opportunity Day 
Sat., Nov. 15—Educational Tours 
The organization and planning of this 
program was started at the close.of the 
preceding year. The purpose of this 
was that, in addition to the fitting ob- 
servance of the week, an educational ex- 
hibit, contributed by all the schools, 
was held in the boys’ and girls’ gym- 
nasiums at the high school. At the 
time of the year, when school was clos- 
ing, each school had valuable exhibit 
material which was carefully put away 
for the following fall to be exhibited 
during American Education Week. 
Early in September active plans were 
put into operation to carry out the va- 
rious days. Commercial booths were 
rented and set up in the two gymnasiums 
as indicated. Attractive and instructive 
educational exhibits were displayed. The 
elementary and junior high schools ex- 
hibited by schools while the senior high 
school showed material by departments. 
Teachers were assigned to the different 
booths to: explain the material and also 
to answer any questions of parents. This 
exhibit was open to the public for the 
entire week and was attended by thou- 
sands of people who gained as never be- 
fore an idea of what the schools were 
accomplishing. In addition to the work 
of the children, health, research, and the 
library departments showed some very 
instructive material. The health depart- 
ment thru charts and diagrams showed 
progress in dental work, control of com- 
municable diseases, ani the like. The re- 
search department explained the vari- 
ous types of tests used in the city test- 
ing program. The library took advan- 
tage of the opportunity of showing some 
of the better types of books not only 
for children but for adults. 
The day-by-day program began with 
a central program known as “Activities 
Day.” Important activities of the school 
were shown thru the medium of shadow 
pictures. A “radio announcer,” thru a 
loud speaker, explainec the different ac- 
tivities while they were being panto- 


[ 267 ] 


mimed on the stage. The program was 
arranged in two acts as follows: 


Act I 
[a] Curtain talk 
[b] Three major activities in shadow and 
reality 
[1] Public speaking: oratory, debate 
[2] Play production: rehearsal, make- 
ups, the plays 
[3] Music: boys’ and girls’ glee clubs, 
orchestra, band 


Act II 
{a] Curtain talk 
[b] Five major activities in shadow and sound 
[1] Journalism: annuals, paper, sun- 
set dances 
[2] Service group: junior high court, 
student council 
[3] Clubs: episodic scenes from vari- 
ous clubs 
[4] Athletics: all sports 


The purpose was to give the parents 
a glimpse of some of the extracurricu- 
lum activities in modern schools. 

American Education Week always in- 
cludes Armistice Day. This important 
historical event was commemorated by 
appropriate programs in all the schools 
of the city with an unusually good pro- 
gram in the high-school building. The 
manuscript for this program was written 
and its presentation directed by a mem- 
ber of the faculty. An attempt was made 
to tie this up with the community by 
having the Veterans of Foreign Wars 
take part. The program scenes were as 
follows: 


Cain and Abel—‘The Curse of Cain” 
Phedippides—“Ours the Victory” 
Cesar’s Legion—“Spreading Roman Culture 
Westward” 
The Crusaders—‘When Knighthood Was in 
Flower” 
The French Revolution—‘“Liberty, Equality, 
Fraternity” 
The Pilgrims—"For Freedom to Worship God” 
Valley Forge—‘“For Life, Liberty, and the Pur- 
suit of Happiness” 
The Pioneer—‘Indians” 
The Civil War—“The Blue and the Gray” 
America in the “War to End War” 
Scene 1. “We’re Coming Over” 
Scene 2. “I’ll Come Back to You When It’s 
All Over” 
Scene 3. “Keep the Home Fires Burning” 
Scene 4. “The Rose of No Man’s Land” 
Scene 5. “Over the Top” 
Scene 6. “His Bit” 
Scene 7. “Taps” 
The New Freedom—“It Must Not Be Again” 


“Open house” was held in the various 
schools on Wednesday, in the elemen- 
tary schools during the day and in jun- 


RE meee 


eA hy ENG RPE SIN CR EARL LORE LELEN SOS ELE LOR A en mst = 


268 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





ior and senior high schools in the eve- 
ning. Committees of students met the 
parents and took them to the various 
classes and points of interest. There 
were those who predicted that in a city 
of such diversified nationalities parents 
would not take the time or trouble to 
visit during “open house.” The results 
were quite the contrary. Hundreds of 
parents visited classes and points of in- 
terest. This afforded an admirable op- 
portunity for teachers to meet many of 
the parents and for parents to get a 
glimpse of the school work. 

Thursday brought to a focus the theme 
of American Education Week, The 
Schools of Tomorrow and the Future of 
America. This was in the form of a 
pageant, “The Quest of Youth,” par- 
ticipated in by a selected group of chil- 
dren from each school. The pageant 
traced the history of education thru the 
ages, those being featured in each epoch 
which are most significant in relation to 
the history of education as a whole 
rather than to their own immediate time. 
The action presented the following 
scenes: 

The Golden Age 

Early Chinese Education 

Early Hebrew Education 

Education in Greece 

Education in Rome 

Early Christian Education 

Education in the Renaissance 

Public Education in England 


The Little Red Schoolhouse 
The School of Today 


Friday’s program was of a vocational 
nature known as “Opportunity Day.” 
Previous to the day pupils filled out 
questionnaires, stating their choice of 
vocations. From the results obtained 
from these questionnaires groups were 
made up and expert leaders in each field 
were chosen to speak and discuss prob- 
lems of a vocational nature with each 
group. These group discussions were 
preceded by the only address given dur- 


ing the week. This was an inspirational 
address by the superintendent of public 
instruction. Thirty-five group leaders 
gave freely of their time in answering 
questions and advising boys and girls in 
various vocations. This work was carried 
on only in junior and senior high schools. 
There is no reason why attention should 
not be given to some form of vocational 
guidance in elementary schools. 

The final day, Saturday, was devoted 
to educational tours. Groups of boys 
and girls were taken to various indus- 
tries and business houses. This afforded 
some firsthand observation of vocations 
discussed on the previous day. 

Besides these central activities many 
minor activities of an educational nature 
were held. All the luncheon clubs held 
noon luncheons in the various schools 
during the week and appropriate pro- 
grams of an educational nature were 
sponsored by the principal at these 
luncheons. This activity alone did much 
to tie up educational objectives with 
representative citizens of the commu- 
nity. 

Each afternoon in the high-school 
building educational demonstrations 
were put on by several different schools. 
Such demonstrations as penmanship, 
reading and phonetics, English dram- 
atizations, and natural dancing were 
shown. Many parents witnessed these 
minor events. 

When plans were being perfected for 
American Education Week it was feared 
that it would be difficult to interest par- 
ents. Various methods were devised to 
attract them to the programs. But from 
this particular problem came a great 
deal of educational training for the boys 
and girls. In the English classes letters 
were written to parents telling of the 
many activities. The best of these let- 
ters were selected, mimeographed, and 
sent home to parents. In the art depart- 
ment attractive posters were made for 


October, 1931 





the different days. The local papers co- 
operated and published many articles. 
The Detroit radio stations WWJ and 
WJR kindly gave short radio reports of 
the week’s activities. A souvenir booklet 
was given to all who visited schools dur- 
ing the week. This booklet contained 
the daily program for the week, greet- 
ings from the superintendent, a history 
of the local schools, the purpose of Amer- 
ican Education Week, and the like. A 
device that was used effectively by one 
elementary principal was the assignment 
of each teacher in his school to the homes 
of the parents. This was carried out dur- 
ing the week previous to American Edu- 
cation Week. These teachers made a 
friendly call and informed the parents 
about the activities of the week. It was 
inspiring to see the way the parents and 
citizens of the city responded. Thou- 
sands visited the schools and every pro- 
gram was presented to a full house. 

