aeutiODICAL RUV® JANUARY, 1932 tho JOURNAL oF the NATIONAL EDUCATION ASSOCIATION —~, _— i's Sit SO 4 For Every Child an Education—Editorial The Schools and the Present Crisis . Suitable Dress for Professional Women—Mrs. Lillian Gray Outcomes of School Debating—Fred S. Sorrenson Fa Social Adjustment and Sex Education—Caroline B. Zachry ow hy Planning is Necessary—Harold F. Clark Art in the Small Community—C. Valentine Kirby . Will the World Disarm?—Henry Noble Sherwood . “4Selective Admission: Its Technics—Harry N. Irwin Major Issues in American Education , The Nature of Problem Solving—Leo J. Brueckner ‘ The United States Office of Education Radio—A New Force in Education The Journal’s Annual Roll Call—A C ontinuing Record of Inspiring . {dvance \ The Need for Rural Leadership—J. T. Anderson The Significance of Rural Life—George Russell Budgeting the Teacher’s Income—Richard R. Foster Ten Facts on Financing Public Education Schools That Are Prophecies—An Index of Educational Progress Vitalized Group Study and Faculty Meetings . The Superintendents at Washington > Pilgrimages of the Washington Convention Plans for the Washington Meeting . Builders of Our Profession Population at Various School Levels and Number Attending School According to the 1930 Census—Statistics Character Education: Connecticut’s Program—Ruth W hite C olton ibs corre: CA Bit ae Min ol m( ies (ea "DS YY ae lin ow yen : , a(a Mihi so} th ia 1 Oh | Ba Ul a Wea = White out hI) tnt = ifs if 9 —— ac) ( oI; Hin Soak : b aaaneanayy || Riis — ‘ws, C_f ! | Py pil 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. qty tis ! —e = x | i __1 | = cama AS Pusuisuep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, D. C., UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. g ult i Lt K GENERAL BUSINESS |||} °°" "have an interest have an interest SCIENCE | Modern-School by Jones, Bertschi, and Holtsclaw Arithmetic , : By John R. Clark, Arthur S. Otis A JUNIOR BUSINESS COURSE THAT etait Canadian: Witenes HIS series gives pupils a new viewpoint on Lavs a firm foundation for the vocational arithmetic. Child activities and experiences commercial course on the senior high school | form the background of problem situations that level make evident the uses of number and give purpose Equips pupils who must drop out of school tostudy. Bven those ree ee be — * with valuable junior occupational skills — ee ee ee area me by skillfully relating them to children’s present interests. A fourth grader, seeing one of the beau- tiful colored illustrations, exclaimed, “Can that Is rich in permanent life values | picture be talking about arithmetic?” Here was a new outlook on what arithmetic meant to him. Helps in the selection of life work | T Expands business training into general busi- ness education Liberal exchange allowance for used texts makes the cost of pe ae | Send for complete description adoption very low. THE GREGG PUBLISHING CO. | World Book Company Yonkers-on-Hudson, New York 2126 Prairie Avenue, Chicago New York Chicago San Francisco Boston Toronto London Sydney Boston Atlanta Dallas San Francisco Portland Wi THE READING OUR SERIES Basal Readers for Grades 4 to 8 THE BOOKS THE AUTHORS THE ILLUSTRATORS Fourth Reader SYDNEY V. ROWLAND, WILLIAM DODGE MAUD and MISKA PETERSHAM, widely NEW TRAILS LEWIS, and ELIZABETH J. MARSHALL. known illustrators of children’s books. Fifth R e 4 : renaaume teen 6 tes READING HOUR SERIES provides organized basal instruc- Sixth Reader tion for the intermediate grades, and links reading with the pupil’s — ee natural interests and activities. The literary quality is unusually Seventh Reader ° ° : THE BECKONING RoAD high, and includes much new material by present-day authors. The Eighth Reader books are pedagogically sound and maintain a proper balance of mate- p-etheaglae ADVENTURE ial and careful gradation of selections. The editorial treatment is new aoe De - ecw and interesting. Books are beautifully bound and illustrated. READERS, or any other A descriptive circular, with sample pages and beautiful colored illustrations, modern series. is yours upon request WINSTON BUILDING, PHILADELPHIA CHICAGO ATLANTA DALLAS FOR TEXTBOOKS Jj | [Leese Editorial for January 1932 For Every Child an Education tem TEN in The Children’s Charter pledges For every child an education which, thru the discovery and development of his individ- yal abilities, prepares him for life; and thru training and vocational guidance prepares him for a living which will yield him the maxi- mum of satisfaction. What does this mean in terms of things to be done? For the school—That the child’s major activity from the earliest years thru at least the seventeenth year shall be directed toward laying the founda- tions for lifelong education and growth. For the home—tThat in its design, management, and surroundings the home shall provide for child needs as well as adult needs. The home is the first and the greatest school. For the community—The develop- ment of neighborhood and cultural life so that the child by taking part will ac- quire a sense of neighborhood responsi- bility and cooperation. For the state—A more unified and vigorous management of its whole educa- tional enterprise so that all children will receive fair consideration. For the federal government—The reorganization of its educational activi- ties so that there shall be a great enlarge- ment of research and a wiser coordination | of federal financial aid to strengthen | especially the elementary school. For all child-helping agencies—A unification and coordination of activities to make sure that no child is overlooked. For the teacher—A longer period of training; at least four years beyond the four-year high school, with special train- ing to meet specific needs, and with fre- quent additional training to keep up with new developments. For the school principal—A larger training and responsibility which will make him in a genuine sense an intellec- tual and civic leader of his community. For the superintendent of schools —A more generous public support so that his main energies may be spent in plan- hing the educational program rather than in efforts to get money with which to keep the schools in operation. For the curriculum—A restatement of education in terms of activity rather than knowledge; the elimination of dead- wood; the addition of living and pro- Dhetic elements such as are implied in the seven objectives of education: health, home, learning, vocation, citizenship, leisure, and character. y IS OURS to remember that if we choose we can be torch- bearers, as our fathers were before us. The torch has been handed on from nation to na- tion, from civilization to civili- zation, thruout all recorded time, from the dim years be- fore history dawned, down to the blazing splendor of this teeming century of ours. It dropped from the hand of the coward and the sluggard, of the man wrapped in luxury or love of ease, the man whose soul was eaten away by self- indulgence; it has been kept alight only by those who were mighty of heart—From The Americanism of Theodore Roosevelt, Houghton Mifflin Co., p307. teacher training—A much closer coordination of the colleges for the education of teachers with the schools themselves, including a sustained period of interne training. For education associations—A sus- tained campaign to interpret to the pub- lic the meaning of education in the child’s life. For the financing of education— A reorganization of the taxing system so that some of the burden will be shifted from property to income, sales, and in- heritances with a greater contribution from state and national areas. For parent-teacher associations— A program of parent education which will see that the efforts of home and school are closely coordinated in the in- terests of the child. For children’s clubs—A coordina- tion of activities so that all children will be provided for, and so that these clubs will unify rather than divide childhood. For radio—The reservation of spe- cial channels for schools so that the radio may become as much a part of the edu- cational activities of youth as the text- book or the blackboard. For films and talkies—The develop- ment of teaching units on a scale so vast fi] For that this part of the industry rather than entertainment will be its major phase. For employers—The development of ways of recording from month to month their occupational needs and of estimat- ing such needs sufficiently in advance to suggest to the schools the kind of train- ing needed for vocations. For industry—A willingness to sub- stitute adult for child labor so that chil- dren may be freed for schooling. For community planning—The re- designing of communities so that homes, schools, playgrounds, and parks are effi- ciently organized and coordinated to con- tribute most to the wholesome growth of children. For civic reform movements—A speeding up of activities so that influ- ences in the community which tear down character for selfish purposes may be weeded out or modified. For Christian democracy—A new consecration to the belief that every in- dividual is an end in himself, worthy of the highest consideration and develop- ment. The acceptance of this ideal pre- cludes exploitation and oppression; im- plies affection and understanding; and substitutes intelligence for force as the main motive power of human life. For world civilization—A primary emphasis not on political or economic factors but upon culture as the integrat- ing and peace-maintaining force of to- morrow. The greatest need of education today is that teachers shall be broader in their training and in their activities. Civiliza- tion itself is in the melting pot. Over night changes occur which in former times would have required centuries. The teacher cannot make his best contribu- tion except by exerting his full power to see that every condition which surrounds the growth and life of children is favor- able to their best development. The teachers who lead out, who do things, are the ones who develop power. Influ- ence grows thru use. The Children’s Charter is not merely a document, but a course of action. By a little observation and study you can find under each of the points on this page a way to make your contribution. You can bring into your life and the lives of your students the thrilling sense of adventure that goes with participation in a great enterprise. HE SCHOOLS would be vastly worse [ot today than they are were it not for the work which local, state, and national associations have been doing during the past ten years in the interpre- tation of education to the public. There is now imperative immediate need for in- dividual interpretation by every teacher. Interpret your school—The par- ents of the children you teach think of education and school in terms of you and your classroom. Do they know you? Have you been in their home? Do they know your classroom? Do they feel free to talk with you about their problems? Do they understand the needs of the schools? Do they know your school—its history, its services, its significance, what it costs and why, how the larger enrol- ment reflects public appreciation and faith? Are you prepared to interpret your own work and that of your fellow teachers? Can you explain methods, ob- jectives, and achievements? Can you help your people to understand the im- portance of the leadership of your princi- pal? Of your superintendent? Do the citizens appreciate the civic importance of the service of your board of educa- tion? Do your pupils carry home to their parents a proper interpretation of the work done at school? Do they know the seven cardinal objectives of education? Interpret the larger meaning of education in the life of your state and your nation—Know the history of education in your state and in your Teachers Interpreting the School The Schools and the Present Crisis community. Be familiar with writings of the pioneers who laid the foundation. Every state has its Horace Manns and 2 be INTERPRET the school to parents and citizens is as much a part of the teacher’s work as the instruction of chil- dren. Our schools belong to the people; they will go as far and no farther than the people wish; child guidance is a joint task of parent and teacher. Every officer in the school sys- tem is an interpreter, but the teacher can do more than any- one else. The teacher is linked to the parent by a common per- sonal interest—the child for whose welfare both are re- sponsible. The ideal, Children First, demands that the schools be kept at their best and still further improved. its Henry Barnards. Attach importance to the lives of civic and professional lead- ers who are the products of your schools. Magnify concern for education as the first test of the statesman. The present crisis—Have you talked with your people about the pres- ent crisis and its effect on children in your community as suggested in the questions above? Are you making an effort to spreai this information in your daily contagts with pupils and citizens? In addreggsf before community organizations? Hay you sought the assistance of your loc newspaper editor, your minister, yoy mayor, in interpreting the present gray situation in education? Have you emphasized the importang of keeping children first, and of lettin the school be the last to suffer if the pub. lic budget must be reduced? Roads ca be built tomorrow. Children live ani grow today. Are you informed of the effect of th depression in your own state, your con- munity, and your school? How many schools are closed in your county? How many school terms have been shortened? How are the teachers overloaded? | there physical suffering among the chil dren? Has school support been reduced? Have such vital services as health, kin dergarten, and special teachers been abandoned? ; Are you making full use of you journals?