NOV 
VOL. 20 DECEMBER, 1931 No. 9 


tie JOURNAL ¢ the 
NATIONAL EDUCATION 
ASSOCIATION 


- ails 
{ 


Wy ax 
iin 


| 


- 
- 


| t 


It" fie) 


= 


4 
« 


= 


(3 


IN Zach) =i, 


Federal Relations to Education—Editorial ‘ ‘ , : 
Idealism, the Need of the Hour—A Christmas Message : ‘ ‘ ‘ 314 
The Abolition of Economic Illiteracy—H. G. Shields. , : ‘ . 315 
The Lost Radiance of the Christian Religion—L. P. Jacks . : ; : 317 
The United States Office of Education ‘ . ‘ . 322 
Values of the Social History for the Teacher—Caroline B. Zachry ‘ : , 323 
To Atlantic City on Highways of History . ‘ . : 325 
More Valid Measurements of College Work— —Ralph W.T yler ; ; ; 327 
My Shack and I—Una Pierce Kilpatrick . ; . , , 329 
The Schools and International Goodwill—Floyd T. Goodier ; ‘ : , 331 
The Schools and the Bicentennial : ; , 333 
Teaching the Life of George Washington, the Man and the Citizen— 

Pictorial Centerspread . ' , ‘ ; 334 
Planning Your Program—An Index of Bicentennial Material i ; ‘ 336 
Vitalizing Instruction—Leo J. Brueckner . 337 
An Estimate of the Teacher Supply and Demand Situation, 1929-30—Statistics 340 
Selective Admission of Students: Its Philosophy—George Willard Frasier. 341 
Continuous Employment for the Teacher—Richard R. Foster. , 343 
Organization of Student-Body Presidents. : ‘ , ; ; 344 
Cities That Have Maintained Teachers’ Salaries ‘ ‘ ; , ‘ 345 
Vitalized Group Study and Faculty Meetings . : , ‘ : : 347 
Schools That Are Prophecies ‘ 348 
Responsibilities of the Present-Day Family—W kite House Conference Leoftet 349 
Radio, the Home, and the School ‘ . : : 351 RAs. hi 
The Law of Selfreliance—M orality Code Poster . , R ‘ ‘ . 352 | : I 
Builders of Our Profession . ‘ ‘ ‘ ; . R . : ‘ 353 ti 
Notes and Announcements . , : : , , ; ‘ > . A-202 


| 


= 
a 


ne 


ed] 


¢ 
.___ 


late 


(a: 


yet 
hui 


| 


1 __ 


a 


ita 


R 


ern 
ie 
‘di « 
1 ; 
sf 
tll ia 

37, 


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. 


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





Oe FWY TBR EO PT BREEN ZI EI 


WT. se 














from Education for Citizenship? 


Why Divorce Business Training sors GAYLORD LEAn, 


Investigate 


5 THE 2 SHELF 
General Business BOOK EXHIBITOR 
Science 


Displaying Books attrac- 
By 


tively will invariably in- 
JONES and BERTSCHI 






crease their circulation 


The Gaylord Double 
Book Exhibitor — the 
newest idea of display- 
ing books—provides two 
shelves on which books, 
lists or posters may be 
displayed attractively. 


An effectively balanced course in business infor- 
mation, exploration, vocational guidance and busi- 
ness training. 





A text that recognizes the office worker's place and ; 
aa. a we — 3 ; : . Splendid for reference 
responsibility in the community in which he lives. Ideal for the School Library 4 


books, extremely effective 
A text that teaches children not only how to make Dimensions in drawing attention to 





a living but how to appreciate and ,enjoy the moan, 006 in. = 82 in. new volumes. 
comforts, conveniences and luxuries of life. Top Shelf, 8 in. deep Made of quarter-sawed 
Lower Shelf, 9 in. deep Oak in light or dark finish, 
7 —_— Prices Express Prepaid and of Birch in mahogany 
Write our nearest office for detailed information 1 only $4.25; lots of 3, $3.85 ea.: lots of finish to match standard 
6, $3.55 ea. Library equipment. 


THE GREGG PUBLISHING 
COMPANY 


New York Chicago San Francisco Boston 
Toronto London Sydney 












GAYLORD BROS., 


Library Equipment 


INC. 


SYRACUSE, N. Y. 





STOCKTON, CALIF. 











WINSTON 








A New 
Science Series 


fe only new series on this increasingly important 
subject published within the past three years. 


USEFUL SCIENCE THE NEW WONDER 


BOOK OF -ED 
WEED AND REXFORD OK OF KNOWLEDGE 


BOOK | FOR GRADE 7 BOOK II FOR GRADE 8 A school library book with 
a scientific flavor. Hundreds 





| @ Properly graded (and what an unusual feature this is!) of different industries, proc- 
it with style, vocabulary, and amount of material suitable for esses, and scientific and nat- 

j immature students. A spirit of honest investigation and ural phenomena are clearly 

: experimentation is developed in every lesson. While mastery “he aan tee | 

of the subject is insisted upon, correct attitudes and habits wesenan A owes 

¥ ‘ . : : large, clear illustrations. 

are fostered at the same time. The experiments are simple, 600 PAGES 

q the directions, crystal clear. There is a wealth of helpful PRICE, $2.50 

illustrative material—drawings, photographs, and the like. (Subject to school discount) 


Write for further information 





WINSTON BUILDING, PHILADELPHIA 
CHICAGO ' ATLANTA DALLAS. SAN FRANCISCO 





a PRES 6 Oe 


FOR TEXTBOOKS 





s ——— | 


~ 
—) 


ce a i le i oe ee mf | 6 


a a 





Editorial for December 1931 


Federal Relations to Education 


RESIDENT Hoover released on No- 

vember 16 the report of the National 

Advisory Committee on Education 
which since May 1929 has been working 
on the problem of federal relations to 
education. This report is one of the most 
careful, informative, and statesmanlike 
documents ever issued in America in any 
field. Like the epoch-making reports of 
Horace Mann it lays a foundation in 
basic principle and fact which will serve 
to guide our educational growth for many 
decades. The committee was organized by 
Secretary Ray Lyman Wilbur of the De- 
partment of the Interior, acting for the 
President with instructions to prepare a 
chart by which the American people 
should steer their educational course. The 
committee consisted of fifty-two leading 
educators and citizens. Four two-day ses- 
sions were held under the general chair- 
manship of Charles R. Mann, director 
of the American Council on Education, 
with Secretary J. W. Crabtree of the Na- 
tional Education Association, serving as 
secretary of the committee. President 
Henry Suzzallo of the Carnegie Founda- 
tion for the advancement of teaching, 
formerly president of the University of 
Washington, a renowned scholar and so- 
cial philosopher, served as director of 
studies and is largely responsible for the 
final form of the report and for the com- 
prehensive presentation of supporting 
facts in Part II of the document. The 
studies of the committee were made pos- 
sible by a grant of $100,000 by the Julius 
Rosenwald Fund. 

The action of this great committee, 
representing all phases of the situation 
and all parties who have been interested 
in any way in this problem of federal re- 
lations to education, should do much to 
clear up a situation which is inherently 
complex and difficult. The meetings of 
the committee have been wellattended. 
The discussions have been frank and 
searching. The investigations of pres nt 


practises have been sympathetic and fair. 
The facts on which to base conclusions 
have been available to all. While it is 





em Rrsorc Mann, chairman of the Na- 
tional Advisory Committee on Education, 
whose report to President Hoover should lay 
the foundation for a new period of educational 
advance. 





the feeling of members of the committee 
that in its early meetings perhaps a ma- 
jority were not in favor of a Department 
of Education or federal aid, as the dis- 
cussions continued it became increasingly 
apparent that these two steps are funda- 
mentally necessary to the realization of 
our American ideals and aspirations in 
education; that they can be undertaken 
and carried forward while at the same 
time we seek to preserve and intensify 
state and local management and respon- 
sibility. The committee therefore in its 
final conclusions came together in an 
almost unanimous recommendation for a 
Department of Education with a Secre- 
tary in the President’s Cabinet and for 





federal aid in support of state programs 
of education. A basic purpose of federal 
aid is to equalize, in a measure, educa- 
tional opportunity. The greatest empha- 
sis in the report is placed on conserving 
local autonomy and local responsibility 
by working, both in legislation and in ad- 
ministration, away from recent tenden- 
cies toward centralization in Washington. 
The report is issued in two parts. Part 
I—a volume of 140 pages—presents the 
committee findings and recommenda- 
tions, a list of the members of the com- 
mittee with the official position of each, 
and the names of staff members, advisory 
groups, cooperating committees, research 
collaborators, regional and special con- 
sultants. The ten chapters of the report 
deal with: 
The educational situation in the federal govern- 
ment 
Fields of federal responsibility for education 
Federal relations to education in the states 
Education in special federal areas 
Education of the Indians and other indigenous 
peoples 
Education in the territories and outlying pos- 
sessions 
The training of government personnel 
Research and information service 
International intellectual relations 
General policies and administrative procedures 


A second section includes: 
Governmental organization 
Minority reports 
Addenda 


Part II—a volume of 448 pages—con- 
tains the same chapter headings as Part I, 
presenting under each “‘a compilation of 
facts from widely scattered legal, histor- 
ical, and statistical sources, bearing upon 
public education particularly with ref- 
erence to the direct and indirect partici- 
pation of the federal government in edu- 
cation throughout the diverse and far- 
reaching domains of our nation.” 

Copies of the report may be had from 
the office of the committee, C. R. Mann, 
chairman, 744 Jackson Place, Washing- 
ton, D.C. 





HIS COMMITTEE believes the time has come to ordain and establish a federal headquarters for educa- 

tion that shall be competent to meet the increasing national responsibility for education in ways that 
are consistent with the policies and procedures recommended in the first section of this report. To realize 
the policies presented in this report, there must be in the government, close to its head coordinator, the 
Chief Executive, a spokesman for the American spirit and method in education, who may on all occasions 
express that enlightened public opinion upon educational matters which is our surest guide in formulating 
public policy. We therefore recommend that a Department of Education with a Secretary of Education at 
its head be established in the federal government, in accordance with the following specifications.—p93-95, 
Part I of the Report of the National Advisory Committee on Education. 


EE ee a. 












A Let Ne ee ame eee Cee Hs 





Idealism: The Need of the Hour 


A Christmas Editorial 


N TIMES of darkness and confusion the supreme need is light. The light of great ideals 

: has been the saving force thru all the centuries—tricher in vitality than any race, more 
abiding than empires, more enduring than monuments of stone. Ideals are practical. 
Like the beacons that guide men thru the seas and the air, they are most needed in times 
of storm and difficulty. @Some nineteen hundred years ago Jesus Christ gave to mankind 
the greatest body of idealism the world has known. With none of the trappings of class- 
room, curriculum, grades, or degrees; in an age crushed with ignorance, superstition, bru- 
tality, and corruption—by the mere force of living and teaching—Christ started a new 
epoch; an epoch so significant that the calendar dates from his birth, so powerful that it 
has changed the whole course of human events, so beneficent that untold millions of men 
have been lifted higher in the scale of life. @Is it not plain that what the world needs 
just now is a new devotion to great ideals? In statecraft, in business, in industry, in law, 
in the church, in science, or in teaching can anything be more intensely fruitful and prac- 
tical than a renewed faith in the higher and finer things? Hour after hour, day after day, 
we are all facing situations where there is choice between the higher and the lower. It 
takes but a little commonsense and a will to choose the higher path—to change the whole 
course of a life, a school, a nation, or an age. A little more Faith, a little more idealism 
and the confusion of today may give way tothe fairest dawn the world has seen. @ Teachers 
inspired by the living example of The Great Teacher are prepared to work and 
sacrifice as never before. Thousands of them in America where banks are bursting with 
gold have taught for many, many months without pay—proving in the hour of need the 
sustaining power of a great devotion. As we celebrate this Christmas, let us dedicate our- 
selves anew to those lofty ideals that are the fruit of untold centuries of aspiration and 
hope, of sacrifice and struggle, of heroism and courage. _In the faith that teaching is the 
surest way, let us highly resolve—as we celebrate this birthday of The Great Teacher— 
to teach better than we have ever taught before, to teach as tho the whole structure 


of civilization rested upon our teaching. That is the supreme need of this hour.—J. E. M. 
[314] 








The Abolition of Economic Illiteracy 


H. G. SHIELDs 


Assistant Dean, School of Commerce and Administration, University of Chicago 


is a task for all teachers from the 

early grades thru the university 
levels. There are so many economic mis- 
conceptions and forms of misinformation 
to which children are subjected that the 
teaching of economic concepts on the 
upper levels is difficult because of the 
strong impressions formed in the early 
years. Economic illiteracy is common 
enough; much of the economic thinking 
of business men, of teachers, of profes- 
sional people, of working people, is in 
quite sharp disagreement with the find- 
ings of professional economists. 

Our economic knowledge is hampered 
because in this day of specialization it is 
difficult for people to see the economic 
process as a whole. Most of us for the 
most part see only small segments of it. 
Many bank employees, for example, 
know little or nothing about the opera- 
tion of fundamental banking principles 
and much less about the federal reserve 
system. Workers and managers in gro- 
cery stores rarely know the part they are 
playing in the great marketing system 
with which they are concerned. Many 
teachers know but little about the taxing 
system which is such an important de- 
terminant of their own welfare. It is 
small wonder, then, since our major ac- 
tivities take such a large part of our at- 
tention that we are unable to see the 
economic world as a whole and that 
economic illiteracy is so common as a 
result. 

An understanding of the economic 
order in all its details would be an im- 
possible task for anyone. Economists 
themselves are mystified and uncertain 
concerning many of the details but the 
larger outlines are fairly discernible and 
an appreciation of the workings of the 
economic system is easily within the 
comprehension of all. Primarily the abo- 
lition of economic illiteracy among all 
groups is a question of seeing the rela- 
tionships. A bank clerk, or anyone else, 
does not need to know all the details con- 
cerning the federal reserve system but 
an awareness and an understanding of 
the relationship of the system to bank- 
ing as a whole and the individual’s bank 
in particular would make him a more in- 
telligent employee and citizen. The same 
is true of the teacher, the doctor, the 


Ts: ABOLITION of economic illiteracy 


average citizen in any walk of life, with 
respect to the relationship of their task 
to economic life in its entirety. 











































iene for a moment all | 
schools closing for a | 
school generation—six to twen- 
ty-six—a period of twenty years. 
There would be little, if any, 
modern education and train- 
ing; because, where millions of 
learners need to be educated, 
only organized and systema- | 
tized education could possibly | 
do the work. How would un- 
| educated and untrained people 
fit into the business man’s 
scheme of producer or buyer? 
Even the mailorder houses 
| would have to organize picture 
| classes in order to explain their 
| catalogs to prospective buyers. 
As producers these people 
would react no better. Such a 
crash in business would follow | 
| that past panics would seem | 
| like a quarter-point fluctuation 
in the securities market, by 
comparison. In short, schools 
perpetuate a continually up- 
keeping and upgrading process 
in our American life. If the 
schools were closed for one 
generation, the golden chain of 
economic success would be 
broken, and it would take sev- 
eral generations to recover the 
loss because their great power 
lies in their perpetuity and con- 
tinuity—Committee on School 
Revenues, Wisconsin Teachers 
Association, Report 1930. 

















Much of the trouble in connection 
with the teaching of economics is due to 
the limitations of the learner’s economic 
experience and the difficulty of divorcing 
this experience from the broad general 
principles involved in a study of this 
field. The attitudes and emotions one 
brings to economic problems are always 
colored by previous experiences as a re- 
sult of such things as the social class or 
the occupational status of the learner or 
his family. It is extremely difficult to 


{ 315 


change prejudices, emotions, and atti- 
tudes. The field of economics, unlike 
many other fields of learning, is full of 
such. Hence the importance of early in- 
struction in the field. A steelworker’s 
son has quite a different outlook on eco- 
nomic life than does a banker’s son. 

Economic illiteracy is common enough 
because school organizations, especially 
on the elementary and secondary level, 
have done but little to eliminate it. 
Rapid strides have been made in getting 
rid of the reading and writing type of il- 
literacy bui economic illiteracy prevails. 
Health education of a particular kind 
has made splendid gains but that form 
of education which would make possible 
continued health in adult life has re- 
ceived meager attention. Economic edu- 
cation is concerned with the problem of 
aiding the individual in the making of a 
livelihood without which adequate health 
is well nigh impossible. 

That economic illiteracy is common is 
evidenced from the number of fallacies 
frequently revealed in conversation, 
speeches, writing, and thinking generally. 
It is not confined to any particular 
group—day laborers, doctors, even col- 
lege graduates who have had formal 
courses in economics frequently reveal in 
their discourse that their economic knowl- 
edge is superficial and fundamentally un- 
sound. A list of characteristic common 
fallacies, by no means complete, is given 
below: 

1. That chain stores are detrimental to local 
communities. 

2. That advertising increases total demand. 

3. That big businesses are always more effi- 
cient than small concerns. 

4. That demand may be increased without 
increasing purchasing power. 

5. Money wages and real wages are the same. 

6. That putting money in savings banks is 
always the best form of thrift. 

7. That women workers 
wages of men. 

8. That anything which will make more 
work for people is desirable. 

9. That machinery reduces the demand for 
labor. 

10. That importing commodities which can 
be made here impoverishes us. 


undermine the 


As indicated before, this is by no 
means a complete listing of economic 
fallacies. No comprehensive study of 
economic myths is available and would 
not be practicable but if such study 











Sen ce 


“ —_ 
eee 


were made, undoubtedly many more 
would be revealed. Nor do these fallacies 
always occur in the form given in the 
list above. Many variants of the list of 
ten constantly crop out in ordinary dis- 
cussions of economic problems. 

Many of the fallacies, for example, 
the chainstore controversy, the tariff fal- 
lacy, arise essentially out of a constant 
confusion of money and the real nature 
of wealth. In a highly specialized society 
such as ours, people fail to see the whole 
productive process. Their contributions 
to production are usually rewarded in 
money and the constant emphasis is 
upon money. Money becomes an end and 
not the means. On all sides money is 
emphasized and children, especially ur- 
ban children, recognize money as the be- 
all and end-all which will give them what 
they want at the drug or grocery store. 
Their thinking does not go beyond the 
drug or grocery store and the question 
as to how the constant flow of goods and 
services comes to them is not of any real 
concern. Money becomes not a hand- 
maiden of the productive process, which 
it really is, but an end in itself. Hence 
when adulthood is reached such ideas as 
“the chain store is undesirable because 
all the money goes to big cities” or “buy 
products which are produced in X town 
or Y state because it increases the cir- 
culation of funds in those immediate 
communities” find immediate and un- 
critical acceptance. We fail to see that 
such an attitude overlooks the benefits 
of specialization and expenditures for 
products from out-of-community or out- 
of-state firms may provide extra purchas- 
ing power for other things. 

The advantages of specialization can 
be seen in-small situations or in individ- 
ual cases but it is common to overlook 
the same application to communities, 
states, or nations. We can all see that it 
pays a lawyer, even though he be the 
best stenographer in the state, to spend 
his money to hire‘a stenographer while 
he works at his law but we fail to see 
that the same concept applies to city, 
state, or national situations. 

Why are these fallacies so prevalent? 
Part of the difficulty is due to the fact 
that professional economists have been 
but little concerned with economic edu- 
cation during the early years. Part of the 
difficulty is due to the failure to see the 
economic process as a whole. Part of the 
difficulty is due to a constant confusion 
of money and wealth. 

The teaching of elementary economics 
on the lower levels has been hampered 


_ because economic problems are rarely 


316 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


considered from the standpoint of the 
learner and when the teacher does intro- 
duce economic material, he or she has 
been prone to adopt the jargon of the 
professional economist. The ideas and 
concepts connected with the field are es- 
sentially simple and failure to make the 
necessary language adaptation has often 
made economics abstruse and unreal. 
The teaching difficulties are largely ver- 
bal rather than conceptual. 

How can economic illiteracy be abol- 
ished? There are several steps: [1] 
economic education should be extended 
to all levels of education, [2] recogni- 
tion of the fact that economic education 
constantly goes on outside the classroom 
should be made, [3] language adapted 
to the pupil’s understanding must be de- 
veloped, [4] teachers must have a work- 
ing knowledge of the economic system. 

Economic education must not be con- 
fined to the upper levels. At the present 
time instruction in economics is given to 
relatively few. In 1928 the Bureau of 
Education reported 147,035 students 
taking the elementary course in econom- 
ics on the secondary school level, a small 
fraction compared to the total secondary 
school enrolment. Economic education 
is particularly needed by those groups 
which leave school at the earliest period 
because dropping out is most always a 
result of economic pressure. Economic 
education is, of course, needed by all 
groups but the environment of the lower 
income group which leaves school at the 
early period is such that their economic 
education from nonschool forces is mea- 
ger. Another reason for giving economic 
education early is that the first impres- 
sions are strongest; hence the difficulty 
of eliminating economic fallacies acquired 
in early youth. 

Much economic education goes on out- 
side the classroom. All advertising is a 
form of economic education. The class- 
room teacher’s most formidable compet- 
itor is the writer of advertisments. 
Advertising is colorful, emotional and 
subtle. Frequently it is prepared by per- 
sons better paid and more highly trained 





D"™ your school teach family eco- 
nomics? Do you have each child 
analyze the budget, the income, and 
expenditures of his family? Do you 
teach automobile accounting including 
the cost of depreciation and interest as 
well as upkeep? Every school is sur- 
rounded by a living textbook of eco- 
nomics in the experiences of the family 
and the community. 

= 








- 








December, 1931 


for their work than are teachers. Some 
types of advertising are socially desir- 
able and serve the individual’s welfare. 
On the other hand, many advertising ap- 
peals contain only half truths which 
guide the student into paths neither 
socially desirable nor individually wise. 
That the student be taught to be a skill- 
ful and discriminating reader of adver- 
tising is one of the teacher’s important 
responsibilities in the matter of economic 
education. 

Advertising is, of course, not the only 
source of outofschool economic educa- 
tion. The parents’ discussion of the rent 
problem, contacts at the corner grocery, 
getting an afterschool job, are all ex- 
amples of the type of thing which results 
in economic education of a realistic na- 
ture. Much of the outofschool economic 
education may be enriched and made 
more worthwhile if it is fortified by train- 
ing which will enable the student to see 
himself in relationship to the economic 
world and its processes as a whole. 
Whether the learner likes it or not, he is 
pushed into an intensely competive eco- 
nomic world and the school’s main con- 
tribution is to aid in the adjustments 
which he must necessarily make. 

Much of the difficulty of classroom 
work in economics has been the result of 
inadequately prepared materials. The 
usual text in economics is poorly 
adapted, from the point of view of lan- 
guage, to the understanding level of the 
learner. Economic theory, with its tech- 
nical jargon, has too often found its way 
into the elementary texts with the result 
that the student consumer of such books 
may get a linguistic and verbal knowl- 
edge of economics with no real apprecia- 
tion that results in behavior change. Pic- 
tures, cartoons, graphical presentations, 
and most important of all, an interesting 
and exciting language are all too rare in 
such books. In the absence of such ma- 
terials, the problem presents a challenge 
to the ingenuity of the teacher who is 
keen enough to recognize the problem. 

Economic illiteracy has not been abol- 
ished, in spite of the great increases 
in school attendance, because teachers 
themselves need to be informed concern- 
ing economic affairs. It is rather appar- 
ent that teachers themselves need eco- 
nomic education when one finds that they 
are frequently the victims of stock-sell- 
ing schemes and the like. The first step 
in abolishing economic illiteracy is that 
the teachers of every level of education 
become interested and observant stu- 
dents of American and _ international 
economic life. 








F ALL the interpretations of the 
() Christian Religion there are few 

so false and none so worthless as 
those which reduce it to a wash of rose 
colour spread over the dark realities of 
the world, or to a group of fancies in 
which the soul of man, knowing them to 
be untrue, takes a deceitful holiday from 
the burden and the tragedy of life. 

But while it is needful to guard our- 
selves against these sentimental perver- 
sions, of which there have been many, it 
is yet true that Christianity is the most 
encouraging, the most joyous, the least 
repressive and the least forbidding of all 
the religions of mankind. There is no re- 
ligion which throws off the burden of life 
so completely, which escapes so swiftly 
from sad moods, which gives so large a 
scope for the high spirits of the soul, and 
welcomes to its bosom with so warm an 
embrace those things of beauty which are 
joys for ever. The Christian Religion has 
arduous phases; there are points on its 
onward path where it enters the deepest 
of shadows, and may even be said to de- 
scend into hell. But the end of it all is a 
resurrection and not a burial, a festival 
and not a funeral, an ascent into the 
heights and not a lingering in the depths. 
Nowhere else is the genius of the Chris- 
tian Religion more poignantly revealed 
than in the Parable of the Prodigal Son, 
which begins in the minor key and grad- 
ually rises to the major, until it culmi- 
nates in a great merrymaking, to the 
surprise of the Elder Son, who thinks the 
majesty of the moral law will be com- 
promised by the music and the dancing, 
and has to be reminded that these joyous 
sounds are the keynotes of the spiritual 
world. 

In our discussions of the religious 
needs of young people we are often 
tempted to regard Christianity as a reli- 
gion of the old, which has by some means 
or other to be adapted to the minds of 
the young. I think we should be nearer 
the truth if we were to regard it as 
originally a religion of the young which 
has lost some of its savour by being 
adapted to the minds of the old. 

In thus describing Christianity, I am 
thinking of its original genius; and not 
of the forms or the atmosphere it has 
acquired in the course of its chequered 
history, and in which it still survives. 


A reprint of L. P. Jacks’ book, “The Lost 
Radiance,” copyrighted by George H. Doran 
Co., 1924. Used by permission of the author. 


A Philosopher’s Gift for Christmas 


The Lost Radiance of the Christian Religion 


The chief difference [as it seems to me] 
between the original as we find it in the 
New Testament, and the forms with 





M* EDUCATIONAL philosophy 
is in this book.” Thus 
spoke L. P. Jacks of this essay 
on The Lost Radiance during 
a personal conversation with 
the Editor at the International 
Recreation Congress in To- 
ronto. This essay is peculiarly 
timely at the present moment 
in American life when amid 
the difficulties of disillusion- 
ment we are struggling to re- 
capture the abiding values of 
life. There runs thru this essay 
like a golden thread a convic- 
tion without which no teacher 
is ever at his best—an inspiring 
faith in the improvability of 
man, a faith so deep and so tri- 
umphant as to overcome all 
obstacles. Such an essay is 
worth many rereadings. 














which we are familiar in our time, is that 
the modern version has lost the note of 
encouragement, and acquired again that 
very note of repression which has no 
place in the good news of Jesus Christ. 
There have been many corruptions of 
Christianity, and some of these, as we 
know, have damaged the innermost sub- 
stance of its teaching. But perhaps the 
most serious corruption of all is not to 
be found in any list of the doctrines that 
have gone wrong. We find it rather in a 
change of the atmosphere, in a loss of 
brightness and radiant energy, in a tend- 
ency to revert in spirit, if not in termi- 
nology, to much colder conceptions of 
God, of man, and of the universe. 
Indeed it is no uncommon thing to 
meet with persons of authority who 
openly avow that they are unable to 
sustain themselves in the atmosphere of 
the New Testament, that the only por- 
tions of it which appeal to them are 
those which fall into line with the stern 
obligations and straightforward morali- 
ties of the Hebrew religion, that all the 
rest is fantastic and artificial, and that 
they for their part are more at home in 
the Old Testament than in the New. To 
these persons it is matter of no moment 
when you tell them, in the language of 


[ 317] 


St. Paul, that they are returning to the 
beggarly elements of the law; they at- 
tach little importance to what St. Paul 
says about these things; and their 
withers are unwrung. If you add that 
they are losing the radiance of Christian- 
ity, they answer “Let it go; it is more 
dazzling than useful; and we shall see 
better where we are when it is gone.” 
Such an avowal is entitled to respect, if 
only for its honesty. But there is another 
attitude of mind, far more common, 
which one can hardly respect quite as 
much. It belongs to those who have re- 
verted without knowing it; who adopt 
the phrases distinctive of the Gospel, 
but miss the radiant energy that trans- 
figures their meaning and makes them 
effectual; so that in the long run their 
Christianity reduces itself to the pursuit 
of moral excellence under a system of in- 
violable law, like the religion of the book 
of Deuteronomy. 

The radiance of the Christian religion 
is a subtle and elusive thing which no 
definition can capture and no eloquence 
describe. It is not attached to any par- 
ticular mode of presenting the doctrinal 
side. Christianity in its simplest and 
most intelligible form may be as deficient 
in radiance as any other. No doubt the 
simpler forms ought to retain it more 
easily than the complex. But that has 
not always happened. All that need be 
said is, that a simple Christianity which 
has lost its radiance is no more effectual 
than a complex Christianity under simi- 
lar conditions. The simple like the com- 
plex may easily overlook the presence 
of a thing so subtle. In religion, as in art, 
the difference between the best and the 
second best is a difference that cannot 
be verbally formulated—“it is the mat- 
ter of a hair, a shade, an inward quiver” 
—and yet what a difference it is! We 
recognize it in persons, though perhaps 
without knowing exactly what it is. 

Indeed it was in the form of a person 
that the radiance of Christianity made 
its first appearance and its first impres- 
sion on the world. It has a kinship with 
Beauty, but it stands for a Beauty so 
different from any other with which we 
are familiar that even that pregnant 
word does not carry us very far. And yet 
it is no travesty of our religion to say 
that its power to move us lies in the 
vision it brings of a hidden beauty in the 
world, present even in the depths of 
pain and sorrow, and nowhere else so 


eh ea 








igh ny a 


wae snebetecss 


Ph SPRL OLY SG ERE I IP 


318 THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





poignantly present as there, the sight of 
which is so encouraging, so invigorating, 
so exhilarating, that life and conduct are 
immediately raised to its own levels, and 
we ourselves become dispensers of it, 
with a new mastery over fate and cir- 
cumstance, conquerors and more than 
conquerors over these light afflictions 
that are but for a moment. Christianity 
did more than tell us something new and 
refreshing about the nature of God. It 
told us something new and refreshing 
about the nature of the universe of which 
we are living parts. “A light came into 
the world”—so the Fourth Gospel puts 
it—not a light shed from without, but a 
light that burns within the heart of the 
world itself, transfiguring the whole 
length and breadth of existence, from 
what it seems to be to the eye of sense 
into the fullness of its reality—the fitting 
abode of immortal and rejoicing spirits, 
the Father’s house of many mansions, 
where music and dancing await the re- 
generated soul, not only the music, to 
which we listen, but the dancing which 
reproduces the music in the total move- 
ment of our lives. This is what I mean, 
and nothing less than this, when I speak 
of the radiance of the Christian religion 
—not an adventitious quality, nor a 
mere alleviation or adornment of an 
otherwise stern and uncompromising 
code of duty, but an essential and all- 
pervading energy, in which duty itself 
becomes a new creation along with every- 
thing else, forgotten as duty because it 
has been transformed into love, so that 
the poet could say: 


Flowers laugh before thee on their beds, 
And fragrance in thy footing treads. 


There are many ways in which we 
may read the New Testament; many 
moods in which we may respond to its 
appeal; many angles of vision from 
which we may interpret its teachings. 
Mostly we place it in an atmosphere 
which is certainly not its native air, and 
which it can hardly breathe without some 
loss of its essential radiance. How shall 
we describe the setting in which we most 
commonly place it? I am not using a 
veiled term of contempt when I call it 
the atmosphere of our churches and 





. 





December, 1931 





chapels. We read it in close connexion 
with the solemn exercises of religion and 
with the gravity of theological studies. 
We read it with the memory of endless 
controversies in the background of our 
minds. We read it as men who are anx- 
ious for the safeguarding of morality, 
though the Gospel of Christ is indeed 
no more anxious about morality than it 
is about the morrow. We read it as a 
portentous document which brings us 
into the presence of dread alternatives 
and bids us choose between life and 
death. In such associations we naturally 
become pensive and our spirits apt to 
droop; the light grows dim; the tone 
subdued; the temper inelastic and some- 
times perhaps a little cowed. That is not 
a favourable state of mind for penetrat- 
ing the secret of Christ. Our minds 
should be undisturbed by controversial 
interests. There is that in the Gospel 
which is more akin to the song of the 
skylark and the babbling of brooks. 

And yet I am far from saying that in 
all this pensiveness we are utterly mis- 
taken. There is room in Christianity for 
our pensive moods. The compass of its 
theme is wide enough to allow of many 
a passage in the minor key, and perhaps 
even for a discord here and there. There 
are moments indeed, or phases when the 
whole meaning of our religion seems to 
turn on the dark tragedy of human exist- 
ence; when Christ himself comes be- 
fore us a Man of Sorrows, and the Cross 
overshadows everything else. But these 
things are not dwelt upon in a heavy- 
hearted way. Christianity does not brood 
upon the sorrows of mankind. It is al- 
ways music that you hear, and some- 
times dancing as well; and if at times 
the melody dies out in a sad cadence, or 
even a cry of despair, it is never final, 
but only the prelude to a greater song. 
The mistake arises, where we pitch upon 
the minor key as though it were the 
characteristic note. This I am afraid is 
what many of us have done; or shall I 
say what the church and chapel atmos- 
phere has done for us; in spite of our 
knowledge that it is a misfortune. And 
the danger of it is great. 

By approaching our religion exclu- 
sively from that point of view, by set- 





ting it exclusively in that atmosphere, 
we lose sight of the qualities which make 
it a religion of encouragement, until little 
by little it slips back to the very thing 
it was intended to supersede, becoming 
a system of repression, directed against 
a race of men who cannot be trusted, and 
who need the terrors of the law, veiled 
perhaps under a new terminology, to 
coerce them into obedience. Whenever 
that happens Christianity fails. It fails 
through the loss of its radiant energy. 
It sinks to the level of a philosophy of 
life piping to a world that will not dance. 

It is strange, after the Christian re- 
ligion has been studied and practised for 
so many ages, though it has been studied 
far more than it has been practised, that 
we need to remind ourselves so often 
that Christianity is essentially the re- 
ligion of the spirit. It was so to Jesus; 
it was so to St. Paul; and it should be so 
to us. The final object of a spiritual 
religion must always be the Spirit, that 
and nothing else. “God,” said Jesus, “‘is 
Spirit,” and it is a definition of God 
which goes behind and beneath all the 
other names that are applied to Him. 
And not only the object of it but the 
source; the well-spring of all motives, 
as well as the goal of all desires. The 
fruit of the Spirit, says St. Paul, is love, 
joy, peace, and the rest, all the great 
virtues following in the train of these 
three. These are the fruits of the spirit, 
because they are the nature of the spirit. 
The spirit is love! it is peace; it is joy; 
and perhaps joy most of all. It is a joy- 
ous energy, having a centre in the soul 
of man. It is not a foreign principle 
which has to be introduced into a man 
from without; it belongs to the substance 
and structure of his nature; it needs only 
to be liberated there; and when once 
that is done it takes possession of all the 
forces of his being, repressing nothing, 
but transfiguring everything till all his 
motives and desires are akindled and 
aglow with the fires and energy of that 
central flame with its love, its peace, its 
joy. 

We are introduced to a conception of 
man which represents him as a vast 
reservoir of spiritual force, unused, un- 
developed, perhaps even unborn, but 














HE FORMATION of a human mind—of your mind— is not so much an individual as a social affair. It is the 

product of many, many influences. People’s minds are broad today because they see more, hear more, 
travel more. We need to make a special effort to get depth of mind—to meditate, to seek abiding values, 
to have a few great books that we read over and over until the flaming truth of them has burned itself 
deeply into our lives. The mind and the spirit require food and exercise for their growth.—J. E. M. 