The principals of a city might well 
make up a central committee to work 
out a list of activities and events accord- 
ing to the theme of American Education 
Week, these events to be carried out in 
the several schools of the city. By this 
method the work would be unified, each 
principal inspired, and all working to- 
ward the same goal. This would prove 
much more effective than if it were 
left for each principal to work out his 
own plans by the “come what may” 
method. 

It is difficult to measure the results 
of such a program as has been described. 
It took time and money but there is no 
question but that the boys and girls 
gained a new vision of education, past 
and present. Men and women, parents 
and taxpayers were made to realize that 
the boys and girls of our schools are 
being given the very best that there is 
in education. They, too, gained a new 
vision. Such a program offers a real 
challenge to every progressive principal. 


School exhibits help to interpret school work to the public. 










E crists—Along with world-wide 
economic unrest and maladjust- 
ment the United States is in the 
midst of one of the most severe de- 
pressions in its history. Thousands of 
business concerns have failed. Hundreds 
of thousands of men have been thrown 
out of work. Industry has been paralyzed. 
While many now feel that the worst 
is over in the United States the most 
optimistic realize that during the coming 
winter the nation is faced with a crisis 
more acute than any of its kind hereto- 
fore encountered in this country. There 
are about 6,000,000 wage earners with- 
out employment. This means that more 
than 6,000,000 persons are without ade- 
quate means of support. The United 
States is today confronted with a great 
challenge. The challenge is to assure 
every person who has been unfortunate 
during the depression food and clothing 
during the approaching winter. A super- 
challenge is to provide this food and 
clothing by giving employment where- 
ever possible. 

Educational Conference on Un- 
employment—On August 5, 1931, a 
conference of representatives of leading 
organizations, including the National 
Education Association, was called by the 
President’s Organization on Unemploy- 
ment Relief. The group was called to- 
gether to devise plans for keeping the 
youth of the country in school during the 
period of depression. The conference 
set up the following objectives: 

1. To take advantage of the present period 
of unemployment and parttime employment 
by encouraging the greatest possible utilization 
of opportunities for preparation for future posi- 
tions and for the enrichment of American life. 

2. To keep all children under 16 years of age 
in school in this time of surplus labor and the 
demands of industry for skill and judgment. 

3. To encourage undergraduates and mem- 
bers of 1931 high-school and college graduat- 
ing classes to remain in school. 

4. To urge that increasing effort be made by 
schools and institutions of learning for guid- 
ance programs that will direct young people 
not only into fields of usefulness but into fields 
where their services will be in demand. 

5. To encourage school authorities and legis- 
lative bodies to maintain adequate school facil- 
ities in the face of the present emergency. 





The Schools and the Present Crisis 


6. To coordinate the efforts of organizations 
which have a contribution to make toward at- 
taining these ends, 





—— individual teacher may well do 
something to keep an individual 
child in school. This can sometimes be 
done by talking with the family or, in 
the case of college students, by arrang- 
ing some plan of finance. Each teacher 
has the additional obligation to do 
something to make the school a better 
place for these young people who con- 
tinue their education. The public is en- 
titled to know how crowded the schools 
are by the increased enrolment. The 
classrooms are likely to be overfull and 
teachers’ loads too heavy for reason- 
able results. Parents will improve these 
conditions when they understand their 
educational significance and importance. 








| 





If American boys and girls are not 
found and encouraged to come back into 
the school fold this year many of them 
will be numbered among the unemployed 
this winter and a year’s opportunity for 
more training lost to them and to the 
community. It will be far better for the 
youth to learn than neither to earn nor 
learn. And for every youth in school 
there will be more opportunity for the 
adult with dependents to secure work. 

What public schools can do—{ 1] 
Follow up school records and encourage 
every youth who can to stay in school; 
| 2] enlist the support of your local com- 
munity in this movement by [a] confer- 
ences with local leaders, | b| news stories 
in your local press, [c]| radio talks by 
local leaders; [3] encourage local clubs 
and civic organizations to set up student 
loan funds and make information regard- 
ing outside loan funds available to 
students; [4] maintain courses that will 
attract and hold the young people. 

Teachers are helping—The Presi- 
dent’s Organization for Unemployment 
Relief in cooperation with nationwide 
educational agencies, including the Na- 
tional Education Association, carried out 
a series of four radio addresses over a 
nationwide hookup during the first week 
of September. One of these addresses 


was made by Superintendent Willis A. 
Sutton of Atlanta, Georgia. An abstract 
of his address follows: 


In periods of depression why should we be 
interested in sending our children to school? 
Let me enumerate some fundamental reasons. 
First, our children should return to school be- 
cause of the enjoyments that will come to them 
out of an educated mind. 

Second, they should return to school in order 
that they may be taken out of industry and 
provide employment foradults. Itis unfortunate 
that many industries of this country are employ- 
ing children where men could be employed. This 
is a two-edged sword, destroying the child’s 
opportunity to grow and to be a greater and 
better consumer and producer and at the same 
time depriving an adult of the opportunity by 
which he might support the child, support him- 
self, and sustain his station in life. 

Third, children should return to school be- 
cause this is the best time for them to be in 
high school and college. A boy or girl will 
earn more actual money by attending high 
school and college than in any position that 
can be offered to him in this period of depres- 
sion. At no other time could one go to high 
school or college so cheaply as now. 

I appeal to the educational institutions of 
this country and the great cooperative enter- 
prises of business and industry to do all in 
their power to see that adults have the oppor- 
tunity to get new educational training for new 
jobs and new conditions. Adult education was 
never needed so badly as now. Men need to be 
retrained for new jobs. The blacksmith has 
lost his job of shoeing horses and should be re- 
trained. The swing of the pendulum in fashion 
has destroyed many a woman’s work. Let her be 
retrained before she leaves her present position. 

That which is needed today is not charity, 
but work. In the great movement going for- 
ward thruout the country, under the direction 
of President Hoover and Chairman Gifford, let 
me appeal that we provide work rather than 
charity. Work is indeed the bread of life. The 
disintegration of character and the prevalence 
of crime during periods of depression cannot be 
accounted for because man is a human being 
and wicked but because the one support of his 
moral character—work—has been denied him. 
Give the people work. If we raise millions of 
dollars for relief, let us see that no child suffers 
and no man goes hungry; but let the major part 
of this great sum be spent in providing labor 
that men may keep their selfrespect, that women 
may still be clear-eyed and undismayed, and 
that they may realize that the bread which they 
eat and the enjoyment which comes to them 
and which they may offer to their children 
comes as the result of their labor. 













dropping out and urge them to return to school if 


I APPEAL to school teachers, principals, and superintendents to go carefully thru their records and inquire why boys and girls are | 
able to do advanced school work. I appeal to college and university presidents 
to assist graduates to continue their professional education. I appeal to mothers and fathers to let nothing deter them from sending 
their boys and girls back to school —Willis A. Sutton, in a radio address over the Columbia Broadcasting System, Sept. 3, 1931, for 
the President’s Organization on Unemployment Relief. 





ee ae 


es ERA HOSEN Ni NY 


STRAT EE PT 


Measured Results of Activity Teaching 


C. C. CrRawFrorpbD AND LILLIAN GRAY 


Professor of Education, University of Southern California, and Training Teacher, 
Thirty-Sixth Street School, Los Angeles, California 


HE ACTIVITY PROGRAM has passed 
the novelty stage and has become 
an accepted reality in a large num- 
ber of progressive school systems. Those 
who came to scoff have remained to pray 
and to shout the praises of “activities.” 
Principals who had hardly more than 
heard of “large units of work” a few 
years ago are urging all their teachers to 
have their pupils build houses, make 
boats, raise pets, sell toys, play circus, 
or dramatize Indian life. 