—Do you call the attention of the local editor, of influential citizens, of parents to specific articles in the jour- nals of your local, state, and nation associations which would help them understand the importance of the schools for child life and social advance? Nearly every article in this issue of the JouRNA has some interest to laymen. Note espe cially the editorial, social planning, radio topics, the economic status of teachers. , es YOUR TREASURE Is—Many a man has come to the end of life only to realize too late that the values for which he spent his precious years were not the real values. He has toiled for self or fame or power or money only to discover that the human values tower above them all. The kindliness of neighbors; the affection of friends; the love of dear ones; worthy work well done; treasures of truth and faith carefully taught to a generation ready and eager to carry on—these are the values that make life rich and abundant. It is for these values that teachers and schools stand. These are the values that are | needed just now. The depression has reached the final psychological stage. Recovery is a matter of faith. We can hoard our money, starve our fellows, reduce salaries, lower standards of living, and paralyze those vital marginal industries that depend on generous buying power, or we can recognize — frankly that our real treasure is human life and set about to conserve and strengthen the vital values. We | can put children first and keep them first, knowing that it is they who must carry the torch tomorrow if civilization is to march forward. Of course, this will mean sacrifice, but sacrifice in order that children may have educational opportunity is no new thing in America. Most of the men and women who today are the backbone of our republic hold their present places because farsighted parents knew that children came first, and had the grace and the courage to do without, that sons and daughters might have a better life than theirs had been. That is the real American spirit. In that spirit let us keep the schools at their best. Our great national treasure is the children. Let’s keep the Children First—J. E. M. [2] = px go set oe SS rea, loca your rave tting pub. » Can the COM nany your ntion Zens, jour- hools ? f i : 2 f | 2 f 2 y n r r Suitable Dress for Professional Women Mrs. LILLIAN GRAY Assistant Supervisor, State Teachers College, Santa Barbara, California pearance count in a teacher?. Of course, the teacher is hired not, like the actress, for her face, but pri- marily for the quality of her mind. Con- sequently, personal appearance is less important to the teacher’s success. How- ever, like the actress, she is more or less in the public eye and even tho her “pub- lic’ be composed of ten-year-olds, it is rather more logical than otherwise to suggest that she make the best of her physical as well as mental self. How can the teacher accomplish improvement in her personal appearance? How can she succeed in looking smartly dressed in clothes suitable for school? Challenged by this problem, my teachers decided to set up certain criteria for professional dress in an outline of good taste. They listed suggestions only after a conscientious study had been made of the better fashion magazines and a thoro examination completed of clothes exhibited in the finest shops. A few teachers even enroled in a university extension course of costume design. As a result two general conclusions were reached—one negative, the other positive. The teacher who wishes to con- sider herself smartly dressed must not allow herself to look like a “loading zone for merchandise, all cluttered up with uninteresting bits of ribbon, glass, feathers, artificial flowers and stones.” Rather, to achieve costumed success the teacher must present with the aid of her clothes, “a picture, an effect, a whole, something she has built up cleverly by a careful choice of dress, coat, hat, shoes, gloves, and hose.” What, then, constitutes a “careful choice”? The following outline was pre- pared in an attempt to answer the ques- tion, Dresses—Sport or semisport styles are the only suitable choice for school wear. Choose the heavier materials, as the lighter silks look sleazy and cheap. Fig- ured goods add an appearance of weight. *he natural waistline has been “good” inall ages of costume. Coats—They should be of fine ma- terial and smart design. Unless one can afford expensive furs, it is wise to do Without furs altogether as nothing ruins an outfit like wolf, rabbit, or cat trim- Je HOW MUCH should personal ap- ming. A wellchosen wool or silk scarf worn about the neck is far better than the furs enumerated. N EXAMPLE of a simple but smart outfit, suitable for teachers, worn by the author of this article. Hat, gloves, purse, shoes, and hose are in brown. The coat, furless and fash- ioned of brown suede, is short and belted snugly. With this is worn a sports dress of brown and white wool crepé, completed by a polka-dotted scarf in brown and white. Hats—These should be small, should match the outfit, and frame the face. The crown of the hat should touch the crown of the head. Hats are not success- ful worn on top of the head; they look better when the head is definitely inside of the hat. Avoid too high crowns or too wide brims, which are out of proportion and awkward. Shoes—They should have Cuban or French heels. Flat heels cause an ugly ankle line. Satin shoes are entirely out of place in the schoolroom. Trim, plain shoes in the dark blue, dark brown, or black leathers are best. A plain pump without ties is neater. — Hose—The darker shades tend to make the ankle seem more slim, and usually blend better with costumes. Beads—The plainer, the better. Fancy, savage-looking wooden or glass beads in loud colors detract from the face, which should be the center of in- [3] terest always. Pearl beads and crystal necklaces are out of place with sport clothes. Hair—Feature the forehead. Clean away the hair from the face; avoid dips and bangs. A high, clear forehead, un- marred by any undulations of marcel waves, is a beautiful thing in itself. Whether bobbed or long the hair should be smooth. Hairnets are impossible. Wide, casual waves are best. Wear the knot at the neck. To build the knot on the top of the head, like the habit of perching a hat there, dates one—fatally. Makeup—wUse enough to look healthy. Tan shades of powder are more natural than dead-white. Cheek rouge with a tone of orange is more like blood-color- ing than cerise, raspberry, or pink shad- ing. Wipe off excess lipstick. For those who still believe it wicked to employ coloring to the lips, a pomade stick is advisable as it is more conservative and yet adds the needed flesh tones. Wearing the clothes—Stand straight, with stomach in and head up. Hold the shoulders proudly. Round shoulders will ruin the most carefully chosen ensemble. Colors—The color of the hair and of the eyes has long been recognized as a happy suggestion for color choice in dress. Primary colors should be used as sparingly as one would use gunpowder. A loud color introduced suddenly will jar one as much as a wrong note struck in music. Harmony of color is more beautiful than contrast. Hence if you have blue eyes, feature blues and blue greys. If you have brown hair, you may emulate the tones found in the gorgeous leaves of an October landscape. You may feature pinky browns, pastel yel- lows, pale orange shades. The red-haired woman may choose sky blues, orange browns, tans, and beiges. If you have black hair, you can wear certain greens and even experiment with “gunpowder,” that is, the primary red. Conclusions—Get gloves, dress, purse, shoes, and hose to match. Introduce for contrast only one other color—otherwise the harmony of the symphony will be ruined. It is better to have one outfit with all accessories matching than ten with no taste in combinations. Having set up these standards for the benefit of our profession, we raised the question: What barriers stand in the way of following these suggestions? We listed the following: [1] Teachers are intellectual rather than physical. Placing great value on intellectual pursuits—trips to Europe, books, extension courses, and degrees, they place a lower premium on the ac- quisition of clothes, and hence, many are careless of their appearance. [2] Teachers belong to the highest type of human being, in whom the sense of duty is developed to a maximum and many, prompted by this spirit of sacri- fice, deny clothes to themselves in order to give to mothers, younger brothers, and sisters. [3] Many teachers feel that children are uncritical and so, ““Why bother about the way one looks in school?”’ [4] Some teachers are uncritical themselves. They lack high standards of dress. They have not been trained to know what is good taste. [5] Teachers have work which is hard on clothes and discourages the wearing of good outfits to school. Chalk dust, pebbly school grounds, ink, paint, clay, the necessity for being out in all kinds of weather—were listed under this head- ing. [6] Often there is a lack of competi- tion. Since other teachers in the building care little for dress, not much incentive exists to spur one on to improvements in personal appearance. [7] Teachers work hard. The average class of thirty or forty keeps the teacher Outcomes of School Debating HE LIST BELOW grew out of a dis- | _cussion which was held at a sec- tional meeting devoted to debating at the 1931 convention of the Illinois Association of Teachers of Speech. In interesting himself in welldirected debating, a student: [1] Becomes more keenly aware of the large place which argument and persuasion have in human relations. [2] Forms the habit of relying more and more upon evidence rather than prejudice, tradition, and intuition in reaching conclusions. [3] Acquires a keener interest in the pursuit of truth. [4] Receives training in the accurate state- ment of ideas and facts. [5] Develops more fixed habits of intellec- tual honesty. [6] Becomes more skilful in the use of libraries. [7] Becomes more keenly interested in so- cial, economic, and governmental problems. [8] Becomes better acquainted with the THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION busy all day. There is little time for primping. The work is highly detailed and induces nervous fatigue. Leaning over desks and books, bending over chil- dren promotes round shoulders. [8] Some teachers, belonging to that docile remnant terrorized by old-fash- ioned school boards, still believe it wicked and frivolous to consider per- sonal adornment. [9] The whole attitude of thinking is objective rather than subjective. The thought is focused outside of self and upon the child’s performance. Forgetful- ness of self results. Granted that these barriers to good grooming and smart attire exist, how can they be surmounted? We sought a rem- edy for each situation listed, as follows: [1] If teachers are really intelligent, they will make an effort to look their best. [2] Even tho a teacher is supporting others she can, by studying herself and planning cleverly, achieve distinction on a small outlay of money. [3] Children are more critical than teachers realize. Watch them brighten up when you appear some morning with a becoming and pleasing outfit. [4] Teachers who lack training should determine to gain this experience by en- roling in extension classes in costume design and costume appreciation. If she cannot afford this or if classes are not available, the teacher can always study Vogue, Harper’s Bazaar, and other ex- cellent authorities on style. She can also sources of reliable information upon social, economic, and governmental