Vol. 20, No. 9 





waiting for liberation, and destined when 
liberated to clothe him with splendid 
virtues, to expand his being over an 
enormous range, to make his garments 
whiter than any fuller on earth can 
white them, and his countenance to 
shine as the sun. 

Over against this conception of man 
the Religion of the Spirit furnishes a 
conception of the world, of the universe, 
of reality, to correspond. As man in his 
innermost nature is a far higher being 
than he seems, so the world in its inner- 
most nature is a far nobler fabric than 
it seems, precisely the kind of place, or 
of home, where the liberated spirit can 
find a never ending field for its activities, 
and a never ending theme for its joy. 
Man and his world are transfigured to- 
gether; how could it be otherwise, seeing 
that both are of one substance? It is not 
man alone, but the whole creation, groan- 
ing and travailing in pain together until 
now, that stands to be delivered by the 
Spirit, delivered from the vision that is 
incomplete into the vision that is com- 
plete, delivered from the bondage of cor- 
ruption into the glorious liberty of the 
children of God. Such is the compass 
and depth of the Christian religion—the 
Religion of the Spirit. Such are the quali- 
ties which make it pre-eminently a re- 
ligion of encouragement, and throw it 
into sharp contrast with that other type 
of religion, which preceded it and has 
often usurped its place—the religion 
whose keynote is domination, whose 
method is repression, whose atmosphere 
is gloom and whose end is failure. 

With these conceptions in mind let us 
read our New Testaments again, asking 
ourselves whether it really is the porten- 
tous document the churches and chapels 
have made of it. or rather whether the 
portentous elements, which are assuredly 
there, are not themselves so transfigured 
in the general transfiguration that they 
change their character and become ra- 
diant things along with all the rest. 

Almost the first thing to greet us is an 
angel’s song. To what is that the pre- 
lude? What does it lead us to expect? 
What is to be the nature of the sym- 
phony when the music begins in a theme 
so light hearted and jubilant? A new 













system of ethics, a corrected theology, 
an improved version of the Hebrew con- 
ception of God? Surely it is to be some- 
thing more. And these weary and heavy 
laden souls whom Jesus invites into the 
haven of his rest. Who are they? Are 
they not chiefly ourselves, bowed down 
with moral anxieties, opppressed by the 
burden of a world whose nature we have 
thoroughly mistaken, blind to the eternal 
values of which it is the home, and sadly 
thinking that we were born to set it 
right. The glory he saw in the flowers 
of the field, the infinite importance of 
the sparrow’s fall, of the hairs of our 
head, of the two mites thrown into the 
treasury and of all the minute particu- 
lars of existence, the elemental joyous- 
ness that he loved in little children, the 
father’s face which their angels rejoice 
to behold, the feast that crowns the tur- 
moil of the Prodigal’s life, the fruit of 
the vine that he will drink no more till 
he drinks it new in his father’s kingdom, 
the paradise promised to the dying thief, 
the light come into the world of which 
the Fourth Gospel tells the story, the 
exuberant high spirits of the farewell dis- 
courses, the house of many mansions, the 
waving aside of death and tribulation as 
things that are overcome, the glory seen 
by St. Paul in the face of Jesus Christ 
and reflected in the liberty of the chil- 
dren of God, and finally the New Jeru- 
salem coming down out of heaven from 
God, made ready like a bride adorned 
for her husband—all these, and much 
else of the same kind have a deeper 
significance than our pensive theologies 
have dared to find in them. They are 
more than incidental—more than pleas- 
ant resting places in a painful life of 
moral endeavour, more than the bright 
moments of a severe and sombre peda- 
gogy. They belong not to the fringe of 
Christianity but to its essence. Their 
meaning is cosmicand universal. Theyare 
the keys to the riddle of life, prophecies 
of the end of all things, revelations of 
the reality that abides beyond the shad- 
ows, insights into the nature of that 
spirit whom unless men worship, they 
worship not the God of Jesus Christ. 
And the life of loving service, of imper- 
turbable good cheer, of high-hearted fel- 


OVE, joy, peace, faith, hope, humility: these are the characteristic Christian ideas. Whenever these words 
7 threaten to drop out of our vocabulary, or are used with an unpleasant suspicion of unreality, cant, or 
affectation, we may be sure that we are losing the essence of the Christian spirit, and are falling back into 
paganism. It is an absolutely sure and scientific test. If we do not want the words which Christianity had to 
coin to express its new ideas, the reason must be that we have lost the ideas themselves.—Personal Religion 


and the Life of Devotion, W. R. Inge, Dean of St. Paul’s. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 319 


lowship and generosity, which blends 
with all this as the words of a song blend 
with the music to which they are set, is 
neither an introduction nor an appendix, 
but a natural response which the soul 
makes and cannot help making to a 
world built on the same heavenly pattern 
with itself and aglow with the same im- 
mortal fire. 

I cannot but think that we are never 
further from the genius of the Christian 
religion than when we treat this lumi- 
nous atmosphere as though it were a 
foreign envelope, of little account so long 
as the substance it enshrines is retained 
intact. Without it, the substance, no 
matter how simple or how complex, be- 
comes a dry formula, dead as the moon. 
Losing the radiance we lose at the same 
time the central light from which the 
radiance springs, and our religion, in- 
stead of transforming the corruptible 
world into its incorruptible equivalents, 
reverts to the type it was intended to 
supersede and becomes a mere safeguard 
to the moral law. 

Can a religion of this nature be trans- 
lated into the homely terms of human 
conduct? Can it become the driving 
power of a noble life? Can it be applied 
to solving the concrete problems of our 
civilization? Can it be used as a master 
principle for building up the form of 
human society? 

That the Christian religion has influ- 
enced our social life at many important 
points cannot be denied. That it has 
ever been used as the master principle 
of construction I greatly doubt. Indeed 
we have grown so accustomed to guiding 
our conduct by other ideals, and to solv- 
ing our problems by other methods, and 
the mental habits that go with these have 
become so embedded into the structure 
of our thought that to many minds the 
Christian method appears to be no real 
method at all. Nay more. Convinced as 
most of us now seem to be that human 
progress is mainly to be won through the 
medium of political action, we often 
imagine that we are appealing to Chris- 
tian principles when, as a matter of fact, 
we are yielding to the very obsession 
from which Christ lived and died to 
deliver the world. 





















320 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


At all events, no one can view the pass 
to which we are now come, the dreadful 
confusion bordering on anarchy in which 
the fortunes of mankind have become 
involved, without suspecting that great 
illusions have been at work, and feeling 
himself challenged to think out the 
causes of these things in the light of first 
principles. Such an effort will not be in 
vain. It will be rewarded by a threefold 
discovery; first, that the Christian prin- 
ciple still awaits its application at the 
central point; second, that the oppor- 
tunity for applying it exists at the pres- 
ent moment; third, that nothing can 
allay these discords short of those radi- 
ant conceptions of God, of man, of the 
universe, which are the life and essence 
of Christianity. 

Look at them once more. On the one 
hand there is the idea of man as a being 
of vast potentialities; from which it fol- 
lows that the first need of man is not 
limitation but expansion, not repression 
but encouragement. Corresponding to 
this is the idea of the world as a store- 
house of inexhaustible riches which 
man’s nature befits him to appropriate 
and entitles him to enjoy. Suppose now 
that civilization, starting with the im- 
pulse given to it by those ideas, had fol- 
lowed them out step by step through the 
ages—what direction would the course of 
history have taken? Clearly the chief 
concentration of energy would have been 
on the “development” of this wonderful 
being, on what we may call the “educa- 
tion” of man’s spirit in the largest sense 
of the term. All those methods, whether 
religious or political, would have been 
avoided which start from the assumption 
that man is either depraved or danger- 
ous, and which, by assuming that he is 
depraved or dangerous, end by making 
him so. That is to say, many features 
which are now deeply characteristic of 
the social structure as we know it woud 
never have come into existence. The 
schools would still. be there, but the 
prisons would not. Equally impossible 
would have been the rise of a large num- 
ber of powerful political States standing 
in perilous and warlike relationships to 
one another. 

Negatively we can say this and a great 
deal more, ruling out, one by one, insti- 
tutions and characteristics so closely 
linked with what we know as civilization 
that we can hardly think of civilization 
without them. This leaves it the more 
difficult to say positively what form so- 
ciety would have taken, had the aim 
throughout been the development of 


man. Power and domination, which are © 





now the outstanding features, would cer- 
tainly have become subsidiary, and 
might possibly have disappeared alto- 

























| 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 com- | 
petition with Russia and Bol- 
shevism, and thereby preserve 
individual American liberty, 
they must do it by a changed 
attitude from selfinterest and 
_ the accumulation of money as 
a measure of personal success 
to an attitude of social service 
in which capital and labor work 
together for the good of the en- | 
tire American nation.—Com- 
missioner Cooper in_ the 
Journal of Education. 














gether. I have sometimes thought that 
we get a more positive hint, faint but 
significant, from existing groups and 
communities where education or develop- 
ment is the avowed object of the asso- 
ciation. In the best of our schools and 
colleges, in certain aspects of University 
life, in the societies which exist for pro- 
moting the arts and sciences we have a 
type of human relationship which the 
imagination can easily extend to a world- 
wide scale. I do not suggest that the 
mission of Christianity was to turn the 
whole world into a school or college; but 
I do suggest that the spirit of fellowship 
and goodwill that is to be found in the 
best of these institutions is capable of 
producing a rich and varied type of 
social structure in the world at large. 
Conceivably it might have furnished the 
evolution of the west with its main mo- 
tive and line of direction, with the result 
that we should be living in a world as 
unlike to the present as two things could 
possibly be. 

But, as we know, civilization launched 
out in another direction. Instead of con- 
centrating on development, as Christian- 
ity was inviting it to do, it concentrated 
on government. Unable or unwilling to 
grasp the truth that the first need of man 
is to be taught, the western world re- 
verted to the legalist notion that man is 
a dangerous being, whose first need is to 
be governed—a being with whom you 
can do nothing till you have put a bridle 


December, 1931 


in his teeth. Under the malign obsession 
of this belief everything was gradually 
pushed back to the point from which the 
religion of the spirit had pushed it for- 
ward—teligion, theology, morals and 
politics—so that western civilization, 
hardly knowing what it did, again fell 
under the sway of ideas which were 
nothing more nor less than the old 
leaven of legalism under a new disguise. 
The universe itself was conceived as 
founded on a system of iron law which 
it is death to disobey, a conception which 
empties the world immediately of every- 
thing that makes it a home for the crea- 
tive spirit. So deeply has this idea en- 
tered into the structure of our thought 
that to this day it is no uncommon thing 
to hear the laws of nature spoken of as 
though they were legal enactments—to 
which they present not the least analogy. 
In all this there was naturally in- 
volved a parallel degeneration in the idea 
of God. Men still spoke of him as the 
Father, following the terminology of 
Christ, but missing altogether its spirit. 
Under the stress of the surrounding ideas 
nothing could prevent the popular imag- 
ination from translating this term into 
the vision of a venerable potentate, a 
grandfather rather than a father, a 
patriarch rather than a companion, ad- 
ministering rewards and penalties under 
fixed statutes, and listening to the peti- 
tions of his subjects for their mitigation. 
God is light, God is love, God is Spirit— 
these phrases were still repeated, but for 
the multitudes of mankind the life and 
the meaning were gone out of them. 
The reaction on human conduct, on 
the structure of society, on the form of 
education was disastrous. Conduct took 
the form of submission to a law imposed 
from without, with the result that virtue 
lost its creativeness, while the mass of 
mankind became recalcitrant on the spot, 
government became domination, with the 
result that the dominating few became 
corrupt and the dominated many re- 
bellious; education became the process of 
breaking in the spirit, with the result 
that only exceptional men could obey 
the call of their Maker by breaking out. 
Belief passed into. dogma; the mind of 
man was put in fetters as well as his 
body; the Church built one prison and 
the State built another—the earthly 
counterpart of that eternal prison where 
the monarch of the universe tormented 
the souls of his disobedient subjects for 
ever and ever. All this was closely con- 
nected with the idea of the potentate God 
which Church and State, in consequence 
of their political alliance had restored, 





ii de tie «=e ee ee ee Oe a ee ee ee 


Vol. 20, No. 9 





against the martyr protest of Jesus 
Christ. Thinking of God in these degen- 
erate terms, and hearing that they them- 
selves had been made in his image, what 
more natural than that men should often 
think of themselves as little potentates. 

The ex-Kaiser of Germany is by no 
means a solitary instance of a man who 
fancied himself most like God when he 
was giving an order to his troops, that is 
to say, when he was least like God. In 
subtler but not less mischievous forms 
the same illusion has been at work for 
thousands of years, not only in the few 
who possessed authority, but in the mul- 
titudes who were anxious to possess it, 
and so turn the tables on their oppres- 
sors. I doubt if we have fully realized 
to what a degree the current ideas of 
God, of the world, and of the Divine 
Government have been moulded by 
habits of thought which have their origin 
in the peculiar needs of conquering races 
and war-making empires; nor do we see 
how these same ideas, reacting on the 
social conditions from which they spring 
intensify misunderstandings at every 
point and fill the world with ill-will, bad 
blood, inhuman delusions, and perpetual 
strife. Is it not a strange thing that cen- 
tury after century the history of our 
civilization in large affairs as in small, 
has turned on that forbidden question, 
“Who shall be greatest?”; a question 
which assumes Protean forms, but which, 
in its newest forms, as in its oldest, is 
utterly alien to the Christian conceptions 
of man, and has no place whatever in the 
religion of the spirit. Hence that hideous 
struggle for power, that moves for ever 
in a vicious circle, now breaking out into 
terrific conflicts between nation and na- 
tion, now into class wars that are hardly 
less destructive, strewing calamity at 
every stage of its futile progress, until at 
last it brings the world to the verge of 
social and political anarchy. 

The Dean of St. Paul’s has recently 
stated that the problem of human gov- 
ernment still remains unsolved. It re- 
mains unsolved because in and by itself 
it is insoluble. It becomes soluble only 
when placed in strict subordination to 
other questions that are far more vital 
than itself. Treat man, after the mind of 
Christ, as a being whose first need is for 
light, and whose second need is for gov- 
ernment, and you will find that as his 
need for light is progressively satisfied, 
his need for government will progres- 
sively diminish. That is the only solution 
of the problem of government. Reverse 
the order, treat him as primarily a sub- 
ject, whether of God or king, or demos, 


and what happens? The politics of the 
world will tend towards chaos, as they 
now are doing, while religion will decline 





= 


HAT IS IT in our souls that 

makes us unwilling to 
have a right relationship to 
God and other people? Two 
things — selfcenteredness and 
insincerity. You will find that 
modern medical psychology re- 
gards these as two primal evils, 
just as religion does. For a man 
or woman to have their inter- 
ests turned in upon themselves 
and not out upon others is to 
have a man or woman who is 
not likely to be healthy for long. | 
And when the psychologist | 
finds a man is insincere—that, 
seeing the facts, he will not 
face them, he shows him the 
door—there is nothing more to 
be done.—From “Man’s Need” 
by Rev. W. Fearon Halliday 
in Religion and Life. 














step by step until it becomes indistin- 
guishable from the moral pedagogy, 
whose impotence has been demonstrated 
by innumerable failures. The struggle for 
power has now involved the whole fabric 
of our civilization, and each new phase of 
it leaves the final solution more remote 
and unattainable. It is the inevitable con- 
sequence of reverting to the idea of dom- 
ination, as the key of God’s relation to 
man and of man’s relation to his fellows. 
On that ground the doom of mankind is 
perpetual strife. There is nothing for it 
but to fight it out, and to go on fighting 
it out, phase after phase, till civilization 
has spent its resources and the higher 
energies of the race are exhausted. 

But there are many hopeful signs; and 
the chief of them all in my judgment is 
the growing recognition, all over the 
world, that man’s primary need is for 
light. If the Churches should be led by 
the Spirit of God to ally themselves with 
this, the lost radiance of the Christian 
religion will return, and the Church will 
become the foremost teacher of mankind. 
If not, the spiritual revival will take 
place all the same; but it will take place 
not in the churches but in the schools. 
In the next generation there will grow 
up, there is growing up even now, in this 
country and in many others, a vast un- 
ordained ministry of religion who will 
find their mission at the teacher’s desk. 
Along with this, there is a hunger for 
light in every class of the community 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 321 


which exceeds all existing means of satis- 
fying it. Is it not a significant fact that 
while the churches are complaining of 
emptiness, the schools, the colleges, the 
universities, are packed to overflowing? 
Within the last few weeks I have met a 
Frenchman, a Swede, a Dutchman, an 
American, a Chinaman, and a Japanese. 
To each I put the same question: ‘What 
is the leading interest in your country? 
What do your people really believe in?” 
And in each case the answer given was 
the same—Education. When I varied the 
question, and asked: “What have you 
learnt from the war?” the answer was: 
“We have learnt our need of education.” 
Some would prefer them to have said: 
“We have learnt our need of Chris- 
tianity.” But is it not the same thing? 
In grasping the vast potentialities of the 
human spirit, and that is what this 
hunger for education means, have they 
not grasped an essential characteristic 
of the Christian religion, and placed 
themselves at its very growing point? 
Unless the signs are wholly misleading— 
and I cannot believe that they are—a 
movement has already begun, on the sur- 
face but more beneath the surface, which, 
if it develops according to promise, will 
grow into the most impassioned enter- 
prise so far undertaken by man. 

The struggle for light, with its wide 
fellowships and high enthusiasms, will 
displace the struggle for power, with its 
mean passions, its monstrous illusions, 
and its contemptible ideals. Instead of 
Education being a department of Gov- 
ernment as now, Government will become 
a department of Education. The struggle 
for power will end, not as some predict, 
in universal revolutions, which would 
merely set it going again in another form, 
but by being submerged, lost sight of, 
snowed under by the greater interests 
that centre round the struggle for light. 
I say these things will happen. But they 
will not happen unless men are suffi- 
ciently resolved that they shall. Already 
thousands are so resolved. Let us add our 
resolution to theirs, thereby taking the 
first step towards the recovery of the lost 
radiance of the Christian religion. For 
of one thing we may be assured. The 
struggle for light will not stop at a first 
series of discoveries. It will go on and on, 
from point to point, from position to 
position, from insight to insight, until the 
fruits of the Spirit are possessed, the 
eternal values revealed, the unsearchable 
riches laid bare, the many mansions fully 
opened, and the turmoil of life trans- 
figured and explained in the music and 
dancing of an immortal world. 


: 
t 
é 
t 
| 
‘ 
E 


0 





The United States Office of Education 


HY SHOULD I pay for educating 

\ x / other people’s children? 

This is a question which tax- 
pay ers—particularly taxpayers with 
large tax bills—sometimes ask. True, 
they do not ask it often. Selfinterest has 
been tempered by the strength of Ameri- 
can ideals. 

In a western school district enroling 
8000 children one single corporation 
pays from its income 60 percent of the 
cost of operating the schools. Heads of 
this business might reasonably ask why 
they should pay such a large share for 
the education of other people’s children. 

Superintendents have brought forth 
some answers to the question of com- 
munity responsibility for support of edu- 
cation. They have used Thomas Jeffer- 
son, the preamble to the Constitution, 
and the philosophy of democracy. They 
have relied on generalities and laws. 
Hard convincing facts have been want- 
ing. 

At the Los Angeles meeting of the 
National Education Association, United 
States Commissioner of Education, Wil- 
liam John Cooper, presented some sound 
fact answers to the question: Why 
should I pay for the education of other 
people’s children? 

“T believe I could pile up an array 
of facts,’ declared Dr. Cooper, “which 
would convince the most skeptical busi- 
ness man that every dollar invested in 
education brings returns to American 
business. 

“Only 5 percent of the illiterates de- 
posit money in banks, and only 10 per- 
cent of them pay any taxes other than 
the poll tax. Iowa, the least illiterate 
state, has more farmers who own their 
farms than any other state. . . . Of the 
five states which showed the highest 
average per capita wealth in 1922, only 
one, Rhode Island, ‘had an illiteracy in 
1920 of more than the national average 
of 6 percent. . These five states 
showed an average per capita wealth 
ranging from $3086 in Rhode Island to 
$4007 in California.” 

Newspaper circulation figures and sale 
of books also show the same trend, Com- 
missioner Cooper reveals in his statement, 
which is printed in full under the title, 
Purchasing Power: Education Creates 
It, in September School Life, official 
monthly journal of the Federal Office 
of Education. 


Progress, he points out, depends on. 


increasing secondary or cultural wants. 
Education creates these wants. If you 
wish to live in a progressive community, 





—— V. Koos, University of Chicago, di- 
rector in charge of the National Survey 
of Secondary Education now being conducted 
by the Federal Office of Education. 


therefore, you must pay for the educa- 
tion of other people’s children as well 
as your own. 


For school administrators— 
Twelve selected publications of the 
Office of Education which present the 
latest available information and statis- 
tics on school administration in general, 
finances, legislation, school boards, per 
capita school costs, consolidation, etc., 
are offered in Dollar Educational Packet 
No. 10. School administrators, teachers, 
school business managers, research spe- 
cialists, and other persons interested 
in “keeping up” with the latest school 
facts and figures may find this packet 
of publications useful. 


Junior colleges—The junior col- 
lege movement is growing in America. 
According to federal statistics, there are 
now approximately 450 junior colleges 
in the 48 states, 272 private and 178 
public. The Status of the Junior College 
Instructor, an Office of Education 
Pamphlet, No. 20 (price 5 cents), which 
just came from the press, points out that 
the typical junior college instructor is an 
American born man, 35 years of age, 


[322] 


who possesses an M. A. degree. His 
annual salary is $2294. More than 1200 
junior college instructors furnished the 
data for this study which was prepared 
by John T. Wahlquist, University of 
Utah. 


Elementary and high-school en- 
rolment—Advance reports of school en- 
rolment received by the federal Office 
of Education statistical division show 
that in 1930 American high schools 
housed 11 percent more boys and girls 
than they did in 1928, while elementary 
school enrolment dropped .2 of 1 percent. 


Supervised correspondence 
courses in public high schools—One 
hundred and thirty schools in the United 
States are attempting four years of high- 
school work with but one teacher. A 
multitude of other small high schools 
with from 30 to 50 pupils have as few 
as two teachers. Use of supervised cor- 
respondence courses in many schools of 
this type has been found very helpful. 
The Office of Education is endeavoring 
to learn how many high schools in the 
United States allow credit toward gradu- 
ation for supervised correspondence 
courses, and would appreciate receiving 
names of schools offering such courses 
to students. [Address Dr. Victor Noll, 
Office of Education, Department of the 
Interior, Washington, D. C.] 

New publications—Radio and Edu- 
cation, Bulletin 1931 No. 20, Chapter 
18, price 5 cents; Jndustrial Education, 
Bulletin 1931 No. 20, Chapter 4, price 
10 cents; Career Guidance Leaflets; 
Civil Engineering, No. 11, price 5 cents; 
Librarianship, No. 9, price 5 cents; 
Journalism, No. 8, price 5 cents; Den- 
tistry, No. 7, price 5 cents; Architecture, 
No. 10, price 5 cents; Pharmacy, No. 14, 
price 5 cents; Bibliography Series: Good 
references on teachers of rural schools: 
Status and preparation, Bibliography No. 
1, price 5 cents; Good references on 
vocational guidance, Bibliography No. 2, 
price 5 cents; Good references on super- 
vision of instruction in rural schools, 
Bibliography No. 3, price 5 cents; Cur- 
rent practise in the construction of state 
courses of study, Bulletin 1931, No. 4, 
price 15 cents. 

All publications mentioned on this 
page may be ordered from the Superin- 
tendent of Documents, Government 
Printing Office, Washington, D. C. Send 
check or money order. 





—_ «. == ro & 8 ff 





Mental Health in the Classroom 


Values of the Social History for the Teacher 


CAROLINE B. ZACHRY 


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


gressive education to teachers, Dr. 


I’ PRESENTING the philosophy of pro- 


—_~_ 





Kilpatrick makes the statement that 
the teacher should begin with the child 
where he is in reference to what he may 
become. In order that the progressive 
teacher may begin with the child where 
he is, she must base her work with him 
on a knowledge of his past experiences 
at home and in school. For the majority 
of the children in the class she will find 
that her knowledge of the neighborhood, 
of the school experiences which the 
group has had in previous years, as well 
as her observation of each child’s reac- 
tions to the new classroom environment, 
gives her a fair enough picture of the 
past experience of her group to help her 
in guiding their new experiences at the 
beginning of the term. As she lives with 
the children from day to day, talks with 
them and meets their parents, her knowl- 
edge of them and their past experiences 
rapidly increases. She becomes aware of 
their needs, emotional and intellectual, 
and can soon form a fairly good estimate 
of what they may become during that 
school year. On her knowledge of their 
past experiences and of the place to 
which she hopes to lead them, she should 
base her class work. 

However normal her group may be, 
there are always a few children who show 
behavior which needs more careful study. 
From her study of mental hygiene she 
realizes that she will find the causal ele- 
ments of their present behavior in their 
total environmental background and in 
the facts of their biological inheritances. 
This, of course, involves the type of study 
which should be made by a child guid- 
ance department, not a study which 
could be handled by the teacher alone. 
The task of getting this social history 
should be undertaken by a specially 
trained worker, an expert in the field of 
mental hygiene case work. Even if the 
teacher had the necessary training to do 
this work herself, the time element would 
make it prohibitive. She then must rely 
on the report given her by the child guid- 
ance department. It is of utmost impor- 
tance, however, that the teacher should 
understand thoroughly the significance 
of this report and that she should have 
such an objective and professional atti- 
tude toward the report itself that it is 





quite as ethical for her to see it as it is 
for the psychiatrist, psychologist, and the 
visiting teacher to be familiar with it. 





Those Other Things 

HERE IS such talk of this and that, 

phonetics, a,b,cs; Arithmetic and 
projects, drills and activities; But 
there are many other things that I 
would like to know; I ponder how to 
teach a child to meet the unjust blow; 
To give his best and see it scorned, 
nor yield to bitterness; To wring from 
grudging circumstances a measure of 
success. {|There is such talk of this and 
that but Life slips by so fast! I look 
from schoolroom windows visioning 
many things—last Crimson leaves; the 
glory of the world outside; the joy Of 
youth in action; warm sunlight; a 
strolling girl and boy; And my heart 
misgives me. How can I recompense 
these young For golden hours? For 
things they might have done? For songs 
unsung? {There is such talk of this and 
that; the needful things we do; Yet I 
keep thinking of the bubbles’ gay and 
changing hue, Ardent Youth believes in. 
How can I make these young ones 
strong? Attuned to things that are, yet 
save the lilting of their song? Save 
their joy in rainbows; their faith in 
Love? What words of mine, Or deeds, 
can make a drab schoolroom a place | 
| supremely fine?—Gracia Bryan Bolfing. | 

















In the course of child guidance many 
difficulties have arisen from the fact that 
the teacher has not understood the treat- 
ment plan prescribed by the child guid- 
ance department. Only too often she has 
been asked to accept decisions without 
any understanding of how they have been 
reached. The teacher ought to be, and 
usually is, a welltrained person with 
technics and plans of her own. She should 
not be expected to throw over all that 
she has attempted to do for a child with- 
out understanding why she should make 
the change; nor should she be expected 
to accept a new method of procedure 
whole-heartedly when she does not 
understand the reasons underlying it. Be- 
cause of her own philosophy, the pro- 
gressive teacher has already accepted 
the point of view that it is necessary to 
study the whole environmental back- 
ground of the child in order to plan for 
him effectively. The child guidance de- 
partment may tell us that the teacher has 


[ 323] 


not had sufficient mental hygiene train- 
ing to understand the diagnosis and 
treatment plan. Unfortunately this is 
only too true and must be remedied by 
giving the teachers of our country at 
least sufficient mental hygiene training 
to be able to interpret reports presented 
to him by the child guidance department 
so that they may take an intelligent part 
in treatment. Teachers are not expert 
psychologists but enough of the technics 
of tests are given to them in their train- 
ing to enable them to interpret the psy- 
chological report and be guided by the 
findings. The same situation should be 
true of the reports prepared by the psy- 
chiatrist and visiting teacher. Mental hy- 
giene training in normal schools, teach- 
ers colleges, summer schools, and exten- 
sion courses for teachers in service is in- 
creasing rapidly. Until sufficient courses 
have been provided for the classroom 
teacher to give her a background in men- 
tal hygiene, she must depend on her 
reading and the help of the visiting 
teacher. 

Thruout this series of articles an at- 

tempt has been made to make clear some 
of the significant facts of mental hygiene 
in the classroom. In this article we wish 
to point out some of the values of the 
social history for teachers. What are 
some of the facts about a social history 
which should be made clear? 
/ The social history as it is prepared by 
a child guidance department includes the 
record of the child’s physical examina- 
tion and psychological tests. School hy- 
giene has given the teacher some concep- 
tion of the part his physical condition 
plays in the total adjustment of the child. 
A study of intelligence is an accepted 
part of the teacher’s training and thus 
she realizes the significance of intellec- 
tual equipment in his total adjustment. 
That with which she is least familiar is 
the significance of the emotional factors 
in the family background and their in- 
fluence upon the total personality of the 
child. This is, of course, adequately de- 
picted in the social history. 

Since it is with the child and his be- 
havior in the classroom and school that 
the teacher is primarily concerned, it 
may be as well to start our discussion 
with the school history. This phase of the 
history is prefaced by a statement of the 









ae ate ee on eat ins 


Pallas, TDK 


Le Se Ket: AE CEN NAAT ET AI EN AIAN)” 


owrerres 


fe 


Taree a: - eee 


AS ae 


324 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





child’s problem as revealed at the time of 
study. The school history attempts to 
show his teacher the type of progress he 
has made thruout other grades; intelli- 
gence and achievement tests are signifi- 
cant but should not outweigh in impor- 
tance the description of his classroom be- 
havior in each situation, and his teach- 
er’s opinion of his behavior. The teacher 
will be interested to note possible similar- 
ities in his behavior as observed in vari- 
ous classrooms. It is a grave mistake to 
have this history include only a descrip- 
tion of his behavior since he was con- 
sidered a problem. It is quite as Signifi- 
cant that the teacher should know how he 
behaved prior to the time that he was 
considered a problem and what was go- 
ing on in the classroom situation at the 
time that his difficulties began. In reading 
this history the teacher should be able 
objectively tdé take into account the reac- 
tions of the other teacher personalities 
which have come in contact with the 
child. She should try at this point, in as 
fair a way as possible, to evaluate the 
effect of her own personality on him. She 
must keep in mind+the possibility that 
the origin of the child’s difficulty may not 
be in the school situation but that all of 
his school behavior may be symptomatic 
of conditions entirely outside of school. 
Changes in the school procedure may be 
necessary for the child in an effort to 
balance some of the conditions of the 
home and neighborhood. 

This brings us to the study of the 
home and family background. The his- 
tory at this point reveals the emotional 
factors in the home to which the child 
must adjust. The teacher may wonder 
why she must read a fairly detailed ac- 
count of the grandparents. After all, the 
child’s behavior is not hereditary and the 
grandparents may not be in the present 
picture. The significant point here is that 
it is they and the home which they set 
up which have influenced the parents’ 
behavior and the parents’ attitudes to- 


ward homemaking. The occupation of the 
grandparents gives some clue as to the in- 
tellectual status of the family and must 


| Problem Children 

| C LARA BASSETT in The World 
Tomorrow listed the fol- 
| lowing as problem children: 

The child who is abnormally timid, 
fearful, and shrinking. | 

The child who is jealous of attention | 
to or achievement by other children. 

The child who habitually bullies or 
annoys other children. 

The child who flies into temper tan- 
trums whenever thwarted in any de- 
Sire. 

The child who demands constant at- 
tention by showing off. 

The child who is too dependent on 
its mother and cannot take its own part | 
in a group. 

The child who is sullen, resentful, 
feeling itself “picked on,” discrimi- 
nated against, or shut out. 

The child who does not distinguish 
between phantasy and fact. 

The child who takes refuge in: physi- 
cal symptoms or complaints when con- 
fronted with difficult or unpleasant sit- 
uations, or for the purpose of getting 
attention. 

The child who shows unusual inter- | 
est and curiosity in sex matters or par- | 
ticipates in sex activities. 

The child who takes things which do 
not belong to it. 

The child who is inactive and day- 
dreams all the time. 














be recognized as a clue to, but not a final 
test of the family’s intellectual equip- 
ment. Nationality unquestionably influ- 
ences the ideals, social standards, and 
customs of the family. The customs may 
be causing active conflict in the present 
family situation. If the grandparents live 
with the family or see the child often 
their effect on his adjustment may be 
quite apparent. 

The child’s emotional reactions to peo- 
ple have their origin in his earliest rela- 
tions with his parents or parent-substi- 





Teaching: The Way to Peace 


December, 1931 





tutes. The history gives the teacher in a 
concise way the personality makeup and 
background of the parents. It reveals 
situations that will indicate whether, thru 
these parents, the child is likely to feel 
security and gradually achieve normal 
independence. Obviously the parents’ 
own feeling of security and success will 
influence the-child’s emotions in these 
=e Dr. William A. White says: 
“The child senses these things when their 
expression is very subtle. My illustration 
is that the child picks up the emotional 
flavor of the environment as effectively 
as a glass of milk in the ice-chest acquires 
the flavor of the onions that might be ly- 
ing nearby.” So much for the emotional 
flavor of the environment, but added to 
it we have methods of handling children 
that are the direct results of the parents’ 
emotional needs. We have all seen ex- 
amples of the mother who, unsatisfied in 
her own love life, ties her child to her, 
gaining all her love outlets thru him, 
thus causing him to be overdependent. 
Many examples occur of the father who 
has been deprived of an education, giv- 
ing his child educational advantages and 
attempting to work out his own frustra- 
tions thru identification with his child, 
whose insecurity may be constantly in- 
creasing with his inability to measure up 
to his father’s need for his success. 

A good history reveals far more of the 
emotional picture of the home and the 
parents’ childhoods and past experiences 
than there is space to indicate here. The 
teacher must bear in mind that the over- 
protected child or the insecure child may 
show the same symptomatic behavior in 
order to get the teacher’s attention. In- 
telligent treatment would depend on a 
knowledge of the causes. The interpreta- 
tion of causes should be in the hands of 
experts but the total picture with its in- 
terpretation must be presented to the 
teacher in order that she may meet the 
child’s needs intelligently and guide the 
development of his personality. 


HE World Federation of Education Associations is of the opinion that as a basis for an understanding 
of the principles of cooperation underlying governmental movements toward international goodwill 
which should be taught during school life, it is wise for all children in schools to gain knowledge of those 
historic experiences where peoples have carried out joint projects demonstrating international goodwill 


(2) The W.F.E.A. recommends to educators in all lands that the machinery of peace be studied with 
increasing emphasis thruout school life. 


(3) The W.F.E.A. urges all institutions for the training of teachers to make the study of international 
relations and world peace a required subject in the curriculum.—Resolutions adopted by the W.F.E.A., 


and confidence. 
| Denver, Colorado, August 1, 1931. 





— 














To Atlantic City on Highways of History 


ooD NEws from the Jerseys,” was 
the label headline that frequently 


thrilled the readers of the New 


York Gazette and the Philadelphia Eve- 
ning Post as redcoat and “ragged con- 
tinental” marched and countermarched 
across what has been called the “war- 
path of the Revolution,” in determined 
struggle for the possession or capture of 
the two largest cities of the colonies. 
During the War for Independence, New 
Jersey was practically an armed camp. 
Its roads were virtually military high- 
ways. More than ninety major and minor 
engagements were fought in its towns 
and pine-forested sandy fields. 

Thousands of the teachers who will 
cross this historic ground on their way to 
the seventieth annual convention of the 
National Education Association at At- 
lantic City next summer will take advan- 
tage of the opportunity to review the stir- 
ring events of ’75 to ’81 and to vitalize 
their classroom teaching of America’s 
fight for freedom. 