Many who have been converted to this 
new idea of the “child-centered school” 
are so sure of the wisdom oi the change 
that they have sought no definite proof. 
Many who are not converted speak of 
the activity program as a temporary fad 
that will soon die out because of lack of 
results. They doubt its effectiveness in 
teaching fundamental skills or in “cover- 
ing the course of study.”’ They want to 
see measured results. 

This article reports results of a se- 
mester’s work on a puppet-show activity 
in a fifth-grade class in English in a de- 
partmentalized elementary school. The 
activity was of such scope that it taught 
much besides English but the measure- 
ment of English results has been made 
in order to see whether the fundamental 
language skills were developed. The class 
met daily for one hour and the pupils 
were in other rooms the rest of the day. 

The pupil aim or purpose in staging 
the puppet show was to raise money to 
buy books for the school library. [They 
actually raised $26.] The teacher’s aim 
was to give the children a happy and 
profitable semester’s education, with 
puppetry as the framework of the course, 
and to improve English in particular. 

The activity included many elements. 
The pupils delved into the history of 
puppetry in Greece, China, Japan, Italy, 
India, England, and the United States. 
They became familiar with Pinnochio, 
Tufto, Punch and Judy. They read many 
stories looking for suitable material for 
their own show, including Andersen’s 
Fairy Tales, The Musicians of Bremen, 
St. George and the Dragon, Why the 
Chimes Rang, Alice in Wonderland, 
King Arthur, Robinson Crusoe, Jack 
and the Beanstalk, Christmas Carol, 
Christmas at Bob Cratchit’s, Abbey in 
the Gobi, and numerous others. 





Oral English was involved in discuss- 
ing plans, holding committee meetings, 
telling visitors about the forthcoming 
show, explaining to visitors how the pup- 
pets were made and operated, advertis- 
ing the show before the school assembly, 
talking to shopkeepers in purchasing ma- 
terials, and reading the various parts of 
the plays which were written. 

Written English was involved in writ- 
ing the dialogs for the plays, recording 
experiences in a permanent record book 
about the activity, writing advertise- 
ments, writing letters to invite prominent 
persons to the show, writing critical re- 
views of rehearsals in order to improve 
the show, writing to business concerns 
about materials, and writing to some of 
the prominent men and women in the 
United States interested in puppetry. 

Reading took many forms besides the 
mere search for good stories to drama- 
tize. There was much use of encyclo- 
pedias, histories, geographies, and other 
reference books in searching for essen- 
tial facts and technical information. 
There was also much reading of what 
other pupils had written for the show. 

The activity naturally included much 
that was not English, such as figuring 
costs of materials, doing the necessary 
marketing, making the puppets and stage 
equipment, preparing costumes, decorat- 
ing the stage, painting advertising pos- 
ters, being hosts to visitors, and ordering 
books with the money that was earned. 

Some subjective evidences of the re- 
sults of the activity included improve- 


F  sowarar is passing thru a 
period of transition. This 
will be a hard winter for mil- 
lions of our citizens most of 
whom are eager to work but 
cannot find employment. Let 
every teacher consider what he 
can do to help. Let every school 
and every class discuss the 
problem. Let every child con- 
sider how he can help. He can 
carry a message from the 
school to the home. Above all, 
let us so apply our intelligence 
that such a crisis shall not 
occur again. 








ment in courtesy and patience on the 
part of pupils while working on puppets, 
poise in talking about the work, freedom 
from selfconsciousness in the presence of 
visitors, a decided gain in resourceful- 
ness or “‘on-with-the-show’”’ spirit, cooper- 
ativeness in doing such routine tasks as 
cleaning up the room, a decidedly happy 
and optimistic group spirit, and a tre- 
mendous increase in the number and fre- 
quency of visits to the school library and 
to the branch public library. 

Results were measured objectively by 
means of the new Stanford Reading Test, 
Revised, and by the Los Angeles Diag- 
nostic Test in Language. Tests were ad- 
ininistered September 11 and January 
29, approximately at the beginning and 
at the end of the semester, thus giving a 
check on progress. Actual progress is 
readily comparable with normal progress, 
since the tests are wellstandardized. 
Since five months’ progress is normal for 
one semester, any gain beyond .5 of a 
unit of grade placement may be con- 
sidered as evidence of superior work in 
the course. The average gain for the 
class was 7.8 months for reading vocab- 
ulary, 8.1 months for reading compre- 
hension, and 8.1 months for language 
usage, as shown in the table below. In 
other words, in spite of the fact that the 
class devoted a large amount of time to 
other work than English, they made 
about 60 percent more gain in English 
than was normal for the semester. The 
average I. Q. of the class was only 108, 
showing that it was not a highly selected 
one. 

Reading se Language 


Items Vocab. omp. Usage 
1. Average gain in 

SR bidwe «hvac els 7.8 8.1 8.1 
2,Normal gain in 

WEE. 6c ceed id 5.0 5.0 5.0 
3. Percentage actual of 

normal gain ....... 156% 163% 163% 
4. Excess of actual over 

normal gain, in 

terms of months... 2.8 3.1 3.1 
5. Standard error of the 

average excess gain .97 .76 58 
6. Odds that excess gain ° 

is not due to mere 

chance® ........-- 525:1 48000:1 millions:1 


* These chances are derived from a table in Tiegs 
and Crawford’s Statistics for Teachers, Houghton 
Mifflin Co., Boston, 1930, p. 137. In each case the 
chances are high enough to establish practical certainty 
that the differences are not due to chance factors of 
sampling. 


The conclusion of the study is, there- 
fore, quite obvious: Jt is possible to 
teach thru activities and still to accom- 
plish normal or better than normal re- 
sults in the fundamental skills. 












Resolutions Adopted at Los Angeles 


TION, in its 69th annual conven- 

tion in the City of Los Angeles, 
California, July 3, 1931, reaffirms its be- 
lief that the foundation of the nation is 
the education of its youth and that a 
democracy can attain its full fruition 
only when each of its members is trained 
to the highest level of his intelligence. To 
this end the National Education Associa- 
tion commends to the nation thoughtful 
consideration of the following statements 
of policy: 

Financing the schools—In the 
United States the continuous mainte- 
nance of an efficient public school sys- 
tem is fundamental. To cripple the 
schools financially, even for a year or 
two, means a serious loss in school mo- 
rale, in educational leadership, in quali- 
fied teachers, and in the quality of our 
future citizenship. The present economic 
depression should strengthen our de- 
termination to fit the new generation to 
solve future economic problems. 

State and education—The state should 
provide from public funds a system of 
free schools extending from the kinder- 
garten thru the university and open to 
every child. 