problems. [9] Acquires a better understanding of the fundamental principles relating to sociology, economics, and government. [10] Receives training in the use of scien- tific methods of gathering data bearing upon social, economic, and governmental problems. [11] Receives training in analyzing social, economic, and governmental problems. [12] Learns to test the value of data. [13] Acquires greater skill in interpreting data. [14] Learns to reason conservatively from data. [15] Acquires greater skill in organizing data. [16] Becomes a medium for the dissemina- tion of knowledge of superior quality bearing upon social, economic, and governmental prob- lems. [17] Becomes more skilful in presenting data clearly and attractively. [18] Learns to adapt his point of view to that of others. [19] Learns to adapt reasoning and evidence to different types of audiences. January, 193; study her reflection in the mirror and de. cide to do something about it. [5] A whiskbroom, a handtowel, ; shoebrush, and an extra pair of shoes fy playground work, will help in battling down the fifth barrier listed above. [6] Teachers should seek to excel themselves if there is no other competi. | tion available. Consciously set as you goal the reputation of being a well. dressed woman. Watch how your prid in maintaining this position will stimy. late you to look your best. [7] Make up your mind to stand straight. The shoulder muscles are large If they are weak from disuse, train them For nervous fatigue read some books op mental hyg‘ene. [These are good: Oy. witting Our Nerves by Jackson and Salis bury published by Century. Just Nerve; by Austen Fox Riggs published by Houghton Mifflin. Let’s Be Normal by Fritz Kunkel published by Washbum Company. Behind Your Front by James Oppenheim, a Harper publication.) [8] It is ridiculous in this day and age to think of the teacher as a “being apart.” She has just as much right a her sisters to personal adornment. [9] Regarding the last point, one’ duty is to one’s children, of course, but part of that duty consists in being a good example in every way, and this in- cludes personal appearance. To conclude, may it not be noted in the light of the above findings, that the smarter the teacher, the more smartly she'll dress? [20] Develops an appreciation of the point of view of others. [21] Acquires skill in presenting data with poise and confidence. [22] Becomes a more speaker. [23] Becomes a more resourceful and forceful public speaker. [24] Develops a more expressive body and voice. [25] Develops a stronger and more pleasing personality. [26] Learns to present his views and the rei sons for them with conciseness. [27] Forms the habit of refraining from e pressing himself with confidence upon subjects regarding which he knows little. Many schools have set up such worth while objectives in teaching debating that the work is recognized as one of the most helpful activities of the institution— Fred S. Sorrenson, director, Division of Speech Education. State Normal Univer sity, Normal, Illinois. easy extempor —_— «Soo -_— ene oe eslhlUlUrmmemllC OC eellCemrlC lO elle ames and ht as one’s ng a is in- ed in it the vartly a with mpore orceful ly and he rea- ym €X- ubjects vorth- g that » most ion.— ion of nivel” Mental Health in the Classroom Social Adjustment and Sex Education -CaROLINE B. ZACHRY Director of Mental Hygiene Institute, State Teachers College, Upper Montclair, N. J. cation today that is more generally disputed than the topic of sex edu- cation. The tendency on the whole is to think of sex education far too narrowly. What the educator usually means by sex education is sex information. From the point of view of mental hygiene sound sex education is something far broader than mere information in regard to sex functions. Sex is not an isolated part of life, concerned only with certain biolog- ical functions and the emotional reac- tions tied up with them. The sex side of life involves the individual’s total social adjustment. Sex education from this broader point of view involves the child’s social education as well as his sex infor- mation. The biological information, no matter how scientifically presented, wiil not in itself help him to make adequate adjustment on the love side of his life. From the point of view of the new psy- chology the word sex no longer has the narrow connotations formerly given to it. From the meaning which some schools of psychology now give to this word, it may be used interchangeably with the word social. The child’s social education and there- fore his sex education, begins the day that he is born. His adult attitudes to- ward the men and women around him are largely determined by the social oppor- tunities which are given him during the nursery period. As teachers, our respon- sibility for his social adjustment when he comes to us involves making constructive use of the desirable social contacts he has had and trying to offset his undesirable social experiences. Thus we must begin with the experiences he brings to us, giv- ing him social opportunities that will help him to attain a mature social adjustment. To do this we need to know what con- stitutes the normal development of social life—the normal social stages thru which the child should pass on the way to ma- turity. We must have a clear idea, too, of the dangers that exist in each stage. Until we grasp the significance of social adjust- ment on the whole we are not ready to consider the problem of specific sex in- formation. For this reason in this article We will take up, first, the normal social adjustment of the individual; second, the dangers and difficulties along the way T cate IS PROBABLY no topic in edu- which sometimes interfere with attaining complete mature emotional adjustment; and, third, we will consider some of the | Ws Is this creature men | call a childP We must watch out, lest in our scientific questioning we lose sight of his singing joy, his boundless glad- ness, and his wholehearted abandon to living. Lightly, deftly, with a touch of wonder in ourselves we must enter the life of a child, or these essen- tial qualities of his will disap- pear like a mirage before our eyes and we shall have left only the “problem.”—C. Made- leine Dixon in Children Are Like That. facts to be borne in mind in regard to pre- senting sex information. In considering the child’s social adjust- ment let us begin with the question: Where is the child in his social relation- ships and what social development may we expect of him? The infant is a very dependent crea- ture who, so far as we know, had nine months of complete comfort in utero. His first love feelings go out toward the per- son who fosters this physical comfort and keeps him, as nearly as it is possible to do so, as warm, as free from irritation, and as comfortably fed as he was prior to the shock of birth. The person to whom his love feelings usually go out first is his mother. He learns to love her for the physical satisfaction which she brings him. In a normally happy family situation the father soon comes to share this love with the mother and the baby’s social environment has already broad- ened. Nurses, grandparents, and other parent substitutes may come into the pic- ture; and, within reason, the greater the number of his secure love objects in early childhood, the easier his adult social ad- justment becomes. In the run-about period we notice a stage in which the youngster is very much concerned with himself and his own be- longings. “I,” “me,” and “mine” seem to the parents to occupy an alarming por- tion of the child’s conversation. The {5] child’s ego seems to have assumed enor- mous proportions. Parents who do not understand this phase of his development become worried lest they are bringing up a very selfish youngster. Psychologists ac- cept this period more calmly and speak of it as the Narcissistic period of develop- ment, thus giving new prominence to Narcissus who looked at himself in a brook and fell in love with his own image. From this concentrated love of self the child passes on to a stage of loving the people most like himself—people of his own age and sex. We find that at this stage boys are greatly influenced in their choice of friends by the physical strength of their comrades. They choose for their friends boys with about the same intellec- tual equipment. School success plays little part in the boy’s choice of friends. Girls, on the other hand, seem to choose friends who do about the same grade of school work that they themselves accom- plish. At this stage authority shifts from the home to the gang. The parents’ ap- proval was of utmost importance but a short time ago. The approval of the gang is now worth almost any sacrifice to at- tain. This gang period lasts thru the pre- adolescent and early adolescent period. A little later in adolescent develop- ment a shift is made to close friendship for one or two people of the same sex. This period is marked by hero worship and strong friendships on the part of both boys and girls. Prize fighters and baseball champions take up most of the boy’s conversation, while the girl’s family grows weary of hearing the praises of her ideal sung at every meal. Developing simultaneously with the marked physical changes of this period and the emotional conflicts between stay- ing a child and remaining under the family’s protection, and the strong desire to grow up and become independent is the next step in social adjustment. At this stage the interest shifts to the person least like the self. Along with other per- ~sonality changes we see the boy, who at the gang stage would not wash his hands nor brush his hair, who preferred a none- too-clean sweater to his Sunday suit, be- coming most meticulous about his per- son, using Brilliantine to keep his hair down, and making many demands on the family finances in regard to his clothes. The girl, who but a few years before de- tested boys, according to her own story, is putting many of her best efforts into ways of attracting them. The social stages just described are the normal ones thru which each child should have an opportunity to pass. The home and school need only provide the opportunity, the child will take care of the rest. Many serious mistakes are made by parents and teachers who do not understand these periods and try to superimpose on the child behavior that belongs at a different level. The child who is normally selfcentered at an early pe- riod may have far too much attention paid to this condition and because of the satisfaction attained thru the attention prolong the behavior. The gang stage causes great overanxiety to adults. They despair of dirty hands, poor table man- ners, and discourteous behavior to chil- dren of the opposite sex, failing to realize that if they will bear with a minimum of manners for a few years the whole pic- ture will change with the normal develop- ment of interest in the opposite sex. It is important to realize that the crush stage is normal tho it must be handled very in- telligently. Understanding parents and teachers will accept the development of interest in the opposite sex calmly and without comment, realizing that their calm and sympathetic acceptance of this development will do much to reassure the young person at a very emotional period that is all too often, thru the misunder- standing of adults, an anxious period. Why are we confronted with so many people who, tho they are physically adult, are still immature in their social adjust- ment? Emphasis has been placed upon the fact that personality is learned and that the learning follows the same laws of learning that Thorndike has pointed out in regard to subjectmatter. Social ad- justment also follows these laws of learn- ing. The most outstanding fact, however, that presents itself in regard to the learn- ing of social adjustment is the fact that EDITORIAL PAGE OF THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 193) any stage may become too satisfying and that the individual will tend to stay there, being unwilling to go on to the next stage which may shake his security and com- fort in his present condition. So the mother, unsatisfied in her love life and having few outside interests, may tie her boy or girl to her so firmly at the normal stage of mother love that the child will be unable to reach out to other social contacts and will become the overde- pendent, frightened individual, con- stantly afraid to assert himself with peo- ple, tending to return to mother for pro- tection and comfort. Fixation may take place at the father level. When this is true of the girl, no boy or man ever comes up to the emotional picture which she holds of her father. Thus we may find people who are physically adult and who have good