The highways that converge at Phila- 
delphia and other points on the Delaware 
pass thru many a sacred spot where the 
leaders of today’s youth will devote 
themselves anew to service in fulfilment 
of the vision which there inspired our 
country’s heroes to endure discomfort, 
pain, and death. 

Convention visitors who come by auto- 
mobile from the west over the National 
Old Trail will pass thru or near old bat- 
tlegrounds from Braddock’s grave and 
Fort Necessity on Laurel Ridge in west- 
ern Pennsylvania to any one of a score of 
places which may with short detours be 
included in the journey to Atlantic City. 

The autoist on the National Old Trail 
will vary both his history and his route 








by including such brief sidetrips as Get- 
tysburg and Harpers Ferry. He may be 
interested in detours which will take him 
past old Maryland manors and early iron 
furnaces. At Frederick, Maryland, he 





Washington at the Battle of Princeton 





may elect to go thru the Capital City 
with its wealth of historic associations; 
or he may travel straight to Baltimore 
and include such points as Annapolis, 
Fort McHenry, and the Brandywine in 
his tour. 

Other visitors from the west will fol- 
low the Lincoln highway thru Pittsburgh 
and Gettysburg and approach Philadel- 
phia thru the historic towns of York and 
Lancaster. All who have not done so 
will visit Valley Forge. These two great 
highways come close together near Phila- 





Left: Washington Crossin 


tote 


¢ the Delaware; Right: Signing the Declaration of Independence. 





[325] 


delphia where Independence Hall, the 
Betsy Ross Home, the old Friends Meet- 
ing House, and the home of the Penns 
are only a few of the places familiarity 
with which is a part of native American 
culture. 

Every route which leads to Atlantic 
City from north or south or west offers 
similar possibilities which a highway 
map and an elementary text in American 
history will disclose. Auto clubs will 
give additional information. 

New Jersey itself will delight the 
traveler who broadens his understanding 
as he goes. A new marker next summer 
will be erected on the Delaware eight 
miles above Trenton where, in weather 
of arctic severity with the wind-driven 
sleet cutting his men like fine birdshot, 
George Washington spent Christmas 
night in 1776 ferrying his army across 
the Delaware to surprise the Hessians 
at Trenton—a master stroke after a dis- 
heartening retreat across New Jersey be- 
fore General Howe and Lord Cornwallis. 

In some respects the battle of Trenton 
was the most important of the Revo- 
lution. The first glow of American 
patriotism had given way to indifference 
and despair. The ragged troops of Wash- 
ington were weak from hunger and 
fatigue. The brilliant coup at Trenton 
brought new hope. Every school boy 
knows the clever ruse that followed it. 

Returning to New Jersey on Decem- 
ber 30, this time marching his men 
across the solid ice on the Delaware, 
Washington drew up on the south side 
of the bridge over the Assanpink, where 
he repulsed with some difficulty three 
charges of the British. Then the situa- 
tion became critical to the last degree. 
Cornwallis was hurrying from Princeton 














326 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





with a large, welldisciplined force. A 
thaw caused the breakup of the river ice, 
and no boat ever made could withstand 
the tumbling, crushing ice floes. There 
was no refuge behind. The only way out 
was forward, and the road in that direc- 
tion was blocked by the regiments of 
Lord Cornwallis, massing for the attack. 
Thru the still, cold night of January, 
2, the British sentinels, pacing to and 
fro on their side of the Assanpink, 
watched the American sentinels doing 
the same on the other bank. The British 
outposts could see that the patriot guard 
had been increased. By the flickering 
light of campfires they caught glimpses 
of shadowy figures throwing up intrench- 
ments. For a certainty the Continentals 
were getting ready for the last stand. 
But when the first streaks of dawn lit 
up the eastern sky, the reveille of drum 
fire that greeted the ears of Cornwallis 
came not from across the Assanpink, 
but from behind at Princeton. The “‘fox” 
had eluded the trap again. Before Corn- 
wailis were empty trenches and the 
dying embers of campfires. Behind him 
was Washington’s army. When Cornwal- 
lis got his panting regulars back to 
Princeton he found his post surrendered 
and the patriot army already on its way. 
After the battle of Princeton Washing- 
ton made his headquarters at Morris- 
town in Arnold Tavern, which is now a 
museum containing hundreds of interest- 
ing souvenirs of George Washington, in- 
cluding his original commission as com- 
mander of the American army. 
Teachers will be interested in the bat- 
tleground of Monmouth. Here the tide 
was turned at the climax of the fight in 
favor of the patriots when the Royal 
Grenadiers. were repulsed by “Mad An- 
thony” Wayne. Washington, Lafayette, 
Lee, all led troops in this engagement 





which was one of the most hotly con- 
tested of the entire war. 

No battle of the Revolution is marked 
by more interesting incidents than Mon- 
mouth Courthouse, which is now called 
Freehold, and which autoists may reach 
on Route 33 from Trenton to Asbury 
Park. The story of Mollie Pitcher is a 
part of the account of this battle. Sun- 
day, June 28, the day upon which it was 
fought, was one of the hottest days re- 
corded in the history of New Jersey 





ae i ES. ~ 
Artist, John Ward Dunsmore. 
Mollie Pitcher at the Battle of Monmouth 


weather. The temperature at times 
passed above 100 degrees. The suffering 
was intense and more than a hundred 
American soldiers died from the heat. 
In the choking dust and smiting sun, 
Mary McCauly carried water from Wen- 
rock Brook to quench the insufferable 
thirst of thesoldiers, earning the nickname 
“Mollie Pitcher”. Mollie married first, 
John Hays, a Pennsylvania artilleryman, 
and insisted upon going with him to the 
war. After the death of Hays she married 
Sergeant McCauly, another gunner. 
When McCauly fell with his sponge 
staff in his hand at Monmouth, Mollie 
took his place and, forgetting her pitcher, 
continued her husband’s work thruout 
the battle. George Washington compli- 
mented her for her bravery, and legend 











December, 1931 


says he made her an “honorary” officer. 
She was granted a pension by the state 
of Pennsylvania. The site of her coura- 
geous act is marked at Freehold, and a 
bronze and stone monument of Mollie 
beside her cannon may be seen at Car- 
lisle, Pennsylvania, subscribed with the 
legend “Mollie McCauly, Renowned in 
History as Mollie Pitcher, the Heroine 
of Monmouth.” 

Two years after Monmouth, Clinton 
was again on a campaign thru New Jer- 
sey when he was met near Springfield 
by General Greene. In this engagement 
Greene was forced to retire, but not be- 
fore an incident occurred which well- 
illustrates the resourcefulness and cour- 
age of the defenders of the new flag. 

Among the buildings burned at Union 
on the route to Springfield, by a Hessian 
officer under Clinton’s command, were 
the village church and parsonage. Rev. 
James Caldwell was the pastor. It was 
during this fight that some of the militia 
ran short of wadding. Reverend Caldwell 
gathered an armful of Bibles and hymn 
books, tore out the leaves, and passed 
them among the soldiers, crying “Give 
‘em Watts, boys! Give ’em Watts!” This 
incident has been memorialized in the 
painting of John Ward Dunsmore, two 
of whose Revolutionary paintings are 
herein reproduced. 

The fight at Springfield in June, 1780, 
was practically the last on New Jersey 
soil during the Revolution. 

With a little careful study in advance, 
teachers who choose the highways of 
history to the 70th annual convention 
of the NEA will find in the tour in- 
creased appreciation for the courage 
and sacrifice of those who long ago began 
the democratic form of government, the 
survival of which was made possible by 
good schools.—B. F. 








_— 








Artist, John Ward Dunsmore. 


Left: Washington at Trenton; Right: The Battle of Springfield, N. J. [Give 'em Watts, boys]. 








nat menan @& & © te OS 





Higher Education 


More Valid Measurements of College Work 


Bureau 


HE IMPORTANCE of developing 
measurements of student achieve- 
ment which are more valid than 
those commonly used is increasingly rec- 
ognized in colleges as in elementary and 
secondary schools. A valid measurement 
is one which truly measures the im- 
portant results of teaching and learning. 
If we were trying to teach elementary 
school pupils to develop habits contrib- 
uting to health, a valid measurement of 
achievement would show us to what de- 
gree they had acquired these health hab- 
its. Similarly, if we were trying to teach 
college students to apply certain prin- 
ciples of science to new problems which 
arise, a valid measurement of achieve- 
ment would show how well these stu- 
dents could actually apply these princi- 
ples to new problems confronting them. 
Viewed in this way it is apparent that 
we have no evidence that many of the 
measurements commonly used to judge 
the achievement of learners have been 
valid. In place of finding out to what 
degree pupils have developed desirable 
health habits, we have usually tested 
them to find out how much they remem- 
bered of the facts about hygiene and the 
rules of health. Instead of discovering 
how well college students can apply 
scientific principles to new problems 
we have commonly used examinations 
merely to find out how many of these 
principles they remembered or how well 
they remembered the solution of prob- 
lems which had already been taken up 
in class. These are just two illustrations 
of the fact that many of the tests or 
examinations commonly used have prob- 
ably not been valid. Stating the problem 
in general terms, the results of learning 
are evidenced in a change in the learner’s 
behavior, that is, in his thinking, feeling, 
or acting and a valid measurement gives 
an estimate of the degree to which these 
changes in behavior have taken place. 
In the past instead of measuring the 
changes in the various kinds of be- 
havior which we have been teaching, we 
have depended almost entirely upon ex- 
aminations which have tested only lim- 
ited aspects of the learner’s behavior such 
as his memory of facts or his skill in 
mathematical computation. To develop 
more valid measurements we must test 
those types of behavior which we are try- 





RALPH W. TYLER 


of Educational Research, Ohio State University 


ing to teach which have not heretofore 
been measured. 

The first step in improving validity is 
to define clearly the types of behavior 
which we are trying to teach. This is 
just as necessary in college as in the 
elementary or secondary schools. The 
attempt to define these types of behavior 
raises many significant questions. For 
example, in the English literature courses 
are we trying to teach students merely 
to remember the biographies of the au- 
thors and the types of writing for which 
each is known, or are we also trying to 
teach them to gain deeper enjoyment 
from selected types of literature? In the 
philosophy courses are we striving only 
to teach students to remember the im- 
portant facts about the more significant 
philosophical systems of the ages or are 
we also trying to teach them to analyze 
issues in their own lives in order to rec- 
ognize the conflicting values which are 
at stake? In the natural science courses 
are we striving only to teach students 
to remember the important facts or are 
we also trying to teach them how to inter- 
pret for themselves data from current ex- 
periments? These are but a few examples 
of questions met in setting up objectives 
for college courses, that is, in defining 
the types of student behavior which we 
shall attempt to develop in these courses. 

As soon as we begin to define these 
goals of college instruction we discover 
that we are attempting to teach a wide 
variety of behavior. We also find that 
we are not measuring in any valid fash- 
ion the results of much of this instruc- 
tion. For example, the sixteen depart- 
ments with which we have been work- 
ing in improving examinations are try- 
ing to teach at least nine major varieties 
of behavior. These include remember- 
ing information, terms, facts, and prin- 
ciples; appreciating literature, art, and 
music; skill in finding essential informa- 
tion; laboratory skills of various sorts; 
making use of scientific method when 
meeting new problems; and others. 
When the instructors of a department 
work together in formulating these ob- 
jectives for their courses they find this 
task alone of real value in improving in- 
struction. The clarification of the goals 
to be reached is of real assistance to in- 
structor and student since it helps both 


[ 327 ] 


el 


to direct their efforts more effectively. 

When the tests and examinations in 
use are compared with this wide range 

of behavior it is evident that most of our 
measurements are really of the informa- 
tion, facts, and principles which the stu- 
dents remember. But the students who 
do best on information tests are not 
always those who are best in thinking 
or in laboratory skill or in some other 
type of behavior. In zoology, we found 
the coefficient of correlation between the 
students’ scores on information and on 
application of principles to be .40, be- 
tween information and interpretation of 
experiments to be .35, between informa- 
tion and laboratory skill to be .02. This 
means that a student who did well in 
one type of behavior might very well 
do poorly in another. The correlations 
are so low that an information test can- 
not give a valid indication of the stu- 
dent’s achievement in other types of be- 
havior. Hence, we must have measures 
of each type of behavior which we are 
trying to teach. 

Many instructors say that they do 
measure thinking as well as memory of 
information but many of the “thought 
questions” included in these tests are 
found on investigation not to require 
thinking from many students who have 
previously heard the question discussed. 
For example, the question “Show how 
the rapid settlement of the west affected 
immigration” was classed by the in- 
structor as a thought question since he 
thought a good answer required con- 
siderable thinking. However, an inter- 
view with several students who had writ- 
ten excellent answers to this question 
revealed the fact that they had found 
the question treated in a reference book 
and they had written the answer which 
was given in this book. A real “thought 
question” must be one which is new to 
the student so that he cannot depend 
upon his memory of an answer heard 
before. Similarly every valid measure- 
ment of a given type of behavior must 
actually require that behavior on the 
part of the students. 

In essence a test is simply a device 
for obtaining and evaluating a sample 
of a student’s behavior of a given sort. 
If, for example, we are testing a child’s 
skill in adding seven or more numbers 





an te gs 
Payee A oRine 2 


ST eee i r ~ 
5s eS N PSS Dees e Aa Fs ae 


ee ine a 


328 


of three or more digits each we do not 
try him out on every conceivable set of 
such numbers. Instead we give him sev- 
eral such sets to add and judge his skill 
in such addition from his skill with 
these several sets. If we ‘wish to test a 
college student’s ability to interpret bo- 
tanical experiments we do not try him 
on every conceivable experiment but in- 
stead we present him with several ex- 
periments and ask him to interpret each 
of these, that is, to draw a reasonable 
generalization which might explain the 
facts obtained in each experiment. We 
judge his ability to interpret botanical 
experiments from his interpretation of 
these several which were presented. 

The crucial problem in testing is to 
obtain an adequate sample of the stu- 
dent’s behavior. This demands a great 
deal of ingenuity for many types of be- 
havior require testing procedures very 
different from those used in memory ex- 
aminations. Thus, to measure a stu- 
dent’s skill in using a microscope we set 
him to work finding objects under the 
microscope and have an observer by 
means of a checklist record the student’s 
actions. To measure in home economics, 
a student’s skill in selecting clothing for 
different occasions and for different 
types of women, we have women of dif- 
ferent types and wearing different cos- 
tumes appear before the class and have 
each student judge these costumes, se- 
lecting those most effective. To measure 
a student’s taste in the selection of liter- 
ature we discover the character of the 
books and periodicals which he reads as 
a part of his voluntary reading. To meas- 
ure a student’s ability to apply princi- 
ples of a given subject to new problems 
we present the student with new prob- 
lems. Whatever the nature of the be- 
havior desired we are trying to devise 
testing procedures which will sample 
that behavior. 

This wide variety of testing proce- 
dures raises another problem. How can 
the student responses to the tests be 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


evaluated accurately enough to give 
reasonably exact measurements? For 
mathematical computations, informa- 
tion, and certain types of skills many 
test exercises are constructed so that an- 
swers are either right or wrong. In these 
cases the student responses can be 
quickly graded by means of scoring keys. 
For exercises, in which the responses 
represent many grades of quality we are 
dependent in grading upon the judg- 
ments of teachers and other persons 
trained in this field. At Ohio State Uni- 
versity we have found that standards 
which define the qualities to be con- 
sidered help to make these judgments 
more exact. Having several persons 
grade the responses independently gives 
us an evaluation which is quite free from 
individual variations or bias. [This 
method is described in Tyler, R. W., 
Measuring the Ability to Infer, Educa- 
tional Research Bulletin, IX, Nov. 19, 
1930, p475-480.] Thus far, in the work 
with these various departments, we have 
been able to devise a method for exact 
grading for every type of test used. 
After getting valid measurements by 
sampling directly those aspects of be- 
havior which we are trying to teach, a 
final problem is encountered. Sampling 
some types of behavior and making an 
exact evaluation of this sample is often- 
times too expensive of time to use fre- 
quently. For example, the use of an ob- 
server to record the laboratory technics 
followed by each student is obviously 
expensive in large classes. For several 
instructors independently to judge the 
quality of the generalizations which stu- 
dents have drawn from a series of spe- 
cific facts is also time consuming. Hence, 
when any method of testing is found to 
be impracticable for extensive use we 
seek to devise a more practicable testing 
procedure which will give similar results. 
To assure validity these more practi- 
cable examination methods are not used 
unless they really do give the same re- 
sults as the less practicable methods 





December, 1931 


which furnish a sample of the desired 
behavior of the students. 

To illustrate the development of more 
practicable testing methods the follow- 
ing is typical. We found the tests of 
interpretation of experiments in zoology, 
which required the students to write 
down their interpretations of new ex- 
periments presented to them, was time 
consuming for the several instructors 
who graded the responses independently. 
Some easier methods to test this ability 
were proposed and each was tried by 
having the students write out their own 
interpretations as before, then collect- 
ing these papers and trying out one of 
the easier methods using the same set 
of experiments. One method tried was 
a multiple response type of test in which 
the student checked the interpretation 
which he thought best from a set of five 
given below each exercise. However, 
this did not give the same results as 
when the student made his own interpre- 
tation. Those who checked the best in- 
terpretations often did not make excel- 
lent interpretations of their own and 
those who were poor in one were not 
always poor in the other. However, we 
finally used a test in which five interpre- 
tations were given after each exercise and 
the student was asked to rate the five 
from best to poorest. This test gave re- 
sults almost identical with those ob- 
tained from the student’s own interpre- 
tations. Those who did well in one did 
well in the other and those who did 
poorly in one did poorly in the other. 
This rating can be quickly scored with 
a key so it is much more practicable. 

There may be several practicable 
methods of measuring each type of be- 
havior so that we can have several valid 
tests using different testing procedures 
for the same type of behavior. There is, 
however, one common element which 
should characterize every valid test. It 
should give us directly or indirectly an 
evaluation of the types of student be- 
havior which we are trying to teach. 





The campus of Leland Stanford University, where the spirit of David Starr Jordan continues to inspire bot 


* a ee ila “es 
h students and faculty. 





= = £2 > = 


%. 





ONDITIONS such as described in 

( this article would repeat them- 
selves generation after generation 

were there not teachers willing to sacri- 


fice and school leaders willing to cham- 
pion reforms in the interests of children. 


HE LITTLE one-room shack had once 

been new but time had changed that. 
It had once been clean but several years’ 
use by slovenly negro workmen had 
changed that, too. 

But what was a person to do? In this 
isolated community, houses in which a 
teacher could live with a bit of comfort 
and some degree of privacy were few 
and far between. It was an impossibility 
for me to walk three miles during all 
kinds of weather and teach seven hours 
with any sort of efficiency. It was still 
more of an impossibility for me to live 
cooped up in a three-room rent house 
with a family of six, sharing my fireless 
room with two or three children, and 
sitting in the family bedroom when the 
cold became unbearable. In spite of 
years of experience in rural school teach- 
ing in various parts of the country, this 
was not what I had expected to find in 
this rich farming district in which I 
knew several prosperous families lived. 

When the daughter of one of these 
farmers wrote me that they lived in a 
story-and-half bungalow, had acetylene 
lights, a player piano, and a large sedan, 
and that her father owned several hun- 
dred acres of land in the community, 
I was delighted to make arrangements 
for boarding with them during the school 
term. I thought my accommodations 
might be as comfortable and likely much 
more pleasant than the city apartment 
I was giving up at the end of the sum- 
mer. So with a truck filled with boxes 
of books, pictures, pillows, and other 
paraphernalia for making my room into 
a home and with a trunk of bed linen 
and blankets for additional comfort, I 
drove contentedly out from the little city 
nearby. To my surprise the truck driver 
unceremoniously dumped my belongings 
into the weeds in front of the house and 
drove away without offering to help me 
in with them. 

Nothing was left for me to do but 
knock on the door. A shy little girl 
came to the door and invited me in. The 
door was closed behind me. Before my 
eyes had adapted themselves to the 
gloom of the hallway, I found myself 


clutched around the knees by two strong 
arms. At my feet an imbecile boy of fif- 
teen sat and grinned idiotically as he 





held me tight until three members of 
his family unloosed his grip. I have al- 
ways been extremely sensitive to such 
afflictions and this reception left me so 
shaken that I was glad to be shown im- 
mediately to my room. That is, I was 
glad until I had seen the room. Dirt 
from the last sandstorm lay thick over 
floor and furniture. The walls were cov- 
ered with cheap, fly-specked calendars 
and magazine covers. At the window 
grimy curtains hung limply. The bed, 
unmade from the sleep of two workmen, 
was a sight which made my hands itch 
to get at it. 

All this I took in while the child 
waited for me to remove my hat before 
she took me to the kitchen to meet her 
mother. Here a droop-shouldered, lanky 
woman with arms coated with flour was 
lifting a heavy milk crock from the shelf 
behind the stove. She greeted me in a 
lifeless voice and turned back to her 
task. With one weazened finger she 
scraped the thick cream from the edge 
of the crock and let it fall in lumps into 
the churn. A sad-eyed, flop-eared hound 
pup hungrily watched for his mistress 
to turn her back. Flies swarmed over 
all. More than one dropped to a milky 
death before I stumbled back to my 
room. 

Days passed into weeks. And still I 
had not found, in my quiet searching, 


[ 329] 





Special Rural Education Service 


My Shack and I 


any other place to move. A broom, dust- 
pan, and mop ridded my room of some 
of its filth. My own linen and blankets 
changed the appearance of the bed. 
After taking down the faded wall dec- 
orations I found room for a few colorful 
prints. With these and my eretonne cur- 
tains and pillows I made the dark little 
hole more cheerful. As the only table in 
the room was piled high with old news- 
papers and church and lodge periodicals, 
my books had to be lined up on the floor 
next the wall. Since the acetylene lights 
to which I had looked forward failed to 
work, I was given a kerosene lamp whose 
smoky chimney and flickering light re- 
sponded nobly to a bit of cleaning. 

During all this time the family made 
no move to take their personal belong- 
ings from my room. Dirty overalls and 
old coats hung on convenient nails. The 
dresser drawers were full of their cloth- 
ing. Even the top of the dresser was 
loaded with knick-knacks, leaving no 
room for my toilet articles. 

The worst feature about this was not 
the loss of space, which I needed my- 
self, but the lack of privacy. As I had 
no key to the door and not enough 
moral courage to push a heavy piece of 
furniture against it, there was no hour, 
day or night, when I was safe from in- 
trusion. Nobody in the family dreamed 
of knocking before opening the door. 
One and all they would have sniffed as 
disdainfully at the idea as they did when 
I asked for a wash basin for my room. 

Even the afflicted boy, whom infantile 
paralysis had left with a deformed body 
and a twisted brain, could and did open 
the door when he pleased. The after- 
noon I came home to find some of my 
most treasured books and most valuable 
pottery a mass of ruins, I realized the 
value of having institutions for certain 
such cases. 

But all of this might have been en- 
dured if I could have eaten. The im- 
becile dragged himself anywhere he 
wished to go with his strong arms. And 
there were not many places on the farm 
where he did not wish to go. From hog 
pen to barnyard he lurched himself and 
then came to the table. Without the pre- 
liminary of washing either herself or 
the boy, the mother helped him into his 
highchair and went on serving the meal. 
Things were incredibly filthy both in the 
diningroom and the kitchen. The moth- 
er’s near-sightedness prevented her see- 





a i ph Nis ke 
Hp SAD PKR SL am 


x pivrpeias Paes 


1 Re aA MBAS 


330 


ing much of what went on the table. 
Whether from having become accus- 
tomed to things, or because of the sharp- 
ness of the mother’s tongue, the family 
had learned to eat without comment 
what was set before them. I could not. 

For six weeks I managed to live here 
because I could not find anywhere else 
to go. On Saturdays I went to town 
and had one satisfying meal at the hotel. 
Sacks of fruit, cakes, and small cans of 
food were smuggled back to be stored in 
my desk drawer at school. These took 
the place of the lunch I consistently 
threw away as soon as I was out of sight 
of my boarding house. 

But for “the straw which broke the 
camel’s back,” this would likely have 
continued until I became ill. I would 
have been only one more of the teachers 
who suffer a “nervous breakdown.” 
After a hard day’s work, I went to the 
supper table to find the imbecile in a 
terrible temper. Throwing dishes with 
uncanny aim, jabbering incessantly, he 
went into a convulsion of rage. That 
was more than enough! I pushed back 
my chair, went to my room, and began 
packing. 

To be sure I suffered the consequences 
of my rash act. The furious mother 
swished into my room. With arms 
akimbo, she glared at me with snapping 
eyes. What did I think I was that I 
couldn’t live like other folks? Wasn’t it 
the boy’s own home? And why couldn’t 
I use the family washpan which had 
been good enough for them for twenty 
vears? And, besides, what was I doing 
in my room with my door closed all the 
time? Looked mighty funny to her! So 
on, and on, and on. I continued pack- 
ing; but how I wished that I had not 
been taught that one of the prime requi- 
sites of the teacher is her ability to hold 
her tongue, if not her temper, in try- 
ing times! 

The next morning I moved. Of course 
I had no place to go. What of that? If 
worse came to worse, I could always go 
home. So I took my tooth brush and 
bowl of daffodils to school with me and 
left the other things packed ready to 
be sent for. 

That night I spent in a beautiful farm 
home. Because the family was large there 
was no place for me to stay permanently. 
Immediately after supper, without ask- 
ing any questions, the father set out in 
search of a place for me to stay. 

Next morning four of the patrons of 
the school came over to see me. They 


had tried vainly to find me a room. Hesi-: 


tantly they mentioned that there was a 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


little shack about a quarter of a mile 
from school to which I was welcome if 
I could use it. It is true that it had 
been recently used by negro workmen 
but it could be cleaned and papered. To 
their astonishment I accepted their offer. 

When I got back from town next day 
with a load of furniture, the house was 
as clean as work could make it. Never 
before had I realized the full blessedness 
of cleanliness as I did when I stepped 
into the little hut to light a formalde- 
hyde candle for fumigating it. 

My little house had only one room. 
Its roof sloped one way. There was 
only one window, half of which was in 
each end of the house. The window 
sashes slid to one side when they 
opened; however, the ventilation was 
sufficient without opening them often. 

In such a small room, finding space 
for the necessary articles of furniture 
was a problem. I could not have both a 
heater and a cook stove. “Northers” 
sent the mercury dropping to sub-zero 
levels, so a heater was a necessity. But 
the healthy appetite which weeks of 
starving had given me made a cookstove 
a necessity, too. An old ranchman loaned 
me a “bachelor heater” which furnished 
a solution of the problem. An opening 
in its pipe was the oven. If the fire was 
just right—which it seldom was—I could 
cook biscuits without burning them to 
a crisp before the middle was ready to 
eat. 

After everything was arranged I was 
contented. People thought I would be 
lonely but they did not know that most 
of all I longed to be lonely a while. My 
family, however, was not so wellpleased. 
Individually and _ collectively they 
stormed. When my brother found out 
that I was near a highway frequented 
by roustabouts from nearby oil fields 
and by Indians from a reservation over 
the river, he insisted that I keep his re- 
volver under my pillow. I kept my prom- 
ise, but the hatchet on the chair by the 
bed gave me more comfort than the 
pistol did. 

My landlord, finding out that I had a 
gun but not much knowledge of the use 
of it, put a wire fence around the hut. 
In his judgment a person just frightened 
out of a sound sleep might not be a 





N” what we gain, but what 


we give, 


Measures the worth of the life 
we live.” 





December, 1931 


good judge of noises. A curious cow or 
a friendly pony might stop my bullet 
instead of a drunken man. 

The winter was a severe one. I woke 
many mornings to find that the blizzard 
which had come up in the night had 
sifted snow over my pillow. Crawling 
out of bed to crouch over a stubborn 
stove while the sleet sizzled down the 
pipe; working for thirty minutes to get 
my door, which had frozen to, open so 
I could get out to gather fuel; chopping 
the coating of ice from the top of the 
coal pile before I could fill my bucket, 
made me wish that I had decided to 
work in the “five and ten.” 

When the fury of the last “norther” 
had spent itself, a rainy spring began. 
Snow, I found, was not nearly the wet- 
test thing there was. There were times 
when the only dry spot in the room was 
where the bed stood. I got to be quite 
adept at sleeping with all my belongings 
on my feet. 

One night a terrific wind woke me. I 
rushed across the room in the glare of 
the lightning just in time to keep the 
window from being blown out. The lit- 
tle house rocked and creaked as the 
wind twisted it but still I held on. At 
last the rain came down in sheets. It 
blew in around the window until it ran 
from my soaked clothing to pools at my 
feet. When the wind at last quieted so 
that there was no longer danger of the 
window coming out, I crawled shiver- 
ingly between damp blankets to wonder 
what might come next. 

In the bright sunlight of the follow- 
ing morning, I stared with surprise and 
horror at the neighboring shack, stand- 
ing a few hundred yards from my house. 
It was on its roof. Off across the prairie, 
I could see the wreckage of barns and 
houses. The wind with which I had 
tussled had been the edge of a tornado! 

After the last snowstorm had melted 
away, the last twister had taken its toll 
of my strength, the last rain had soaked 
my things, and the last sandstorm had 
covered them with a heavy layer of red 
dust, I ‘was more than willing to pack 
my belongings into my trunk and my 
memories into a corner of my mind, and 
leave the community. And yet it is of 
similar things with which a country 
school teacher’s life is filled in many sec- 
tions of our nation today. The winter 
may pass thru her and leave her ex- 
hausted but autumn always finds her 
or one of her sisters back at the task 
of trying to give equal advantages to 
all the children of all the people.— 
Una Pierce KILpatTRIck. 





nn 





i 


The Schools and International Goodwill 


FLoyp T. GooDIER 


Superintendent of Schools, Chicago Heights, Illinois 


U CH INTERNATIONAL TROUBLE 
M comes from intellectual rather 

than economic or political diffi- 
culties. . We need to cultivate each 
other in order to clear away misunder- 
standings. Ignorance causes misunder- 
standings. Misunderstandings cause ha- 
treds and hatreds cause war. War, there- 
fore, becomes an intellectual problem. 
Our schools can do more than any other 
influence to break down the wall of preju- 
dice. If the schools have a world- 
wide mission, it is to clear up the idea 
that some are the chosen people and that 
some are born superior to others in human 
rights. The Declaration of American In- 
dependence that all men are created free 
and equal in certain inalienable rights 
should be a worldwide principle, the 
teaching of which will do much to en- 
hance the value of the Golden Rule at 
home and abroad.—A. O. THOMAs. 


HE SCHOOLS are partly to blame. 
They overemphasize the glories and 
the heroes of war. A generation that has 
actually experienced war is not anxious 
for a second one. But when that genera- 
tion has passed from the scene, a new one 
appears that gains its knowledge of war 
from its study of history. Not until the 
public schools learn to teach a history 
that pictures the bloodshed, the suffer- 
ing, the heartaches, and horrors as well 
as the glories of war, can we hope to rid 
the world of this awful scourge.” 

The speaker was Private Peat; the oc- 
casion, a district conference of Rotary 
International. Since the sixth object of 
Rotary is “the advancement of under- 
standing, goodwill, and international 
peace,” and its members are pledged to 
support all legitimate means for increas- 
ing and developing friendly relations 
among the nations of the world, it is no 
wonder that these ringing words of Pri- 
vate Peat, delivered with all the force 
and enthusiasm of a gifted speaker, 
brought loud cheers from the audience. 
The writer joined in the cheering and, as 
one engaged in public school work, asked 
himself to what degree the speaker’s in- 


dictment of the schools was true. He was 
not surprised when another delegate to 
the conference challenged him with this 





E PEACE PRAYER—This group of statuary, 
“The Peace Prayer’, executed by Joseph 
B. Jenkins in his Oklahcma City studio in the 
interest of world peace, Cepicts God holding 
in His mighty hand the nations of the earth. 
They are exhausted, bankrupt from their con- 
stant warring strife. In their misery and despair 
they have at last turned each to his own God, 
who, regardless of name, is one and the same. 


remark, “Why don’t you school people 
take Private Peat’s statements seriously 
and do something about the situation?” 

This article is a report of some of the 
concrete ways in which the teachers of 
one school system are trying to give their 
pupils a foundation for thinking about 
and admiring international peace. Some 
weeks ago the teachers of the elementary 
schools of Chicago Heights were asked 
to put down in outline form the activities 
of their respective rooms which would 
tend toward the development of inter- 
national understanding and friendship. 
The quotations following are from the 
reports of individual teachers. 

As Chicago Heights is an industrial 
center with a cosmopolitan population, 








most of the teachers emphasize the im- 
portance of developing kindly feelings 
of goodwill among the pupils of their 
own rooms. Opportunities for encourag- 
ing this friendly relationship abound as 
the boys and girls live together day after 
day in the classroom and on the play- 
ground. Racial antipathies are bound to 
appear, frequently intensified by remarks 
made in the home or in various adult 
groups where pupils are “listening in.” 

To quote from the reports: “Some- 
times an American child hurts a foreign- 
born child by making fun of his dress, 
speech, or mannerisms. Time is taken 
to help the American child wnderstand 
that these things are not important. The 
important things are kindness, honesty, 
and helpfulness. If the American child 
were in a foreign country, he would be 
considered strange or queer.” “A little 
boy direct from Italy entered my room a 
short time ago. The other children were 
led to take a personal interest in him and 
to help him learn our language and our 
customs.” “In our school we certainly 
learn to be tolerant of those of other 
races. A Polish boy shares his song book 
with a Mexican or a Greek with a Negro. 
At recess they play happily together. I 
believe the fact that I can speak another 
language helps. I try to make a child 
proud of the fact that he can speak an- 
other language besides English.” 

Teachers in geography and history 
classes consciously bring out the attrac- 
tive side of life in other countries as a 
basis for a friendly attitude toward the 
inhabitants of those countries, as the fol- 
lowing quotations show. 

“We have learned much about the 
home life, work, play, and customs of our 
neighbors across the sea. Pupils whose 
parents came from Europe have told us 
many interesting facts about the life of 
their relatives in their native homes.” 

“In reading about children of other 
lands we try to create sympathy for 
them. We emphasize similarities, not 
differences, in nations and customs.” 


“We explain in class that the people of 
the United States ought to respect the 


FY ph LIFE is a situation of power and energy. He trespasses against his duty who sleeps on his watch, 


as well as he that goes over to the enemy.—From Constructive Citizenship by L. P. Jacks. 








[331] 











ences 


™ ve \ “ ~—- 
Dees She 


sate - 


oa 
™ 
az 


: 
( 


ecolragicta saab a 


332 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





customs of other peoples even though 
they seem strange because American cus- 
toms would seem just as strange to the 
peoples in other countries.” 

Not only do teachers present the at- 
tractive side of life in other countries, 
they also teach the interdependence of 
nations and the obligation the United 
States ought to feel for the contributions 
of other peoples. In the words of the 
teachers: ‘““‘We teach that nations are 
dependent upon each other for food, raw 
materials, and markets. War interrupts 
world trade.” “We show that each nation 
studied in our history course has con- 
tributed some knowledge or experience 
that has helped the United States. We 
try to develop an appreciation for other 
peoples and a friendliness for them.” 

Especially do teachers point out the 
debt we owe the great artists, scientists, 
and writers of other lands. The paintings 
of Millet and Rosa Bonheur, the Italian 
song “‘O Sole Mio” and “The Volga Boat- 
man” from Russia, together with many 
foreign folk tales which have been trans- 
lated into English illustrate this point. 
In the arithmetic classes of the upper 
grades, the pupils study the metric sys- 
tem of weights and measures. This gives 
the teachers an opportunity to stress the 
contribution of France to all civilized 
peoples in the creation of this scientific 
measuring table. 