Taxes and school support—Financing 
the public schools requires a system of 
taxation which is equitable, wide in its 
application, and which establishes a fair 
balance between direct and _ indirect 
taxes. Better support of progressive edu- 
cation is largely dependent upon the 
study and revision of our present tax 
systems. Continued research should be 
made to find the best sources of support 
for schools. The National Education As- 
sociation commends the study of school 
finance now being undertaken by the 
Office of Education under the authoriza- 
tion of Congress. Legislation initiating 
and revising systems of taxation which 
will provide adequate support for public 
schools should follow such findings. 

Federal aid for education—Funds 
should be provided by the federal gov- 
ernment to assist the states in making 
available to every child a basic educa- 
tion, in equalizing educational oppor- 
tunities, in meeting the many acute prob- 
lems of rural education, and in prevent- 
ing the interruption of education during 
floods, droughts, and other wide-spread 
emergencies. 

Budgets and salaries—Realizing that 
education is the basis of our national 


Te NATIONAL EDUCATION ASSOCIA- 


wealth and of our economic and social 
stability, the National Education Asso- 
ciation condemns ill-considered cuts in 





For Faculty Meetings 
pen POINTS developed in this an- 


nual statement of principles and 
policies concern every educational 
worker in the nation. These state- 
ments influence legislation; they in- 
fluence the decisions of city and state 
departments of education; they may 
well be made the basis for discussion 
in faculty meetings thruout the country. 
Following are suggested topics for 
discussion: 








1. What points in these resolutions appeal 
to vou as most important? 

2. Is any revision of the tax system of 
your state being made? Are your state and 
local education associations studying school 
finance P 


3. What opportunities for adult education 


in your community? For special education 
of handicapped children? 

4. How do the rural schools of your state 
compare with your best city schools? With 
rural schools in other states? 

5. Why is the resolution on radio im- 
portant ? 

6. What is the minimum standard of educa- 
tion recommended by the Association for all 
teachers? Has your state reached that goal? 

7. How can you help in improving retire- 
ment, salaries, and tenure for teachers in 
your state and community? 

8. What recommendations are made for en- 
couraging international relations? 

9. What plans have you for observing 
American Education Week in your commu- 
nity? Where can you get suggestions ? 














school budgets, reductions in teachers’ 
salaries, or other shortsighted policies 
advocated because of the present eco- 
nomic depression. 

Curricula—The curricula should take 
into account the aptitudes, attitudes, and 
abilities of individuals on the different 
levels of attainment and should provide 
opportunities for- training and growth in 
vocational and cultural subjects. 

Health education — Adequate provi- 
sion should be made for physical and 
mental health in accordance with the 
conclusions of the White House Con- 
ference on Child Health and Protection, 
to the end that habits of clean and 
wholesome living may be developed in 
childhood and youth. Schools should 
continue to emphasize the evil effects on 
the human organism of alcohol and of 
tobacco and other narcotics. 

Character education—Character for- 
mation should be a major objective in 
education. The activities of the school 
should be fully utilized for character 
training and in securing law observance 
and intelligent participation in public 
affairs. 

Law observance—The National Edu- 
cation Association reaffirms its stand in 


{271] 


favor of the Eighteenth Amendment and 
of the laws enacted thereunder. It urges 
their vigorous and impartial enforcement 
and pledges its support to an active edu- 
cational campaign in the schools in behalf 
of habits of living for which the Eight- 
eenth Amendment stands. 

Special education—The National Edu- 
cation Association believes that excep- 
tional and handicapped children should 
receive the special care that their con- 
dition requires. A survey by the Office of 
Education as to the needs of these handi- 
capped children would provide the basis 
for an adequate educational program. 

Rural education—The National Edu- 
cation Association recognizes the neces- 
sity of providing educational oppor- 
tunities for children in the rural com- 
munities equal to those provided for chil- 
dren in urban centers and the pressing 
need for a revision of the rural school 
curriculum to meet the needs of rural 
life today. The Association urges the gov- 
ernment, thru the Office of Education, 
to make a thorough study of rural edu- 
cation thruout the nation. 

Vocational education and guidance— 
As a measure for the conservation of hu- 
man energy the National Education As- 
sociation recommends that school pro- 
grams provide for vocational education 
and guidance, the study of occupations, 
and a placement service for those who 
leave school to become wage earners. 

Adult education—Ample opportuni- 
ties should be provided for adults to 
remedy deficiencies in their education, 
to develop personal talents, to improve 
their vocational efficiency, and to enrich 
the cultural aspects of life. 

Education by radio—The National 
Education Association believes that 
legislation should be enacted which will 
safeguard, for the uses of education and 
government, a reasonable share of the 
radio broadcasting channels of the 
United States. 

Teacher welfare—The primary pur- 
pose of all education is to provide for 
the children of America the best possi- 
ble training for good citizenship and for 
happy and successful living. Since this 
training depends almost entirely on the 
teachers, the fundamental thing in pro- 
viding adequate education is to set up 
conditions which will secure and train 
most effectively the best teachers. 

Standards—The National Education 
Association recommends that require- 




















ala 





ments for beginning teachers be im- 
mediately increased in all states. 
Trained teachers are now available in 
sufficient numbers to offer an unusual 
opportunity to reach the goal of four 
years training beyond the four years 
high school—the minimum standard 
recommended by this Association for 
all teachers. 

Teachers and the profession—All 
teachers, regardless of position or title, 
are workers in a common cause. The 
public as well as the teachers should be 
interested in improving the status of the 
profession thru appropriate legislation 
and higher professional standards. The 
growing tendency to permit initiative 
and independent action by teachers is 
commendable. 

Teacher training and certification— 
Upon the preparation of each teacher 
depends the ultimate success of educa- 
tion. It is important that teacher-train- 
ing opportunities be adequate, rich in 
content, and practical in application. 

Retirement systems—Legislative pro- 
visions for sound teacher retirement sys- 
tems are essential to efficiency in public 
school systems. 

Salaries of teachers—The compen- 
sation of teaching should be adequate in 
order to attract and hold in the service 
men and women of marked ability and 
thorough training. 

Tenure of service—The National 
Education Association believes teachers 
should hold their positions during com- 
petence and good behavior. The Asso- 
ciation favors the enactment of tenure 
laws which will protect teachers from 
discharge for political, personal, reli- 
gious, or any unjust reasons, but which 
will not prevent the dismissal of teach- 
ers for incompetency, immorality, or 
unprofessional conduct. 

Federal relations—Education is a 
state and local function. The product of 
education is good citizenship, but citi- 
zenship is national, not local. The fed- 


President, FLORENCE HALE 








Joy ELMER Morcan, Editor 








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

Subscription to nonmembers is $2 per year; single copies, 25 cents. 
at once any change of address, giving old as well as new address. 


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


i Entered (as secondclass matter October 28, 1920, at the postoffice at Washington, D. C. 
mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. 


THE JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 


October, 1931 





eral government is, therefore, vitally 
concerned in the product of education. 

Qualifications for citizenship — The 
ability to read and write English under- 









NE of the important problems of 
O the present day is that of equal 
opportunity for the country child as 
well as equal prosperity and happiness 
for the country father and mother. 
This coming year may be the psycho- 
logical moment to center attention on 
the betterment of rural life. Perhaps | 
one of the good things about this de- | 
pression, if any good there be, is that 
the thoughts of many disappointed 
people are turning back to country life 
and feeling that at least the farmer 
can obtain his food from soil in days 
when city people are going hungry, and 
that if he has a certain roof over his 
head a man is fortunate, even without 
luxuries—Florence Hale, president of 
| the National Education Ass’n, 1931-32. 

























standingly and a general knowledge of 
the history and principles of the United 
States government should be made 
qualifications for citizenship. 