intelligence fixated at any one of the different levels of social adjust- ment. When a wholesome social adjustment has been provided for, the rest of sex edu- cation is relatively simple, and an essen- tial factor in it is the wholesome attitude in regard to sex on the part of parents and teachers dealing with sex education and sex problems. The child soon senses the embarrassment or the discomfort of the adult; and the adults, whether they be parents or teachers who have not achieved an objective attitude toward sex themselves, are never equipped to handle sex problems with children. These adults should at least recognize their own diffi- culties and elicit the help of someone else who is emotionally better equipped to handle the situation. Another essential for the child is that he should have proper language in which he can discuss sex questions. Such lan- guage should be given to him in a matter- of-fact way during a very early period of his life. We teach the child the correct names for all parts of his body except his genitals. Our very omission tends to make him feel that there is something strange and not quite nice about men- tioning the genitals. It arouses furthe curiosity in him and at an early period of companionship with other children, g vocabulary is acquired of which he j ashamed. When this youngster reache adolescence and wishes to ask for help and advice from adults, he does not hay a vocabulary to use. All the biological facts of sex shoul be presented as objectively as the facts of astronomy, botany, or geography before the adolescent stage; before the child has any reason or inclination to apply them to himself.The author has seen excellent work done in fifth grade where white rats were raised as part of a nutrition project, Each cage of rats was fed differently and their food and weight charted. Their re production and the heredity of various physical characteristics were discussed, not as isolated facts, but as part of the total picture. Karl de Schweinitz’ book Growing Up is suggested as an aid to parents and teachers in giving this in formation. If this information has not been given before adolescence, of course, it should be taken up with the child then. This is a far more delicate matter and must be handled individually by someone whom the child trusts and who has great taet and understanding. Social adjustment and sex education begin at birth whether the parents are conscious of the fact or not. The school has a definite responsibility to set upa wholesome social environment in which the child will have the opportunity to enjoy each social stage to the fullest and every incentive to go on to the next stage. The school should also provide expert guidance for pupils who fail to make use of these opportunities. We may further conclude that group instruction in facts of sex belongs only in the elementary school where it should be presented ob- jectively as biological facts. The ado lescent, in high school, needs the personal counselling and sympathetic understand- ing of an emotionally mature adult. THE BALTIMORE NEWS FRIDAY, OCTOBER 23, 1931 |Baltimore’s Most Important Convention of the Year Meets Today| STATE convention will be held in Baltimore today and ¢ Yomorrow. Ts will be attended by five thousand delegates—men and women—from every city, county and district in Maryland. will bring no brass bands mers; wear no flam- ing hat bands or badges. There will be no reception committee of prominent bank- ers, municipal officials and Chamber of leaders to Greet the bey ay ey there SHOULD BE. use iv delegates who gather here today are teachers in the public schools of the Btste. child E sixty-fourth annual meeting of the Maryland State | many Teachers’ Association, which brings these teachers to Bal- timore, will not be devoted to banquets and het «ir, as are If many of our conventions. These teachers are taking part of their well-earned week- end holiday to discuss the many grave problems and duties that the profession of teaching entails. Henry V. Bastin, superintendent of the Louisville Chil- dren's Home, in an address before the Convention of Juvenile Agencies held in Baltimore last week, said be despaired ability of church and family to cope with the problem of and suggested that our schools were the coun- schools. realize this fact, you must realize that the next of Marylanders—the citizens here today make is an IMPORTANT JOB. of the with Mr. Bastin or not, you know— img about it—that the only place where building and child guidance is in and voters of tomor- Tow—is going tc be largely what these teachers who gather ¢ them. OU must admit—if you give any thought to it—that this What Baltimore and Maryland wil! be thirty years from now depends more upon these unknown and «sinonored than it does upon the so-called BIG MEN of the y will be what its citizens make it, and these 3 marring of today's children, sprees ‘a the past Dene come of fature will come from USINESS and trade conventions are fine and necessary gatherings, and Baltimore is glad to have them within its gates. But the convention of teachers which gathers here today is MUCH MORE IMPORTANT. “You, Mr. Citizen and taxpayer, are lucky if you have good City Councilman and a good Congressman to represent But you are LUCKIER if you have a good, capable teacher to teach children. You, Mr. Baltimorean and Me. Marylander, are willing Se oa Se ee ae ae lor "ten child to be « good citizen and worthy of Teaching his sire is the JOB that can be done for you 1932 irthe; eriod ren, a he is aches help have hould Cts of re fore id has ellent e rats Oject. ir re arious ussed, of the id to is in hould ‘his is ist be whom t tact -ation 'S are school up a which ty to st and stage. xpert ce use irther facts ntary d ob- ~ w MER SF FSL | Ss a Social Planning and the Schools Why Planning Is Necessary Haroytp F. CLARK Professor of Education, Teachers College, Columbia University, New York City E HAVE ALL of the resources for XV one of the most satisfactory civilizations the world has ever known. We are not using these resources in an adequate manner. The very fact that we have unemployment and poverty is sufficient proof of this contention. By social planning, using public education, we can realize the great possibilities of present conditions. Social contact makes planning neces- sary. In a world where people are in con- stant contact with one another some agreement is necessary as to how things are to be done. Already we have been compelled to plan certain phases of liv- ing in the modern world. Planning other human activities, in their very nature fundamental to wellbeing and success, will lead to greater individual freedom. Perhaps there is no better way to show the necessity of planning than to point out what would be possible if it were done. The statement of certain conditions that exist in the United States will show the necessity of doing something. In this country we have millions of people out of work at the present time. We have millions of people who need the things the people out of work could make. We have the factories in which the people could work to make the things needed. It is one of the most curious combina- tions of events in the world’s history: people who need the things that could be made, idle factories in which the things could be made, and idle men who could make the things. Our economic and social machinery is unbalanced, un- planned. In the newspapers almost every day we see statements to the effect that we have too much wheat, or cotton, or iron,or coal. As the headlines in one of the large met- ropolitan papers expressed it, the world has so much wheat that people are starv- ing. This winter there will be millions of people in the United States who will not be certain as to the source of adequate food. At the same time millions of farm- ers will be far from sure that they can sell their products at any price, much less at a price that would yield any return on the labor invested. We have the unbelievable spectacle of the Federal Farm Board advocating the Plowing under of every fourth row of cot- ton in the south. It is a striking fact that a great agency of the federal government advocates the destruction of two or per- |e AN AGE of change, planning is extremely necessary. The faster the change, the more dis- astrous the results unless intel- ligence and foresight can be substituted for drift and acci- dent. American life is now undergoing profound and sweeping changes. At this very moment sheer ignorance of how to organize ourselves for effective mutual service is de- priving us of the labors and the gifts of millions of our people—an immense resource that is lost forever. The Jour- NAL of the National Education Association expects to present considerable material during the coming months dealing with the theme of planning. It is hoped that teachers in schools of all types will introduce such material into their regular teaching—a simple thing for any resourceful teacher to do. By some-such process we shall give to our youthful population in time of peace some sense of the adventure and challenge that heretofore has been asso- ciated only with war. haps three million bales of cotton at a time when millions of people are inade- quately clothed. Perhaps the suggestion was wise, considering all factors, but it certainly indicates the drastic maladjust- ments in American economic and social life. All over the world today we hear the same story; too much of practically every commodity and suffering resulting from scarcity existing at the same time. The difficulty is not that there is too much of all of these commodities but the fact that the machinery for distribution has broken down. There are maladjustments of the most serious kind in the economic order. It is such facts as these that give rise to the necessity of planning our eco- nomic life. [7] In the future it is going to be increas- ingly necessary to plan and coordinate the production of different commodities and services. The above illustrations are only samples of what the situation will be unless more adequate plans are made in the future. There is an additional fac- tor in the world today that will make the situation far worse in the future. This additional factor is the enormous capac- ity of modern machinery to produce goods. We have statement after state- ment from our most prominent engineers and economists showing that as far as the United States is concerned we have the productive capacity once and for all to abolish poverty from the world. One of the most important of these factors adding to the great increase of productivity has been the dévelopment of automatic machinery. In industry after industry wherever we turn we find the substitution of automatic machinery for machinery that formerly required many men to operate. In the middle west there is an automobile frame manufacturing plant that formerly employed 8000 men. Today it operates with only a few hun- dred and turns out a far larger product. This manufacturing plant is an amazing piece of machinery that is designed to unload steel off freight cars at one end of a plant and without the intervention of human hands to manufacture, inspect, and load the frames at the other end of the building. The mammoth machines extending over many acres and costing millions of dollars have almost an in- human aspect in their efficient detach- ment from mankind. Following the steel from one stage to the next as it enters the mill until it leaves, one is utterly amazed at the oper- ations that are performed by the ma- chine. When the steel enters, it is placed upon platforms, moved about to its proper position, and pieces of proper length adjusted. Gradually the frame is fitted together and bent in the proper shape. Then, miracle of miracles, a hun- dred hands rise to pound the rivets into their proper places; each rivet is in- spected and if too short or too long, too light or too heavy, is immediately cast aside. The rivet of the proper length, breadth, and weight is moved into place, and hammers with the strength of gods 8 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION pound them into their places. One stands fascinated, almost appalled at what is happening before his very eyes. The frame moves on, is inspected time and time again, and finally winds up fin- ished and passed. One cannot help but wonder what will happen to American industry, to American life, when such things become common. When this ma- chine has become obsolete and is fit to save only in a museum—and it is too large for that—what will America be like? If such machinery were appearing in only one field of American life, it would not be of momentous importance. In al- most every field, however, we notice