Contrary to the implication of Private 
Peat as mentioned at the beginning of 
this article, teachers, at least some of 
them, do picture war accurately. They 
say: “Inour study of the war-torn nations 
of Europe, we stress the sorrow, waste, 
and misery that war caused and the 
struggle necessary for new nations as Po- 
land and Czechoslovakia to secure a place 
among the ‘nations of the world.” “We 
strip war of its false glitter and glory. 
We try to lead children to see beyond the 
uniformed ranks to the real horrors tied 
up in the word ‘war.’ We seek to incul- 
cate into the very fibre of a child’s think- 
ing the idea that war is a barbaric rem- 
nant in our Christian civilization. We 
endeavor to lead children tosee that men’s 
fighting and killing each other does not 
settle any problem. Might does not make 
right.” 

School textbooks in history have 
changed much in character during the 
past quarter-century. In place of long 
drawn-out discussions of wars, giving the 
causes, campaigns, descriptions of bat- 
tles, etc., we have the emphasis shifted 
to periods of progress and development 
along governmental, economic, indus- 


trial, and educational lines. This has - 


December, 1931 





brought a corresponding change in the 
space given to different characters in our 
national life. With no lessening or weak- 



























ONSTRUCTIVE CITIZENSHIP is | 
C the citizenship that con- 
structs; or, if I must pick my 
words carefully, the citizen- 
ship that creates. It creates out 
of things as they are with all 
their imperfections. It looks 
round on social life and picks 
out the promising elements, | 
leaving the unpromising ones 
aside for the time being, for 
the pessimists to enlarge upon. 
It pitches, for example, on the | 
capacity for skilful work lying | 
undeveloped in the millions of 
the people, and says: “Here is 
a grand asset; here is an ele- | 
ment we can make something | 
of. Let us see what can be 
done.” It observes certain 
beneficent methods in opera- 
tion, and says: “Let us extend 
the beneficence of those meth- 
ods. Let us make their opera- 
tion worldwide and world- 
deep.” — From Constructive 

Citizenship, by L. P. Jacks. 

















ening in the teaching of genuine Ameri- 
canism and patriotism the texts of today 
give increased attention to the heroes of 
peace. The same tendency is seen in the 
modern texts in literature dealing with 
biography. The scientist, inventor, edu- 
cator, social worker, religious worker, in- 
dustrial genius, and successful business 
man are given first place as builders of 
our nation, rather than those who have 
distinguished themselves only in time 
of war. Teachers mention as “Heroes of 
Peace” such names as Columbus, Liv- 
ingston, William Penn, Daniel Boone, 
Jacob Riis, Louis Pasteur, Edison, Father 
Damien, Henry Ford, Madame Curie, 
Sir Thomas Lipton, Frances Willard, 
Clara Barton, Jane Addams. 

Teachers are quick to utilize concrete 
situations for illustrative purposes. The 
experience of Canada and the United 
States, with a boundary line of more 
than three thousand miles without forts 
or other forms of military protection, 
shows how neighboring nations may live 
at peace over long periods of time. The 
use of arbitration as a method of settling 
international misunderstandings is an- 
other case in point. Such examples as 
that of the settlement of the “Alabama 
Claims” in 1871, the Bering Sea Fish- 


eries Case, the boundary line between 
Canada and Alaska, the Venezuela con- 
troversy in President Cleveland’s admin- 
istration are pointed out by history teach- 
ers as examples of the better way to solve 
international problems. As one teacher 
says: “We try to develop the idea that 
war, which formerly seemed necessary as 
the only agency for attempting to settle 
disputes between nations, is now being 
supplemented by the League of Nations, 
arbitration boards, and peace confer- 
ences.” 

The work in current events brings 
many excellent opportunities for helping 
boys and girls to become “peace- 
minded,” to use an expression that is fast 
becoming hackneyed. When such men as 
Paderewski and Einstein visit this coun- 
try, the pupils are given accurate infor- 
mation about them, are led to understand 
their greatness, and to appreciate their 
services to the world. The recent broad- 
cast of Pope Pius XI was utilized as the 
words of one who is a great lover of world 
peace. The goodwill flights of Colonel 
Lindbergh, the visit of Premier Mac- 
Donald of England, the splendid work 
of Dwight W. Morrow while he was 
Ambassador to Mexico, are all discussed 
in class and used to show that the great 
men of all countries wish the nations of 
the world to live together in peace and 
are using their efforts to promote friendly 
relationships. Other illustrations are the 
proposed building of the International 
Highway from Fairbanks, Alaska, to 
Buenos Aires, Argentina, and the Olym- 
pic Games with participants from leading 
countries of the world. 

Perhaps the greatest single event 
fraught with peace influence within the 
last few years was the signing of the 
Kellogg-Briand Peace Pact. Thanks to 
various educational publications, this 
pact was available in a form such that it 
could be easily displayed in the school 
room. In those grades where the pupils 
were of sufficient maturity this memor- 
able document was read and discussed. 

Speaking in Chicago recently, Miss 
Jane Addams told a conference of Y. W. 
C. A. workers that the greatest problem 
in the world today is the abolition of war. 
Many agree with that statement. Miss 
Addams dared to predict that the aboli- 
tion of war would come in the generation 
of those who are now the youth of our 
land. May the prediction come true, and 
in the meantime, may the teachers in our 
schools take Private Peat’s words se- 
riously and do their part toward prepar- 
ing our boys and girls for international 
peace!—From the Illinois Teacher. 





ie SUPREMELY important thing in 
the life of a nation as in the life of 
an individual is the purpose which 
animates it. This purpose for America 
shines forth with peculiar brightness 
from the lives of the pioneer founders. 
The democracy which they founded at 
the time when they set it going was a 
hopeless dream with no background of 
experience or success to justify the blind 
faith in their fellows which they wove 
into the very warp and woof of our 
American system. Their faith was gen- 
uine because it grew out of the everyday 
relations of one people living together 
on a new continent struggling against 
forces which furnished daily tests of wis- 
dom, courage, foresight, and cooperation. 

The life of Washington is unusually 
rich in these fine qualities which are the 
inalienable heritage of every boy and girl 
and which constitute for America a 
wealth far greater than all material ac- 
cumulations and achievements. 

In this spirit let us teach to all the 
children the greatness of Washington 
and his associates, not forgetting to add 
a prophetic note; not forgetting that 
America is entering a new period of pio- 
neering which calls anew for the noble 
qualities which have endeared Washing- 
ton to the entire world. 

This is the purpose in setting aside one 
year when the whole nation shall medi- 
tate on the life of its first citizen. This is 
the challenge of the Bicentennial to the 
schools of the nation. In our zest to 
glorify a national hero we have presented 
Washington to our boys and girls as a 
military idol and a paragon of virtue, 
neglecting to stress the human struggles, 
temptations, and disappointments of his 
life which give the real value to his 
achievements. 

If America is to fulfill the hopes of her 
founders, if she is to continue to point 
the way to light in a world of darkness 





The George Washington Bicentennial 


The Schools and the Bicentennial 














































O BETTER way of dispelling 
discontent, of meeting 
the various ingenious but un- 
sound political panaceasthatare 
daily offered as curealls for our 
troubles, or of counteracting 
paid propaganda for the sub- 
version of our government, can 
be found than to fill our hearts 
and minds with the inspiration 
that may be derived from the 
political principles and practise 
of George Washington and the 
few other great men who col- 
laborated with him in his great 
work. It is therefore with the 
firm conviction that this coming 
Bicentennial year offers a spe- 
cial and rarely recurring occa- 
sion for the education of our 
nation in the sound political 
and civic principles which will 
lift it to a higher moral plane 
and set it on its road safely for 
another two centuries, that I 
come to you on behalf of the 
United States Commission for 
the Celebration of the Two 
Hundredth Anniversary of the 
Birth of George Washington 
to ask your cooperation in 
making this celebration mean 
the most possible to the Ameri- 
can people, and particularly to 
give it the full educational 
value it can have for our young 
citizens now being educated in 
the ‘schools and colleges of the 
country.” —Lt.Col. U.S.Grant, 
before the NEA convention at 
Columbus, Ohio, July 2, 1930. 








she must recapture the gleam which led 
her forefathers to a seemingly impossible 
victory, and gave her birth. She must 
overcome greater odds today than those 


they encountered because her enemies lie 
within herself—selfishness, avarice, loss 
of ideals, and their resulting crimes. Her 
hope lies in the education of the new 
generation. 

The spirit in which our American Re- 
public was founded was voiced by Wash- 
ington, himself, in the following para- 
graph taken from his writings. 

“The foundation of our empire was 
not laid in the gloomy age of ignorance 
and superstition; but at an epoch, when 
the rights of mankind were better under- 
stood and more clearly defined than at 
any former period. The researches of the 
human mind after social happiness, have 
been carried to a great extent; the treas- 
ures of knowledge, acquired by the la- 
bors of philosophers, sages, and legisla- 
tors, thru a long succession of years, are 
laid open for our use, and their collected 
wisdom may be happily applied, in the 
establishment of our forms of govern- 
ment. The free cultivation of letters, the 
unbounded extension of commerce, the 
progressive refinement of manners, the 
growing liberality of sentiment, and, 
above all, the pure and benign light of 
Revelation, have had a meliorating influ- 
ence on mankind, and increased the bless- 
ings of society. At this auspicious period, 
the United States came into existence as 
a nation; and, if their citizens should not 
be completely free and happy, the fault 
will be entirely their own.” 

Let the schools make the most of the 
opportunities offered by this Bicenten- 
nial year for inspiring America’s youth 
with the real purpose for which our gov- 
ernment was founded. Nations of power 
and greed were already too many in 
Washington’s time. To have so greatly 
sacrificed that another such should reach 
out a grasping hand would not have been 
worthwhile. Let a rising generation, be- 
lieving that America’s is a new kind of 
government, lead on. 





EORGE WASHINGTON was greatly interested in education, as is shown by the way in which he spent money, 
time, and thought upon the education of the young people for whom he was responsible, among them 
being the children and grandchildren of Martha Washington. He was a pioneer in the interests of universal 
education, primary, secondary, and collegiate. It engaged his attention and constructive thought even in his 
will, fully six pages of that historic document being devoted to setting forth his ideas in regard to it. {|The 
first free school in the state of Virginia was founded by him and some other public spirited men in Alexan- 
dria, Va. This school was known as the Alexandria Academy and was for the education of orphaned or poor 
children of that city. This building still stands and is at present included in the school system of the state. 
In his will, among other gifts, for educational purposes, he left a bequest to Liberty Hall Academy, now 
Washington and Lee University, thus showing that he was a patron of education in a material way. 








 ———. 


[ 333 ] 



























Teaching the Life of George Wast 





T SHOULD BE the highest ambition of every 
American to extend his views beyond him- 
self, and to bear in mind that his conduct will 
not only affect himself, his country, and his 
immediate posterity, but that its influence may 
be co-extensive with the world, and stamp 
political happiness or misery on ages yet un- 
born. To establish this desirable end, and to 
establish the government of laws, the Union 
of these States is absolutely necessary. There- 
fore, in every proceeding, this great, this im- 
portant object should ever be kept in view; 
and, so long as our measures tend to this, and 
are marked with the wisdom of a well-in- 
formed and enlightened people, we may 
reasonably hope; under the smiles of Heaven, 
to convince the world that the happiness of 
nations can be accomplished by pacific revolu- 
tions in their political systems, without the 
destructive intervention of the sword. 


Let the reins of Government be braced, and 
held with a steady hand, and every violation 
of the Constitution be reprehended. If defec- 
tive, let it be amended, but not suffered to be 
trampled upon, whilst it has an existence.— 
GeEorGE WASHINGTON. 





HE HEROIC QUALITIES of George Washington have be 
gf jad« Because he lived, mankind achieved a new n 

His life stands out in the great sea of human progr 
character fire the imagination of youth. To dream and t 
is remade with each generation. The supreme opportunity | 
ambition, to free energy, to arouse worthy imitation. The 
this purpose. He was generously human, homeloving, siuc 
selfishness won him the confidence of people. His devotior 
life which it is particularly fitting to emphasize at this tit 
Washington’s homelife in the formation of his character. It 1 
Washington’s devotion to education was inspired by his dé 
telligent and enlightened cooperation. America stands on th 
known before in a thousand years. Thru the processes ¢ 
inspiring to the youth of today as the future of Washin; 





George and Martha Washington loved their home and were noted for their 











[This poster for your classroom is from the JouRNAL of the National Education Association. Copies, print 



























































ishington, the Man and the Citizen 


e been a moving force in the lives of untold numbers of 
ew measure of selfrespect, of courage, and of aspiration. 
rrogress as a beacon and a lighthouse. The qualities of his 
nd to do are as natural for a child as to eat. The world 
nity of the teacher is to keep the standards high, to quicken 

The life of Washington provides a wealth of material for 
_ siudious, farsighted, devoted to the common good. His un- 
otion to home, to peace, and to education are phases of his 
is time. A visit to Mt. Vernon suggests the significance of 
r. It is a pilgrimage that should be made by every American. 
is desire to lift citizenship to an entirely new level of in- 
on the threshold of great changes such as civilization has not 
ses of education the future of America must be made as 
shington’s America was to him. 





NOWLEDGE IS, in every country, the surest 
basis of public happiness. In one, in 
which the measures of government receive 
their impressions so immediately from the 
sense of the community as in ours, it is pro- 
portionably essential. 

To the security of a free constitution it con- 
tributes, in various ways: by convincing those 
who are intrusted with the public administra- 
tion, that every valuable end of government is 
best answered, by the enlightened confidence 
of the people; and by teaching the people them- 
selves to know and to value their own rights, 
to discern and provide against the invasions 
of them, to distinguish between oppression and 
the necessary exercise of lawful authority, 
between burdens proceeding from a disregard 
to their convenience and those resulting from 
the inevitable exigencies of society, to dis- 
criminate the spirit of liberty from that of licen- 
tiousness, cherishing the first, avoiding the last, 
and uniting a speedy and temperate vigilance 
against encroachments, with an inviolable re- 
spect to the laws. 

Whether this desirable object will be best 
promoted by affording aids to Seminaries of 
Learning already established, by the institu- 
tion of a National University, or by any other 
expedients, will be worthy of a place in the 


deliberations of the legislature. — GEorGE 
r their generous and gracious hospitality. Their guest here is General Lafayette. WASHINGTON. 








, printed on attractive art paper, may be had from the Association: 20 copies, $1; $4 a hundred; $30 a thousand.] 





i+-o aoe 





t TEACHERS everywhere the Jour- 
NAL makes two suggestions for 
planning a Bicentennial program: 

First, begin now and Second, write to the 
United States George Washington Bicen- 
tennial Commission, Washington Build- 
ing, Washington, D. C., explaining your 
particular needs, and get from their vast 
collection of materials, gathered thru the 
most careful research by experts, refer- 
ences, program suggestions, and other 
helpful literature. 

This page is not intended in any way 
to substitute for the material which may 
be obtained by writing to the Commis- 
sion, but only to indicate the kind of ma- 
terial they have available and the nature 
of plans which are already underway. 

The photographs used on the center- 
spread preceding this page were loaned 
by the Commission from their vast col- 
lection of over two thousand prints. 


Study material—The following is 
some of the material which has been pre- 
pared specially for teachers by the Com- 
mission: 

Honor to George Washington. Sixteen 
booklets presenting authentic facts about 
George Washington, prepared under the 
direction of Professor Albert Bushnell 
Hart of Harvard University, historian of 
the Commission. The titles are: 


Frontier Background of Washington’s Ca- 
reer, Washington The Man of Mind, Tributes 
to Washington, Washington the Farmer, Wash- 
ington as a Religious Man, Washington the Co- 
lonial and National Statesman, Washington 
and The Constitution, Washington as President, 
Washington Proprietor of Mount Vernon, 
Washington The Military Man, Washington 
The Traveler, Washington The Business Man, 
Washington as Engineer and City Builder, 
Washington’s Home and Fraternal Life, Race 
Elements in Washington’s Time, Classified 
Washington Bibliography. 


George Washington. Appreciation. A 
course of study outlined in handbook 
form. 

Catalog of plans and pageants relating 
to George Washington, listing all avail- 
able material of this character. 

Character education studies for junior 
organizations. 

A series of 48 programs and papers 
particularly ‘suitable for essay and de- 
bate materials. Included are such sub- 
jects as. “Homes of George Washing- 
ton,’ “Homemaking of George and 
Martha Washington.” 

Representative specimens of popular 
and concert music associated with Wash- 


The George Wasnington Bicentennial 


Planning Your Program 





Points to Emphasize 


| 
| ONGRESS created the George 
| Washington Bicentennial 
Commission and the President 
| of the United States is its chair- 
man. 
[2] It will not be a world fair 
or exposition and it will not be 
held in any one place. 


[3] It will be a nationwide, 
even a worldwide series of 
celebrations in which every 
state, city, and town in this 
country, together with Amer- 
icans and others in many for- 
eign countries, will participate. 
[4] It will last from Washing- 
ton’s Birthday, February 22, 
1932, to Thanksgiving Day, 
November 24, 1932, with spe- 
cial local and national celebra- 
tions everywhere on all holi- 
days, anniversaries, or other 
days which can be connected 
with the life of George Wash- 


ington. 


[5] Every program should re- 
late to the great life and work 
of the First President and 
Founder of the Republic. 


[6] The United States Com- 
mission urges mayors and 
other officials of every city and 
town in the country to appoint 
George Washington Bicenten- 
nial Commissions or Commit- 
tees, in order to prepare for the 
events of the Bicentennial 
Year. 


[7] The United States George 
Washington Bicentennial Com- 
mission, Washington Building, 
Washington, D. C., will send 
literature and suggestions for 
local programs to any commit- 
tee, organization, or group that 
will write for them. 





ington are being collected for the use of 
those arranging Bicentennial musical 
programs. 


References—The following list of 
George Washington selections for ele- 
mentary schools was prepared by a com- 
mittee of the American Library Associa- 


[ 336 ] 


tion. The Commission also has selections 

of Braille work for the blind. 

ATHERTON, GERTRUDE FRANKLIN [Horn]. The 
conqueror; a dramatized biography of Alex- 
ander Hamilton. 24th edition. 1918 [1916]. 
Stokes. $2.50. 

This is a “novelized biography” and brings 
in Washington frequently. 

*Brooxs, ELpripce STREETER. True story of 
George Washington. 1895. Lothrop. $2. 

A simple and popular biography abundantly 
illustrated. [A.L.A. catalog, 1926.] 

Fiske, JoHN. The American Revolution. 1894. 
2-vols. Houghton. $2. 

A popular history in good style. It gives mil- 
itary and personal sides. It has faults but is stiil 
much read. 

*Forp, Paut Leicester. George Washington. 
[True series] 1926 [c1896]. Lippincott. $3.50. 
This edition is same as True George Wash- 

ington published 1896. 

*Gerwic, GeorcE WILLIAM. Washington, the 
young leader. 1923. Scribner. $1.25. School 
edition. $.88. 

A readable biography of the boyhood and 
young manhood of Washington. Ends with the 
fall of Fort Duquesne. 

H111, FREDERICK TreEvoR. On the trail of Wash- 
ington. 1910. Appleton. $2.50. 

A direct and entertaining biography in which 
only admitted facts are used. ; 

* MITCHELL, S1tas WEIR. Youth of Washington. 
1904. Century. $2. 

Told as an autobiography written in the days 
following his presidency. Interesting to all ages. 
*Ripeinc, WiLt1AM Henry. George Washing- 

ton. New edition. 1916. Macmillan. $1. 

Compact and interesting book with passages 
quoted from his diary and from different biog- 
raphies. 

*SCHAUFFLER, RosperT Haven. ed. Washing- 
ton’s birthday. [Our national holidays series] 
1910. Dodd. $2. 

Glimpses of Washington’s life with selections 
from his writings as well as tributes and other 
poems about him; designed to aid in the cele- 
bration of Washington’s birthday. 

*Scupper, Horace Exisu. George Washington. 
[Riverside literature series.] 1924. Houghton. 
$.56 clo. $2 illus. ed. 

Among the best one-volume lives of Washing- 
ton for readers of any age. 

*WIsTER, OwEN. Seven ages of Washington. 
New edition. 1917. Macmillan. $2. 

The live and human Washington against the 
background of his time. 

[Those starred are for a small school or for 
first purchase.] 


What the federal government is 
doing—Restoring and preserving na- 
tional shrines. Completing the great 
building program in Washington, D. C., 
the city planned and founded by Wash- 
ington. Publication of a 25-volume edi- 
tion of Washington’s authentic writings. 
Recoinage of quarter dollar in George 
Washington memorial design. Construc- 
tion of a memorial highway connecting 
the city of Washington and Mt. Vernon. 








Better Teaching of Arithmetic 


Vitalizing Instruction 


LrEo J. BRUECKNER 


College of Education, University of Minnesota, Minneapolis 


Amst for the kind of work that 


are used in daily life. To give point to 
much of the verbal problem work in 
which these processes are applied, teach- 


sidered in buying at sales, and similar 


must be done by pupils to develop factors. Almost every group of problems | 


skill in computation, there is no 


reason why much of the classroom activ- 
ity in the time devoted to arithmetic 
should not be similar to that of geogra- 
phy, history, reading, and nature study. 
In these classes there is ample opportu- 
nity for full discussion of each unit of 
subjectmatter, for consideration of ac- 
tual application of the topics being stud- 
ied, for independent research on points of 
special interest to the class, for excur- 
sions, and for other activities to enrich 
the learning. 

There is a clear tendency to organize 
subjectmatter in these courses into units, 
systematically arranged and of demon- 
strated social value. The pupils study 
the unit from various angles until the im- 
portant basic generalizations have been 
made and the essential content has been 
mastered. Under the guidance of the 
teacher, pupils may initiate and plan 
many of the activities engaged in by the 
class in studying the unit. In this way 














fens FIRST ARTICLE in this 
series on better teaching 
| of arithmetic appeared in Oc- 
tober 1931. The series will con- 
tinue until June 1932. When 
Leo J. Brueckner was asked 
to prepare this series for the 
JOURNAL he replied: “I appre- 
| ciate very much indeed your 
invitation to prepare a series of 
| nine articles on arithmetic for 
the 1931-32 JouRNAL. I shall be 
glad to undertake this interest- 
ing piece of work. Dean Gray’s 
series of articles on reading in 


























| standard.” Dr. Gray’s articles 
on the teaching of reading last 
year were much used in group 
study and faculty meetings. 
Likewise Dr. Brueckner’s ar- 










| the 1930-31 JoURNAL set a high | 


dealing with some real application of) 
number presents similar opportunities) 
for enrichment. 

The teacher should always feel free 
to supplement the material found in an 
textbook, however rich it may be, by using 
illustrative content from other sources, 
such as other subjects of the curriculum, 
the special activities of the school, situa- 
tions that arise in thecommunity, business 
relations, and the like. Such a procedure 
often makes it possible to give real mean- 
ing to a topic which might otherwise 
have little significance to the pupils. For 
example, a sixth-grade class was con- 
sidering the question of how to get the 
pupils in the school to keep the newly 
painted school in as neat and tidy con- 
dition as possible. This discussion took 
place during the time allotted to oral 
English. The pupils had learned that it 
had cost approximately $12,000 to do 
the work. To make this sum as concrete 












and meaningful as possible to the chil- 
dren in the school, the class decided to 
present to them as part of an assembly 
program answers to such questions as 
the following: “How many icecream 
cones could you buy for this amount of 
money? How many pairs of roller skates? 
How many pairs of shoes? How many 
loaves of bread? How many times could 
you go to the movies at 10 cents a show?” 
and others of a similar nature. In vari- 
ous ways such as thru charts, cartoons, 
and lantern slides, the class attempted 
to make the facts secured even more 
meaningful to the pupils. Needless to say 
the presentation of these detailed bits of 
information in the inimitable fashion 
used by this class impressed upon the as- 
sembled pupils in as forceful a way as 
could well have been devised the large 
amount of money spent to redecorate the 
building. Every item included was within 
the experiences of most pupils present. 
Judging from their reactions it was not 
going to be a difficult matter to secure 
from them wholehearted cooperation in 
the proper maintenance of the building. 
Similar situations in which the need for 
consideration of valuable quantitative re- 
lations frequently arises will readily oc- 
cur to you. 

At the University of Minnesota dem- 


they gain valuable experience in organ- 
izing and directing their work toward so- 
cially useful goals. The subjectmatter 
has more meaning because they are ex- 
periencing it and can see the relation of 
what they are doing to the ends to be 
achieved. The teaching may thus be 
adapted to individual differences in in- 
terests, ability, and background. Thru 
| participation in these activities the pupils 
should thus acquire power “to direct 
more efficiently their subsequent expe- 
riences.” 

While it is true that at the present time 
| the step by step development of number 
processes determines in many schools the 
| organization and content of subjectmat- 

ter in the arithmetic curriculum, there 
is undeniable evidence that there is a 
| tendency away from this rigid basis of 
arrangement. Recognition of the infor- 
| mational, sociological, and psychological 
functions of instruction in arithmetic has 
brought this about. The emphasis on so- 
cial values has resulted in the effort of 
teachers to provide experiences in the 
classroom which will make these func- 
tions effective. 
To give meaning to number processes 
they are being presented to pupils in 
situations similar to those in which they 


ticles are being used to im- 
prove the instruction of arith- 
metic in many schools. Dr. 
Brueckner is the author of 
Diagnostic and Remedial 
Teaching in Arithmetic, one of 
the 60 Educational Books of 
1930, the list published in the 
| April 1931 JourNAL. 











ers can supplement textbook problems 
solved by some computation with ques- 
tions designed to bring out important re- 
lations. For example, instead of giving 
a problem such as, “How many miles are 
there in 37,000 feet?” which has no point 
of significance whatever, the problem 
might well be stated, “The deepest spot in 
the Pacific Ocean is 37,000 feet deep. It 
is near the coast of Japan. How many 
miles is this?’’ Further point may be 
given to the problem by asking the ques- 
tion, “Can you name some place which 
is that distance from here?” Similarly 
the problem, “At a sale I bought a $20 
hat at a reduction of 25 percent. How 
much did I pay for the hat?” might be 
given further point by considering such 
questions as why we have sales, the ad- 
vantages of sales, the points to be con- 


[ 337] 








AS cae ee 


\ 


onstration school I saw what from many 
angles seems to me to be the richest les- 
son in arithmetic I have ever seen. I am 
describing it because of the point of view 
it emphasizes. The lesson was observed 
with a group of University of Minnesota 
students in a course on the supervision 
of arithmetic. The aim of the teacher was 
to present a type of lesson in arithmetic 
which would show observers ways in 
which instruction in that subject might 
be enriched and vitalized for the pupils. 
The source of the unit out of which the 
lesson arose was the desire of the pupils 
to have a party near the close of the sum- 
mer session. This is an annual affair at 
the school. The question of the kind of 
refreshments naturally arose. It was de- 
cided by the class to have icecream. The 
teacher, quick to see the possibilities, 
raised the question as to whether they 
should buy the icecream or else buy the 
ingredients and make the icecream them- 
selves. After a brief discussion of what 
was involved, the class voted with enthu- 
siasm to make the icecream, altho some 
pupils thought it would be cheaper to 
buy it at the store. The next day the 
teacher wrote a recipe for 12 dishes of 
ice cream on the blackboard as follows: 


1 


| 


1 pt. cream 2 eggs 
1 cup sugar 1 tsp. flour 
2 tsp. vanilla 14 tsp. salt 


1 qt. milk 
Questions that arose were: 
Will this recipe be enough for the class? How 
do you know it is not enough? How will we 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


know how many times as much as the recipe 
we shall need? The class decided to have a 
party of 47. How will we determine how many 
times as much as the recipe we should make? 
The class saw that to find out they would 
divide 47 by 12, which involved a bit of teach- 
ing of approximation, resulting in the decision 
to get four times as much of each ingredient 
as the recipe called for. 

The class now found by computation 
how much of each kind of material was 
needed and determined to purchase the 
following amounts: 

milk—4 qts. _ : 

eggs—8 . 

cream—4 pts. vanilla—8 tsp. 

sugar—4 cups flour—4 tsp. 

A group was assigned the task of find- 
ing out the amount of ice and salt needed. 
They were to visit the Ives Ice Cream 
Company nearby to find out. Other 
groups of children were assigned or 
rather volunteered to find the cost of the 
amount of each of the ingredients needed. 
They were to find the cost of each when 
sold in units, how they were sold, and 
the cost of the amount to be used. The 
group on sugar was to find out how much 
a cup of sugar weighed. The vanilla 
group was to find the number of ounces 
in a bottle, the number of teaspoons in a 
bottle, and the number of teaspoonsful 
to the ounce. After a discussion of the 
size of freezer to use it was decided to 
borrow a six-quart freezer, not a smaller 
one, which one of the pupils said he could 
loan. This decision involved an interest- 
ing discussion of the expansion of liquids 
when frozen, a fine unit for nature study. 


tsp. or 1 tsp. 


We wh make | 


nats. « has 


We wile 


Ae ssi eed 


Not studying arithmetic—just “playing store” where the arithmetic 


BS 





The pupils discussed the question of buy- 
ing efficiently and spending as little as 
possible, since the cost of the icecream 
was to be shared equally among them. 
Judging from the reports of the groups 
described a little later in their report the 
discussion was very effective, for there 
was Clear evidence of care in buying. 

The necessary materials were to be 

purchased by each group with money 
advanced by the teacher. Any money 
that was left was to be returned with 
a receipt the following morning. In the 
afternoon the pupils bought the ma- 
terials needed at the places where they 
found the cost lowest, taking into con- 
sideration the quality of the material 
purchased and the amount required. The 
following were also involved: 
Knowing the definite amounts needed; check- 
ing the weight; billing; checking the bill; 
crediting the cost of bottles; wrapping so as 
to prevent loss or damage; service, quality, 
and cleanliness of the place at which purchase 
was made; and consideration of the differences 
in the cost of items at various stores and factors 
causing this condition. 

On the following morning before the 
final lesson which we observed, the 
groups brought to school the materials 
purchased and with some difficulty made 
the icecream and had their party. The 
particular lesson I wish to describe, the 
last one in the unit, consisted of reports 
by the groups concerning their purchases, 
and the filing of receipts and the check- 
ing of the money returned. 

This lesson began with the pupils tak- 





First Grade, West School, Atlanta, Ga. 


processes are part of being a good storekeeper. 





© 


as oon tue 


— a ~ N 


Vol. 20, No. 9 








ing their seats in an orderly manner. The 
teacher then called on the several com- 
mittees for their reports. She appointed 
one of the boys to check the receipts and 
the amount of money returned against 
a list containing a record of the money 
she had advanced. He sat at a table at 
the front of the room and the chairmen 
of the groups went to him as soon as 
their reports were completed. 

The first committee to report was the 
“ice group” consisting of four boys. They 
had gone to the Ives Ice Cream Com- 
pany to find out how much ice would be 
needed to make the four quarts of ice- 
cream. The chairman of the group said 
that in the course of the discussion at 
the office one of the men asked them why 
they wanted to know. When the boys 
told them, the manager was much in- 
terested and personally led the boys on 
a trip thru the whole plant, showing 
them how milk was bottled, how butter 
was made, how icecream was manufac- 
tured. When the boys left he gave them 
the salt needed for the ice. The boys 
were also told that about fifty pounds 
of ice were needed. They found out from 
the ice man that a fifty-pound piece of 
ice when delivered at the school would 
cost fifty cents. The boys could not 
understand why, when water was so 
cheap, ice which was only frozen water 
would cost so much. One of the boys 
remembered a “cash and carry” ice sta- 
tion near his home and said that he 
thought ice was cheaper there. So the 
group went to this station near his home. 
They found that they could buy fifty 
pounds of ice for twenty-five cents, but 
that they would have to take it to the 
school themselves. The chairman ex- 
plained then that they had decided to 
save this difference of twenty-five cents 
by hauling the ice to school, which they 
had done that morning. The boys were 
quite obviously very proud of their per- 
formance and their thrift. The teacher 
then listed the item “ice” on the black- 
board and indicated the amount of 
money spent for the item. This same pro- 
cedure was subsequently followed for the 
reports of the other groups, resulting in 
a list of the amounts spent for the several 
items. The chairman presented his re- 
ceipt and the balance of the money for- 
warded by the teacher to be checked by 
the boy at the front of the room. 

The next group to report was the one 
on sugar. The little girl leader reported 
that a cup of sugar was half a pound and 
that they needed two pounds for the ice- 
cream. At the suggestion of the mother 
of one of the girls they had looked at 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


advertisements in a newspaper and had 
found that sugar was on sale at one of 
the stores at ten pounds for fifty cents. 
They figured that the sugar would cost 
five cents a pound and ten cents for two 
pounds. They went to the store and or- 
dered two pounds. When they handed the 
grocer ten cents ini payment for the sugar 
they were greatly surprised when he said, 
“The sugar will cost you fourteen cents.” 
When the girls asked him how this could 
be, since the price was fifty cents for ten 
pounds or five cents a pound, he said, 
“Well, you see, when you buy in bulk or 
large quantities the price is less than 
when you buy by the pound. We get 
seven cents a pound for sugar when you 
buy by the pound.” It was quite apparent 
that this rather common business prac- 
tise was new to the children and the rea- 
son for it was not clear to them. The 
point was left for a later class discussion 
because of the small amount of time left. 
The milk committee reported that milk 
cost twelve cents when purchased from 
the milk wagon and only eleven cents 
when bought at the store. Similar savings 
were briefly discussed. They reported 
that they bought the milk and cream at 
the store to save about eighteen cents. 
The reports of the other groups were 
all very interesting. The group of girls 
on vanilla were amazed at the difference 
in the price of bottles of vanilla on sale 
at various stores and had found out about 
adulterated foods, inferior quality of con- 
tent, the need of labels indicating con- 
tents of packages, and the like. They 
were also struck by the differences in the 
prices per ounce for the same kind of 
vanilla in bottles of different sizes. The 
group reported that they bought a larger 
bottle than they needed because they 
hoped that the teacher “would buy what 
was left. It would be so cheap.” This the 
teacher laughingly agreed to do. A group 
of boys reported on the purchase of eggs. 
They had to decide whether to buy eight 
small eggs at twenty-four cents a dozen 
or eight larger eggs at twenty-eight cents 
a dozen. After a long, apparently at times 
quite heated discussion and much calcu- 
lation, they decided to buy the large eggs 
at an additional cost of four cents, “be- 
cause they thought the icecream would be 
better with large eggs than small ones.” 
After all groups had reported and the 
list of amounts spent for the various 
items completed on the blackboard, the 
teacher asked, “How much did our ice- 
cream cost us?” The pupils immediately 
proceeded to copy the figures listed and 
to find their sum. Others computed di- 
rectly from the blackboard. None used 


339 





the incorrect process. The total cost was 
found to be $2.54. Each pupil found the 
correct sum. The teacher next said, “We 
had portions for 47 persons. How much 
did the portion for each person cost?” 
Most of the pupils proceeded at once to 
divide $2.54 by 47, which introduced 
a problem in remainders. The pupils 
quickly saw that the cost per person was 
more than five cents, the cost of an ice- 
cream cone. This fact seemed to surprise 
some of the pupils greatly. “Why should 
icecream cost more when we make it than 
when we buy it at the store?” must have 
been the question that was flashing thru 
their minds. Very wisely the teacher did 
not ask this fourth-grade group to dis- 
cuss the question in any detail. 