Department of education—The fed- 
eral government should aid the states 
and localities to equalize educational 
opportunities thru the dissemination of 
authentic information scientifically eval- 
uated by experts. This service can best 
be rendered by a department of educa- 
tion with a place in the Cabinet of the 
President. Until such a department is 
established, the National Education 
Association recommends that the funds 
and authority of the Office of Education 
be materially augmented to the end that 
its efforts may be increasingly effective. 

Education and international re- 
lations—Realizing that science and in- 
vention are every day bringing each na- 
tion closer and closer to its neighbors, 
we recognize the imperative need of a 
clear understanding of the problems of 
each nation by the people of every other 
nation, for the problems of one nation 
may vitally affect all nations. 


The Jouriial of the National Education Association 


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











The payment of $2 active membership dues entitles a member to attend all mectings of the Association and its departments, 
to the Representative Assembly, to hold office, and to receive THE JOURNAL. 


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





Advertising rates on application. 


, under the act of August 24, 1912. 


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





Relations in education—We favor the 
exchange of students and professors, the 
formation of international education 
associations, and the holding of interna- 
tional education conferences, for all of 
these promote world understanding, 
friendship, cooperation, and peace. 

World Federation of Education Asso- 
ciations—The National Education As- 
sociation commends the activities of the 
World Federation of Education Asso- 
ciations and heartily endorses its pro- 
gram for world understanding as out- 
lined in the Biennial Conference at 
Geneva in 1929. 

Pact of Paris and the World Court— 
The National Education Association 
recommends that the Pact of Paris be 
taught in the schools and favors the ac- 
cession of the United States to the Per- 
manent Court of International Justice 
under the terms of the protocols now 
awaiting approval by the Senate of the 
United States. 

Observances—The National Edu- 
cation Association urges the continued 
observance of American Education 
Week and. of International Goodwill 
Day, May 18. The Association recom- 
mends that the schools participate in 
the nationwide observance of the 200th 
anniversary of the birth of George 
Washington and of the 150th anniver- 
sary of the surrender at Yorktown. 

To Los Angeles—The National 
Education Association acknowledges the 
many courtesies and the hospitality of 
the citizens of Los Angeles and sunny 
California. We extend our special thanks 
to Superintendent Bouelle, the educa- 
tional staff of the city, the teachers and 
pupils, the Boy Scouts of America, the 
press, the National Broadcasting Com- 
pany, Stations KFI and KHJ, and oth- 
ers who have cooperated in making suc- 
cessful the 69th annual convention of 
the National Education Association.— 
Adopted by Representative Assembly, 
NEA, at Los Angeles, July 3, 1931. 









Secretary, J. W. CRABTREE 





to vote for delegates 


Members are kindly requested to report 


Acceptance for 


Haroip A. ALLAN, Business Manager 








Vol. 20, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-165 





















SOCIAL 
SCIENCE 
COURSE 


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To teachers as the new term be- 
gins—As a way of happy and significant 
service teaching is unsurpassed. It builds 


on the higher values. It deals with the 
finer aspects of life. It is occupied with 
fascinating problems of human growth 
and personality. It is a highly esteemed 
form of public service. 

Good teachers grow. Their lives be- 
come happier and more excellent as the 
years pass. They have exceptional op- 
portunities as citizens to lead public af- 
fairs. They are known as the friends of 
the needy, the poor, and the troubled. 
They may not grow rich in this world’s 
goods but they will have enough to live 
on. They are being better paid each 
year. Education is now recognized as 
the first duty of society. 

Teachers are taking a new pride in 
their work and thru their professional as- 
sociations are advancing the cause of 
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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





ing to give himself to the cause may well 
consider teaching an attractive career. 


A message from the Secretary— 
With his usual farsightedness Secretary 
J. W. Crabtree senses the influences that 
threaten to thwart the purposes of educa- 
tion during the coming months and in 
his letters to leaders makes a plea to 
those within the profession to act at once 
in its defense: 

Much more is demanded of us now than is 
demanded in times of prosperity. Owing to the 
purposes and policies of the organized profes- 
sion in the states and nation and owing espe- 
cially to the activity of officers and members in 
every community, the public has been aroused 
to a higher appreciation of education, higher 
standards of work have been developed, and 
the pay of teachers has been placed on higher 
levels. But now there is the same danger of a 
breakdown in education as in industry and 
finance. The conditions which exist in your 
state are found in all other states. It is your 
responsibility and mine to inspire the public to 
hold as much as possible of what we now have, 
to get back at the earliest date what has been 
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October, 1931 








the foundations for greater things in education 
for the future. Our mission is to seize upon 
this as an opportunity to touch men’s hearts in 
behalf of their children. While parents may not 
be able to leave as much financial support to 
their children as they had counted on, they can 
at least provide them with a good education. 
That is the greatest inheritance that children 
can receive. The best that has ever come for 
education in any nation has been developed in 
times of great affliction. It has come when 
men’s hearts, sorely tried by war, pestilence, or 
famine, have looked ahead and longed for 
something better for their children. Perhaps 
the present depression, which has already re- 
sulted in the longest bread lines you or I have 
ever known, may also quicken the vision not 
only of teachers but of parents. This is the 
time when great things in education ought to 
be done. Oh, that every leader could be filled 
with the evangelistic spirit and could go about 
inspiring men and women with the desire to 
protect their children from the threatened loss 
of educational opportunity. Let each do it in 
private conversation and before audiences. Let 
him ask to be heard in pulpits, at community- 
center meetings, and before civic societies. 
[Continued on page A-168] 











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Vol. 20, No. 7 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 








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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 











October, 1931 





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[Continued from page A-166] 


Enrol early—This year especially 
the state and national education associa- 
tions need the support of every teacher 
and every teacher needs the support of 
these associations. Make your influence 
count. 


To Los Angeles—Possibly the great- 
est convention in the history of the Na- 
tional Education Association was held in 
Los Angeles last June. More people were 
registered and more official delegates 
were in attendance than ever before. 
Local hospitality events went off smooth- 
ly from beginning. to end, among which 
were the famed Mission Play which was 
staged in the Hollywood Bowl and scores 
of special tours to points of interest about 
the city, including Hollywood, Long 
Beach, Pasadena, and many other places 
of fascinating interest. Superintendent 
Bouelle acted as general chairman of 
local arrangements while Warren C. Con- 
rad, assistant superintendent of schools, 
served as executive chairman. They were 
ably assisted by a large staff drawn from 
the Los Angeles schools. All who at- 


tended are deeply grateful to Los Angeles 
for the gracious hospitality and numer- 
ous and courteous services in their be- 
half. 


Such a pleasant sojourn made 





Artotypes. 
$1.00 each for two or more; $1.25 for one. 
Ask About The Perry Unit Poems. 


Send 15 cents in coin or stamps for 64-page 
Catalogues miniature illustrations. 


The Perry Pictures Co., Box 4, Malden, Mass 


Mahogany Finish 
Exhibitor $4.25 


Exhibitors 3.85 ea. 
Exhibitors 3.55 ea. 


own 


Express 
Prepaid 


President Sutton’s superb program the 
more enjoyable. 