the same thing. Either the machine is ac- tually in use or the potential threat of its development is hanging over industry, bringing its potential dangers and possi- bilities to American life. The engineers tell us the same type of machines might be made for almost any American in- dustry. Planning is necessary not only to in- crease production but also to improve the division of the total amount used. There are undoubtedly many chance and acci- dental factors affecting the distribution of income at the present time. A more satisfactory scheme of division can un- doubtedly be brought about within the limits of private capitalism by more ade- quate planning. Chance, accident, and many other fac- tors that have nothing to do with the merits of the individual and the amount of work which he does, go far to deter- mine the income which he receives at the present time. Adequate planning making opportunity more nearly equal and re- moving barriers to many occupations will improve the division of the total income of society. Most people will admit that this would be a desirable move. Planning is also necessary to offer op- portunity for more intelligent consump- tion of the material that is produced. There is probably no part of the modern economic world that is dealt with more inadequately than the field of consump- tion. Most of the things that people buy are chosen without any satisfactory basis for judging their value as compared with other commodities. One of the greatest needs of present economic life is to see that the population is given information regarding articles consumed. Planning along these lines will enormously improve economic welfare. Some independent agencies should be set up by which the consumer can obtain complete advice regarding any article of consumption. Far more attention will have to be given to consumption in the curriculum of the future. Planning is necessary to bring about — GREAT event of today is not the airplane, the zeppelin, Edisonian inventions, or radio—marvelous as these seem—but the changed attitude which the masses are coming to have toward thinking as a factor in daily life. Think- ing no longer means to the man in the street the verbalistic busy work of the cloister. He sees the fruits of thinking all about him. Many factors have con- tributed to this change but in the large it has been made possible by the free public school and the consecrated teachers who have sought to pass on the torch from generation to genera- tion to an ever widening group of youth until now the school exists for all. The school of tomorrow will be better still. It will be supported by a public which knows that the real wealth of nations lies in the health, intelligence, skill, and purpose of the masses. The school of tomorrow will add to this wealth be- yond the most eager dreams of today. We are now in the midst of an educa- tional revolution—slow but certain, coming like a mighty tide. correct occupational distribution. There are many fields of work in the United States that have too many people in them. There are many other fields for which sufficient people are not being trained. In the complicated world in which we live it is quite impossible for the individual unaided to get sufficient information to make intelligent choice re- garding occupations. Some studies which we have been carrying on indicate that a large proportion of the population of America has a limited range of occupa- tional choice. Planning would enormously increase the range of choice of the indi- vidual at the same time that it would im- prove occupational distribution thruout the country. We have assumed in the past that the individual would choose the proper oc- cupation. This may be true in a very simple world—a world that is largely agricultural, for instance, where there are only a few occupations and each person is acquainted with practically all of them. The evidence shows clearly that today the individual by himself is not able to make intelligent choice among the occu- pations of the world. There are many causes of the present unemployment situ- ation but not least among these causes is occupational maladjustment. Either peo- ple have not gone into the correct occu- pation or else they are afraid to move January, 1932 from declining or decreasing occupations, Lack of opportunity to obtain ade. quate schooling is a bar to entrance into many occupations. Complete freedom of choice with regard to occupations of course involves some provision for seeing that lack of education does not become a barrier. There is every reason to think that on economic grounds alone educa- tion should be made free, if the number of people getting the education is planned in terms of the economic welfare of the entire group. Planning is necessary for the physical reconstruction of our cities. The great movement for city planning is some in- dication for this need. To make beautiful and healthful living and working condi- tions for the entire population will take a type and degree of planning quite un- thought of in America in the past. Plan- ning and coordination are necessary in the field of private business. In almost any field toward which we turn in Ameri- can life today we see the necessity of ra- tional planning and control. The schools up to the present time have been largely uninfluenced by this neces- sity. In the immediate future a large part of the curriculum of the elementary and secondary school should be built upon and grow out of the necessity for plan- ning in these different fields. Practically all the work of the school should be built around problems that are vital to the life of the child and to the development of the community. In the rural communities this would involve dealing with planning the use of agricultural land, building cooperatives, and in general a controled and ordered rural life. In the cities it would deal with such problems as a com- plete reconstruction of the physical con- ditions of living and working, the attempt to make entire cities really beautiful and desirable places in which to live and to work. When we see the enormous changes and improvements to be brought about in American life by social and economic planning, we are compelled to admit the importance of the problem to teachers and schools of the United States. There is perhaps nothing that will so bring the schools into vital contact with the life around them and increase their edu- cational effectiveness as to deal with the real problems of economic and social planning. Every teacher in every school system should be prepared to do his part in bringing about this planned and or- dered social and economic life. The author is indebted to Mr. W. I. Gooch and Miss Anne Beth Price for assistance in preparing this and two later articles. ade- into n of eing ‘ome hink uca- nber nned the Sical treat e in- itiful ondi- take > un: Plan- ry in most meri- of ra- have eces- > part y and upon plan- ically built e life of the nities nning iIding troled ies it com- | con- tempt il and nd to 25 and ut in nomic it the ichers ere is ig the 1 the r edu- with social school s part id or- och and ring this Art in the Small Community Director of Art Education for Pennsylvania that we may live without pic- tures and other manifestations of the visual arts—that we may live just as long—but we cannot live as well. The idea is gradually permeating the people of our country as it did those of other countries centuries ago that natural beauty and art are essential to prosperity, happiness, and spiritual growth. Recently we have seen a surprisingly rapid im- provement in design, color, and art qual- ity in numerous things that closely touch our social and industrial life. Our homes, our merchandising estab- lishments, our manufactured articles, our automobiles, our books and magazines, our advertising, our buildings and civic projects have all been enriched and ad- vanced to higher levels of design and esthetic quality. For years influences have been at work educating the dis- criminating faculties and tastes of our people so that we are no longer satisfied with houses to live in, chairs to sit in, and dishes to eat from. We are demand- ing a plus quality of beauty in all these things and our manufacturers have found a profitable investment in meeting these newer demands. Art for life’s sake be- comes a reality. A number of agencies have been in- strumental in “bringing art to the peo- ple,” but the most effective has been that of art education in our schools. This en- richment of life thru public school art occupies a particularly advantageous position. First, it deals with plastic child- hood during its most impressionable pe- tiod. Second, its field is extensive, reach- ing all the children of all the people. Third, thru the school center we have the most effective means of reaching the home and enriching the life of the entire community. Fourth, it is possible to dis- cover, guide, and conserve one of our most precious possessions — the God- given talent of children saved, as is man’s more material resources, for the good of the community, the state, and the nation. Otherwise our Phidias and Michel An- gelos might be ploughing for corn in Iowa or ringing up fares in Boston. Art education today provides for the enrichment of the life of the child, satis- fying his natural craving for beauty and Providing opportunity for the free play A TTENTION has been called to the fact C. VALENTINE KIRBY of his creative spirit and his precious imagination. Fully one half of all the activities in art and handwork are de- IVE to barrows, trays and pans Grace to glimmer of romance; Bring the moonlight into noon Hid in gleaming piles of stone; On the city’s paved street Plant gardens lined with lilacs sweet; Let spouting fountains cool the air, Singing in the sun-baked square; Let statue, picture, park, and hall, Ballad, flag, and festival, The past restore, the day adorn, And make tomorrow a new morn. So shall the drudge in dusty frock Spy behind the city clock Retinues of airy kings, Skirts of angels, starry wings, His fathers shining in bright fables, His children fed at heavenly tables. ’Tis the privilege of Art Thus to play its cheerful part, Now on earth to acclimate And bend the exile to his fate, And, moulded of one element With the days and firmament, Teach him on these as stairs to climb, And live on even terms with Time; Whilst upper life the slender rill Of human sense doth overfill. —Emerson. voted to the motivation of the various school projects such as the general illus- trative and constructive projects related to geography, history, English, and sci- ence. Posters are made in the interest of health, fire and accident prevention, gen- eral welfare, and citizenship. Drawing, design, and color are applied to every- day life situations and needs and the school, home, and community life are enriched and sweetened by an apprecia- tion of the art of God and man. Assuming that it is the inalienable right of young and old to be provided for the pursuit and attainment of happiness thru beauty and art, it naturally follows that these opportunities should be pro- vided in small as well as large commu- nities. In large communities we find, as a rule, that the art program is firmly es- tablished and appreciated to the fullest and that it is a profitable investment yielding satisfactory dividends. Notwithstanding the years art educa- tion has functioned in our schools, it is doubtful if more than fifty percent of our young people are offered the opportuni- [9] Better Teaching of Art ties for expression and appreciation that presentday art instruction provides. The following suggestions are offered with the thought that they might be help- ful by way of establishing and extending art education in the small community: [1] There should be intelligent and enthusi- astic leadership. There should be a supervisor of art trained and experienced in this special field. While the classroom teacher is presumably prepared to teach the subject, there is need of direction, encouragement, and guidance. Where one district is unable to afford such supervision, it is suggested that two or more districts com- bine in the employment of an art supervisor. [2] The teacher group, the school directors, parents, and taxpayers should all be acquainted with the aims and objectives of art education to the end that their intelligent and sympathetic support may be secured. [3] The program should be essentially one of applied art; in other words, it should “sell” it- self by its service and close relation to the op- portunities offered in immediate school en- vironment, the home, and community life. The work outlined should be creative in spirit, that is, it should be the child’s