The teacher asked, “Are there any 
comments?” Some of the pupils then 
spoke briefly about some things they had 
learned. Typical statements were the fol- 
lowing: “Even if the icecream cost us 
more to make than to buy it, we know 
now how to make icecream.” “I learned 
a lot about buying and selling that I 
didn’t know before.”’ “I wouldn’t have 
gone thru the Ives Ice Cream Plant if we 
hadn’t done this.” One rather red-faced, 
perspiring youngster said, “Well, I got 
plenty of exercise cranking the old 
freezer.” Many other interesting com- 
ments were made, illustrating a wide 
variety of contacts and outcomes. After 
a few minutes of general discussion the 
class was dismissed. 

Would you call this unit of work a 
lesson in arithmetic? Would pupils learn 
arithmetic and its applications better in 
such activities than they do when teach- 
ing stresses drill on computations and 
neglects the applications of numbers in 
real life activities? What outcomes of 
social value to the pupils in this class 
were the direct result of the unit that 
has been described? What attitudes, ap- 
preciations, and points of view were di- 
rectly involved? 

Should arithmetic applications be 
limited to the time assigned to the arith- 
metic period or should the teacher make 
use of situations in any subject in which 
numbers function to increase the power 
of the pupils to use numbers intelligently 
and effectively? What are some of the 
possible situations that frequently arise? 
How can arithmetic instruction contrib- 
ute to the development of sane, intel- 
ligent attitudes toward business and busi- 
ness practises? What information should 
the average citizen have concerning such 
items as the advantages of buying in bulk 
as against in packages, the ethics of ad- 
vertising, and adulteration of food? 








en are laa 


finn 


PS king kei eS Oe 















State 








Total 


Alabama 
Arizona 
Arkansas 
California 
Colorado 

























Connecticut 

Delaware , Sp, ae 
District of Columbia.... 
Florida. ... 
Georgia 


Idaho : es bea we | 
Illinois ‘ 

Indiana 
lowa. 
Kansas 


Kentucky 
Louisiana 
Maine. . 
Maryland 
Massachusetts 


Michigan 
Minnesota 
Mississippi 
Missouri 
Montana 
Nebraska 

Wevada. .. ‘a 
New Hampshire 
New Jersey 

New Mexico 


New York i 

ON SOP OEE TCO TOT 
North Dakota...... 

J ae ile 
Oklahoma 





SS Ba 


Number examined for certificates and com- } 


An Estimate of the Teacher Supply and Demand Situation, 1929-30 


Prepared by the Research Division of the National Education Association 





















































































nce bnthnee es 
NLS. 5.5. 56-5's.5 ope bta 
Miote Befemd.... 2. ccccees 

South Carolina......... 








pleting teacher training in 1928-29 | Number All teachers Trained teachers* 
om of new Total Total ser" aiktoaneal an = 
. lc a 4 aa supply! demand ? a A 
ess 4 or ertificated| from other pparent pparent 
than | — 4 more by exami-| states ——_ -- over- os ever- 
2 years | y years | nation 8 supply supply 
, | 8 of oe ..t- 7 8 9 10 11 12 
23,578 36,595 33,161 | 18,188 10,673 122,195 90,354 8,818 40,659 21,788 12,444 | 
| 
lcd iedttetiieaniadininciaeed atilabiealien rte ke EE a, 
965 | 593 633 51 129* 2,371 2,371 0 0 Bee a 
o* | =. 307 | 115* | 0 | 626" | 1,048 1048 0 0 0 o || 
6 |i i038 2,500" |" 1008 | 650 | Cee) 3.06 Rie | See i i EE 1,447 
Oo | Miikka akc 474 921 ORR oie 7 eae a. ere 
o* | 31* 9* | 30* 75* 145 150* eee Pee: 
o* o* 202* 0 25* 227 | re : Pee , 17 
250* 350* 250* | 2,786 284* 3,920 1,135* Or 2,785 a A ee 
o* 584* 153* | 737 3,1754 2,438 ec eer ee 
o | 330 82 | 18 300* 730 as eae ee ae | 112 
0 | 2,284 2, 562 BURGESS ob Beek Ch heres SS SONNE Boi. sik 3,082 | 
1, 800* 1,440* 2, 400* 3,837* 400 9,877 = rer 4,685 FS ee atin 
2,995 2,028 1,497 1,800 | 50* 8,370 RM Be don 400% 4,970 Jake 173 «| 
1, 800* | 600* 200* 1,570 150* 4,320 S40 fice cis ' 820 Fg ERT ES 
360 | 603 330 > Bad viddes oon 1,293 1,52 ae Fa ree | eS RR eee 
665 i8 | 683 975* ee Bs ho ee oo Pe Bia cosaaaue 
0 510 167 0 214 891 ere Oy ans » atecere.s 47 
0 1 ,033* 451* 0 550* 2,034 eg, eee | a, ang 234 | 
—_———_ ——_ -——$_—_——_ |—— - — — — — | 
eee ke 785* 6,198* o* re 6 ,983* = | eon yy 1,642 errr 1,642 | 
900 1,193 1,000 0 444* 3,537 Fe _ ae eee 208 ee Re | 
1 ,000* 450* 300* 1, 800* 400* 3,950 SF Ly ear 1,950 Me Bvetecus oar | 
1,387 267 142 2,672 185 4,653 ec L Ia or 1,978 + OG Reee | 
as wate a] 
9 
1,271 
0 
1,013 





























I BE cc ccee cnc 391* 
pS a ee ore es 1, 000* 
TGS ule ox vind down awa sen 4,650 
ESE ee ere nye 
MO hn 6 ot eae R dda 80* 
OE a ee 1, 200* 
NS «Fog ca aids saw hb dad 0 
I R.. «as pedetaceane ; o* 
IN is ob 540.4 409. 04 Rec 1, 300* 
I  diknia i nk te neeseneeas 198* 






























XPLANATION.—At the end of the school 
EK year 1929-30 an inquiry form of ten basic 
questions on teacher demand and supply prob- 
lems was sent to state departments of education. 
State offices were asked to supply data based on 
exact records but if these were not available to 
send in estimates. Thirty-eight state departments 
supplied enough information so as to be included 
in the above table. Asterisks (*) are used in the 
table te indicate estimated figures. The accuracy of 
| these estimates varies. Some estimates are highly 
reliable; others are merely the “best guesses’”’ of 
the state departments concerned. 

In spite of the approximations involved certain 
general facts appear to be true: [1] the apparent 
surplus of teachers in several states is due in con- 
siderable, part to low certification standards, [2] 
im a majority of the states few, if any, persons 
are given certificates on the basis of examinations 
in place of professional training, [3] a number of 
states receive many teachers from other states, 
[4] records in state departments of education as 
to the status of teacher supply and demand are 





often incomplete or nonexistent, and [5] in many 
states the apparent oversupply would disappear if 
generally accepted standards of certification were 
adopted. 

The reader may obtain the figures for any state 
by reading the table as follows: In Alabama, in 
1928-29, 965 persons [column 2] completed 
teacher training of less than 2 years, 593 [column 
3] completed from 2 to 3 years inclusive, and 633 
[column 4] completed 4 or more years; there 
were also 51 persons [column 5] certificated by 
examination and 129 teachers received from other 
states, making an apparent total supply of teach- 
ers in Alabama of 2,371 [column 7]. The total 
demand in 1929-30 for teachers in this state was 
2,371 [column 8]. By comparing the figures given 
in Columns 7 and 8 we find that in Alabama there 
was no apparent shortage [column 9] or over- 
supply [column 10] of teachers, i. e., the total 
supply of teachers in 1929-30 exactly equaled the 
total demand for teachers. However, when the 
supply of trained teachers is considered [see foot- 
note 3] we find that there was a shortage of ap- 


state for the year 1929-30. 


ments of education. 


who left the service. 
aminations. 


Education. 





[ 340] : 

















proximately 1,016 teachers [column 11] in this 


It should not be assumed that the apparent 
conditions revealed in this table apply to the 
years 1930-31 or 1931-32. The table is a “‘snap- 
shot” of conditions at the end of 1929-30 as 
shown by records and estimates of state depart- 


* Estimated by state departments of education. 

1The supply for 1929-30 for each state was 
taken as the total of the number of persons com- 
pleting teacher training in a state in 1928-29, the 
number certificated by examination, 
number entering from other states. 

2The demand for 1929-30 was taken as the 
number of new teachers employed in 1929-30 to 
fill newly created positions or to replace teachers 


3 Not including persons with less than two years 
of college preparation or those certificated by ex- 


4 Estimated on the basis of a six year teaching 
life from data in bulletins of the U. S. Office of 


and the 











ee 





The Education of Teachers 


Selective Admission of Students:Its Philosophy 


GEORGE WILLARD FRASIER 


President, Colorado State Teachers College at Greeley 


r iE PURPOSES of selective admission 
are two-fold. The first is to limit 
the number of students entering the 

college, thus indirectly limiting the num- 

ber of teachers entering the profession. 

The second purpose is to secure a better 

type of student for teacher education. 

The limiting of the number of stu- 
dents entering a teachers college should 
be based upon a study of the supply and 
demand of teachers in the territory 
served by the college. In this connection 
we must first of all recognize that teach- 
ers colleges are professional schools. 

They exist only for the purpose of edu- 

cating teachers. If these colleges do not 

educate a sufficient number of students, 
it necessarily follows that there will be 

a shortage of teachers. On the other 

hand, if too many are educated and cer- 

tificated, it means a surplus of teachers. 

There are many who believe that the 

ideal relationship would be for the teach- 

ers colleges to graduate each year only a 

sufficient number of teachers to meet the 

demand in their own territory. By this 

I mean that the demand should be ana- 

lyzed and only a sufficient number of 

each type of teacher be graduated. As a 

matter of theory this may sound plaus- 

ible but practically it is a very difficult 
thing to do. In the first place, the de- 
mand for teachers for any given year 
fluctuates greatly, being affected by the 
economic condition of the country. It is 
very difficult then to predict four or even 
two years in advance how many vacan- 
cies there will be in the educational ranks 
of a given community. Just think, for ex- 
ample, of the futility of attempting in 
the summer of 1929, before the stock- 
market crash and the beginning of the 
depression, to accurately estimate the 
number of teachers needed to fill the 
vacancies in the fall of 1933 or even in 
the fall of 1931. The second difficulty 
that is met in this process is our inability 
to know how many students will even- 
tually drop by the wayside. A careful 
check of the students of two teachers col- 
leges over a period of several years shows 
that only about one half of those admitted 
as freshmen eventually complete the two- 
year course and are certified to teach; 
and of course a much smaller percent 
complete the four-year course. The prob- 
lem is also complicated by the migration 


of teachers from one state to another. 
When two adjoining states have different 
certification standards there is a con- 


STUDY of the teacher-train- 
NX ing program in Nova Sco- 
tia, one of the Harvard Bul- 
letins in Education, entitled 
Education as a Social Force, 
presents the following proposal 
for an ideal teacher-training 
program: 


General and Fundamental Proposals 
—[I] That the teacher-training pro- 
gram make a definite effort to develop 
teachers who are in touch with vital 
factors in the life of the province. 

[II] That the teacher-training pro- 
gram be kept in close touch with social 
and educational needs as they exist 
today. 

[III] That the teacher-training pro- 
gram make definite attempts to de- 
velop teachers capable of leadership. 

Specific Proposals—[IV] That the 
office of Provincial Director of Teacher 
Training and Research be instituted. 

[V] That a one-year teacher-training 
course be instituted at the universities. 

[VI] That differentiated teacher- 
training curriculums be developed to 
meet the different forms of service 
demanded.’ "8 _ 

[VII] That the teacher-training staff 
be brought up to standard where it is 
necessary. . 

[VIII] That standards for a pre- 
professional program for prospective 
teachers and a systematic method for 
the guidance and recruiting of suitable 
candidates be developed. 

[IX] That a systematic and coordi- 
nated program for the improvement of 
teachers in service be developed by co- 
operative study of its objectives and of 
means for their realization. 























stant exchange of good teachers for poor 
teachers over the border, which is much 
in favor of the state having the higher 
standards. The Colorado - Nebraska 
boundary is a good example. Of course 
there is always a large amount of ordi- 
nary migration of teachers, particularly 
from the East to the West. So it is very 
difficult to know how many freshmen 
should be accepted to fill the demand 
two or four years hence. 


[ 341] 


Another solution is to accept as enter- 
ing freshmen a much larger number than 
should be certificated. Then during the 
period of education the process of selec- 
tion and elimination could be gradually 
taking place. The establishment of per- 
sonnel records and personnel officers in 
teachers colleges is an aid in this selec- 
tion during training. 

Another very important question en- 
ters here; that is, is it a good thing for 
the teaching profession to have a surplus 
of certificated teachers? My personal 
opinion is that a surplus, up to a certain 
number, is a healthy condition of affairs. 
It affords an excellent opportunity to 
weed out the weak and the unfit, and to 
raise the general level of ability all along 
the line. The teaching profession should 
not seek what other professions and lines 
of business cannot claim. In other words, 
teachers should not be free from all of 
the influence of the law of survival of the 
fittest. During the last year thousands of 
poorly prepared and unsuccessful mer- 
chants, farmers, lawyers, and doctors 
have been forced to give up their busi- 
ness or occupation because they could 
not stand the competition of those who 
were more intelligent or better prepared. 
It seems to me that teachers should not 
be afraid to stand this same test of com- 
petition. Of course there is a maximum 
number of teachers beyond which we 
should not go. Just what this number is 
no one has yet determined but I believe 
that the number of teachers unemployed 
at the present time does not compare un- 
favorably with the number of people in 
other professions and lines of endeavor 
who are unemployed. I should also like 
to venture the guess that if we could re- 
place all uneducated and unsuccessful 
teachers in the schools of America there 
would be no surplus. Of course there are 
arguments against this point of view. 
There are those who believe that a sur- 
plus of teachers will mean reduced sal- 
aries. It should not. If those interested 
in education make the best of this con- 
dition it will mean increased standards 
of certification. 

Before leaving this discussion of “sur- 
plus,” let us consider another phase of 
the question. Each year thousands of 
students are graduated from liberal arts 
colleges and universities with no idea of 








BS 
i 


5 we > wae 
er aN ia Sh: Kraan aaa 


wt MON et 5 2c 
n= . 4 





342 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





what they should do. No one has seri- 
ously considered the curtailment of col- 
leges because of the surplus of graduates. 
No, it is believed that an educated per- 
son can live a fuller and better life; 
hence we should give college education 
to all who desire it. The same argument 
can be used concerning teachers colleges. 
Certainly a graduate of one of our best 
teachers colleges has a better general 
education than the graduate of an aver- 
age liberal arts college. Furthermore, 
about sixty-five percent of the girls 
graduating from our teachers colleges 
soon marry. They are better qualified to 
be wives and mothers by their four years 
of teacher education. 

What are our conclusions after re- 
viewing these facts? So far as I am con- 
cerned let me suggest that I do not be- 
lieve in such a plan as the one used in 
Connecticut where the state education 
office decrees that only a sufficient num- 
ber of students should be selected to fill 
the vacancies; nor do I believe in the 
other extreme such as one finds in Michi- 
gan where four teachers colleges enrol 
all students who come and are supple- 
mented by a large number of inefficient 
county normals all of which are certify- 
ing teachers. Nor do I believe in the ex- 
treme found in Iowa where any high- 
school graduate can be certificated as a 
teacher if he takes a special course; and 
then can go into the field without proper 
preparation and take the place of an 
educated teacher. Somewhere between 
those two extremes we would find the 
golden mean. It certainly would not be 
a rigid type of selection by a central state 
office; and certainly not a cheap certifi- 
cation of thousands of uneducated teach- 
ers. 

The second purpose of selecting stu- 
dents is to get a better class of teachers. 
I am fully in accord with any program 
that will select students for teachers col- 
leges that are better adapted for this job 
called teaching. Marty states have been 
laboring with this problem. I have read 
all of the entrance requirements set up 


December, 1931 





and I am not yet sure what we should 
do. In fact no one can be sure because 
our conclusions must be based largely 
upon opinion. It seems evident, first of 
all, that we would rather have intelli- 
gent than nonintelligent teachers; there- 
fore we should use intelligence tests. 
However, we are immediately confronted 
with the fact that there is practically no 
relationship between intelligence as 
measured by tests and ability to teach 
as measured by supervising officers. In 
the second place, we believe that teach- 
ers should have a great fund of common 
information. This is tested by using an 
achievement test. Here we are confronted 
with the fact that candidates may cram 
themselves full of facts that can be used 
in tests but yet they may have no apti- 
tude as teachers. We also are confident 
that a teacher should be healthy and 
free from contagious and infectious dis- 
eases. These conditions can be deter- 
mined with comparative ease. We are 
equally sure from our experimentation 
in Colorado State Teachers College that 
it makes no difference what subjects a 
student takes in high school as far as 
predicting what he will do in college is 
concerned. 

All of this leaves us somewhat con- 
fused when we attempt to select students 
to educate for teaching. We do not know 
yet for certain what qualities in high- 
school graduates are of most value in 
teaching. For example, let me dare to 
ask a question that I shall not attempt 
to answer. Does a student with an in- 
telligence quotient of 150 make a better 
second-grade or high-school Latin teacher 
than a student with an intelligence quo- 
tient of 85? I could argue eloquently on 
either side of the question but, as a mat- 
ter of fact, we have not been abie as yet 
to determine the amount and kind of in- 
telligence or the amount and kind of in- 
formation that a student should have to 
enter a teachers college. I believe we are 
making some excellent progress but the 
selection of students for a teachers col- 
lege is largely a matter of guess work. 





What we need is much careful re- 
search. We have made progress in analyz- 
ing the technic of teaching. We have done 
much scientific work with the curric- 
ulum but the teacher as an individual is 
an unknown quantity. Up to now all re- 
search has been unsuccessful in solving 
this many-sided problem. Perhaps we 
shall know more about the kind of per- 
son who should teach when psychologists 
have given us more usable information 
about social psychology, the psychology 
of the emotions, and the interplay of one 
personality upon another. 

Should a teacher be brilliant, above 
average, average, or dull in intelligence? 
Does the answer to this question vary 
with the grade taught? Should a teacher 
“know everything” or just know where 
to direct students to find answers to 
their questions? Should a teacher be 
volatile, average, or phlegmatic? Are 
women better teachers than men? How 
does it vary with grades? Should a 
teacher be shy, average, or bold? Is an 
“intellectual” type better than an “out- 
of-doors” type? 

I could write a thousand questions 
concerning the selection of the best pos- 
sible students for teachers colleges and 
the wisest of you could not answer them. 
While research is discovering the an- 
swer, we must do our best with such 
knowledge and instruments as we have 
at hand. This means intelligence tests, 
achievement tests, health tests, such per- 
sonality tests as we have, high-school 
records, and “our guesses” based on all 
possible information and a personal inter- 
view. 

In some states any selection or limita- 
tion of students in a state institution is 
prevented by law. Where such laws are 
operative the first task of the teachers 
college authorities is to see that it is 
changed. Certainly teachers college presi- 
dents and faculties should have freedom 
in selecting students. [The January 
Journat will contain an article on 
“Selective Admission: Its Technics.” 
Editor. ] 
















HE PRESENT SITUATION affords a most unusual opportunity for raising the standard of training for all 
teachers. Laws and rules governing certification may now be revised sharply upward. All institutions 

for the education of teachers may select their candidates with greater care and be more exacting in their 
requirements for graduation. Three-year schools may become four-year schools. Two-year schools may 
become three-year schools. Teacher-training in high schools—a survival from a less fortunate period—may 
| be wisely discontinued. Programs for the training of teachers in service may be improved. The time need 
not be far distant when the teaching group as a whole may be lifted to the professional level. Perhaps most 
| important of all, immediate steps may be taken to improve the quality of teaching in rural schools to a point 
| where it will exert a much more profound influence on the character of rural life. 






on 





on 


Continuous Employment for the Teacher 


EW TEACHERS can maintain their 
Prtnancia security if they are victims 

of long or frequent unemployment. 
To secure economic independence, the 
teacher must be employed continuously 
so long as he gives efficient and satisfac- 
tory service. The chief factors causing 
unemployment among competent teach- 
ers are these: personal and political prej- 
udice or favoritism, an oversupply of 
teachers, economic depression, the urge 
toward reduction in school expenditures, 
and lack of full appreciation of the edu- 
cational needs of children. Efforts should 
be made to eliminate or control these fac- 
tors. This article discusses briefly the 
problem of control, and suggests to teach- 
ers how they can contribute to its solu- 
tion. [For a fuller discussion of this 
topic, see “The Economic Welfare of 
Teachers.” Sixth Yearbook, 1931. Wash- 
ington, D. C.: Department of Classroom 
Teachers, National Education Associa- 
tion, Chapter III, p39-46. | 

The contractual status of teachers 
—The protection of teachers against un- 
just dismissal may be increased in sev- 
eral ways: by state legislation, municipal 
ordinances, regulations of local school 
boards, or by contractual provisions. 
Each of these methods is subject to re- 
view and interpretation by the courts. 
In addition to such legal and judicial 
measures, public respect for the impor- 
tance and dignity of the teacher’s work 
is essential in assuring teachers proper 
consideration. 

State law, of course, usually provides 
the basic authority for local regulations 
or contractual provisions. There are sev- 
eral types of legislation affecting the con- 
tractual status of teachers. The first type 
provides that teachers shall be elected 
each year and that no school board shall 
employ a teacher on a contract covering 
more than one year. Under this type of 
control a teacher may be discontinued at 
the end of any year for any reason what- 
ever or for no reason at all. Obviously, 
the annual election plan furnishes a min- 
imum amount of protection against un- 







just dismissal and thereby endangers the 
teacher’s financial security and the edu- 
cational welfare of children. 





HAT KIND of mental and 

moral growth would we 
expect from a child who 
changed his parents every 
year? Yet a change in parents 
annually would have somewhat 
the same effect as a constant 
change in a child’s teachers. 
The best development of a 
child requires stable guidance, 
someone who knows his per- 
sonality and his problems over 
a period of years. It is sheer 
tragedy and foolishness, there- 
fore, to keep the profession of 
teaching on a tramp basis. 
Tramp teaching has been par- 
ticularly disastrous in rural 
schools where good teaching is 
most needed. 








A second type of law permits school 
boards to enter into contracts with teach- 
ers for periods longer than one year. This 
plan is a decided improvement over the 
annual election system. Nevertheless, the 
courts generally hold that such contracts 
may not cover an unreasonably long pe- 
riod of years. The Texas statutes of 1930, 
which allow boards of education in cer- 
tain districts to make contracts with 
teachers for as long as five years, are an 
example of this type of legislation. 

A third type of law provides for a con- 
tinuing contract between school boards 
and teachers. Under this plan the em- 
ploying board must notify the teacher by 
a specified date if his services will not be 
required for the next school year. If the 
board fails to notify the teacher by the 
date set, the latter’s contract continues 
automatically for another year at least. 
This type of protection is illustrated in 
the continuing contract act adopted in 
1929 by the Pennsylvania legislature. 


A fourth type of contractual legisla- 
tion establishes a probationary period of 
one or more years, during which the 
teacher may be discharged at the end of 
any year irrespective of cause. At the 
end of the probationary period the board 
must place the teacher on indefinite ten- 
ure and cannot discharge him at any 
time except upon proved charges of in- 
competency, immorality, insubordina- 
tion, etc. In case of dismissal the teacher 
may carry an appeal to some higher 
authority, such as the courts or the chief 
state school official. Under this type of 
control, teachers ought to have the right 
to a professional as well as to a judicial 
hearing. New Jersey’s experience indi- 
cates that where both are available teach- 
ers generally appeal to the professional 
authority. 

In any attempt to protect teachers 
against unjust dismissal, care must be 
taken also to protect pupils against in- 
competent or undesirable teachers. A 
good law or regulation governing the con- 
tractual status of teachers must seek pri- 
marily to secure and retain only the high- 
est possible grade of teaching personnel. 
With this aim in mind, the Committee on 
Tenure of the National Education Asso- 
ciation has suggested twelve principles 
for the establishment of such laws and 
regulations. [National Education Asso- 
ciation, Committee of One Hundred on 
Tenure Problems. Report. Washington, 
D. C.: the Association, July, 1930, 3p. ] 

The formulation and administration 
of good tenure legislation present com- 
plex and difficult problems. Many differ- 
ent choices are available and many dif- 
ferent factors must be kept in mind. 
Nevertheless, there is need for intelligent 
solution of these problems if the financial 
security of teachers is to be assured. 
Every teacher, thru active membership 
in his local, state, and national organiza- 
tions, can help to promote the careful 
study of tenure problems. These organ- 
izations should investigate the conditions 
affecting the continuous employment of 
their members during efficiency. Such an 





HE BEST TEACHERS are community leaders. They assume responsibility for leadership which their 
special training at public expense clearly implies. They seek to improve in many ways the intellectual, 
social, and civic life of the community. This kind of leadership requires a permanent interest in the com- 
munity, a knowledge of its needs, and a devotion to its people. These broader values have little chance to 
develop when a teacher’s life must be continually haunted by the fear of uncertainty and change. 


[ 343 ] 















RAGES 0 tan he 


om 


1 pean ede. a 


My 4 / 
ee “4 . 
PraseeDienscsde! decnd es es OS tee se 


4 
a 
g a 


344 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


December, 1931 





investigation should determine what state 
laws exist on the subject, how these laws 
have been interpreted by the courts, 
and what the effect of local board regu- 
lations may be. If the results indicate 
that the economic welfare of teachers is 
endangered by inadequate contractual 
protection, teachers’ organizations may 
then carefully consider and recommend 
additional safeguards. Such recommen- 
dations should recognize that the basic 
reason for demanding continuous em- 
ployment for efficient teachers is that the 
schools need the most efficient service 
obtainable. 

Teacher surplus and unemploy- 
ment—Another factor operating against 
continuous employment among teachers 
is the surplus of licensed teachers avail- 
able. While this surplus tends to depress 
the salaries of those who have positions, 
it obviously creates a situation in which 
many teachers have no positions. Some 
of these are young, welltrained recruits 
fresh from the training schools. They 
have invested considerable time and 
money in preparation for teaching and 
can ill afford to spend 2 year or more 
waiting for an opportunity to realize a 
return on their investment. If they ac- 
cept nonteaching jobs they may be able 
to earn a living but are failing to capi- 
talize on their specialized professional 
training. It is a responsibility of society 
as a whole, as well as of teachers, to see 


to it that no worker is handicapped eco- 
nomically thru preparation for a job 
which he cannot obtain. 

The hazard of unemployment, how- 
ever, is not limited to recruits without 
teaching experience. An oversupply of 
inexperienced teachers with a minimum 
of training makes the experienced, more 
capable teacher’s position either precari- 
ous or economically unprofitable. Ex- 
perienced teachers who are unwilling to 
accept salaries as low as those for which 
the inexperienced or poorly trained can 
be employed are often forced to seek em- 
ployment elsewhere, either in another 
school system or in some field outside of 
education. Such conditions are fraught 
with danger to the economic welfare of 
teachers. New jobs are not always read- 
ily obtained, particularly in periods of 
depression. The teacher who remains 
idle or receives an inadequate income in 
a nonteaching occupation between pe- 
riods of service in the schools cannot be 
expected to render a high grade of serv- 
ice upon his return to the schools. 

Here again the opportunity and duty 
of every teacher are clear. He can discuss 
with fellow teachers and with laymen the 
need for controling the supply of persons 
with teaching certificates. Thru his pro- 
fessional organizations he can encourage 
the study of needs and methods in ad- 
justing supply to demand. He can sup- 
port desirable legislative and adminis- 


trative policies looking toward such ad- 
justment, particularly thru increases in 
standards for entry into the profession. 

The depression and reductions in 
the teaching staff—The curtailment of 
school expenditures in a period of busi- 
ness depression is still another factor 
creating unemployment among compe- 
tent teachers. School boards can decrease 
the number of teachers employed by in- 
creasing the load per teacher and by cur- 
tailing the educational services rendered 
to children. Such a policy may seriously 
handicap the school’s effectiveness and 
it destroys the financial security of the 
teachers who are dropped from the pay- 
rolls. It is not suggested that school 
boards employ more teachers than they 
need. It is strongly urged, however, that 
boards consider carefully the needs of 
the schools before reducing the teaching 
staff. To maintain a sound policy in this 
respect the board must be supported by 
a public which understands the require- 
ments of children in terms of the teach- 
ing personnel. Again the problem is one 
of interpreting the schools to the people. 
This is not a task for school administra- 
tors alone. It is a task in which every 
teacher can help. He must inform par- 
ents and patrons of the school’s activi- 
ties and needs, if the welfare of both pu- 
pils and teachers is to be properly safe- 
guarded.—Richard R. Foster, Research 
Division, NEA. 


Organization of Student-Body Presidents 


N ORGANIZATION of student-body 
r-¥ presidents of secondary schools 
of the United States was effected 
at the Los Angeles convention. The stu- 
dent-body presidents who attended the 
meeting expressed a desire to become 
affiliated with the National Education 
Association as a department. The organ- 
ization adopted five objectives: 

First, establishing a medium for ex- 
changing ideas relative to student ac- 
tivities of both extra and regular curricu- 
lum; second, the organizing of high 
schools into a closer relationship for the 
purpose of becoming acquainted with 
the activities and progress of other 
schools; third, acquainting the leading 
educators with the activities of youth 
and securing any data for the students 
that the administration might desire; 
fourth, moulding closer relationship be- 
tween students and the administration; 
fifth, working toward international good- 
will by international correspondence and 


the exchanging of information and ideas. 

This movement for the organization 
of the student-body presidents of second- 
ary schools had its origin in the 
Sapulpa High School at Sapulpa, Okla- 
homa, where thirteen student-body presi- 
dents met on November 24, 1930, for the 
purpose of forming an _ organization 
within the Oklahoma Central Conference 
District. Practically the same objectives 
were approved in the Central Conference 
District as were later adopted at the na- 
tional convention of student-body presi- 
dents in Los Angeles, California. Follow- 
ing the forming of the Oklahoma district 
organization, presidents attending the 
meetings from other districts later began 
to work upon the same plan. 

The next annual convention of stu- 
dent-body presidents will be held at the 
same time and place as that of the Na- 
tional Education Association. 

Every student-body president of sec- 
ondary schools is eligible for membership 


and has the privilege of attending the 
convention. Every high school is invited 
to send two representatives, a past presi- 
dent and an incoming president. 

Due tribute should be given to the 
men who had the foresight and the 
breadth of mind to encourage and foster 
the national organization of student- 
body presidents. Acknowledgment is 
given to Willis A. Sutton, past president 
of the National Education Association, 
and E. H. McCune, superintendent of 
schools, Sapulpa, Oklahoma, for the as- 
sistance and cooperation given to the idea 
for organization. It was thru the sug- 
gestion of Mr. Sutton that the national 
convention was called and formulated as 
a proposed NEA department. 

Those interested in furthering this 
progressive movement are invited to 
write to Warren E. Schuell, president of 
the Organization, Sapulpa High School, 
Sapulpa, Oklahoma. 








Schools That Are Prophecies 


Cities That Have Maintained Teachers’ Salaries 


HE CHILD’S LIFE goes on whether he is 
; i in school or out. Robbed of his school 

opportunity today he has lost some- 
thing which tomorrow cannot buy back. Here- 
in lies the tragedy of the fact that thousands 
of children in America at this moment have 
had their schools completely closed for want 
of funds. Other thousands have had their op- 
portunities reduced at the very time when 
education should be enriched to meet the 
needs of a new day. A common way to re- 
duce school opportunity is to reduce teachers’ 
salaries. 

There is a direct connection between teach- 
ers’ salaries and the quality of their service 
to the children. Underpaid teachers cannot do 
their best. When the crash came in 1929, 
teachers’ annual incomes were only 70 per- 
cent of the average income of our employed 
population. In spite of that low level, city 
after city has felt obliged or has been forced 
to pass by scheduled salary increases or ac- 
tually to lower salaries. 

On the other band, there is, much encour- 
agement in the fact that in the midst of the 
world’s worst depression, 57 percent of the 
cities of the United States have been able to 
maintain their scheduled increases of teach- 
ers’ salaries or to arrange new increases, ac- 
cording to estimates based on the latest fig- 
ures on file at NEA headquarters. These 
schools are truly prophecies. Among schools 
whose schedules have been thus maintained 
or increased are the following: 


 Oyes which report that they are main- 
taining their regular salary schedules 
for teachers in 1931-32, giving increments as 
usual: 


Group I., 
Over 100,000 in Population 


CaLirorNiA—Long Beach, Oakland, San Diego, San 
Francisco. 

DELAWARE— Wilmington. 

Dist. or CoLtumMBia—Washington. 

GeorGcia—Atlanta. 

ILLINOIs—Peoria. 

INDIANA—Evansville. 

LouisianAa—New Orleans. 

MassacHusetts—Cambridge, 
Springfield, Worcester. 

MicnicaN—Grand Rapids. 

MInnesota—St. Paul. 

New Jersty—Jersey City, Paterson, Trenton. 

New York—Albany, New York City, Syracuse, 
Utica. 

Oxn1o—Cincinnati. 

OxLaAHoMA—Tulsa. 

Orecon—Portland. 

PENNSYLVANIA—Philadelphia, Pittsburgh, Reading, 
Scranton. 

Ruope IsLanp—Providence. 

TENNESSEE—Nashville. 

Texas—Fort Worth, Houston. 

Vircinia—Norfolk, Richmond. 

WASHINGTON—Seattle, Spokane. 

WISCONSIN— Milwaukee. 


Group II. 
30,000 to 100,009 in Population 


Ca.irornia—Alameda, Berkeley, Fresno, Glendale, 
Pasadena, San Bernardino, San Jose, Santa Ana, 
Santa Barbara. 


Lowell, Somerville, 


Cotorapo—Colorado Springs, Pueblo (Dist. 1). _ 
ConNECTICUT—Greenwich, Norwalk, New Britain, 
Meriden. 


FLorwwa—Pensacola. 
Gerorcia—Columbia, Macon, Savannah. 





To Boards of 
Education 

HE MEMBERS of boards of educa- 

tion and officers whose schools 
are represented on this page deserve 
special congratulation and recognition. 
In a period of confusion and difficulty 
they have held firm to the ideal “Chil- 
dren First.” They have shown that 
they appreciate the supreme impor- 
tance of efficient schools as the first 
and last line of defense in a great 
emergency. They have been willing as 
citizens and leaders to make their in- 
fluence count for what they know to 
be the permanent best interests of 
their several communities. All honor 
to them for their prophetic service. 
Already the clouds show signs of break- 
ing and tomorrow the schools shall go 
forward to new levels of service and 
achievement! 














ILtinois—Alton, Aurora (East), Aurora (West), 
Bloomington, Cicero, Decatur, East St. Louis, Elgin, 
Moline, Oak Park, Rock Island, Springfield, Wau- 
kegan. 

INDIANA—Terre Haute. 

Iowa—Davenport, Dubuque, Sioux City, Waterloo 
(East). 

Kansas—Topeka. 

Kentuck y—Covington, Lexington. 

LoursiaNa—Shreveport. 

Maine—Portland. 

MarYLaANnp—Cumberland. 

Massacnusetts—Arlington, Brockton, Chicopee, 
Everett, Haverhill, Holyoke, Malden, Medford, New- 
ton, Pittsfield, Quincy, Revere, Salem, Taunton, 
Watertown. 

MIcHIGAN—Battle Creek, Jackson. 

NesraskKA—Lincoln. 

New HampsuHire—Nashua. 

New Jersey—Bayonne, Clifton, East Orange, 
Hoboken, Kearny, Montclair, North Bergen, Passaic, 
Perth Amboy, Plainfield, Union City. 

New Yorxk—Newburgh, New Rochelle, 
Falls, Poughkeepsie, Schenectady, Troy 
burgh Dist.), Watertown, White Plains. 

Oxn10—Hamilton, Norwood, Springfield, Steuben- 
ville. 