New NEA department—Final ac- 
tion was taken by the Representative 
Assembly at Los Angeles creating the 
Department of Secondary Education. 
The work of this department will not 
conflict with that of the Department of 
Secondary School Principals. The offi- 
cers have not yet been elected. 


Teacher training in visual educa- 
tion—The following resolution was: un- 
animously passed by the Department of 
Visual Instruction of the NEA on 
June 30: 

Resolved, That the Department of Visual 
Instruction of the National Education Associa- 
tion earnestly recommends that a course in 
visual and other sensory aids in teaching be 
required of all persons preparing for the pro- 
fession of teaching and that teacher-training 
institutions in every state be requested to or- 
ganize and offer such courses, beginning with 
the scholastic year 1931-32. 


The Proceedings of the Los An- 
geles convention — The 12-hundred- 
page volume of Proceedings to be issued 
the early part of this month will prob- 
ably be the richest in the nine-foot shelf 
of the Association’s long record of serv- 
ice. The teaching profession may well 
be proud of its leadership. “The Los 


Mention Tue Journat when writing our advertisers. 


I 





The Gaylord Book Exhibitor readily 
creates interest in new or old books 
because it displays them attractively. 
It draws and holds the attention. The 
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Angeles convention deserves to rank 
with the great meetings of the Associa- 
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NEA at Atlantic City, 1932—The 
seventieth annual convention of the Na- 
tional Education Association will be held 
in Atlantic City, June 26-July 1, 1932. 
New Jersey teachers are making exten- 
sive entertainment plans. 


Department of Superintendence, 
1932 meeting—The sixty-second annual 
meeting of the Department of Superin- 
tendence of the NEA will be held in 
Washington, D. C., February 20-25, 
1932. President Edwin C. Broome has 
selected as the convention theme, Educa- 
tion—our guide, our safeguard, and one 
of the chief sources of our spiritual life, 
our cultural growth, and our material 
power. 


New NEA publications—Fall num- 
bers of the following NEA publications 
are now ready: Research Bulletin [The 
Outlook for Rural Education]; Review 
of Educational Research; Bulletin of the 
Department of Elementary School Prin- 
cipals. The yearbook of the Depart- 
ment of Classroom Teachers, The Eco- 
nomic Welfare of Teachers, which came 


ee ee ee ee ee ee 


Vol. 20, No. 7 





from the press just prior to the conven- 
tion, is ready for distribution. To ob- 
tain these write to NEA headquarters. 


American Education Week—The 
largest supply of material ever prepared 
by the Division of Publications of the 
National Education Association for use 
American Education Week is being 
rapidly exhausted. Things To Do Ameri- 
can Education Week is going into its 
second printing. Some of the large schools 
have ordered a copy for each school 
building. 

The program of American Education 
Week is built to help stimulate parents 
and other citizens to make whatever 
sacrifices may be necessary in spite of 
the depression to maintain the present 
high standards of the schools. What the 
Schools Are Helping America to Achieve 
is an inspiring story. Effectively told 
during American Education Week, it will 
go far toward increasing the appreciation 
of the public for the schools. 


THE JOURNAL OF THE NATIONAL 





During the trying year ahead the | 
schools will organize more effectively for | 


reaching the public than they have ever 
done before. Hundreds of schools are 
planning to begin a program of interpre- 


tation for the year with an American | 
Education Week observance in which the | 


entire community will participate. 


An outline of the American Education | 
Week program is included in a special | 


feature in this issue. Additional helps 
may be obtained from the Division of 
Publications of the National Education 
Association, 1201 16th Street N. W., 
Washington, D. C. 


Let us banish tobacco advertis- 
ing—There is no place in the schools for 
magazines which carry tobacco advertis- 


ing. State laws require schools to teach | 
the harmful effects of tobacco to the | 


children. Ignorance and narcotics are 


the great standardizers of the human | 


race. Many teachers are now writing to 
publishers of magazines urging them to 


keep such advertising out of their pages | 


just as an earlier generation of teachers 
took the lead to banish liquor and patent 
medicine advertising. 


Consider the 18th Amendment— 
Let every school give special attention at 
this time to teaching the harmful effects 
of alcohol on the human system and to a 
consideration of the benefits of the 18th 
Amendment. Many schools are appoint- 
ing special committees of students to 
make a study of this problem. 


Keep teachers salaries up—Peculiar 
interest attaches to the salary table that 
appears on page 265. 1930-31 has been 

[Continued on page A-170] 





EDUCATION ASSOCIATION 











Why every school official, every teacher 


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Here is a most unusual report. It is 
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Everyone must recognize that hand- 
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attributable to communicable disease 
are caused by micro-organisms enter- 
ing or leaving the body through the 
mouth or nose. Obviously, handwash- 
ing can“do much to minimize this 
“traffic of microbes.”) 

In view of these facts is it not, 
indeed, startling to discover that 69% 
of the 145 public schools included 
in the Handwashing Survey do not 
provide adequate handwashing facil- 
ities? (Adequacy means: soap, warm 
water and drying equipment — and 
time enough to use them.) Yet, this 


CLEANLINESS 


is the fact that this report reveals! 

Who is responsible? That’s a long 
story — which is related in detail in 
this interesting treatise. The respons- 
ibility may rest on many shoulders, 
from the president of the Board of 
Trustees on down to the janitor’s 
assistant — extending even to the 
parents of the school children. 

What can be done? How can these 
conditions be corrected? This report 
makes many specific and practical 
suggestions, based on the results of 
months of field research. 

If you are a health or school 
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A-169 





A-170 


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THE Jour RNAL OF THE NATIONAL EDUCATION ASSOCIATION 





[Continued from page A-169] 
a crucial year for teachers’ salaries. 
will largely determine whether America 
proposes to maintain and raise still higher 
standards of the teaching profession or 
whether she is willing to lower those 
standards. The tendency to reduce 
salaries will be strong at the time when 
we most need to raise them. Only by 


| untiring efforts on the part of local, state, 


and national associations can the country 
be saved from a shortsighted and un- 
wise policy. 


Book Week is to be observed this 
year November 15-21. The central 
theme will be Round the World in Chil- 
dren’s Books. Schools may obtain help- | 
ful material for this observance from the 
National Association of Book Publishers, 
347 Fifth Avenue, New York, N. Y. 


vl 





The farreaching service of the 
JOURNAL — The following paragraph 
on the work of the JourNAL is taken 
from the yearly report of the Division of 
Publications: 

The Journat of the National Education 
Association has made steady gains. It is a huge 


| cooperative enterprise. It reaches more readers 
| each year. The quality of its contents is im- 


proved. Thousands of people contribute to its 
development. It is one of the most quoted pe- 
riodicals in the world. Its files of correspond- 
ence with readers are peculiarly rich and help- 
ful. It encourages pioneer projects and em- 
phasizes the policies of the Association as set 
forth in the resolutions. In an age of specializa- 
tion it helps to keep every member in touch 
with the problems which are common to the 
profession as a whole. Much of the Jovr- 
NAL is planned carefully in advance. The 
JourNAL for 1931-32 will emphasize espe- 
cially the regular projects and conventions of 
the Association, mental hygiene, the better 
teaching of arithmetic, American Education 
Week, vitalized group study, higher education, 
the education of teachers, better teaching of 
art, character education, the enlistment of the 
profession in 100 percent schools and as life 
members, worthwhile reading for teachers, the 
enrichment of adult life, and the improvement 
of rural schools. 