own imaginative spirit at work; in other words, it should be honest. It should provide the tools and motivat- ing force in correlation “projects” and “units of study.” It should aim to touch and beautify all school work. Design and color study should be applied to individual clothing and living problems. [4] The supervisor and coworkers should be alert to the needs of the community for effec- tive posters to advertise some local need, com- munity program, or civic project. The art su- pervisor should endeavor to secure exhibits of art and handicrafts; address clubs; cooperate with the parent-teachers associations; assume responsibility for making schools beautiful and attractive, and generally lead and participate in any undertaking that will bring art closer to the life of the people. Altogether we may look hopefully to the future when every state department of education will, by legislative action, make art education a required subject in all its schools as has been done in Massa- chusetts and Pennsylvania. There will be more state directors of art education and expert supervision will carry messages of beauty to the most remote rural com- munities. Then may our hopes for art be realized and find expression in more beau- tiful homes, greater refinement in dress, increasing beauty in manufacture, more beautiful towns and cities, and a finer public taste and citizenship generally. The public school, with its devoted teachers and administrative officers, must ever serve as the foremost instrumentality in bringing art to the people. Will the World Disarm? HENRY NOBLE SHERWOOD University of Louisville, Louisville, Kentucky ORE STARTLING than the stagger- M ing burden of armaments is the fact that this burden grows larger as time goes on. The nations are now spending seventy percent more for the war machine than they did in 1914, when the World War began. This mount- ing expenditure progressively cripples our constructive enterprises. “Billions of dollars applied to floating arsenals,” a current news-writer asserts, “and millions more for their maintenance diverted from the construction of roads, health, industry, economic research, and the ex- tension and betterment of education— these are the sacrifices for Mars which can weil make us all pause to think.” In times of adversity nations, like in- dividuals, make the most careful exami- nation of their budgets. Many students of world affairs hold that the great ex- pense of national armaments has contrib- uted to the present economic depression. “Behold the losses,” they say, “in keeping 5,500,000 men under arms and 20,000,- 000 more in reserve.” Their pay, with the other direct military and naval expendi- ture, costs the world annually between four and five billion dollars. To meet this item in the world’s budget requires a sum equal to that earned by the whole time labor of five million workers for one year. This represents a great economic waste and may lead to the greater waste of war. Our eyes are now turned toward Geneva where the disarmament confer- ence will soon meet. Here delegates from all the world will consider the question, “Will the nations disarm?” If they ap- proach their problem from the financial point of view, surely they will find a cry- ing need for a reduction in the war bud- gets. If they turn from the financial to a consideration of the moral and legal need for disarmament, they must.consider the obligations made to Germany by the allied and associated powers at the close of the world war. These obligations are binding on every state that signed the Treaty of Versailles and also on the United States. Germany agreed in the peace treaty to a drastic reduction of her armaments. She was denied air forces, submarines, and compulsory military service; she was compelled to dismantle her fortifications on the western frontier; she was limited to an army of 100,000 men; she was for- bidden any warship over 10,000 tons, any tank or heavy artillery. From the great- 6 Penner Is no need to argue the eco- nomic desirability of armament re- duction in a world weighed down by taxation for war purposes. There is no need to emphasize the solemn responsi- bility to disarm which is implied in the adoption of the Kellogg Pact. What should be stressed is the vital impor- tance, before the conference convenes, of making the popular demand for re- duction insistent. Within the past few years students in schools and colleges thruout the world have heard much about their duty in the matter of pre- paredness for war. It is high time that energetic consideration should be given to the more urgent duty of prepared- ness for peace. Surely this is a form of preparedness in which those who have the privilege of higher education should assume the leadership.—Arthur Henderson, president designate of the World Disarmament Conference, in The American Observer. est military power in the world, she was put in a class with Spain and Mexico. To sign this severe military clause in the treaty humiliated the proud Teutonic nation. The victorious states, however, twice bound themselves to a pledge which made it easier for Germany to accept the dras- tic military provisions of the treaty. A few weeks before the Germans signed the treaty, Clemenceau, writing to them for the allied and associated powers, said that their “requirements in regard to German armaments were not made solely with the object of rendering it impossible for Germany to resume her policy of military aggression. They are also the first steps towards the reduction and lim- itation of armaments which they seek to bring about as one of the most fruitful preventives of war and which will be one of the first duties of the League of Na- tions to promote.” In this letter the allies pledged themselves to reduce armaments. The second pledge is in the treaty it- self. Herein it is stated that Germany ac- cepts the disarmament provisions im- posed upon her “in order to render pos- sible the initiation of a general limitation of the armaments of all nations.” You see from this provision that the disarma- ment of Germany was to be the first step . £10] in the disarmament of the whole world. This clause, as well as the section con- taining the provisions for German dis- armament, was made a part of the treaty which the United States signed with Ger- many. It is this provision, as well as the Clemenceau note, which places the same obligation regarding disarmament on the United States that the states signatory to the Versailles treaty also bear. It is be- cause of these two pledges that Germany maintains that the allied nations them- selves are morally and legally bound to disarm. This point of view has never been denied by allied statesmen. Lloyd George and Stanley Baldwin, speaking recently from the same platform, acknowledged this obligation. The Washington and London naval treaties are a testimony to the position that our own country takes. And to these considerations which bind only the allied and associated powers let us add another which lays an obligation on all the nations; namely, the Kellogg- Briand Pact. The nations, in signing this treaty, renounced war as an instrument of national policy and agreed to settle their disputes by the machinery of peace. If the nations were sincere in making this agreement and really meant to abide by its provisions, with what consistency can they continue to build arsenals and forts? Only by a reduction of armaments can the nations live in harmony with the Kellogg-Briand Pact. We hope they make substantial reduc- tions for, as General Pershing said in 1921, “the lessons of the past six years should be enough to convince anybody of the danger of nations striding up and down the earth armed to the teeth. But no one nation can reduce armaments un- less all do. Isn’t it then time for an awak- ening among enlightened peoples to the end that the leading powers may reach some rational agreement which would not only relieve the world of this terrible financial load but which in itself would be a long step toward prevention of war?” Arthur Henderson, president designate ot the World Disarmament Conference, spoke of its importance thus: “Seldom in the life of mankind has a generation known in advance of the event that a de- cision affecting the whole course of his- tory awaits its free choice.” i ll el lL ee ee ee 6 Ri. = a, re , ee a_i S OOH ~S jon The Education of Teachers Selective Admission: Its Technics Harry N. IRwIn School of Education, Western Reserve University, Cleveland, Ohio poticy of selective admission to A teachers colleges and the teach- ing profession has been generally accepted but recently. Since the technics of its operation are known to range from mere administrative makeshifts for the reduction of excess numbers to devices only now beginning to be subjected to experimental trial and study, a review of some of these technics may serve to clarify our problem as well as suggest possible avenues of future experimental practise. What are some of the more common features of our current practise in selective admission to teachers col- leges and what is the justification or criticism of each? Use is frequently made of a critical score or standing below which admission is automatically denied the applicant. In Ohio, a twenty percentile score, Ohio College freshman norms, on the Ohio State University psychological test, is set as the passing point for admission into state-approved institutions for the educa- tion of teachers. In some schools rank below the fifty percentile point in the high-school scholarship average auto- matically bars from admission. Is this use of a critical score defensible? Success in teaching as in most vocations is, it would seem, the product of many vari- ables—physical health, mental health, “abstract” intelligence, “social” intelli- gence, habits of work, “drive,” interests, environmental conditions, and others. For one individual the value of this prod- uct may be determined almost entirely by one or two of the variables. One may recall the individual whose absorbing passion for literature makes him a master teacher in spite of his lacks in every other respect. For another each variable may enter into the product in about equal measure, as in the case of the “‘all-round”’ teacher who can be depended upon to make a significant contribution to any phase of the school program. A low “in- telligence test” score, a low high-school average, poor health, and the like, each is significant but should not of itself ex- clude from the teachers college. Dependence is placed primarily upon estimates of those variables only for which there is a currently accepted quan- titative measure. The applicant’s score in a verbal test is currently accepted as a valid quantitative measure of his general intelligence; hence much relianceisplaced upon this score in determining his admis- sion. Equal or greater reliance is placed upon the high-school average for much the same reason. No quantitative meas- ure of mental health is available and little or no regard is given to the appli- cant’s mental health in deciding his ad- mission status. Clearly such a procedure is indefensible even if inevitable. No other feature of our admission practise constitutes a greater challenge to the teachers college. It is a challenge to analyze out all the significant variables which enter into teaching success, to se- cure at least estimates of each of these variables [patent inaccuracies therein will only emphasize the need of refining and correcting such estimates], and to insure adequate consideration of each variable thru the inclusion in the admis- sions service of such experts as the physi- cian, psychiatrist, and social case worker as well as the intelligence tester and the high-school principal. A single measure rather than several independent measures of each variable considered at admission is commonly re- garded as sufficient to indicate the status of the applicant in that variable. One “good” general intelligence test is as- sumed to yield an approximate measure of innate intellectual capacity. A single percentile or quartile rank at graduation from high school is accepted as a satis- factory index of the applicant’s high- school achievement. Only in the case of items which are not yet measured in quantitative units such as personality does the admissions office seek a number of estimates. Is such reliance upon a single measure justified? Our own data would indicate not. A standardized vo- cabulary test, for example, might be ex- pected to yield a fairly dependable meas- ure of the student’s general vocabulary. Yet when four such tests were given at intervals within a month to a typical freshman class, the percentile ranks of each student on the four tests