PENNSYLVANIA—Allentown, Altoona, Chester, Ha- 
zleton, Johnstown, Lancaster, McKeesport, New 
Castle, Norristown, Williamsport, York. 

Ruope IsLanp—Cranston, Woonsocket. 

SoutH Caro_tina—Charleston, Columbia. 

Texas—Beaumont, Port Arthur, Galveston. 

Vircinia—Lynchburg, Newport News, Portsmouth, 
Roanoke. 

WASHINGTON—Bellingham. 

West Vircinia—Huntington. 

Wisconsin—Kenosha, Madison, Superior. 


Niagara 
(Lansing- 


Group III. 
10,000 to 30,000 in Population 


Ca.irorniA—Alhambra, Bakersfield, Brawley, Eu- 
reka, Inglewood, Palo Alto, Redlands, San Mateo, 
Santa Rosa, South Pasadena. 


CoLorapo—Grand Junction. 

ConNECTICUT—Danbury, Enfield, Middleton, Mil- 
ford, New London, Shelton, Stratford, Torrington, 
Wallingford, West Hartford, Willimantic. 

Georcia— Rome. 

IpaHo—Boise. 

ILLino1is—Canton, Ckampaign, Elmhurst, Jackson, 
La Salle, Mattoon, Maywood, Ottawa, Pekin, Streator, 
Winnetka. 

INDIANA—Crawfordsville, La Fayette, Whiting. 

lowa—Burlington, Clinton, Fort Madison, Keokuk, 
Mason City, Ottumwa. 

KaNsAs—Emporia, Lawrence. 

Kentucky—Fort Thomas, Hopkinsville, Newport. 

Loursiana—Alexandria. 

Maine—Augusta, Bangor, Rumford, Sanford, West- 
brook. 

MARYLAND—Frederick, Salisbury. 

MASSACHUSETTS—Amesbury, Belmont, Beverley, 
Clinton, Easthampton, Fairhaven, Gardner, Green- 
field, Leominster, Marlboro, Milton, Natick, North 
Adams, Norwood, Peabody, Plymouth, Saugus, South- 
ridge, Wakefield, Webster, Wellesley, West Spring- 
field, Westfield, Weymouth, Winchester, Winthrop. 

MicuHicAN—Ann Arbor, Calumet, Escanaba, Irop 
Mountain, Menomin®e, Muskegon Heights? 

MInneEsota—A€stin, Faribafft, Hibbing, Mankato, 
Rochester, St. Cloud. 

MississipP1—Clarksdale, Greenville, Laurel. 

Missourt—Cape Girardeau, Columbia, Moberly, 
Sedalia, University City, Webster Grove. 

MonTANA—Billings, Missoula. 

NEBRASKA—Beatrice. 

New Hampsuire—Keene, Laconia, Rochester. 

New Jersey—Asbury Park, Dover, Englewood, 
Long Branch, Millville, Red Bank, Ridgewood, Ro- 
selle, South River. 

New Mexico—Albuquerque, Santa Fe. 

New Yorxk—Beacon, Corning, Cortland, Dunkirk, 
Endicott, Freeport, Glen Cove, Gien Falls, Glovers- 
ville, Hempstead, Herkimer, Hornell, Hudson, Ithaca, 
Johnson City, Johnstown, Kenmore, Kingston, Lacka- 
wanna, Little Falls, Lynbrook, Middletown, North 
Tonawanda, Ogdensburg, Olean, Oneida, Oneonta, 
Plattsburg, Port Jervis, Rockville Center, Saratoga 
Springs. 

NortH Dakota—Bismarck. 

Ou1o—Cambridge, Chillicothe, Piqua. 

Orecon—Astoria, Eugene, Clamath Falls, Medford. 

PENNSYLVANIA—Ambridge, Arnold, Beaver Falls, 
Bellevue, Berwick, Braddock, Butler, Canonsburg, 
Carlisle, Clairton, Columbia, Dormont, Du Bois, 
Dunmore, Duquesne, Farrell, Homestead, Jeannette, 
Kingston, Latrobe, Lebanon, Mahanoy City, Mount 
Carmel, Nanticoke, New Kensington, Olyphant, Old 
Forge, Plymouth, Shenandoah, Sunbury, Taylor, Wash- 
ington, Waynesboro, West Chester, Wilkinsburg. 

Ruope IsLanp—Central Falls, Warwick. 

SoutH Carotina—Rock Hill, Spartanburg. 

SoutH Daxota—Rapid City. 

TENNESSEE—Bristol. 

Texas—Texarkana. 

VERMONT—Burlington, Rutland. 

Vircin1a—Charlottesville, Petersburg, 
Suffolk. 

WASHINGTON—Olympia, Wenatchee. 

West Vircinia—Bluefield. 

WIsconsiIn—Beloit, Manitowoc, Marinette, Stevens 
Point, Wausau. 

Wyrominc—Casper, Cheyenne. 


Staunton, 


Group IV. 
5000 to 10,000 in Population 


ALABAMA—Alabama City. 

ARIzONA—Miami, Morenci, Prescott. 

Ca.irornia—Chico, Coronado, Daly City, Hay- 
ward, Lodi, National City, Orange, Oxnard, Pied- 
mont, Roseville, San Gabriel, San Rafael, Santa Clara, 
Visalia, Watsonville. 

Cotorapo—La Junta, Walsenburg. 

Connecticut—Branford, Darien, East Haven, Gris- 
wold, Plainfield, Killingly, Plymouth, Seymour, South- 
ington, Westport, Wethersfield. 

ILtino1s—Belvidere, Glen Ellen, Hinsdale, Morris, 
Naperville, North Chicago, Pontiac, River Forest, 
Wheaton, Woodstock. 

INDIANA—Columbus, Madison, Plymouth, Wabash. 

Iowa—Cherokee. 





the darkest chapters in the history of earthly calamities would soon be brought to a close. But where units have been grudged 


W™ NATIONS to embark in the cause of education for the redemption of mankind, as they have in that of war for their destruction, | 


for education, millions have been lavished for war. While, for the one purpose, mankind have refused to part with superfluities, for the 
other they have not only impoverished themselves, but levied burdensome taxes upon posterity.—From Horace Mann’s Eleventh Report. 








[ 345] 





Saft mt hip tras 


346 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Kansas—Abilene, McPherson. 

KeENTUCKY—Danville, Mayfield. 

LovuIsiANA— Minden. 

Matne—Brewer, Rockland. 

MASSACHUSETTS—Agawam, Andover, Barnstable, 
Bridgewater, Concord, Grafton, Lexington, Ludlow, 
Marblehead, Montague, North Andover, Northbridge, 
Rockland, Somerset, South Hadley, Stoughton, Wal- 
pole, Westboro, Whitman, Winchendon. 

MICHIGAN—Gladstone, Hastings, Manistique, Mar- 
shall. 

MINNeESOTA—Columbia Heights, Fergus Falls, Little 
Falls, Moorhead, Red Wing, Stillwater. 

Missourt——-Clayton, Fulton, Marshall, Maryville, 
Webb City. ; 

MonTANA—Kalispell, Livingston, Miles City. 

NesrRASKA—Alliance. 

New Hampsuire—Franklin, Somersworth. 

New Jersey—Caldwell, Guttenberg, Madison, 
Metuchen, Secaucus, South Amboy, Vineland. 

New York—Bronxville, Canandaigua, Catskill, 
Dobbs Ferry, Elmira Heights, Hastings-on-Hudson, 
Hudson Falls, Ilion, Lancaster, Mechanicville, New- 
ark, North Tarrytown, Norwich, Patchogue, Penn 
Yan, Rye, Salamanca, Saranac Lake, Scarsdale, Scotia, 
Seneca Falls, Solvay, Tuckahoe, Tupper Lake, Wells- 
ville, Whitehall. 

NortH Daxota—Valley City, Williston. 

Oxn1o—Nelsonville, Norwalk. 

OKLAHOMA—Clinton, Guthrie, Miami. 

Orecon—aAlbany, Baker, Bend, La Grande, Marsh- 
field, The Dalles. . s 

PENNSYLVANIA—Blogmsburg, Brackenridge, Bridge- 
port, Ford City, Gettysburg, Grove City, Indiana, 
'tersey Shore, McAdoo, Minersville, Mount Pleasant, 
Nanty Glo, Nazareth, New Brighton, Pitcairn, Punx- 
sutawney, Rankin, Ridgway, St. Marys, Scottdale, 
Sharpsburg, Sharpsville, Tarentum, Tyrone, West 
Pittston, Wilmerding, Windber. 

Ruope Istanp—Burrillville, Coventry, Warren. 

SoutH Daxota—Lead. 

Texas—Eagle Pass, Navasota, New Braunfels. 

VeERMONT—Bennington, Montpelier. 

Vircinia—Bristol, Clifton Forge, Hampton, Harri- 
sonburg. 

WASHINGTON—Anacortes. 

West VirGcinia—Weston. 

WISCONSIN—Neewah, Rhinelander. 

Wyrominc—Laramie, Rock Springs, Sheridan. 


Group V. 
2500 to 5000 in Population 


ALABAMA—Attalla, Ozark. 

ARIZONA— Yuma. 

CaLironniAa—Hollister, Needles, Red Bluff. 

Co_orapo—Brighton. 

ConNECTICUT—East Windsor, Essex, New Mil- 
ford, Simsbury, Thompson. 

FLorma—Fernandina. 

InAHo—Bleckfoot, Moscow. 

I_trnois—Harvard, Mendota, Oglesby, Silvis, 
Staunton, Sycamore, West Chicago. 

INDIANA—Rensselaer. 

lowa—Decorah, Pella, Vinton, Waverly. 

Kansas—Caney, Osawatomie. 

KENTUCK Y—Franklin, Georgetown, 
Russellville. 

Matne—Camden, Farmington, Fort Fairfield, 
Orono, Presque Isle, Paris. 

MarYLAND—Crisfield, Easton, Hyattsville. 

MassacHusetrs—Ayer, Bourne, Dalton, Falmouth, 
East Longmeadow, Hadley, Hanover, Longmeadow, 
Medfield, Muason, Nantucket, Scituate, Templeton, 
Warren, Westford. 


Pineville, 


MICHIGAN—Belding, Cheboygan, Durand. 
Minnesota——Hopkins, Northfield, St. James, 
Thief River Falls, Worthington. 


Missourt—Chaffee, Lebanon, Liberty, Mason, 
Neosho, West Plains. 


gree and more clear, out of the dim- 
ness of coming time, emerge, to the 
vision of faith, the myriad hosts of the 
generations that shall succeed us. These 
generations are to stand in our places, 
to be called by our names, and to accept 
the heritage of joy or of woe which we 
shall bequeath them. Shall they look 
back upon us with veneration for our 
wisdom and beneficent forecast or with 
shame at our selfishness and degener- 
acy? Our ancestors were noble exam- 
ples to us; shall we be ignoble examples 
to our posterity? They gave from their 
penury and shall we withhold from our 
abundance? Let us not dishonor our 
lineage. Let us remember that gener- 
osity is not to be measured by the large- 
ness of the sum which a man may give 
but by the smallness of the sum which 
remains to him after his gift. Let us re- 
member that the fortunes of our chil- 
dren and of their descendants hang upon 
our fidelity, just as our fortunes were 
suspended upon the fidelity of our fath- 
ers.—Horace Mann’s Twelfth Report. 











MonTANA—Glendive, Deer Lodge, Dillon. 

NEBRASKA—Superior. 

ey HAMPSHIRE—Exeter, Newmarket, Peterbor- 
ough. 

New Mexico—Deming. 

New Jersey—Bordentown, East Newark, Edge- 
water, Haledon, Hightstown, Rockaway. 

New Yorx—Albion, Amityville, Babylon, Canton, 
Carthage, East Aurora, East Syracuse, Fairport, 
Fort Edward, Fort Plain, Frankfort, Goshen, Gou- 
verneur, Granville, Highland Falls, Hoosick Falls, 
Lawrence, Le Roy, Lyons, Mohawk, Mt. Morris, 
Owego, Potsdam, Spring Valley, Suffern, Southamp- 
ton, Walden, Walton, Wappingers Falls, Warsaw, 
Waterford, Waterloo, Dansville. 

Oxn1o—Bryan, Crooksville, Greenfield, Hubbard, 
Lisbon, Oberlin. 

OKLAHOMA—Cleveland, Purcell. 

Orecon—Ashland, Dallas, Grants Pass, Hood 
River, North Bend, Roseburg. 

PENNSYLVANIA—Coplay, East Conemaugh, Gil- 
berton, Ingram, Jenkintown, Kutztown, Marcus Hook, 
Mauch Chunk, Millersburg, Southwest Greensburg, 


December, 1931 


Spring City, Susquehanna, West Newton. 
Ruope IsLanp—East Greenwich, North Smithfield. 
Texas—Bay City, Weatherford. 
VeERMONT—Barton, Hartford, Randolph. 
WASHINGTON—Chehalis, Pasco. 
West VirciniaA—Benwood. 
WIsconsInN—Edgerton, Hudson, New London, 
Oconomowoc, Ripon, Stoughton. 


| of cities having no officially adopted 
salary schedule which granted increases 
in salaries, 1931-32: 


Over 100,000 in Population 


TBNNESSEE—Chattanooga. 


30,000 to 100,000 in Population 


Towa-—Council Bluffs. 
MississipPi—Meridian. 
PENNSYLVANIA—W ilkes-Barre. 
‘Texas—Waco. 


10,000 to 30,000 in Population 


New Jersey—Westfield. 


PENNSYLVANIA—Bradford, Connellsville, Hanover, 
Pottsville. 


5000 to 10,000 in Population 


Georcia—Cedartown. 

ILLINoIs—Madison, Peru. 

INDIANA—Auburn. 

Maine—Brunswick, Caribou, Saco. 

MASSACHUSETTS—lIpswich, Orange, Spencer. 

MIcHIGAN—Dowagiac, Midland 

MINNESOTA—F&irmont. P 

Missouri—Clinton, Mexico. 

New Jersey—Bound Brook, North Plainfield, 
Ocean City, Pitman, Somerville, Tenafly, Woodbury. 

Onto—Bellevue, Mingo Junction. 

OKLAHOMA—Cushing. 

PENNSYLVANIA—East Stroudsburg, Etna, Forest 
— Hollidaysburg, Northampton, Titusville, West 

ork. 

Ruope IsLtanp—Barrington, South Kingston. 

SoutH Caro_ina—Orangeburé. 

Texas—Longview, Plainview, Uvalde. 

VERMONT—Brattleboro. 

West Vircinia—Richwood. 

WISCONSIN—Chippewa Falls, Marshfield, Waupun. 


2500 to 5000 in Population 


ILL1Nois—Eldorado, Geneseo, Marseilles. 
INDIANA—Angola, Huntingburg, North Vernon. 
Iowa—Cresco, Glenwood, Osage. 
MAINE—Lisbon. 

MAssacHusetts—Holden, Kingston. 
MIcHIGAN—South Haven. 

New Hampsuire—Milford, Newport. 

New Jersey—Lambertville, Merchantville. 
New Yorx—Corinth, Falconer, Westfield. 


PENNSYLVANIA—Burnham, Curwensville, Prospect 
Park. 


Ruope IsLtanp—North Kingston. 
Texas—Georgetown, Pittsburg. 
VERMONT—Poultney, Swanton. 
WISCONSIN—Delavan, Platteville, Sparta, Viroqua. 


State Education Building, Harrisburg, Pa. 


i ‘tI beautiful building, which was dedicated on November 4, symbolizes the importance of the work which the State Department of Edu- 
cation is doing for the people of Pennsylvania where a ten-year program of educational growth is being ably planned. 


2 





Vitalized Group Study and Faculty Meetings 


SHALL either grow or stagnate. 
\ \ / Let us grow abundantly! I am 
exceedingly eager that all Tulsa 


teachers and administrators may be ac- 
tvated by a desire for growth and that 
all of our educational efforts may be 
highly professional. This means that the 
teachers of every school, under the 
leadership of their principal, should be 
constant students of their problems. It 
means that our local, state, and national 
association programs should be loyally 
supported by our paid membership and 
active participation whenever possible. 
This of necessity further means that 
every local group of special and depart- 
mental teachers should be organized and 
that it should hold regular meetings for 
the exchange of professional ideas de- 
rived from reading, study, and successful 
practises.” —Merle Prunty, superintend- 
ent, Tulsa, Oklahoma. : 

The National Education Association, 
under the leadership of Secretary Crab- 
tree for more than a decade, has been 
emphasizing the idea of growth for edu- 
cators and the value of professional 
study. These ideals of the Association 
have always been recognized by many 
but never more than now. The pressure 
of economic and social conditions is a 
strong influence in helping teachers to 
realize that the ideals of the Association 
are practical. Wellinformed, broadly edu- 
cated teachers and administrators are 
improving the instruction and guidance 
of youth in their charge and, in addition, 
are interpreting the schools to their com- 
munities. America needs teachers who 
are more than good classroom techni- 
cians, important as that is. The state- 
ment of A. J. Ashman, president of the 
Utah Education Association, is timely 
for educators in other states: 


Keep alert to school problems. Know what 
policies are being proposed in your district. 
Study them. Inform yourself on school affairs. 
Then you are in a position to speak with some 
authority in your organization. I think it is 
not going too far to urge you to know the 
taxation problems in your district. What in- 
debtedness does it have? What is the condition 
of its sinking fund that must take care of this 
indebtedness? Get a copy of the budget for 
your district. Compare your expenditures with 
any known standards you have or can secure. 
How does the teaching load in your district 
compare with others? These and a score of ad- 
ditional questions will make a profitable study 
for you. An informed membership in your as- 
sociation, working on the problems of the pro- 
fession, would be a strong factor in giving your 


suggestions and recommendations weight with 
the administrative school authorities. 


Frank L. Grove, editor of the Ala- 
bama School Journal, says that the 
future of our schools depends upon the 
interpretation of education to the public 
and that unless school people do the job, 
it will not be done. He says: 


Very few teachers and not a great many 
school officials have adequate information con- 
cerning the actual administration of public edu- 
cation in their respective communities. The 
result is when they are challenged with the 
statement that “public school funds are being 
wasted”, or, that “their county is paying the 
highest school tax in the state” they have no 
definite rebuttal to make. Their answers, if they 
are forthcoming at all, are weak and evasive. 
It is a case of the blind leading the blind. If 
such a situation is to be corrected a definite 
place in the administrative schedule must be 
provided for instruction relative to the more 
salient factors involved in the management of 
schools, including the simpler phases of public 
school finance. The proper place for such in- 
struction and discussions is the regular faculty 
meeting. 


It is good to know of schools in all 
sections of the country in which the 
faculty meetings and group discussions 
are of the vitalized type. Here are a few 
examples: 


[1] The Grand Island, Nebraska schools 
[C. Ray Gates, superintendent] have planned 
their teachers meetings for 1931-1932 around 
the theme The School in a Social Democracy. 
The topic for September, “The Economic De- 
pression and the Schools”; October, “Interpret- 
ing the Schools to the Public”; November, 
“Forces that Mold American Minds”; De- 
cember, “The Soviet Challenge to America”; 
January, “The American Republic in the Ma- 
chine Age”; February, “Education and the 
Enrichment of Life”; March, “Report on the 
Washington Meeting of the Department of 
Superintendence”. Recent books, the JouRNAL 
of the National Education Association, and 
other magazines are listed as references. Stimu- 
lating questions apply the discussions to the 
Grand Island schools and community. 

[2] Last year Nelsonville, Ohio [H. E. Zuber, 
superintendent] had a definitely scheduled 
series of teachers meetings thruout the year, 
with all subjects announced in advance. The 
teachers voted to have a committee appointed 
for each month and that this committee be 
responsible for the program of that month. 
Five or six teachers served on each committee 
so that every teacher in the system had an 
opportunity to function in this connection dur- 
ing the school year. The subjects were: Oc- 
tober, “Public Relations’; November, “The 
Ohio State Teachers Association”; December, 
“Relations with Other Schools”; January, “The 
National Education Association’; February, 
“The NEA Code of Ethics for Teachers”; 
March, “School Records and Reports’; April, 


[ 347] 


“Social and Benefit Societies and Activities’; 
May, “A Program for the Nelsonville Teachers 
for 1931-32”. The committee in charge of the 
May program recommended that the first se- 
mester of this year be devoted to a revision of 
the course of study for the elementary grades 
and that a course of study be prepared for 
junior and senior high schools. The meetings 
for the second semester will deal with: discipli- 
nary problems, the home and the school, guid- 
ance, character education. 

[3] In June 1931, a committee of the Thomas 
Williams Junior High School, Wyncote, Penn- 
sylvania [Edward H. Worthington, principal], 
planned the professional meetings for 1931-32. 
Their meetings are arranged for a business and 
a professional meeting once a month, each held 
on Wednesday afternoons after school. The pro- 
gram committee, after consulting members of 
the faculty, selected these topics for the year: 
homerooms, a more vital curriculum for lower 
grades, homogeneous grouping, using the re- 
sults of standardized tests, teachers marks, re- 
port of pupil graduates. 


For such meetings as those listed 
above, vital material will always be 
found in the JouRNAL of the National 
Education Association, your own state 
education journal, and other educational 
magazines. Note some of the significant 
material in this issue of the JoURNAL: 
more valid measurements of college work, 
international goodwill, mental hygiene, a 
rural teacher’s story, vitalizing instruc- 
tion in arithmetic, plans and material for 
the George Washington Bicentennial, 
school health program, radio, selective 
admission in teachers colleges, the pres- 
ent-day family, employment for teach- 
ers. Here is such a wide variety that your 
JouRNAL should be saved for future use. 

Two recent NEA publications of great 
value are: Review of Educational Re- 
search for October 1931 on “Special 
Methods in the Elementary School’. 
This is a regular publication of the 
American Educational Research Associa- 
tion, a department of the NEA; [2] 
“The Outlook for Rural Education” is 
the September 1931 Research Bulletin of 
the NEA. Secretary Crabtree says “Let 
no one read this bulletin and passively 
accept it. Let it become a center of dis- 
turbance, a starting point in a nationwide 
campaign to bring relief to the farm by 
educating the farmer’s children.” 

The highest ranking articles in the 
October JoURNAL, by vote of many 
readers, are: 


First, “Dr. Sutton Looks at Education” by 
Willis A. Sutton; second, “Mental Hygiene and 
Classroom Procedure” by Caroline Zachry; 
third, “The Functions of Instruction in Arith- 
metic” by Leo J. Brueckner. 





An Index of Educational Progress 


Schools That Are Prophecies 


and time of every teachex and school 

officer should go into new projects 
and experiments. Only thus can educa- 
tion keep pace with the social needs of 
our time. Acquire the habit of looking 
for vital new possibilities in individual 
children, in the subjects taught, in the 
organization of the school, in the broad- 
ening of the teaching work until it 
touches and enriches the entire commvu- 
nity. By taking this larger view, the 
school will make its work infinitely easier 
because of the enthusiasm which goes 
with the pioneer spirit. 

A page under the above title in the 
October and November JouRNALS gives 
the sources from which this material is 
gathered. Readers are invited to send in- 
formation for this page. 

Elementary schools—There were 69 
schools in the state of Washington in 
1929-30 operating on the lengthened 
period, or supervised study, plan. In 
1930-31, 119 schools were administered 
on this basis. 

Jackson school, Fresno, California, has 
a plan whereby an upper grade class 
[high fifth and low sixth] has entire 
charge of the conduct, procedure, and 
decoration of the lunchroom. 

High schools—Stevens Point, Wis- 
consin, high school is first in the state 
to have its pupils examined for tubercu- 
losis. Expense of the work is to be met 
by the city board of education and from 
funds raised thru sale of Christmas seals. 

Baxter Seminary in the Cumberland 
section of Tennessee couples academic 
training with practical education in farm- 
ing, dairying, home economics, and other 
work so that students are given an op- 
portunity to earn their way thru school. 

Hopkins Township high school, Gran- 
ville, Illinois, erected a memorial to “the 
unknown teacher.” Henry van Dyke’s 
wellknown tribute is part of the inscrip- 
tion. This class memorial is one item un- 
dertaken by the high school in a program 
of community development along cul- 
tural and artistic lines. 

Colleges and universities—More 
than 3800 boys and girls recently re- 
ceived training in the use of band instru- 
ments by means of a radio course of six 
half-hour lessons from the University of 
Michigan. Printed instructions to use in 
connection with reception of the broad- 
cast lessons were distributed to rural 
schools and other radio-equipped groups. 


iss FIVE to ten percent of the energy 





A course in supervision for county 
superintendents was given at the Uni- 
versity of Wyoming last summer in co- 





| gp ger W. BUTTERFIELD, new commissioner 
of education for Connecticut, has given in- 
Spiration and impetus to the statewide program 
of character education initiated under his prede- 
cessor in 1928. 


operation with the state department of 
education. 

Teachers colleges and normal 
schools—A course designed to give stu- 
dents a working knowledge of every in- 
strument in band and orchestra has been 
added to the curriculum at Central State 
Teachers College, Edmond, Oklahoma. 

The school of education of Pennsyl- 
vania State College sponsors annually a 
conference on guidance and personnel 
problems. 

City departments of education— 
The schools of Charleston, West Virginia 
have free Saturday art classes for gifted 
children and 4 opportunity centers where 
children receive individualized instruc- 
tion and training in hand work. 

In New York City, as an emergency 
measure, the board of education has 
made it possible for unemployed adults 
to attend continuation schools to fill va- 
cancies created by the return of unem- 
ployed boys and girls to full time schools. 

Ponca City, Oklahoma board of edu- 
cation has a public relations committee 
of 75 men and women representing the 
various interests of the school district to 


[ 348] 


meet with the board and discuss the prob- 
lems and program of the school. 

State departments of education— 
The state department of education of 
West Virginia and state federation of 
women’s clubs have planned a two year 
program for the beautification and im- 
provement of high-school grounds in the 
state. 

New Mexico legislature has established 
a rural aid fund. Libraries of rural schools 
will be assisted and additional rural su- 
pervisors provided. 

In observing the George Washington 
Bicentennial, New Jersey plans to give 
special emphasis to tree planting on 
“unshaded streets and along bare road- 
sides; in unplanted school grounds, 
parks, and other public places, and on 
the vast acreage of idle wild land in the 
state.” 

County departments of education 
—Buffalo county, South Dakota, dis- 
tinctly rural with no large towns, pre- 
sented a pageant “Buffalo county in the 
making” last May thru the cooperation 
of the county education association, the 
Young Citizens’ League, and parent 
teacher associations. About 500 people 
participated; a natural amphitheater 
with the Missouri River and its bluffs in 
the background was a beautiful setting 
for the pageant. 

Of 25 new county superintendents 
listed in the September and October is- 
sues of The Oklahoma Teacher, 17 are 
graduates of a state teachers college. All 
of the 25 have forward looking programs 
for the improvement of schools in their 
counties, such as a real health program, 
zone teachers meetings, a school board 
organization, 4-H clubs and parent 
teacher associations in every school, ac- 
credited and model rural schools. 

Education associations—A confer- 
ence of city superintendents in session at 
Traverse City, Michigan recently, rec- 
ommended reorganization and curtail- 
ment of state and regional contests and 
tournaments for high schools of the state 
for which students travel long distances. 
This was based upon a comprehensive 
study as to the educational value, cost, 
and number of students benefited. 

The New York State Teachers Asso- 
ciation has planned a weekly program for 
broadcasting from September 1931 to 
June 1932. The theme is “What New 
York state is doing for the education of 
your children.” 












'— = == Be FF 


\e 


White House Conference 


Responsibilities of the Present-Day Family 


\ X J ortuy home membership ts one 
of the Seven Cardinal Objec- 
tives of Education. It is one of 

the great values of life. Children from 

their earliest years should be taught to 
appreciate home life and to take their 
part in making it happy and beautiful. 

Every teacher, every parent, every older 

brother and sister is—in a very impor- 

tant sense—a teacher of home making. 

Children value the things to which their 

parents attach importance. In a large de- 

gree they get their values, just as they 
get their manners and their speech, by 
imitation. Children who come from fine 
homes desire fine homes for themselves. 

Children whose teachers respect and ap- 

preciate their parents have a better ap- 

preciation of father and mother. 

The White House Conference on Child 
Health and Protection recognized the 
importance of the family in the child’s 
health and growth. This article is one 
of a series of statements prepared by 
Marion Lyon Faegre, assistant professor 
of parent education, Institute of Child 
Welfare, University of Minnesota. It is 
based on reports of the White House 
Conference. It will be useful for classes 
in institutions for the education of 
teachers and in homemaking classes. 
Many teachers will wish to bring it to 
the attention of the fathers and mothers 
of the children in their classes. 


LWAYS coming and going, rushing 
hither and yon at all kinds of 
hours—their house can’t be a home, it’s 
only a place to sleep and eat in.” Peo- 
ple are always saying of the Browns 
that they have little family life. What 
is it in our modern life that causes such 
criticism? Is it true that many families 
are no longer families in the old sense? 
What needs of our children must we keep 
in mind when we try to build up a satis- 
factory family life today? 

Let us look at the Browns with this 
in mind. Mr. Brown has a long way 
to come from work, so supper is late. 
Benny, aged three, has already had his 
supper and is just waiting to tell his 
father goodnight before he pops into 
bed. Arthur, the oldest boy, takes shop- 
work at night school, so he, io00, must 
be off with barely the exchange of a 
greeting with his father. Edith, who is 
twelve, is going to a movie, for this is 
the only night she has no homework, 
and her teacher has told her the film 


at the neighborhood house tonight is a 
splendid one. 

There can be no gathering of the 
group under the glow of the evening 





Marion Lyon Fae¢gre. 


lamp tonight to chat over the day’s 
happenings. But this is a typical eve- 
ning. Is this home contributing any- 
thing to its children or is it a home in 
name only? We will all agree that Benny 
would not profit by being allowed to 
stay up. He would be in no condition to 
enjoy himself. For we have learned that 
young children need more sleep than 
adults, and that their restlessness and 
“naughtiness” have often resulted from 
our ignorance of their need for rest. 
Benny will enjoy his father, and his 
father will enjoy him more in the short 
periods when they see each other under 
fresh, happy conditions than when they 
are both tired. 

While it is true that in the case of 
the farm family the little child can 
watch his father at work and be closely 
associated with him for many hours of 
the day, there is little to indicate that 
country children grow up in closer or 
deeper sympathy with their fathers than 
do city children. Actual number of 
hours spent together signifies little. 

Would the older children profit by 
more companionship? 

Mr. Brown is exhausted from his long, 
active day, and needs quiet in which he 


[ 349 ] 


may relax and read his paper. Arthur, 
who is mechanically inclined, would be 
bored by the quiet evening that suits the 
tastes of his parents, so greatly different 
are the needs of middle-age and youth. 
He enjoys immensely the shop-work that 
he gets at night. It is so different from 
his day-time work, when he had to take 
what he could get, and besides it offers 
him companionship of his own age, 
which he does not have in his own family. 
The machine age makes possible for 
Edith a type of amusement which, if 
carefully chosen, will give her much in- 
formation as well as pleasure. The film 
she is to see is a welldone historical 
picture, and may give her a better idea 
of the period of American life which it 
portrays than any amount of the history 
she has read. 

To be sure, there are disadvantages in 
connection with the inventions that have 
changed life so decidedly. The children 
complain they wish it wasn’t cheaper to 
buy than to bake bread, mother’s bread 
is so good! Mrs. Brown is anxious until 
Arthur gets home, for although she 
knows he is an excellent driver, and 
very mature in his judgment for his 
years, traffic is heavy. She must put the 
fear out of her mind by a realization 
that the boy would never be able to keep 
up this night work, which he is counting 
on to help him to a better job, if it were 
not for the old Ford, which he tinkers 
on so endlessly and happily. 

All told, are not the members of this 
family benefiting from their home as 
much perhaps as the family of a genera- 
tion ago, when Arthur would not have 
had the same chance for more education, 
and Edith would possibly not have had 
a teacher who knew enough about chil- 
dren to have thought of this way of 
spurring on her interest in reading his- 
tory? And how much better off little 
Benny is, under the circumstances of to- 
day, playing outofdoors during the day 
with children of his own age, until he is 
ready to fall asleep, instead of staying 
awake to be stimulated and pampered 
by the attentions of the adoring older 
members of the family! 

Not all members of all families are 
making good use of their time. But be- 
fore we criticize the modern family, we 
should ask ourselves if, after all, there 
were not many lacks and faults in the 
older family. The home of today has sub- 
stitute values to offer for some of the 





350 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





things that have been lost. Its obliga- 
tions are perhaps even greater because 
their nature is less clearly defined. 

Despite the fact that the modern fam- 
ily does not live the close-knit family 
life of a generation or two ago, there 
is still much that the family has to 
offer in the way of preparing its children 
for life. Especially is it true that we are 
no longer dependent on antiquated no- 
tions as to child care, but have accurate 
knowledge to guide us. 

In how much is the training of the 
child dependent on the home, how much 
on the community? Why is more and 
more of his education being taken over 
by the school, and what responsibilities 
must the home still assume? 

Early health care a necessity—Be- 
cause we are gradually learning the tre- 
mendous importance of the earl, years, 
from the point of view of growth and 
medical care, the home is becoming in- 
creasingly aware of its responsibilities in 
this phase of the child’s development. 
Knowledge of how to keep children 
healthy is becoming more and more 
widespread among parents. As_ they 
learn of the relationship between growth 
and health, they make greater efforts to 
give the child surroundings and nour- 
ishment that will build up in him re- 
sistance to disease and prevent defects 
from creeping in. 

“Although many individuals may 
overcome the handicaps of a poor begin- 
ning,” says the White House Conference 
report of Dr. John E. Anderson, head of 
the University of Minnesota Institute of 
Child Welfare, “the fact remains that 
for most of us a good beginning is half 
the battle whether we consider physical 
health or mental adjustment.” [ Ander- 
son, J. E., Committee on Education and 
Training of the Infant and Preschool 
Child.| This brings to notice a second 
responsibility which must be borne by 
the home—the providing of opportuni- 
ties that will ensure mental growth. 

Homes should foster mental 
growth—Far from being “merely an 
organism that eats and sleeps and plays,” 
the young child has an amazingly intri- 
cate life of the mind. The astonishing 








rate of physical growth during the first 
few years is so wellknown as scarcely 
to need mention. That the brain and 
nervous systems are also developing fast 
in this period is not so wellknown. Be- 
sides learning to walk and talk, to eat 
and to dress themselves, our children 
are absorbing impressions, picking up 
opinions, prejudices, likes and dislikes; 
developing timidity or boldness in cer- 
tain situations; learning ways of behav- 
ing with other people that will with diffi- 
culty be changed as they grow older. 

Foundations for mental health 
laid early—Because the family is the 
child’s world in the early years, it is re- 
sponsible to a great degree for starting 
him on the road to mental health. 

The White House Conference has de- 
fined mental health as being “that state 
of wellbeing in which the individual 
realizes the greatest success his capabili- 
ties will permit, with the maximum 
amount of happiness and social relation- 
ships satisfying both to the individual 
and to society.” [Lowrey, Dr. Lawson 
G., Committee on Problems of Mental 
Health. ] In other words, a person is men- 
tally healthy if his personality is such 
that he gets along in social and working 
relationships with others, and is happy 
in those relationships. 

That this may be true, the instinctive 
needs of the child must be met. Put 
very briefly, these fundamental needs of 
the child are twofold—for security and 
for accomplishment. To feel secure, the 
child needs love, affection, a home in 
which he is understood and appreciated. 
To be able to achieve, he must be al- 
lowed to develop his own individuality, 
while learning to live in harmony with 
the aims and objects of other people. 

Homes may be made better places for 
keeping children mentally healthy if 
parents, and those who are to become 
parents, learn the conditions under 
which wholesome unfolding of personal- 
ity takes place. 