High-school commencement pro- 
grams wanted—The National Educa- 
tion Association is planning to publish 
about February, 1932, a special bulletin 
dealing with the high-school graduation 
program. It will contain many practical 
suggestions for the development of pro- 
grams which are designed to accomplish 
specific and worthwhile objectives in- 
stead of merely ending the school year in 
a routine manner. Material is being 
gathered from the schools thruout the 
country which are doing pioneering work 
in this field. The bulletin is being pre- 
pared by the Division of Publications 
which will welcome receipt of graduation 


[Continued on page A-172] 


Mention Tue Journat when writing our advertisers. 


October, 1931 





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DEPARTMENT OF ELEMENTARY 
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EDUCATION ASSOCIATION A-171 
























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T. C. U. Help Came Promptly 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





[Continued from page A-170) 


programs from high schools. A brief ac- 
count of the development of the program, 
of its effectiveness, and of any special 
features will also be very useful. The 
bulletin will stress educational interpre- 
tation thru the graduation program. 
Schools can afford to use every possible 
means of interpreting their programs to 
the public in 1932. 


A reader’s comment—lI have just 
finished reading the June JOURNAL 
from cover to cover. There isn’t an in- 
different article in the issue. Recently 
[ have made the acquaintance of a 
woman who is recognized as having done 
some very fine PTA work in Montgomery 
county in this state. I was surprised to 
hear her admit that she was not a sub- 
scriber to the JoURNAL nor a member 
of the NEA. I am very earnestly solicit- 
ing her as a life member of our organi- 
zation. She needs this to round out her 
knowledge of what is being done in the 
nation as a whole by the schools in co- 
operating in the solution of our mutual 
problems, just as we teachers both in and 
out of service need to read the Child 
Welfare Magazine. On account of her 
interest in rural education the June 
JouRNAL will be most valuable to her, 


since the whole rural platform is stated 
in this issue. I am only sorry that we 
have to wait now until October for 
another number.—Frieda E. Burke, 
Philadelphia, Pa. 


For your school library—Every 
school should have in its library for cir- 
culation among school patrons the Child 
Welfare Magazine—the best magazine 
published for parents. Send $1 to the 
National Congress of Parents and Teach- 
ers, 1201 16th St., N. W., Wash., D. C. 


Geographic Bulletin for teachers 
—The National Geographic Society’s 
weekly bulletin for teachers—the Geo- 
graphic News Bulletin—will be issued 
again this year beginning in early Octo- 
ber. The bulletins are issued weekly for 
30 weeks of the school year. They em- 
body pertinent facts for classroom use 
from the rich stream of geographic infor- 
mation that pours into the Society’s 
office. They are illustrated from the 
wealth of geographic photographs in the 
Society’s pictorial library. Teachers who 
wish this bulletin service should send 
their applications to the Society’s head- 
quarters in Washington, D. C. A re- 
quest for the bulletins should be ac- 
companied by 25 cents to cover the mail- 
ing costs for 30 weeks. 





Life Membership 


Opportunity is again knocking at your 
door and giving you the advantage of 
enroling as a Life Member of the Na- 
tional Education Association on the ten- 
payment plan. One thousand members 
were added to this list of distinguished 
leaders last year. Our goal is set for a 
similar number this year. 


October, 1931 


A friendship interlude—The Com- 
mittee on World Friendship among Chil- 
dren, after a conference with Governor 
Roosevelt’s Child Feeding Committee for 
Porto Rico, invites boys and girls and 
adults to help send food and also to pro- 
mote friendship and joy among the chil- 
dren of Porto Rico. What the committee 
proposes is that our children and young 
people send Friendship Treasure Chests 
packed with symbols of goodwill to let 
Porto Rican children know that our chil- 
dren are their friends. Write to the Com- 
mittee on World Friendship among Chil- 
dren, 289 Fourth avenue, New York, 
N. Y., for details. 


Sixth summer session of League 
College—The League College is a class 
promoted by the National League of 
Teachers Associations to bring together 
leaders of classroom organizations for the 
study of the problems of the teaching 
profession, particularly those related to 
teacher organizations. It is a study-your- 
own-problem class on a national basis. 
This year it was held July 6-17 at the 
University of Southern California, under 
the general leadership of Dr. Willard S. 
Ford, assistant dean of the school of 
education of the University of Southern 


California 
[Continued on page A-174] 





An Appeal to Professional Spirit 


“TI am so proud to have my name ap- 
pear in ‘Who’s who in the Profession’ ” 
has come to us many times since this 
leaflet was distributed. Life member- 
ship indicates a permanent interest in 
education. Such an interest has never 
been needed more than at the present 
time. 


MR. J. Ww. CRABTREE, Secretary, National Education Association, 


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


Dear Mr. Crabtree: 





in the N. E. A. 


Educational advantages—the founda- 
tion stones of our life—are in grave 
danger, but, with an army of loyal mem- 
bers of the profession at work, defeat 
will be turned into victory. The sacri- 
fice will not be too great and it will mean 
so much to the profession now. 


I wish to have a permanent part in the great work which you are doing and to become a life member, making my first payment of $10.00 November 1. I 
understand the entire amount of $100.00 can be paid in equal annual installments of $10.00 each. 


(Fill out, return at once and receive the life membership certificate, card and gold pin or button.) 


Mention THe Journat when writing our advertisers. 





Vol. 20, No. 7 





YOUR PRINTING 


is your representative. It reflects your judgment 
and character. Naturally, therefore, you should 
select your printer as carefully as you would 
an individual to represent you. 


OUR PLANT 


fully appreciates the confidence our clients im- 
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your next order for printing. 


Among the publications from our presses 
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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





THE ECONOMIC WELFARE 
OF TEACHERS 


Sixth Yearbook 
Department of Classroom Teachers 
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This new book for teachers and organization leaders 
discusses seven basic principles of economic 
security: 


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. Continuous employment during efficiency. 


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NATIONAL EDUCATION ASSOCIATION 
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GRAMMATICAL NOMENCLATURE 
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AMERICAN EDUCATION WEEK 


NOVEMBER 9-15, 1931 
ANNOUNCE 
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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 



















































October, 1931 





[Continued from page A-172] 


State superintendents take office— 
The summer saw two new appointments 
to the office of state superintendent. In 
Pennsylvania James N. Rule took office 
on May 28, and in Ohio Beverly Oden 
Skinner was appointed on June 13th. 


NCPT centralizes its activities— 
On September 1, 1931, all of the head- 
quarters work of the National Congress 
of Parents and Teachers was concen- 
trated in the National Education Asso- 
ciation building, 1201 Sixteenth Street 
N. W., Washington, D. C. The Child 
Welfare Magazine and summer round-up 
offices in Philadelphia and the parent 
education office in New York were moved 
to Washington during August. The na- 
tional office occupies the entire sixth 
floor of the new seven-story addition to 
the National Education Association 
building. Bringing all of the Congress 
activities under one roof will simplify 
administration and increase the efficiency 
of the various divisions. 





William John Cooper’s latest— 
“On June 2 the Office of Education, 
Washington, D. C., said the education of 
each child in the United States costs 60¢ 
a day, or $102.37 a year. The figures 
include teachers’ services for nine 


months, heat, janitors’ services, and in 
most instances school supplies, books, 
and library facilities.’—From the Jour- 
nal of Education. 