agreed within twenty percentiles on only 38 per- cent of the class while they disagreed in excess of fifty percentiles on 15 percent of the group. That is, 15 percent of the class might rank in the first quarter in one test and in the fourth quarter in [11] another. Results of this character from standard vocabulary, reading, and gen- eral intelligence tests furnish convincing proof that the admission to the teachers college of a specific individual should never rely upon a single measure or esti- mate of a given variable. The most ob- jective and reliable score yet available of general intelligence, teaching aptitude, high-school achievement, and the like, should be checked by comparison with at least two other independent measures of the same variable and only when these agree is our admission practise justified in making use of that variable in its decisions regarding a particular appli- cant. In the rush of admissions it is well to remember that it takes twenty-five measures of one individual to yield the same accuracy or reliability as one meas- ure of a group of twenty-five individuals. Selective admission implies a single act or decision occurring at a particular point in the student’s life rather than a continuous process extending over a pe- riod of years. If adequate data for the final vocational choice of the applicant could be secured prior to his entrance upon his professional course, admission into the teachers college might become a single, final act at the point of transfer from the high school to the teachers col- lege. But, as has been noted, very few of the variables which determine teach- ing success are measured or estimated at entrance into the teachers college and so inaccurate are these as to throw into question any final decision based upon them. A more promising policy is there- fore to conceive of entrance into the teachers college as but the first phase of a process of selective admission that is carried on thruout the student’s entire professional course and is completed only after two or more years of regular teach- ing service. Such a policy will include the gradual accumulation of repeated in- dependent measures or estimates of the health, mental hygiene, personality traits, intellectual achievements, special inter- ests and aptitudes, student teaching ac- complishments, etc., of the applicant pre- liminary to and during each semester of his professional course and first years of teaching. Thus only may the teachers college assume the responsibility, in co- operation with the high-school principal 12 and the employing superintendent for directing entrance into the profession of those who give most promise of success. It is usually assumed that the teachers college is the sole responsible agent in the selection of its entrants and that the ap- plicant accepts the decision of the college without participation in it. Data on the applicant are expressly withheld from his knowledge save only when specific items such as intelligence test scores or high-school scholarship rank may be re- ferred to in justification to the applicant of an adverse conclusion by the admis- sions committee. The decision to enter or not to enter upon preparation for teach- ing thus does not represent the best judgment of all parties concerned but rather tends to become, at least in all doubtful cases, a match between the wits and personal support of the applicant on the one hand and the good intentions and fears of the admissions committee on the other. The lack of adequate data on which to base a dependable judgment may render this practise at present in- evitable. Certainly it can be condoned on no other grounds. It constitutes a serious defect in our present admissions technic and is a further challenge to the teachers college to seek out ways and means of assembling with the applicant data that will be objective, accurate, and complete and which will render possible the joint participation of the teachers college and the applicant in the decision THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1932 regarding the latter's entrance upon preparation for teaching. Certain major principles to be ob- served by the teachers college in its guidance procedure may be briefly sum- marized. The guidance program of the teachers college will recognize each ap- plicant as a unique individual whose final entrance into the teaching profession may be determined not by a set of mini- mum admission standards or graduation requirements uniformly applied to all but only on the basis of individual diagnosis and the collective judgment of a number of qualified judges. We are beginning to displace “the average student” with the individual student in our instructional practise. We must do the same in our admissions procedure. Responsibility for directing the appli- cant to a final decision will rest primarily upon the teachers college but the high school, the applicant, and the employ- ing superintendent will all cooperate in greater measure than at present in this decision. A single four-year scholarship average or list of course grades consti- tutes but a fraction of the data which must be available from the high school. Equally inadequate from the superin- tendent is the contribution “reappointed”’ or “not reappointed.” Only those data, measures, or esti- mates will enter into the decision which have been checked as to their accuracy or dependability in the case of the given Major Issues in American HE REPRESENTATIVE ASSEMBLY of the National Education Association is a highly selected body of educa- tional leaders. In the first place the dele- gates had to win their way into institu- tions for the education of teachers. Upon graduation they had to win their way past the standards and requirements of schoolboards representing the people. In the third place they had to win their way among their fellows to a point where they had been selected for the most represen- tative body of educational workers in the world. At Los Angeles this Representa- tive Assembly adopted a body of resolu- tions. These resolutions represent prin- ciples and purposes that have been before the profession for many years. Wishing an even more specific indica- tion of the problems that are imme- diately pressing, the JouRNAL of the Na- tional Education Association sent to each member of the Representative Assembly at Los Angeles a copy of the resolutions asking him to indicate those which he considered of first importance. The re- ports from that inquiry because of their highly representative character are there- fore most significant. The five resolutions that were ranked of greatest importance in the order given were: [1] Taxes and school support—Financing the public schools requires a system of taxation which is equitable, wide in its application, and which establishes a fair balance between direct and indirect taxes. Better support of progressive education is largely dependent upon the study and revision of our present tax systems. Con- tinued research should be made to find the best sources of support for schools. The National Education Association commends the study of school finance now being undertaken by the Office of Education under the authorization of Congress. Legislation initiating and revising sys- tems of taxation which will provide adequate support for public schools should follow such findings. [2] Character education—Character forma- tion should be a major objective in education. The activities of the school should be fully utilized for character training and in securing individual. For this reason semester scholarship averages, personality ratings, and the like, may well supersede the final four-year average or rating. No intelli- gence or aptitude test will be used unless the student’s scores on at least three are available. For the teacher rating from a single principal or superintendent there will be substituted at least three inde- pendent and detailed ratings from the field. The teachers college will be especially concerned in the analysis of teaching success into its principal component fac- tors and in securing repeated independ- ent evaluations of each of these factors, Admission into the teaching profession will be completed and officially recog- nized by the granting of the “life di- ploma” or degree only after two or three years of service in the profession in as many different schools under the respon- sible oversight of a number of competent supervisory or administrative officers. This principle is already accepted in the practise of those state departments of education which grant a “provisional” teaching certificate upon completion of the teachers college course and award a permanent certificate only upon evidence of a certain number of months of suc- cessful teaching experience. It remains for the teachers college with its intimate knowledge of the individual and primary responsibility for him to make this prin- ciple a genuinely effective one. Education law observance and intelligent participation in public affairs. [3] Rural education—The National Educa- tion Association recognizes the necessity of pro- viding educational opportunities for children in the rural communities equal to those provided for children in urban centers and the pressing need for a revision of the rural-school curriculum to meet the needs of rural life today. The Asso- ciation urges the government to make, thru the Office of Education, a thoro study of rural education thruout the nation. [4] Health education—Adequate provision should be made for physical and mental health in accordance with the conclusions of the White House Conference on Child Health and Protec- tion, to the end that habits of clean and whole- some living may be developed in childhood and youth. Schools should continue to emphasize the evil effects on the human organism of alcohol and of tobacco’ and other narcotics. [5] Law observance—The National Educa- tion Association reaffirms its stand in favor of the Eighteenth Amendment and of the laws enacted thereunder. It urges their vigorous and impartial enforcement and pledges its support to an active educational campaign in the schools in behalf of habits of living for which the Eighteenth Amendment stands. Better Teaching of Arithmetic The Nature of Problem Solving Leo J. BRUECKNER College of Education, University of Minnesota, Minneapolis individual a mind sensitive to prob- lems and skilled in methods of at- tacking and solving them. Not only must the individual know methods of attack but he must also purpose to solve prob- lems in cooperation with others of his group and be able to appraise the success of his efforts. In the strict psychological sense, a problem arises in a situation when an in- dividual or a group of individuals en- counters some “felt need” or difficulty. Dewey has analyzed the complete act of thought into five logically distinct steps: a felt difficulty; its location and defini- tion; suggestion of possible solution; de- velopment by reasoning of the bearings of the suggestion; further observation and experimentation leading to its ac- ceptance or rejection. Many of the problems that arise in life can be solved only by the application of quantitative methods, involving not merely computation but also the con- sideration of important social and eco- nomic relations. For example, suppose that a sidewalk in a state of disrepair is to be replaced. The problem the owner of the property faces is, “How can this be done most economically and effi- ciently?” The typical verbal problem in arithmetic which presents this situation to the pupil might be stated as follows, “Mr. Andrews plans to build a sidewalk 5 feet wide and 45 feet long. How much will this cost at $2.25 a square yard?” In this statement the pupil is given all of the essential facts needed to get the an- swer to the question asked. He must de- cide on the processes to use and then perform the necessary computations. None of the important social and civic relations involved in the situation as it would develop in life are introduced in the statement of this typical verbal prob- lem, _The questions that the property owner himself must face are much more far- reaching than those included in the above problem. Such considerations as the fol- lowing arise in the typical situation: “Are there any legal restrictions on the type of sidewalk that may be laid, its width and materials of which it may be constructed? If 80, why are there restrictions of this kind? Does the city build the sidewalk E isa seeks to develop in the or must I secure a contractor myself? If the latter, how do I go about it to select a contractor? How do I secure bids on the work to be done? What information should I have concerning the reliability of the