Mental health has its beginning in the 
kind of satisfactions and training the 
child has in his early years. Some of 
the things that help to ensure mental 
health in children are: 





December, 1931 





Parents’ sympathy and loving desire to un- 
derstand. 

An atmosphere wherein the child’s needs are 
considered as well as those of the adults. 

Space and materials for play. 

Opportunities for helpful service to others. 

Work in which there is enough success to en- 
courage more endeavor. 

Freedom from interference with natural de- 
sires for achievement. 


Does the Brown home and family life 
fulfill these requirements? Does your 
home live up to them? If you are giving 
your children the best conditions you can 
for physical and mental growth, if you are 
taking thought as to their mental health 
needs, your family is doing its part. 


Questions for thought and discus- 
sion 

[1] List some of the advantages of 
the present-day home over that of 100 
years ago. 

[2] In what ways do your children 
have better health care than was possible 
for you in your childhood? 

[3] Why do we say that “a good be- 
ginning is half the battle’’? 

[4] In what ways are your children’s 
needs for personal accomplishment be- 
ing met? 

[5] Discuss the following statement 
made by Secretary Wilbur at the White 
House Conference: “We want our fu- 
ture men and women to be selfstarters 
and to operate under their own personal 
control, not people who follow the herd 
or develop an emotional storm when con- 
fronted by difficulties.” 


Suggestions for further reading 

Rich, Margaret E. Family Life Today. 
Boston, Houghton, 1928. 

Sapir, Edward. What is the Family 
Still Good For? American Mercury, Vol. 
19, February, 1930, 145-15I1p. 

Seabury, David. Growing Into Life. 
New York. Horace Liveright, Inc., 1928. 

Symposium. Building Character. Chi- 
cago. University of Chicago Press, 1928. 

The Child’s Emotions. Chicago, Uni- 
versity of Chicago Press, 1930. 

White, William A. Mental Hygiene 
Factors in Parenthood and Parental Re- 
lationships. New York. National Com- 
mittee for Mental Hygiene, 450 Seventh 
Avenue, 1928. Price, 10 cents. 





| § tem TEACHINGS and examples of our elders, as well as the talk of the congenial family gathering, develop 
our ideals. In the family, more than in any other single place, we learn to love, to wish to be of service 
to others, to be loyal to home and country, to know the difference between right and wrong, and to follow 
the teachings of religion. It has often been pointed out that high-mindedness runs a good deal “in families”; 


| so also does low-mindedness. For better, and sometimes for worse, the family shapes us.—Marshall, The 
Story of Human Progress. 





Sa 





Radio, the Home, and the School 


ADIO AND THE HOME—The American 
R home is the cradle of our national 
greatness and achievement. With- 
in its guarded walls have been nourished 
the attitudes and ideals which have pre- 
served our physical vigor, our intellectual 
integrity, and our spiritual purpose. Upon 
our homes more than upon any other in- 
stitution rests the future of the nation 
and the destiny of the race. 

We should therefore guard the home 
atmosphere from pollution as we would 
guard our drinking water from poison. 
What goes into the mind comes out in the 
life. 

American radio policy is therefore the 
vital, immediate, pressing concern of 
every parent. Let us keep the children 
first. 

Radio and the school — Radio is 
worth at least one hundred million dol- 
lars a year to the schools of America. 
This estimate—and it is really a very 
conservative estimate—jis based on a 
simple assumption which each one can 
verify for himself. Let us assume that by 
the use of master teachers radio can be 
made to increase the effectiveness of the 
common school by at least five percent, 
and the probabilities are that it can con- 
tribute much more than that. This five 
percent of the entire educational budget 
of the United States would amount to 
more than one hundred million dollars 
a year. This widespread use of radio in 
school education would not only enrich 
the work of the classroom but—as has 
been abundantly proved in connection 
with the Ohio School of the Air—it would 
make a large contribution to the educa- 
tion of adults who listen to the material 
which is broadcast to the school class- 
rooms. They are thus able to learn anew 
the things which they studied in school 
days, or if their school opportunities were 
limited, to enjoy some of the advantages 
which are now given to the children. No 
one can estimate the value of this inci- 
dental learning on the part of adults. Our 
education in America has developed so 
rapidly that more than one half of our 
grown up population had less educational 
opportunities during their childhood than 
is now given to a child in an average 
elementary school. It would be plain stu- 
pid from the point of view of national 
wellbeing and advance not to use this 
new and powerful tool for the purpose 
of systematic education of the entire 
population, both children and adults. 


The present situation—Contrary to 
the best experience of all the other great 
civilized countries of the world our radio 


7 arg he eS 
What You Can Do 


RITE to the National 

Committee on Educa- 
tion by Radio, 1201 Sixteenth 
Street, Washington, D. C., for 
copies of its free bulletins giv- 
ing important facts. 


[2] Study these bulletins and 
_ arrange to have the matter pre- 
| sented before civic groups to 
which you belong. 

[3] Have these groups adopt 
resolutions like the ones on this 
page. 

[4] Send copies of these reso- 
lutions 





























To your representatives in the 
state legislature 

To your governor 
To your representatives in Con- 
| gress 

To the Federal Radio Commis- 
sion, Washington, D. C. 

To the President of the United 
States 






















[5] Insist that your state gov- 
ernment shall take steps to 
secure for your state under 
public control its fair share of | 
| radio channels. Remember the | 
old, old truth: They have rights 
| who dare maintain them. 








broadcasting frequencies have fallen al- 
most entirely—more than 93 percent— 
into commercial hands. Educational in- 
stitutions have been robbed of their chan- 
nels. The rights of sovereign states to 
control their own channels have been ig- 
nored. The air has been filled with ob- 
jectionable advertising. The evils of the 
situation are now becoming so patent 
that the public is waking up to demand 
its rights. 

This means that every citizen—espe- 
cially those citizens who wish to protect 
children and the home—must wake up, 
inform themselves, and make their influ- 
ence felt. Children first! 

Education’s rights on the air — 
The demand that education shall have 
its rights on the air is the adopted pro- 
gram of the leading educational groups 
of the United States. 


[ 353 


The National Education Association believes 
that legislation should be enacted which will 
safeguard for the uses of education and govern- 
ment a reasonable share of the radio broadcast- 
ing channels of the United States—Adopted 
Columbus, Ohio, July 1930 and again at Los 
Angeles, Calif., July 1931. 

The radio broadcasting channels belong to the 
public and should never be alienated into pri- 
vate hands. We believe that there should be 
assigned permanently and exclusively to educa- 
tional institutions and departments a sufficient 
number of these channels to serve the educa- 
tional and civic interests of the locality, the 
state, and the nation; and that these channels 
should be safeguarded by the federal govern- 
ment. The Department of Superintendence en- 
dorses the work of the National Committee on 
Education by Radio in its efforts to protect the 
rights of educational broadcasting —Adopted 
by Department of Superintendence, National 
Education Association, Detroit, February 1931. 

We believe that radio broadcasting is an ex- 
tension of the home; that it is a form of edu- 
cation; that the broadcasting channels should 
forever remain in the hands of the public; that 
the facilities should be fairly divided between 
the national, state, and county governments; 
that they should be owned and operated at 
public expense and freed from commercial ad- 
vertising—Adopted by the National Congress 
of Parents and Teachers, Hot Springs, Arkan- 
sas, May 7, 1931. 

The Department of Elementary School Prin- 
cipals of the National Education Association 
urges that education by radio be given immedi- 
ate attention by teachers, school officers, and 
citizens to the end that a fair share of radio 
broadcasting channels may be reserved exclu- 
sively for educational purposes; that the qual- 
ity of educational broadcasting be improved; 
that broadcasting facilities be extended to 
schools and to programs for the education of 
adults; and that the introduction into the 
schoolroom of any radio program, however 
fine its quality, which is announced or titled 
as to gain “goodwill” or publicity for its spon- 
sor, or which advertises a sponsor’s wares, be 
forbidden by statute. Radio is an extension of 
the home. Let us keep it clean and free.— 
Adopted by Department of Elementary School 
Principals, National Education Association, Los 
Angeles, Calif., July 1, 1931. 

The World Federation of Education Associa- 
tions records its appreciation of those govern- 
ments which use their radio broadcasting facili- 
ties for the education of their citizens and urges 
all national governments to include a represent- 
ative of their respective education administra- 
tions in the delegations sent to the Interna- 
tional Radio Convention to be held in Madrid 
in 1932, in order that these official represent- 
atives of public education may participate in 
the formulation of the regulations which will 
govern the distribution and use of radio facili- 
ties thruout the world.—Resolution adopted at 
the Fourth Biennial Conference, Denver, Colo- 
rado, August 1, 1931. 


These are not hasty judgments. They 
grew out of wide experience with radio in 
the home, the school, and the community. 








[This poster f 





The Law of Selfreliance 


Biase 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 
selfreliant. Selfconceit is silly, but selfre- 
liance is necessary to boys and girls who 
would be stron¢ and useful. 


11] I will gladly listen to the advice of 
older and wiser people. I will reverence | 
the wishes of those who love and care 
for me and who Know life and me better 
than I. I will develop independence and 
wisdom to choose for myself, act for my- 
self, according to what seems right and 
fair and wise. 


[2] I will not be afraid of being laughed 
at when Iam right. I will not be afraid of 
doing right when the crowd does wrong. 

[3] When in danger, trouble, or pain, I 
will be brave. A coward does not make 





- agood American. [From the Prize Moral- 
_ ity Code which is widely used in schools.] 





or your classroom is from the JouRNAL of the National Education Association. Copies 


[ 352] 





on art paper; 20 for $1; $4 per 100; $30 per 1000. No. 20352) 





Builders of Our Profession 


years ago there was a standard joke 

going the rounds about two women 
boarding a streetcar, one fumbling with the 
catch of her purse and protesting that she 
would pay for both but never finding the 
change till her companion had paid both fares. 
How we despised a cheap little trick to get a 
free ride. 

There are other free riders! 

Does every teacher support ALL the teach- 
ers’ associations? More than one is getting a 
free ride to an increase in salary or other 
benefit. 

Who inaugurated and carried to success, 
campaigns for increased salary, shorter hours, 
and other just privileges? Not the school 
board. Not the legislature. It was the teachers, 
united in their associations. It took time, 
energy, and money. 

Can anyone afford to ride on while others 
pay the fareP Think it over, then open your 
purse, and pay the dues to your national, state, 


and local organizations.—Pittsburgh School 
Bulletin. 


Pres SSIONAL RESPONSIBILITY.—A few 


New Life Enlistments 


Sy NUMBER of life members enroled in 
the National Education Association on 
November 1 was 4600. The following life 
members have been reported since the list 
was published in the November JourNAL. 


CaLirorNia—Myrtle Emily Brown, Gladys B. Grabill, 
Aymer J. Hamilton, Rex H. Turner. 

District oF CotumBia—Tracy F. Tyler, Diosdado 
M. Yap. 

Grorci—J. B. Cheatham. 

ILLinois—Harry A. Brown, Howard Dagley, Arthur 
R. Gibson. 

INDIANA—Clyde Parker. 

Iowa—Jennie E. Post. 

MassacHusetts—Chester R. Stacy. 

MIcHIGAN—C. E. Frazer Clark. 

MINNESOTA—William Guy Roseberry. 

MississipP1—Mrs. A. Benjamin Kelly, Wydelle Whit- 
ney. 

New HampsHire—Donald A. Ellis. 

New Jersey—H. M. Cressman, Frank R. Flower. 

New Yorx—Mathew E. Smith. 

NortH Daxkota—Jesse C. Korthal, H. O. Saxvik. 

Outo—Mrs. Beulah Campbell Gaines, Lloyd Mce- 
Comas, Margaret Seasholes Riggs. 

Orecon—Thomas P. Graham. 

PENNSYLVANIA—Wilber Emmert, George R. Green, 
B. L. Gumm, Bernard S. Hostetler, W. W. Lantz, 
William S. Livengood, Jr., Parke Schoch, George 
A. Sigman, Reverend L. Elbert Wilson. 

South Caro_ina—Leonard F. Arant. 

TENNESSEE—H. D. Hunter. 

Texas—Albert A. Walls. 

Vircinia—Ivan A. Booker. 

WIsconsin—Sadie E. Hood, Guy F. Loomis, Wilbert 
S. Murphy, Gwenald L. Ritter, Elizabeth Waters. 

Wrominc—Frank R. Watson. 


Completed Enrolments 


TT HE FOLLOWING SCHOOLS have completed 
their 100 percent enrolment in the Na- 
tional Education Association since the list 


was published in the November JOURNAL. 


Thirteen Years 


GreorGcia—A mericus, High. 
lowa—Keokuk, Elementary Teachers’ Club. 
Oun1to—Columbus, Fulton. 


Twelve Years 


CALIFORNIA—Piedmont, Piedmont Public Schools, 
Egbert W. Beach, Frank C. Havens, High, Wild- 
wood. 

Co._orapo—C olorado 
fellow, Washington. 

ILLtnois—Fairbury, Fairbury Public Grades Schools, 
Edison, Isaac Walton. 

InDIANA—Hammond, Maywood. 

Matne—Castle Hill, Castle Hill Public Schools; 
Mapleton, Mapleton Public Schools, High. 

On10—Marietta, Marion, Norwood. 

VERMONT—Barlington, Adams. 


Springs, Buena Vista, Long- 


Eleven Years 


CavirorNiA—San Francisco, Madison. 
ILLINOIS—Maywoed, Lincoln. 
INDIANA—Hammend, Columbia, 


Kenwood, Morton, 
Riverside, Woodrow Wilson. 





| yp G. PinxsTOoN, special secretary of the De- 
partment of Elementary School Principals, 
who will give to that important and growing 
department the kind of service which Secretary 
S. D. Shankland is giving to the Department of 


Superintendence. 








MicHicAN—Detroit, Bellevue. 

Ou1o—East Cleveland, Mayfair; Euclid, Shore High. 

OKLAHOMA—O kmhtlgee, Emerson, Franklin, Lee High, 
McKinley, Roosevelt, Webster, Wilson. 


Ten Years 


CaLirornNiu—San Francisco,.Golden Gate, Grattan. 

CoLoravo—Boulder, Highland; Longmont, Columbine. 

Connecticut—East Hartford, Meadow; Meriden, 
Robert Morris; Stamford, Wall Street. 

MicHIGAN—Holland, Holland Public Schools, Froebel, 
Junior High, Lincoln, Longfellow, Senior High, 
Van Raalte, Washington. 

On10—Bellefontaine, Bellefontaine Public Schools, 
Central, Mary Fulton, High, Hubbard, Lincoln, 
McBeth, North; Wooster, Bowman Street. 

OKLAHOMA—Muskogee, Edison, Franklin, Houston, 
Irving, Jefferson, Longfellow, Pershing, Sequoyah, 
Washington, West High, Whittier. 

Wyominc—Casper, Lincoln. 


Nine Years 


ArIzoNA—Jerome, Jerome Public Schools, Adminis- 
tration Building, Clark Street, High School Build- 
ings A, B, and C, Main Street, Walnut Gulch. 

CairorNiA—Stockton, Lincoln. 

Co.orapo—Colorado Springs, Whittier. 

GrorGia—A mericus, Furlow Grammar. 

ILtrinois—DeLand, Township High; Pekiv, Pekin 
Public Schools, Douglas, Franklin, Garfield, Jeffer- 
son, Lincoln, McKinley, Roosevelt, Washington 
Junior High; Springfield, Converse Grade. 

Maine—Caribou, High. 

MICHIGAN—Cadillac, Cadillac Public Schools, Cass, 
Cooley, Emerson, Franklin, High, Lincoln, Mec- 
Kinley, Whittier; Grand Rapids, Finney. 

New Jersrv—East Paterson, East Paterson School 
System, Fifty-fourth Street, Gantner Avenue, Gil- 
bert Avenue. 

New Mexico—Roswell, Washington Avenue. 

New York—Rome, Jay Street. 

On10o—Cleveland, Scranton; Euclid, Noble. 

OrEGON—Hood River, Hood River Public Schools, 
Coe Primary, Junior High, Park Street, Senior High. 

PENNSYLVANIA—Delaware County, Cardington-Stone- 
hurst. 


[353] 


SoutH Caro.ina—-Laurens, Laurens Public Schools. 
SoutH Daxota—Sioux Falls, Irving. 
Vircinita—L ynchburg, Garland-Rodes. 
West VirGinta—Clarksburg, Towers. 


Wyominc—Casper, Park; Worland, Worland Grade 
Schools. 


Eight Years 


ARIZONA—T empe, Grammar District Number 3. 

CoLorapo—Brush, Brush Public Schools, Central, 
High, Knearl; Colorado Springs, Midland, Steele: 
Englewood, Hawthorne. 

ConNECTICUT—Darien, Baker. 

DELAWARE—W ilmington, School Number 9. 

IpAHo—Boise, Roosevelt; Idaho Falls, Eagle Rock, 
Eastside, Riverside. 

ILLINOIS—Mt. Sterling, Grade. 

INDIANA—Hammond, Franklin, Technical-Vocational ; 
LaPorte, LaPorte Public Schools, Central Junior 
High, High, Lincoln, Maple, Park, Riley, Wash- 
ington; Michigan City, Benjamin Harrison; South 
Bend, Elder, Lincoln, Linden, Muessel Junior High, 
Oliver Platoon, Henry Studebaker, Washington 
Junior High. 

Ilowa—East Waterloo, John Fiske. 

Kansas—Chanute, Chanute Public Schools, Alcott, 
Cross, Junior High, Lincoln, Murray Hill, Pioneer, 
Roosevelt, Senior High, Webster; Cherryvale, 
Cherryvale Public Schools, Central, Garfield, 
Junior-Senior High, Lincoln, McKinley; Hutchin- 
son, Avenue “A,” Fourth Avenue, North Side; 
Leavenworth, Lincoln. 

Massacuusetts—Athol, Lake Park; 
Point Grammar. 

MicHIGAN—Detroit, Myra Jones. 

Nesraska—Fairbury, East Ward, 

New Hampsnuirne—East Rochester, 
Public. 

New Jersty—Rutherford, Lincoln, Sylvan; Summit, 
Brayton, Lincoln. 

New York—Oneida, Washington Avenue. 

On1o—Columbus, Fairwood, Fifth Avenue Elemen- 
tary, Fourth Street, Heyl Avenue; Lakewood, 
Grant; London, Exempted Village Schools, Grade, 
High; Mansfield, West Fifth Street; Tiffin, College 
Hill, Junior High, Monroe Street; Cuyahoga 
County, Valley View; Warren, Elm Road; Youngs- 
town, Jefferson. 

OKLAHOMA—Pawhuska, Pawhuska Public Schools, 
Century, Franklin, High, Lynn, Prudom, Union. 
PENNSYLVANIA—Delaware County, Keystone; Maha- 
noy City, Mahanoy City Public Schools, High, 
Junior High, Mahanoy Street, Pine Street, Spruce 
Street, Spruce Street Annex, Twelfth Street; 

Mahanoy Township, Mahanoy Township Public 
Schools, Buck Mountain, Coles, Ellengowan, Junior 
High, Lincoln, Maple Hill, Park Place, Robinsons, 
Senior High, St. Nicholas, Suffolk, Washington, 
Wiggans, Yatesville; Munhall, Munhall Public 
Schools, Andrew Street, High, Ravine Street, St. 

Johns, Twelfth Avenue Grade. 

SoutH Caro_tina—Laurens, Watts Mills. 

SoutH Dakota—Chester, Consolidated. 

VirciniA—Lynchburg, Miller Park. 

WISCONSIN—Sheboygan, Lincoln. 

Wyominc—Casper, Grant, Jefferson, Washington; 
Midwest, Grade; Sheridan, Central, John S. Taylor. 


Gloucester, 


East Rochester 


Seven Years 


CaLirornia—San Francisco, Cabrillo, Fremont, Pat- 
rick Henry. 

Co._orapo—Boulder, Mapleton; Branson, Branson 
Cosolidated Schools, Grade, High; Colorado 
Springs, Garfield, Helen Hunt, Ivywild; Fort Lup- 
sy Fort Lupton Consolidated Schools Grade, 

igh. 

ConnectTicut—Bridgeport, McKinley. 

IpaHo—Gooding, Junior High, Lincoln Grade; Idaho 
Falls, Idaho Falls Public Schools, Central, Eagle 
Rock, East Side, Emerson Elementary, Emerson 
Primary, High, Junior High, Riverside. 

ILLinois—Jerseyville, Jersey Township High; Wau- 
kegan, South. 

INDIANA—Freeland Park, Freeland Park School; 
South Bend, Central Junior High, James W. Riley, 
Junior-Senior High. 

Kentucky—Louisville, I. N. Bloom. 

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

MassacHusetts—Franklin, Thayer; Gloucester, 
Hovey; Lynn, Coburn Street; Plymouth, Cornish- 
Burton District, Hedge; West Springfield, Park 
Avenue. 

MIcHIGAN—Sault Ste. Marie, High, McKinley; Tra- 
verse City, Traverse City Public Schools, Board- 


man Avenue, Central, Elmwood Avenue, Junior 

High, Oak Park, Senior High, Union Street. 
Minnesota—Mankato, Franklin Grade. 
Missourt—St. Louis, Marquette; University City, 


Flynn Park. 

New Jersey—Atlantic City, Richmond Avenue; Cam- 
den, Beideman, McKinley, Parkside, J. S. Read, 
H. C. Sharp; Dover, Academy Street; East Orange, 
Washington; Maywood, Junior High; Middlesex 
County, Sand Hills; Montclair, Grove Street; 
North Plainfield, Somerset; Paterson, School Num- 
ber 22; Trenton, B. C. Gregory. 











wh gy fens 


ee ee 3s 


354 


New York—Ardsley, High; Schenectady, S. B. Howe. 

NortH Dakota—Minot, McKinley. 

Onio—Ashtabula, Park Junior High; Cleveland, 
Landon; Columbus, Avondale, Beck Street, Dana 
Avenue, Eastwood, Lane Avenue, Milo, Mt. Ver- 
non, Second Avenue, Stewart Avenue; Lakewood, 
Harrison, Roosevelt; Marietta, Washington; Mid- 
dletown, Middletown Public Schools, Central, Gar- 
field, Jefferson, Lincoln, North, Roosevelt Junior 
High, Senior High, Sherman, South, Booker T. 
Washington, Young; Tiffin, Senior High; Warren, 
Tod Avenue; Youngstown, Elm Street. 

PENNSYLVANIA—Berks County, Berks County Public 
Schools, Muhlenberg Township, Muhlenberg Town- 
ship Public Schools; Delaware County, Chestnut- 
wold; Upper Darby District Public Schools, By- 
wood, Cardington-Stonehurst, Drexel Hill, Fern- 
wood, Highland Park, Junior High, Primos, Senior 
High, Stonehurst Hills; Kane, Central, Clay Street, 
Sub-High, Welsh Street, West Side; Slippery 
Rock, State Teachers College. 

Soutn Daxota—Nisland, Nisland Public Schools; 
Selby, Consolidated; Sioux Falls, Hawthorne, 

TENNESSEE—S pringfield, Senior High. 

WASHINGTON—S fokane, Hillyard High. 

West Vircinta—Clarksburg, Alta Vista. 

WISCONSIN—A ppleton, Wilson Junior High; Kohler, 
Kohler Public Schools; Madison, Doty, Haw- 
thorne, Lowell. 


Six Years 

CaLirornia—Alturas, Modoc Union High; Anaheim, 
Central; San Francisco, Lafayette, Sanchez. 

Cotorano—Boulder, North Side Intermediate; Chey- 
enne Wells, Cheyenne County High; Frederick, 
Frederick Public; Gilcrest, Consolidated; Kirk, 
High; Longmont, Bryant. 

District or CoL_umMBia—Washington, Randle High- 
lands-Orr. 

Georcia—Macon, Bellevue. 

IpAno—Boise, Whittier. 

Itumnots—Rockford, Ellis; Shabbona, Shabbona Pub- 
lic Schools, Community High, Consolidated 
Grades; Waukegan, Washington; W heaton, 
Wheaton Public Schools, Holmes, Junior High, 
Longfellow, Lowell, Senior High, Whittier; Wood 
River, Wood River Public Schools, Lincoln, 
Washington, Wood River, Woodrow Wilson. 

INDIANA—Fort Wayne, Nebraska, Rudisill; Indianap- 
olis, William McKinley. 

lowa—-Council Bluffs, Madison; Sidney, Sidney 
Public Schools. 

Kansas—Paola, High; Rolla, Rural High; Winfield, 
Irving. 

Kentucky—ZLouisville, Hazelwood. 

Maine—Augusta, Cony High; Waterville, North 
Grammar. 

MASSACHUSETTS —Winchester, George Washington. 

MICcCHIGAN—L’Anse, L’Anse Township Schools, 
Junior-Senior High, Pequaming Grade, Rural 
Schools, Village Grade; Niles, Niles Public 
Schools, Grade, Junior High, Senior High. 

MInNeESOTA—Minneapolis, Loring; Owatonna, Junior 
High, Senior High; St. Paul, Riverside. 

Missourt—St. Louis, Roe. 

New Jersey—Bloomfield, Center; Bridgeton, Irving 
Avenue; Carney’s Point, duPont Number 13; 
Dunellen, Lincoln, Whittier; Trenton, Cadwalader. 

New YorK—Rome, Gansevoort; Schenectady, Nott 
Terrace. 

On1o—Akron, ,Allen, East High, Alexandria, St. 
Albans Township Schools; Arlington, Arlington 
Public Schools; Ashtabula, Division, High; Cam- 
bridge, Park; Canton, Dueber; Cincinnati, School 
for Crippled Children; Columbus, Crestview, Fel- 
ton, Leonard Avenue; Lakewood, McKinley; 
Mansfield, Newman; Marietta, Junior-Senior High; 
Maumee, Maumee Public Schools, Fort Miami 
Grade, High, Riverside; Rittman, Rittman Public 
Schools, First Street Building, High, Primary; 
Warren, Laird Avenue, Frances W. Willard; 
Youngstown, J. G. Butler, Jr. 

OxKLaHoMA—Sapulpa, Garfield. 

PENNSYLVANIA—Delaware County, Haverford Town- 
ship Public Schools, Brookline, Chestnutwold, 
Junior High, Lianerch, Manoa, Oakmont, Preston, 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Senior High; Gettysburg, Franklin Street, High 
Street, Lincoln, Meade. 
Ruope Istanp-—Westerly, Bradford. 
Uran—Salt Lake City, Lafayette. 
VeERMONT—Rutland, Park Street School. 
Vircinia—Lynchburg, Fort Hill; Norfolk, Ocean 
View. 





EREMIAH E. Burke, beloved superintendent 
J of the Boston schools, whose death on Octo- 
ber 29, 1931, closed a career of notable leader- 
ship. Dr. Burke was especially interested in 
education for character. 





WASHINGTON—Centralia, Centralia Public Schools, 
Edison, High School & Junior College, Lincoln, 
Logan, Oakview, Roosevelt-Jefferson, Washington. 

Wisconsin—A shland, County Normal; Delavan, 
Delevan Public; Kenosha, Columbus, Washington 
Elementary, Washington Junior High; Madison, 
Longfellow; Two Rivers, Two Rivers Public 
Schools, Hamilton, Joseph Koenig, Washington 
Grade, Washington High. 

WyYomMiInc—Rock Springs, Lincoln. 


Five Years 


ALASKA—Fairbanks, Fairbanks Public Schools; 
Ketchikan, Ketchikan Public Schools. 

: ~ <ieen Franklin; Clemenceau, Junior 

igh. 

ARKANSAS—Little Rock, Woodruff. 

CALirorNiA—Alhambra, Fremont; San Francisco, 
West Portal. 

CoL_orapo-—Arvada, High; Canon City, Wilson Junior 
High; Colorado Springs, Bristol, Columbia, Lowell, 
South Junior High; Fort Collins, Washington; 
Gypsum, Eagle County High; Montrose, Johnson, 
North Side. 

ConnectTicut—Norwalk, Roger Ludlow Junior High. 

Grorcia—A tlanta, Georgia Avenue, Joel Chandler 
Harris, Lee Street, Frank L. Stanton. 


December, 1931 











IpAHo—Boise, Lincoln Opportunity, Washington. 

ILLINOIsS—Bowen, Community High. 

INDIANA—Fort Wayne, Justin N. Study; Hammond, 
Harding, Irving, Lincoln, Supervisors and Special 
Teachers, Washington, West Park; Indianapolis, 
Calvin Kendall, Lucretia Mott; Seymour, Emer- 
son, Lincoln, Riley, Washington; Sullivan, Junior 
High. 

Kansas—Chanute, Trade; Hutchinson, Lakeview, 
Winans. 

Maine—Camden, Elm Street. 

MASSACH USETTS—Brookline, Parsons; Stoneham, 
South. 

MicHIGAN—Fremont, Fremont Public Schools; 
Royal Oak, Longfellow; Saginaw, Crary-Lincoln. 

New Jersty—Madison, Green Avenue; New Bruns- 
wick, Weber; North Plainfield, Harrison Avenue; 
Vineland ©& Landis Township Schools, Butler 
Avenue, Central, Chestnut and East Streets, 
Chestnut and West Streets, East Avenue, High, 
Kingman, Magnolia Road, New Italy, North Vine- 
land, Oak and Main Streets, Orchard Road, Park 
and East Streets, Park and Second Streets, 
Pleasantville, H. L. Reber, Seventh Street, South 
Vineland, Special Teachers, Spring Road, Trento 
Avenue, West Side. 

New MeEmico—Albuquerque, University Heights. 

New YorK—Brookhaven, Brookhaven Public. 

On10—Ashtabula, Chestnut Street, State Road; 
Bremen, Rushcreek District Schools, Grade, Rush- 
creek Memorial High; Canton, Liberty, Washing- 
ton; Cleveland, Addison Junior High; Columbus, 
American Addition; Marietta, Harmar, Willard; 
South Euclid, Green Road; Tiffin, Miami Street; 
Van Buren, Allen Township Centralized Schools, 
Grade, High, Junior High; Warren, Garfield; 
Youngstown, Parmelee. 

OKLAHOMA—McAlester, Emerson, Jefferson; Sa- 
pulpa, Forest Park, Jefferson, Woodland. 

OrEGON—Roseburg, Roseburg Public Schools, Ben- 
son, Fullerton, Junior High, Rose, Senior High. 

PENNSYLVANIA—Biglerville, Biglerville, Public 
Schools. 

SoutH Caro_ina—Elloree, Midway High. 

South Dakota—Canton, Canton Public Schools, 
East Side High, West Side. 

West VirGiInta—Buckhannon, Main Street. 

WIsconsiIN—Madison, Dudgeon; Sheboygan, Wash- 
ington. 

Wyominc—Laramie, Fremont; Rock Springs, Junior- 


Senior High, Yellowstone Grade; Sheridan, Coffeen 
Avenue. ‘ 


Four Years 


CaLirorNia—San Francisco, Redding, San Miguel; 
Van Nuys, Encino. 

CoLorapo—Hayden, Grade Schools, Union High. 

ConnectTICUT—Darien, Hindley. 

DELAWARE—W ilmington, Palmer Junior High, Public 
Number 11. 

IpAHoO—Boise, Lowell, Park. 

ILLINOIs—Batavia, High; Charleston, Franklin, High, 
Jefferson Junior High, Washington; Mahomet, 
Community High; Mascoutah, City Grade, Com- 
munity High. 

INDIANA—I ndianapolis, John McCormick, Catherine 
Merrill, William Penn, Public Number 45, Public 
Number 47, Public Number 67; South Bend, Ben- 
jamin Harrison. 

Kansas—Kansas City, Roesland; Kingsdown, Kings- 
down Consolidated Schools; Merriam, Shawnee- 
Mission High; Wichita, Skinner. 

MaAINE—Presque Isle, Gouldville; Skowhegan, Park. 

MIcHIGAN—Detroit, Doty; Jackson, Trumbull; 
Saginaw, Emerson, Hoyt. 

Missourr—Webster Groves, Lockwood. 

NesraskA—Fairbury, Central Ward, Junior High, 
West Ward; Omaha, Monmouth Park. 

New Jersey—Camden, Dudley; Pitman, Ellwood 
Kindle, Summit Avenue, W. C. K. Walls; Ridge- 
wood, Union Street. 


(Continued on page A-200) 


The Journal of the National Education Association 


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


President, FLORENCE HALE 








Secretary, J. W. CRABTREE 





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


The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, 


committee reports, and other regular publications of the Association. 


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. 


One dollar of each membership fee is for a year’s subscription to THE JOURNAL. 


Advertising rates on application. Members are kindly requested to report 


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


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


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


Joy ELmer Morcan, Editor 





Acceptance for 


Haroip A. ALLAN, Business Manager 








Vol. 20, No. 9 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





A-199 





Now Available for 
Educators 


New series of sound motion pictures 
for educational use 


The Washington conference ou Visual 
Education disclosed 38% average gain 
in knowledge. In this case all pictures 
were shown on the New Acme Projector 
and subjects were selected from the 
Movietone School Series. 

The following gives a slight indica- 
tion of the subjects, and the authorities 
responsible for preparation of the films. 


PHYSICAL GEOGRAPHY 


1, 2 and 3 reels by Dr. Wallace W. 
Atwood, President of Clark University. 


OCCUPATIONAL 


GEOGRAPHY 
3 and 4 reels by Dr. Wallace W. Atwood. 


AMERICAN HISTORY 


1, 2, 3 and 4 reels by Dr. Henry 
Johnson, Professor of History, Teach- 
ers’ College, Columbia University. 


GENERAL SCIENCE 


1, 2 and 3 reels by Dr. Clyde Fisher, 
Curator, American Museum Natural 
History, and Dr. Forest Ray Moulton, 
well known Astronomer. 


GOVERNMENT AND CIVICS 


6 reels by Professor A. N. Holcombe, 
of Harvard University. 


AUDITORIUM FILMS 


1 to 7 reel films on general educational 
subjects by Dr. Henry Johnson and 
Dr. Wallace W. Atwood. 


Educational Executives! 


The book ‘*Professional Projection of Sound 
Motion Pictures for Non-professional Use’”’ 
is a sound pedogogical discussion of the 
useof sound motion pictures in schools. The 
booklet, “Catalog of Visual Educational 
Sound Pictures Specially Prepared for 
Schools,”’ explains the de- 
velopment of the Movie- 
tone School Series under 
the direction of the Na- 
tional Advisory Com- 
mittee on Sound Pictures 
in Education. A request 
on your letterhead will 
bring both books. 



































A Live Volcano 
im fhe Classroom 





@ Volcanos had never before been anything more in the 
life of this typically normal eighth grade boy than other 
dry-as-dust geography facts— peninsulas, islands, valleys, 
mountains, rivers and lakes. Gee, how he hated geography! 

Then one day he saw Vesuvius spouting fire and smoke, 
gushing great torrents of white hot lava—saw and heard 
it right in the classroom...A dozen “hows and whys” 
flashed through his mind and then...onto the scene stepped 
Dr. Wallace W. Atwood, President of Clark University, 
distinguished geologist and geographer, to explain in 
simple, clear words what made volcanos, why they erupted, 
their part in forming the earth’s crust. Thrilled!...He 
said after class that he wanted to become a seismologist. 
He wanted to know about rivers, about the ocean, what 
made lakes...Geography had come alive for every boy 
and girl in that class. 


Write for the latest facts about the use of new visual aids, about 
the best type of equipment and film subjects for educational use. 