The child’s attitude toward crime 
—The following statement by the new 
mayor of Chicago, Anton J. Cermak, 
points out education’s responsibility in 
combatting crime thru the shaping of the 
child’s attitude: 

The socalled crime conditions in Chicago are 
of serious import to the children of the city. 
Perhaps the most unfortunate result of the 
sort of lawlessness we have been undergoing in 
Chicago is the fact that it dramatizes crime to 
the child mind. It makes a romantic figure of 
the gunman and leads to a childish admiration 
of law breakers. This unfortunate condition 
must cease. We must supplant the hoodlum 
hero by the policeman hero who risks his life 
to apprehend him. 


Health on wheels—Two “health- 
mobiles,” equipped with a complete den- 
tal office, a desk for the nurse who as- 


vision, are taking health to the schools 


of education bears the actual expense. 


sists the dentist, and a room for testing 


of Los Angeles. The charge to each child 
for a dental treatment or eye examina- 
tion is only a dime. These fees go to the 
local PTA, since the Los Angeles board 


A chance for artists—The League 
of Red Cross Societies wants a poster for 
the Junior Red Cross over all the world, 





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Vol. 20, No. 7 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 











designed by a Junior. An international 
contest has been announced and Juniors 
in every country have been asked to com- 
pete. The successful poster will be re- 
produced in enormous quantities and will 
be hung in schools in all parts of the 
world. 

Winners of the international competi- 
tion will be awarded medals and certifi- 
cates and the Red Cross societies to 
which they belong will receive certifi- 
cates. A national poster competition 
has been opened as a step in preparation 
for the incernational contest. 

An original picture by Anna Milo Up- 
john, the beloved staff artist of the Junior 
Red Cross, will be given by the American 
Red Cross as a prize to each school from 
which comes a poster good enough to be 
sent to the final competition for the world 
Junior Red Cross poster in Paris. Eight 
of these will be sent—four by students 
between 14 and 18 years of age and four 
by children under 14 years. 

Posters should be actually received by 
the four area headquarters—eastern, 
midwestern, Pacific, and insular—before 
March 15, 1932, for preliminary judging. 
Complete directions for entering the con- 
test are published in the September issues 


> \Ditto!— 
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Wii pate: t helps teachers 


The incidents which I found most inspir- 


ing at the Los Angeles convention were Write us for a complete sample set 
these: 





There are two ways to use these forms: 
The delightful exuberance of the rural teach- 


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gray years. While not one of the gray ones my- typed, hand-written, or drawn; direct from the original. 
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establishing fixed agé limits for the teaching | examinations and tests—in all these, your work is immensely 
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school. your room or in your office. 





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\-176 





Learn to 





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N October, 1931 


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| LINGUAPHONE INSTITUTE OF AMERICA, INC. { SHAW 
10 EAST 43rd ST., NEW \ 
| ' NEW YORK CITY “SPOKEN ENGLISH 
| Please send information concerning Linguaphone courses checked. and BROKEN ENG- 
| OFRENGH OSPANISH OSWEDISH = OPOLISH* ! LISH,” in which you 
| HGERMAN © ITALIAN. «ss DAFRIKAANS =FLATINS Ue | ites aeeat tenaee of 
C) DOLATIN* of the great master of 
| JENGLISH CIDUTCH DOESPERANTO (OCHINESE 1 English literature. 2 
| Travel Course in (French (italian. | double-sided 12-inch records with text 
Literary Course in (French (German (italian CEnglish. | book, wr prepared for Lingua- 
| CBroadeast English OShaw CShakespeare ODEveryday Sentences phone—$7.50. . 
| *Now in preparation. | BROADCAST ENGLISH 
| “ae | Correct pronunciations approved by the British 
| Sn ee eee eee eee | Broadcasting Co. Advisory Committee, consisting 
pe i ae of Mr. Geo. Bernard Shaw, Prof. Lascelles Aber- 
egeeges oo ge tite Eee eee HGRA, | nm = ge Sir se > Oe Prof. 
aniel Jones, Dr. C. J. Onions, Mr. Logan 
| CITY --...------------------------ STATE -____-------_-------------- 1 Pearsati Smith, Mr. A. Lloyd James. 2 double 


10-inch records and guide—$5.00. 


EMINENT AUTHORITIES 
HAVE PREPARED 
LINGUAPHONE 

LANGUAGE COURSES 


Included are 


Prof. Dr. PAUL PASSY, President of the 
International Phonetics Association. 
Prof. H. E. BERTHON, Oxford Univer- 

sity. 

Prof. Dr. DENIS SAURAT, University of 
London, Directeur de l'Institut Fran- 

cais. 

Prof. J. DESSEIGNET, 
Reading. 

Prof. PERNOT, Head of Phonetics De- 
partment, The Sorbonne, Paris. 

Prof. DANIEL MICHENOT, Professor de 
Diction au Conservatoire de Strasbourg, 
Conférencier Official de l’Alliance Fran- 
cais. 

Mile. COUSTENOBLE, Lecturer in Pho- 
netics, University of London. 

Prof. H. C. WYLD, Oxford University. 


University of 


Prof. DANIEL JONES, University of 
London. 
Sir E. DENISON ROSS, C.I.B.. Ph.D., 


Director, School of Oriental Studies. 

A. LLOYD JAMES, M.A., Lecturer in 
Phoneties, University of London. 

KENNETH BARNES, M.A., Director of 
the Royal Academy of Dramatic Art, 
London. 

Prof. Dr. PAUL MENZERATH, 
sity of Bonn. 

Dr. ERICH DRACH, Professor of the Art 
of Speaking, Berlin University. 

Dr. WALTER GERLACH, Lecturer in 
Phonetics, University of Géttingen. 
Prof. Dr. THEODOR SIEBS, University 

of Breslau. 

Dr. KARL NIESSEN, Director of the In- 
stitute of Dramatic Art, University of 
Cologne. 

Dr. ERICH FUNKE, University of Halle. 

Prof. Dr. CAMILLO PELLIZZI, Univer- 


Univer- 


sity of London, Barlow Lecturer on 
Dante. 

Signor LUIGI VALAZZI, University of 
Rome. 


Sefior L. BAEZA, University of Madrid. 
Prof. Dr. BOSMAN, University of Cape 


Town. 

Prof. Dr. HARTING, University of 
Groningen. 

Dr. EDMOND PRIVAT, University of 
Geneva. 


Dr. TIMOTHEIEFF, B.D., M.A.L., 
versity of Petrograd. 

Prof. CHIEN CHUN SHU, School of 
Oriental Studies, University of London. 

Prof. T. O’MAILLE, Ph.D., University 
College, Galway. 

Dr. F. de ONIS, Professor of Spanish, 
Columbia University, New York. 


SHAKESPEARE 


Extracts from 17 selected 
scenes and sonnets re- 
corded by John Gielgud, 
the noted British Shake- 
spearean actor—for stu- 
dents of elocution or en- 
tertainment purposes—5 double 12” rec- 
ords in album with text book—$12.50. 


EVERYDAY SENTENCES 


by H. EB. Palmer and F. G. Blandford—Five double- 
sided records with album and textbook to illustrate 
the intonation and pronunciation. Recorded by Mr. 
Blandford, co-author of the book, well known as & 
Phonetician and an excellent speaker of standard 
English—$15.00. 


Uni-