The New Acme 35mm Portable SOUND-ON-FILM Projector 
The typeof projector demanded by the new type of educational sound-on-film 
pictures. Made by International Projector Corporation, the largest manufac- 
turers of professional equipment to deliver the same quality of projection 
and sound reproduction. Suitable for classroom or auditorium use. Talking 
pictures up to 12’ x 16’ can be clearly projected. Easily moved from one room 
to another...can be set up in fifteen minutes, All safety requirements met. 
Easily operated by any one. No batteries... plug into A. C. light socket. Sepa- 
rate, non-interchangeable plugs make it impossible to connect electrical sys- 
tem improperly. Automatic lubrication. Threaded in a few seconds with utmost 
ease. One simple, quick change adapts it to silent motion pictures, Whole 
equipment rigidly and unequivocally guaranteed. 





Educational Division 


NATIONAL THEATRE SUPPLY COMPANY 
92-96 Gold Street, New York, N. Y. 


Offices in all principal cities 


Mention THe Journat when writing our advertisers. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Successful Money 


Management M ethods in 
the Grades 


The proper apportionment 
of income, the successful 
proven training principles of 
save—give—have, the ap- 
plication of these principles 
to their own problems— 
these are reasons why the 


Money Management Method 


has proved so successful with grade pupils. 


Furthermore, since all grade pupils possess the inherent 
desire to imitate their elders they undertake the study 
of this important problem of later life with the great- 


est enthusiasm. 


Write today for complete information. 


MILTON BRADLEY COMPANY 


SPRINGFIELD, MASS. 


BOSTON NEW YORK 


ATLANTA 


CHICAGO 


New YorKk—Hartsdale, School Number 7; 
Elizabeth Street. 

On10—Cleveland, Empire Junior High, Halle, St. 
Clair, West Junior High, West Senior High; 
Columbus, First Avenue, Siebert; Dayton, Gor- 
man; East Cleveland, Rozelle; Lakewood, Madi- 
son, Wilson; Mt. Cory, Union Township Cen- 
tralized; Tiffin, Junior Order Home Schools; 
Youngstown, Roosevelt. 

OxKLAHOMA—Okmulgee, Checotah, Horace Mann; 
Sapulpa, Sapulpa Public Schools, Garfield, High, 
Forest Park, Jefferson, Woodland. 

PENNSYLVANIA—South Brownsville, Prospect. 

TENNESSEE—Springfield, Junior High, Main Street, 
Woodland Street. 

VERMONT—Bellows Falls, Atkinson Street; Enos- 
burg Falls, Endsburg Falls Public Schools, Grade, 
Junior-Senior High. 

Vircinia—Newport News, Woodrow Wilson. 

WIsconsin—A ppleton, Columbus; LaCrosse, Hogan. 

Wyominc—Casper, Willard. 


Oneida, 


Three Years 


ArIZONA—Clifton, High. : 

CaLirorNia—A anaheim, John Muir; Inglewood, Fair- 
view, 

Co_orapo—Greeley, Cameron; Las Animas, Frey; 
Wiley, Consolidated High. 

Georcia—A tlanta, Capitol View, Luckie Street. 

ILt1nois—Bellwood, Roosevelt; Geneva, Sixth 
Street; Lombard, Lombard Public Schools; Green 
Valley, Lincoln, William Hammerschmidt; Prince- 
ton, Township High; River Forest, Frances Wil- 
lard; Hammond, Lafayette; Indianapolis, Thomas 
D. Gregg, Oscar -McCulloch. 

INDIANA—South Bend, Benjamin Franklin, 
Pre-Vocational, Marquette. 

Iowa—-East Waterloo, Roosevelt Elementary. 

me EBgtess . College Hill, Lincoln, Waco, Wil- 
lard. 

LoutstanA—New Orleans, Benjamin Franklin. 

Maine—Dexter, Cedar Street. 

MassacHusetts—Malden, Pierce; Norfolk, Center. 

MICHIGAN—Grand Rapids, Aberdeen, Eastern Ave- 
nue; Ironwood, G. N. Sleight; Jackson, Pleasant; 
Vassar, Vassar Public Schools. 

New HAmpsHire—Whitefield, Junior-Senior High; 
Winchester, Thayer High. 

New Jersey—Atlantic. Boys’ Vocational; 
Camden, Cassady; Saybrook; Middle- 
town, Grammar. 

New Mexico—Albuquerque, North Fourth Street. 

New. YorK—Johnson City, Harry L. Johnson. 


Girls’ 


City, 
Hillside, 


SAN FRANCISCO 
KANSAS CITY: HOOVER, BROS., Agents 


December, 1931 











For your 
December 
Picture 
Study. 


2250 Subjects. 





PHILADELPHIA Catalogues 





Sistine Madonna 


ONE CENT SIZE. 
TWO CENT SIZE. 5% x 8. For 25 or more. 
Send 50 cents for 25 for Christmas, or 25 Madonnas, or 25 for 
Children, or 25 Art Subjects. 
“T have used The Perry Pictures for years in school work and 
can find nothing to equal them.” 


Bird Pictures in Natural Colors 
THREE CENTS EACH for 20 or more. 


Our 1931 box of 18 Christmas Greeting Cards, each 
with an interlined envelope, for $1.00. No two cards alike. 


Send 15 cents in coin or stamps for 64-page 
Catalogue of 


The Jee rry Pictures Co., Box 4, Malden, Mass. 


‘Ihe Perry Pictures 


Use them throughout the school year as aids in teaching Language, 
Literature, History, Geography and Picture Study. 


Beautiful 
for Christmas 
Gifts. 


Awarded 
Four Gold 
Medals. 


Raphael 


3 x 3%. For 50 or more. 


Size 5% x 8. 


Size 7 x 9. 


1,600 miniature illustrations. ‘ 








Nort Dakota—Fargo, Franklin, Jefferson, McKin- 
ley, Emerson H. Smith Platoon. 

Oun10—A thens, East Side; Canton, Cherry, Roose- 
velt; Cleveland, Memphis, Pearl; Columbus, 
Everett Junior High, Livingston Avenue, Mce- 
Guffey, North Linden, Olentangy, Open Air, 
Shepard; Marietta, Marietta Public Schools, Fair- 
view Heights, Junior-Senior High, Harmar, Marion, 
Norwood, Pike, Terberg, Washington, Willard; New 
Concord, Union Rural School District, Grade, 
High; Wapakoneta, Blume High, Second Ward. 

Ox.anomMAa—McAlester, Junior High; Oklahoma City, 
Shidler; Sapulpa, Liberty, Southern Heights, 
Washington; Tulsa, Osage. 

PENNSYLVANIA—Carnegie, Lincoln; Munhall, Frank- 
lin, Homestead Park, Nineteenth Street Grade; 
Northampton, Northampton Public Schools, Cen- 
tral, Franklin, Junior High, Senior High, Wash- 
ington, George Wolf; Susquehanna, Susquehanna 
Public Schools, Laurel Street, Washington Street. 

SoutH Caro_ina—Pacolet Mills, Pacolet Mills Pub- 
lic Schools. 

SoutH Dakota—Sioux Falls, Bryant; Timber Lake, 
Timber Lake Public Schools. 

West Vircinta—Masontown, Cascade. 

WISCONSIN—A ppleton, Roosevelt Junior High. 


Two Years 


Ar1IzoNA—Miami, Oak Street. 
ARKANSAS—Little Rock, R. E. Lee. 
CALirorNiA—Auburn, Alta Vista; Los Angeles, 
Yorkdale; San Francisco, Grant. 
Cotorapo—Crowley, Consolidated; Ft. Collins, 
Remington; Fowler, Fowler Public Schools, Fow- 
ler Park, High. 
District of CoLuMBIA—W ashington, Polk, Reservoir. 
De_awareE—Eastern New Castle County, Alfred I. 
duPont. Wilmington, School Number 25. 
GeorGiA—A mericus, East Americus; Atlanta, Crew 
Street, Home Park, Moreland. 
ILLINoIis—Chicago, Westcott Junior High; Cicero, 
Drexel; Springfield, Converse Junior High, Hay- 
Edwards; Wood River, Lewis Clark Junior High. 
INDIANA—Bloomington, Department of Special Edu- 
cation; Indianapolis, Julia H. Goodhart, Public 
Number 53, Public Number 55, Public Number 
58, Public Number 68, Public Number 73, Public 
Number 86, Charles Sumner; Rushville, Graham 
Annex; South Bend, Pulaski; Terre Haute, Indi- 
ana State Teachers College; Vincennes, LaSalle, 
Tecumseh. 
Iowa—Sumner, Sumner Public Schools, Grade, High; 
. East Waterloo, Alcott, Grant. 
Kansas—Dodge City, Junior High; Emporia,*River- 
side; Wichita, Linwood, Martinson. 
Kentucky—Lexington, Ashland. 


Mention Tue Journat, when writing our advertisers. 


LoutsiaNna—New Orleans, McDonough. 

Matne—Rockland, Junior High. 

MASSACHUSETTS—I pswick, Shatswell; 
Consolidated; Stoneham, Dean. 

MICHIGAN—Flint, Jefferson, Roosevelt; Lansing, 
Walter H. French Junior High; Saginaw, John 
Moore, Otto Roesser; St. Clair, St. Clair Public 
Schools. 

MINNESOoTA—Mankato, Roosevelt, Union. 

NEBRASKA—Fairbury, Park. 

New Hampsuire—Rochester, Allen, Gonic, Maple 
Street, School Street. 

New Jersty—Bloomfield, Carteret; Carney’s Point, 
Lafayette; Neptune City, Neptune City Public 
Schools; North Plainfield, High; Verona, Laning 
Avenue. 

New Mexico—Albuquerque, Monte Vista. 

New York—Freeville, Union; Geneva, Cortland 
Street; Johnson City, Roberts Street, Theodore 
Roosevelt; Schenectady, Yates; Walhalla, Valhalla 
sen Schools, Public Number 1, Public Number 


Southwick, 


NortH Caro_tina—Greensboro, Gillespie Park. 

North Daxkota—Carrington, Carrington Rural 
Schools; Fargo, Agassiz, Clara Barton, Lincoln, 
Roosevelt Platoon, Woodrow Wilson Platoon; 
Valley City, Junior High, Lincoln. 

On10o—Akron, Firestone Park; Athens, Central, 
Junior High; Cleveland, Fullerton, Gordon, Sterl- 
ing; Lakewood, Emerson Junior High, Lincoln; 
Sandusky County, Washington Township School; 
Medina, York Township School; Middletown, 
McKinley Junior High; Seville, Seville Public 
Schools; Tiffin, Tiffin Public Schools, College Hill, 
Junior High, Miami Street, Monroe Street, Nob!e, 
Senior High, Junior Order Home Schools; Valley 
City, Liverpool High; Youngstown, U. S. Grant 
Junior High. 

OxLaAHomA—Oklahoma Cleveland, Stand 
Watie; Okmulgee, Public Schools, 
Checotah, Emerson, High, Lee High, 

Roosevelt, Webster, 


City, 
Okmulgee 
Franklin, 
Horace Mann, McKinley, 

Wilson. 

OrEcon—-New Pine Creek, Modoc Union High. 
PENNSYLVANIA—Cameron Couunty,. West Ward; 

Pine Grove, Pine Grove Borough Schools. 
Texas—Texarkana, Sunset. 

VERMONT—Burlington, Champlain. 
VirciniaA—Newport News, John W. Daniel, Jackson; 

Norfolk, Bay View School. 

WIsconsiN—A ppleton, Franklin, McKinley Grade, 

McKinley Junior High; Kenosha, Edward Bain. 
Wyominc—Midwest, High. 


The list for the current year will be included 
in the Builders section of the January JouRNAL. 





Vol. 20, No. 9 


* 


















* * * * 


* * * 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


* * 


* 


The Man that Every Child 
Should KNOW 


* 





Now motion pictures will unfold the inspiring drama 
of his life so that pupils may remember it with all the vividness 


once eon group of motion pic- 
tures is in preparation. It is the 
story of George Washington—His Life 
and Times, now being produced by 
Eastman Teaching Films, Inc., at 
the request and with the codperation 
of the George Washington Bicentennial 
Commission. It is the only picture on 
Washington’s life to be so produced. 
The purpose of this series of films is 
to enable both children and adults to 
know Washington. The films will 
present, accurately and with dramatic 
power, the leading events in his life, 


Produced by EASTMAN TEACHING FILMS, INC. 
Subsidiary of the Eastman Kodak (ompany, at the request of 
THE GEORGE WASHINGTON BICENTENNIAL COMMISSION 


* 





*~ * 








* 


of actual experience 


and his great services to his country. 


Once seen, these stirring pictures will 





On the screen: Governor Dinwiddie makes 
Washington Commander of the 
Virginia Regiment. 





* * * 





engrave upon the minds of young and 
old alike a vivid, lasting impression of 
the beauty and heroism of Washington’s 
life and character. 

Four 15-minute reels, obtainable in 
both 16- and 35-millimeter widths, 
tell the story. They include many inci- 
dents never before shown on the screen. 

The services of experts in every field 
have been utilized to make the story 
real and authentic. For complete in- 
formation, address: Eastman Teaching 
Films, Inc. (Subsidiary of Eastman 


Kodak Company), Rochester, N. Y. 








* * * 





Mention Tue Journat when writing our advertisers. 


A-201 

















THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


The Washington meeting—The 
sixty-second annual meeting of the De- 
partment of Superintendence will be held 
at Washington, D. C., Saturday, Febru- 
ary 20 to Thursday, February 25, 1932. 
A comprehensive program being prepared 
under the direction of President Edwin 
C. Broome, is built around the theme, 
Education, our Guide, and our Safeguard 
and one of the Chief Sources of our Spir- 
itual Life, our Cultural Growth, and our 
Material Power. Scheduled on the pre- 
liminary program are addresses by out- 
standing laymen and educators. 

Convention activities will have a pa- 
triotic note in honor of the bicentennial 
anniversary of George Washington’s 
birth, February 22. Members of the De- 
partment will make patriotic pilgrimages 
to national shrines of historical interest, 
including particularly Mount Vernon and 
other places familiar to George Wash- 
ington. 

A feature of the Sunday program will 
be addresses by members of the Depart- 


Greater Unity 


Life Membership 


The true Christmas spirit should be 
with us all through the year, but at this 
season, we cannot help but feel it just a 
bit more. This is-a time when the old 
question arises as to what kind of a 
Christmas present to give. A life mem- 
ber recently told of a plan which had 
worked admirably in his case and the 
suggestion is passed on to you. The an- 
nual payment of $10.00 is given by his 


ment of Superintendence from the pulpits 
of various Washington churches. The 
vesper service theme will be Educational 
Ideals. The yearbook on Character Edu- 
cation will be presented at the general 
session on Monday. 

Other themes which will be empha- 
sized thruout the general sessions of the 
six-day program are: Financing public 
education; Education for a changing so- 
cial, economic, and political world; Edu- 
cation as a source of spiritual and cul- 
tural life; Promoting the physical and 
mental health of school children; Amer- 
ican education—past, present, and fu- 
ture; and Education as a national issue. 
The program will close Thursday night 
with a historical pageant under the aus- 
pices of the George Washington Bicen- 
tennial Commission. 

Headquarters, registration, and ex- 
hibits will be in the Washington Audi- 
torium. General sessions will be at Con- 
stitution Hall. 

About six thousand sleeping room 


Greater 


A Christmas Suggestion 


wife and what a fine present it is! Can 
the idea not be carried out in many 
families? 

If a superintendent, principal, or some 
member of the faculty, who has given 
many years of service, is to be honored 
by a group of colleagues, why not make a 
Christmas present of a Life Membership 
in the National Education Association? 
There is no finer way of honoring a mem- 
ber of the profession. 


Use this blank and enlist now 


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


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


Dear Mr. Crabtree: 


I wish to have a permanent part in the great work which you are doing and to become a life member, making my first paymient of $10.00 January 1. 


the entire amount of $100.00 can be paid in equal annual installments of $10.00 each. 


December, 1931 


reservations for the convention had been 
completed November 1. Fifteen of the 
principal hotels are now reserved to ca- 
pacity. Single rooms in all hotels are ex- 
hausted. Requests for accommodations 
should be addressed to Augustus Gum- 
pert, director, Washington Convention 
Bureau, 1730 H Street, N. W., Wash., 
D. C. Please state exact time of your ar- 
rival and give name of each person to be 
accommodated by reservation. 
Geographic pictures history of city 
of Washington—The November Na- 
tional Geographic Magazine contains a 
noteworthy article on Washington, D.C., 
by Dr. Gilbert Grosvenor, which treats 
the growth of the national capital and its 
remarkable $400,000,000 building proj- 
ect, as a reflection of the growth and 
progress of the nation. The article is 
illustrated by some remarkable new 
aerial views and by photographs in nat- 
ural color. This article will be of especial 
interest to members of the Association 
[Continued on page A-204] 


Concern for the Future 


in the N. E. A. 


Those who have been thinking of be- 
coming a life member—why_ not take 
this opportunity of making yourself a 
Christmas present, and send in your ap- 
plication now? 


Any one of these plans would be a 
wonderful way to observe Christmas and 
it would help to keep Christmas, not only 
for the day, but always. 


I understand 


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


Mention Tue Journat when writing our advertisers. 

















| 
| Vol. 20, No. 9 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-203 


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- 
pose in us when they ask us to produce their 
printing. Each and every job—from a calling 
card to a million copies of a large magazine—is 
given the same attention. It will be to your ad- 


vantage to get information from us regarding 
your next order for printing. 


Among the publications from our presses 
are The Journal of the National Education 
Association, The National Geographic Maga- 
zine, The American Federationist, American 
Forests, The Washingtonian, The American 
Rifleman, and the Daughters of the Ameri- 
can Revolution Magazine. 





JUDD & DETWEILER, INC. 


Master Printers 
WASHINGTON; D. C. 











The Economic Welfare 
of Teachers 


Sixth Yearbook 
Department of Classroom 
Teachers (1931) 





This new book for teachers and organization 
leaders discusses seven basic principles of eco- 
nomic security: 


1. Adequate salaries and salary schedules. 
Continuous employment during efficiency. 
Wise budgetary procedure. 

Systematic saving and sound investment. 


Protection against loss of capacity to ren- 
der efficient vocational service. 


Protection against loss of property. 


Access to credit facilities at reasonable 
cost. 





244 Pages Price $1.50 


NATIONAL EDUCATION 
ASSOCIATION 
1201 Sixteenth Street N. W. 
Washington, D. C. 




















One ’ Gives 





Hand 
When All Others Take / 


The T. C. U. Check comes just when you need money to 
pay your Doctor, Hospital and Nurse bills. It is the one giving 
hand that brings you funds when all others want their pay. 


One out of every five teachers each year loses pay and must 
meet the extra expenses that come with sickness, accident or 
quarantine. Some rob their savings to meet their bills, or have 
the added worry of debt. Thousands of others pass the risk along 


| tothe T.C.U., as does Miss Karine Pattison of Lockport, N.Y. 


T. C. U. Check Banishes Worry 


Miss Pattison recently wrote as follows: “It truly is a great joy 
to have one’s doctor bill paid by a real friend, the T. C. U. I sincerely 
hope I continue to be well, but it is a splendid feeling to have the 
T. C. U. ready to help in time of illness.” 


You never know when sickness or an accident is going to stop 


| your pay and cause extra expenses. Accidents come without warn- 


ing—sickness overtakes you before you realize it. You are in constant 
danger of experiencing the same kind of an accident as did Mrs. 
Adelaide M. Kichline of Escondido, Cal. Mrs. Kichline has written 


us as follows: 


“As the result of a fall I was obliged to be out of school eleven 
days. In an amazingly short time a check covering my claim was 
sent me. And how it was appreciated! Not to pay the doctor bill 
or the substitute this time, but to provide a modest Christmas for my 
two children, who otherwise would have passed a very sad day. It 
pays to be a T. C. U., for you are always sure of financial help and 
sympathy just when both are needed most. For the third time in 
twelve years I called upon the T. C. U. for help.” 


Get Under the T. C. U. 
Umbrella 


Why not arrange for adequate protection now 
—before you have an accident or contract sick- 
ness? Why not prepare for rainy days? Find 
out all about T. C. U. Protection (the T. C. U. 
Umbrella). Fill out the coupon today and mail 
it. Then we will send you the T. C. U. booklet 
that explains everything. It does not obligate 
you in any way. Mail the coupon today. 






Teachers Casualty Underwriters 
621 T. C. U. Bldg. Lincoin, Nebr. 


4 
| 
| 
| 
1 


| FREE INFORMATION COUPON | 
| To the T. C. U., 621 T. C. U. Bldg., Lincoln, Nebr. 
| I am interested in knowing about your Protective Benefits. 
| Send me the whole story and booklet of testimonials. 
| 

| eh ac cc Rib cob tiads sbaans Ceee hss ones eee dee haere ee 
ge TOS RP A See Soe te eseeseeees | 
| (This coupon places the sender under no obligation.) | 
L 


Mention Tue Journat when writing our advertisers. 





MOST EFFICIENT 
Easiest-to-Operate of all 


* ), SCHOOL PROJECTORS 


For ‘TALKIES’ 
The ANIMATOPHONE 


FREE—write for Victor Film 
Directory. Tells where to “Buy, 
Rent and Borrow 16 mm Films.” 
Manufactured by 
VICTOR ANIMATOGRAPH 
CORPORATION 
Davenport, lowa 


Distributed by 





MMASTERT national THEATRE 
16 MM SUPPLY CO. 
Branches in All Principal 
Cities 


for showing 





EARN A TOUR TO EUROPE 


Foremost Student Tours to Europe desires a com- 
petent organizer or representative in each city or 
college. Most liberal commissions ever offered. 
Also cash bonus for acting as hostess or courier for 
party. Ability to fill these positions desired but 
not essential. 23,000 Satisfied Clients. 250 Con- 
ducted Tours from 24 days $235 to 93 days $690. 
Lowest Cost and Easiest Selling Tours. State 
qualifications fully in first letter 


COLLEGE TRAVEL CLUB, 154 Boylston St, Boston, Mass. 


Perry Kindergarten Normal School 


Founded 1898 by Annie Moseley Perry 


3-year course for high school graduates desiring to 
become nursery school, kindergarten, primary and play- 
ground teachers. Limited enrollment insures personal 
attention. Supervised practice teaching. University 
credits. Send for booklet ‘“Training Children.”’ 
HARRIOT HAMBLEN JONES, Principal, 
25 Huntington Ave., Room 316, Boston. Mass. 













OF EDUCATION 


F. 
National Kindergarten iementary College 


Trains women as teachers of nursery schools, kinder- 
gartens and elementary grades. Spring term opens 
February 1, 1932. Summer session begins June 17, 
1932, Write for catalog. 

Edna D. Baker, Pres., Box D-i2i, Evanston, Ill. 


A 
ry 
~ 
2 
« 
s 





NATIONAL COLLEGE 


>>?» > DB) B) 2)? P?: 





KEEP ABREAST 
IN YOUR SUBJECT 
> 


FaARN CREDIT 
WHILE TEACHING 


Use 
The UNIVERSITY of CHICAGO 
HOME STUDY COURSES 


for Teachers in Rural, Primary, Grade and 
High Schools—or those for Supervisors and 
Principals. Choose from 450 courses in 40 
subjects other than Education to broaden your 
knowledge and to become more efficient. 


For Free descriptive booklet address 


The Anibversity of Chicago 


601 Ellis Hall Chicago 












A.S. BARNES & COMPANY, 

















THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


HOLDEN 


Book Covers 
Springfield, Massachusetts 


‘G3 “Books” Lf, 


FOLK DANCES, RHYTHMS, CLOG DANCES 
HEALTH and PHYSICAL EDUCATION 


FREE 100 page illustrated 


catalogue on request 


67 W. 44th St., 








NEW YORK 








Teacher Demand 
and Supply 


Research Bulletin 


Vol. IX, No.5 November, 1931 


A bulletin of 102 pages which 
does more than try to an- 
swer the question: Is there 
an oversupply of teachers? 
Classroom teachers will 
want to read and discuss the 
many problems which this 


bulletin raises. Teacher 
training authorities, secre- 
taries of teachers’ associa- 


tions and officials in state 
departments will find here 
many suggestions for their 
work. 


25c per copy 


RURAL SCHOOL TEACHERS 


should be familiar with ““The 
Outlook for Rural Educa- 
tion.” This Research Bulletin 
for September, 1931, con- 


tains 76 pages of valuable 
data. 


25c per copy 


SALARY SCHEDULES 


can be constructed more 
wisely when guided by facts 
on existing conditions. The 
Research Division prepares 
detailed tabulations on sala- 
ries in 1632 cities of the 
United States. Write for 
further information. 

Send orders and make checks 

payable to 


National Education Association 


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


Mention Tue Journat when writing our advertisers. 












December, 1931 









[Continued from page A-202] 
who plan to attend the Department of 
Superintendence meeting in Washington 
in February. It contains a photograph of 





the new headquarters of the National | mer 
Education Association which is described | obt 
by the following legend: ciat 

The capitol of America’s public schools— | ing’ 
The National Education Association building, I 


neighbor of the National Geographic Society 
headquarters on Sixteenth Street, is the “big for 
red schoolhouse” of the country’s educators. | obs 


Thru its JOURNAL, its great national conven- | 192 
tions, and the reports of its researches and sur- 
veys, it makes available latest educational find- I 


ings to its countrywide membership, ranging | Arm 
from big-city superintendents to the teachers of 
one-room rural schools. 

A tribute—The death of Edith Le- | Co 
lean Groves in Toronto on October 17, | be 
1931 brought to a close a life devoted to | Ea: 
education. Having the distinction of be--| are 
ing the first woman chairman of the | ind 
board of education of Toronto, Mrs. | [1] 
Groves used her influence chiefly as a | 


pioneer in the field of the education of 
handicapped children. Jur 


An amazing situation—The table | Bai 
on page 340 is astounding. Ten whole | [3! 
states are really not enough interested in 


‘ Ro: 
their teachers to know much about them 
in a collective way! Th 

JOURNAL bulletin-board service— pu 


JOURNAL posters, such as the one on | tot 
pages 334-35 of this issue, constitute a | wh 
nationwide bulletin-board service which | the 
is being used in an increasing number of I 
schools as a means of bringing to the 






















children the great ideals and processes | Re 
of American life. = 
Bo 
Back numbers wanted—Stocks of | re 
the following JouRNALS have become ex- | Na 
hausted at Headquarters and copies are | M: 
desired to help libraries complete their | _! 
sets: = 
March 1922, June, October, November, De- | We 
cember 1923, March, April, November 1924, | Hy 
June 1925. La 
Members of the Association who have | vie 
these numbers and do not wish to keep “a 
them will help the profession by mailing y 
them to the National Education Associa- | ..; 
tion, Division of Publications, at 1201 | Jar 
Sixteenth Street, Washington, D. C. ma 
Child development radio ad- = 
dresses—The following radio addresses | La 
during December will be of special in- | Vv 
terest to teachers: Anger: its causes and “ 
control by Florence L. Goodenough, Dec. | g; 
5; Social behavior in infancy and child- 
hood by John E. Anderson, Dec. 12; fr 
Adolescence: the difficult age, Leta S. *a 
Hollingworth, Dec. 19. The addresses fo 





will be broadcast over the network of the 
National Broadcasting Company from 
8:45 to 9 p.m. Eastern Standard Time. 














Saw Po 


Vol. 20, No. 9 





George Washington memorial 
trees—Bulletins giving full information 
about the movement to plant trees in 
memory of George Washington may be 
obtained from the American Tree Asso- 
ciation, 1214 16th Street, N. W., Wash- 
ington, D.C. 


Plan now—Begin now to make plans 
for World Goodwill Day which will be 
observed thruout the world on May 18, 
1932. 


Radio programs for schools—The 
American School of the Air announces 
fourteen programs during December 
over the seventy-three stations of the 
Columbia system. These programs will 
be on the air between 2:30 and 3:00 
Eastern Standard Time. Three of them 
are given here. The figures in brackets 
indicate the date. 

[1] Russia, Old and New [Geography and Mu- 
sic]. Upper grades and high schools. Madame 
Pirie-Beyea and native music. 

[2] “Whistling Boy” [Art Appreciation]. For 
Junior and Senior high schools. Henry Turner 
Bailey. 

{3] A Trip to the Country [Primary Music]. 
Songs by Dorothy Gordon. “Snow White and 
Rose Red” [Children’s play acted by children]. 


Magazines worthy school use— 
There is no place in the classroom of 
public schools for periodicals which carry 
tobacco advertising. Among magazines 
which are free from such advertising are 
the following: 


For elementary schools—Airway Age, Amer- 
ican Boy and Youth’s Companion, Consumer’s 
Research General Bulletin, 340 West 23d St., 
N. Y. C., Everygirl’s Magazine, John Martin’s 
Book, Junior Red Cross, Macmillan’s News 
Review, National Geographic News Service, 
Nature Magazine, Saint Nicholas, School Arts 
Magazine. 

For junior high schools—Airway Age, Avia- 
tion Engineering, Better Homes and Gardens, 
Consumer’s Research General Bulletin, 340 
West 23d St., N. Y. C., Good Housekeeping, 
Hygeia, Junior Red Cross, Junior Review, 
Ladies’ Home Journal, Macmillan’s News Re- 
view, National Geographic News Service, Na- 
ture Magazine, Scholastic, Science News Letter, 
Survey and Survey Graphic, World News. 

For senior high schools—Agricultural Edu- 
cation, Airway Age, American Observer, At- 
lantic Monthly, Aviation Engineering, Book- 
man [American], Consumer’s Research Gen- 
eral Bulletin, 340 West 23d St., N. Y. C., Eng- 
lish Review, Good Housekeeping, Hygeia, 
Ladies’ Home Journal, Macmillan’s News Re- 
view, Nation, National Geographic, National 
Geographic News Service, New Republic, Scho- 
lastic, Science News Letter, Survey and Survey 
Graphic, Woman’s Home Companion. 


An encouraging sign — Reports 
from the U. S. Prohibition Bureau show 


amazing gains in the effectiveness of en- 
forcement during the past year. 


Buy Christmas seals and fight 
tuberculosis. 








THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





“PU tell you why we don’t.wash 


our hands oftener at our school” 


“Tread your advertisement about 
washing hands at school. Don’t 
blame us. You wouldn’t wash your 
hands either, if you went to my 
school. 

“Half the time there aren’t any 
towels. You get your hands all wet 
— then “aad “. them. Then 
they get chapped. Have you ever 
had Semel ands? ’ 

“You wouldn’t like to wash your 
hands in cold water in the winter 
time, either. You’d just pretend to 
wash them. 

“And we always run out of soap. 
What’s the use of washing without 
soap? 

“And when lunch time comes 
you are so me and there is such 
a crowd around the basins. And at 
recess, too, you are in such a hurry 
to play. 

We wouldn’t mind washing 
hands at our school if they’d just 
make hand-washing a little nicer. 
And if they’d help us to remember 
when we forget.” 


* * * 


Dear “Grown-ups,” that youngster 
just about ciment up the argument 
for adequate handwashing time, equip- 
ment and supervision. 69% of our = 


CLEANLINESS 


lic schools “attend” to handwashing 
about the way his school does. (As in- 
dicated by a nation-wide survey.) 

Perhaps the only thing the boy 
didn’t make clear was 1, ther ther | 
ing is so important. But you wouldn’t 
expect him to know that 92% of all 
deaths attributable to communicable 
disease are caused by micro-organisms 
entering or leaving the body through 
the nose or mouth.. .that her nee 
"Ewe this “traffic in microbes.” 

Yor would you expect him to real- 
ize how easily good or bad habits are 
formed in childhood. 

Handwashing in schools is impor- 
tant. Will the teachers, parents and 
health officers of so many communities 
continue to let such conditions exist? 


Send for this FREE book 


Handwashing in Schools is a practical, 
helpful booklet, based on 
the findings of a nation- 
wide handwashing study. 
Specific, workable sug- 
gestions. FREE. Ad- 
dress all requests to: 
Cleanliness Institute, 
Dept. 8L, 45 East 
17th Street, New 
York, N. Y. 


INSTITUTE 








Established to promote public welfare by teaching the value of cleanliness 


Mention Tue Journat when writing our advertisers. 


A-205 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1931 


A Professional Opportunity 
A Professional Responsibility 


One of your greatest professional opportunities 


is membership in professional organizations. 
Take advantage of it. 


One of your greatest professional responsibilities 


is membership in professional organizations. 
Discharge it. 


The highest loyalty of the teaching profession 
is to keep Children First. We can best do this 


through cooperative efforts. 


Master Membership Application 


NaTIONAL Epucation AssoctATION, 1201 16th St., N. W., Washington, D. C. 


| hereby apply for the professional memberships indicated below. I enclose $ 


covering dues for the member- 
ships checked. 


MEMBERSHIP IN THE NATIONAL EDUCATION ASSOCIATION: 
$2 membership, including subscription to the JOURNAL (9 issues). 
$5 membership, including subscription to the JOURNAL, the Proceedings, and the Research Bulletins (5 issues). 
-$100 life membership, including all the privileges of the $5 membership for life. 


MEMBERSHIP IN THE DEPARTMENTS OF THE NATIONAL EDUCATION ASSOCIATION: 
(Before joining departments it is necessary to be a member of the Association itself.) 
. $2—Adult Education, including the Adult Education Bulletin (6 issues). 
$10—American Association of Teachers Colleges, including the annual Yearbook. [Institutional Membership.] 
. $1—Business Education, including the proceedings of the annual meeting. 


... $3—Elementary School Principals, including the quarterly Bulletin one issue of which is the Yearbook. 

. $2—Rural Education, including the Bulletin as issued. 
$2—Secondary School Principals, including the Yearbook and Bulletin (5 issues). 

. $3—Social Studies, including the Yearbook and the Historical Outlook (6 issues). 
$5—-Superintendence, including the Yearbook, Official Report, and NEA Research Bulletin (5 issues). 
$4—-Supervisors and Directors of Instruction, including the Yearbook and Educational Method (9 issues). 
$1—-Supervisors and Teachers of Home Economics. 
$1—Visual Instruction, including the Bulletin as issued. 


Name 
Address: Street... 


[ This application may be used for either new members or renewals | 


= 
— 
— 
= 
= 
= 
= 
= 
= 
a 
— 
= 
= 
= 
= 
= 
= 
= 
— 
= 
= 
= 
= 
— 
= 
= 
= 
= 
= 
= 
= 
= 
= 
= 
7 
— 
= 
= 
= 
= 
— 
—- 
= 
= 
= 
= 
= 
= 
= 
= 
= 
= 
= 
= 
= 
= 
= 
— 
— 
= 
= 
= 
= 
= 
= 
= 
= 
— 
= 
= 
— 
— 
— 
= 
= 
= 
= 
— 
= 
= 
= 
= 
= 
aw 
— 
on 
= 
— 
= 
=> 
= 
a 
= 
— 
— 
= 
— 
= 
= 
= 
— 
= 
— 
— 
= 
= 
= 
= 
— 
= 
= 
— 
= 
= 
= 
= 
— 
= 
= 
— 
— 
= 
— 
= 
— 
= 
— 
= 
— 
— 
st 
= 
= 
= 
— 
= 
— 
= 
= 
= 
= 
— 
es 
= 
= 
= 
= 
= 
= 
= 
= 
— 
= 
— 
— 
= 
— 
= 
= 
= 
= 
— 
—— 
= 
= 
= 
= 
— 
— 
= 
= 
= 
= 
= 
= 
ae 
= 
= 
= 
— 
— 
= 
= 
i 
= 
= 
= 
= 
= 
= 
= 
= 
= 
— 
= 
= 
= 
— 
— 
— 
— 
— 
= 
= 
— 
= 
— 
= 
= 
— 
— 
= 
= 
= 
= 
— 
= 
m= 
— 
= 
= 
— 
= 
= 
—— 
== 
= 
= 
— 
= 
= 
= 
= 
= 
— 
— 
= 
—- 
= 
= 


Mention Tur Journat when writing our advertisers. 











———————