various firms which will guide me in selecting the firm to do the work? How can I be certain that the contract is cor- rectly drawn? Are the bids too high? What investigations can I make which will enable me to find out if the bids are too high? In the absence of legal specifi- cations how can | be certain that my sidewalk will be constructed according to sound engineering principles? After I have let the contract need I check in any way on the extent to which the specifi- cations in the contract are carried out? What steps will conclude the transac- tion? Does the city pay any portion of the cost of the sidewalk?” Similar ques- tions are faced by the contractor in mak- ing out the bid so as to secure the work, in buying materials, laying the sidewalk, and supervising the work. In many of these questions quantita- tive elements are involved but they con- stitute only a small part of the factors that must be considered in the activity. Numerous civic, social, and business re- lationships bear on the situation. ‘Thru- out, number is used as the basis for mak- ing definite all estimates, computations, and measurements. The individuals con- cerned must sense the many conflicting possibilities that arise in the situation. The property owner must make decisions which will assure that the work is done as economically and efficiently as pos- sible and in accordance with all local legal restrictions, if any. The contractor must perform his part of the transaction in such a way that the property owner is satisfied with the work done and that the job yields a reasonable profit. Both par- ties to the transaction must know meth- ods by which they can secure reliable in- formation from various sources; they must know what weight to give these facts so that they can make decisions with a reasonable assurance that they are cor- rect. In few cases is the solution as ob- vious to the individual as in the typical verbal problem in arithmetic. It would seem as tho the word “prob- lem” is a misnomer when applied to the verbal exercises in arithmetic in which [13] there is a statement of certain facts anda question based on these facts which the pupil is to answer. One is hardly justified in saying that in such a situation there is a “felt difficulty” for the pupil. It is true that the pupil must read the problem to get the meaning of the statement and the point to the question; that after con- sidering the relations involved he must determine the processes to use to find the answer to the question; and that he must then perform the necessary computations and check the reasonableness of_his an- swer. The inadequacy of such problems lies in the fact that they do not arise out of real problematic situations in which the individuals actually experience a felt difficulty. The solution of such problems involves very few, if any, of the numerous factors that arise in situations of daily life, other than the computations re- quired. Furthermore, in many cases these arithmetic exercises are merely intended to give the pupil practise in performing the computations involved in getting the answer to the questions they contain. Because they are quite unlike the prob- lems of daily life, their solution con- tributes little to the development in the pupils of the power to sense the prob- lems of daily life and to apply effective methods in solving them. An analysis of the problem content found in modern textbooks, workbooks, local lists, and similar places shows that definite steps are being taken to improve the nature of arithmetic problems. Probably the least valuable type con- sists of a group of isolated problems in which there is no functional relationship between the various problems it con- tains. In such a group the first problem may be about a game, the second about buying some fruit, the third a farm prob- lem, and so on. Such groups of problems are apparently used for the purpose of giving practise in solving exercises con- taining processes that have been taught or to illustrate the use of such processes. In old textbooks these problems were usually abstract, unrelated to the experi- ences of pupils, and often were of the puzzle type. No particular point of social value was present. Often such groups of problems were labeled with the process to be used in solving them. Certainly such a practise was of little value in develop- 14 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1932 ing the power of the pupil to solve prob- lems, since indicating the process to be used in solving them precluded any need on the part of the pupil of analyzing the statements given to determine the pro- cess to use. In the case of labeled prob- lems, pupils often do not even read them but instead manipulate the numbers in- cluded in them according to the process with which the group is labeled. A much better practise, if isolated problems are to be used, consists in giving the pupils problems to solve in which the processes are varied and not indicated by the cap- tion of the group. This makes it neces- sary for the pupil to analyze the prob- lems and to decide for himself the pro- cesses to use. Grouping problems under some con- venient topic is an improvement over us- ing groups of isolated problems labeled with the process by which they are to be solved, or merely lumped together indis- criminately as practise exercises. Such captions as “Farm problems,” “Boy Scout problems,” “Problems from his- tory,” and the like indicate that an at- tempt has been made to consider some of the functional uses of number. The problems included deal with a limited field, which, if wellchosen, may be within the range of the pupils’ experience. The problems may also contain information of social value. More recently there has been a tend- ency to organize groups of problems about some single situation, such as arises in daily life. Curriculum studies dealing with the uses of number in the lives of children and adults have aided in the selection of situations whose considera- tion has social value. Interesting and genuine problem groups may be prepared on such topics as “The receipts of the paper sale,” “The cost of painting our classroom,” “The cost of operating an au- tomobile,” “Finding the amount of can- vas needed for a sail,” “Buying in bulk and by the package,” “Which is cheaper, buying icecream, or making it ourselves?” The preparation of such groups of prob- lems requires a careful assembling of ac- curate data from actual life situations so that the factual information included in the unit may be genuine and real. It is not an easy task to prepare such a unit of problem material. The study of such a unit of subjectmatter may approximate quite closely the activity on which it is based, the chief difference being that the unforeseen difficulties and problems that the individual would encounter in the real situation are eliminated and all of the essential facts are arrayed for him. However, if the material is wellpresented and its implications are carefully con- sidered, many valuable outcomes would — NOBLEST wealth of a nation is not in its mines, its soils, or its for- ests, but in the idealism, the affections, and the energies of its teachers. When nations spend more for teaching than for fighting, the turning point in human affairs will have come and the world will move forward to the finer and | richer things of life at a pace hitherto unknown. That turning point may come in America within a decade if we choose to have it so—From the Jour- NAL of the National Education A ssocia- tion, January, 1931. result. The consideration of such wellin- tegrated units dealing with carefully selected applications of number is an ex- cellent substitute for the real situation itself which it is in many instances im- possible or impractical for the school to duplicate. Another type of problem material which involves activities quite similar to those that occur in life is being increas- ingly used, namely problems dealing with the interpretation of simple tables, con- taining information of social value or il- lustrating some of their uses in life, the reading of maps, the analysis of house plans drawn to scale, the analysis of geometry in designs and elsewhere, the analysis of diagrams, charts, graphs, and other types of objective materials which portray quantitative relations. In units of these types the pupil is given a series of questions dealing with the arrayed data and he is required to analyze the situa- tion himself, since he must search out the facts that will answer the questions. These questions can be so framed that they are similar to those that a person might consider in the actual use of these materials in some outofschool situation. Hence the activity is in many respects identical with the real application. This study should be followed by giving the pupils practise in applying these simple statistical technics in their own activities, thus teaching them their value as a means of systematizing quantitative data. The organization of larger units for the mastery of such topics as insurance, tax- ation, banking, investments, the inter- pretation of graphs, the uses of geometry, measuring area, and finding interest in- cludes much more than the solution of problems involving computation. The systematic presentation of such topics should include the consideration of a large amount of pertinent informational material, the investigation of topics of special interest to individuals, reflection over some of the important social ques- tions involved, and the study of the prac- tical applications of the underlying prin- ciples. The kinds of questions that will be used in developing this subjectmatter obviously will not be wholly concerned with computation; rather will they be thought-provoking, suggestive problems and queries designed to help pupils to get the real social significance of the topic being studied. There is no good reason at all why teachers should feel that arith- metic problems of this kind should be avoided. Their use should be encouraged. Many opportunities present themselves in the school which make it possible for the teacher to give the pupils practise in solving problematic situations in many respects similar to those that are encoun- tered in life outside the school. Some of them may be initiated by the pupils, others suggested by the teacher. One day I saw on the blackboard, “Are you over- weight or underweight?” Below the ques- tion was a height-weight chart. During the class period each pupil performed the several steps necessary to get the answer as far as he himself was concerned. His measurements were checked by two pupils. Questions as to the value of such information were dealt with during the latter part of the class_period. Another class sought to answer, “Are we above or below standard in arithmetic?” By go- ing thru the necessary steps, the ques- tion was answered to the satisfaction of the group. Another class was much dis- satisfied with the discolored, faded paint on the walls of the classroom. The build- ing had not been repainted for a number of years because of lack of funds. With the help of the teacher the pupils took the steps necessary to find out how much it would cost to paint the walls. The building was painted the following year. In another class the teacher used as a basis for the arithmetic lesson, the diffi- culty the pupils had in interpreting the scale to which a map in a geography text was drawn. The teacher must of course bear in mind the principle of relative values in making use of the opportunities to vitalize arithmetic that so frequently arise in the school. Some of the situations are much more valuable than others. Every course of study ought to contain helpful suggestions to guide the teacher in selecting significant and worthwhile local illustrative material and activities. Instruction in arithmetic can make 4 valuable contribution. mm —_—-~* The United States Office of Education $125 per year on a boy who stays in high school, and nothing for the wel- fare of a boy who has to leave? Francis W. Kirkham, superintendent of Granite District, Utah, did not believe it was fair. He asked his schoolboard if they thought it was fair. They agreed it was undemocratic, unamerican. He asked them for at least $10 per year for each boy or girl under 18 who was not in school and they granted his request. “Educating all the children of all the people,” is a democratic ideal Superin- tendent Kirkham takes seriously. He in- terpreted that phrase to mean that the school had some responsibility for fitting every child up to the age of 18 for useful citizenship, whether he was in school or out. Reinforced in his position by Utah’s advanced educational legislation and strong community sentiment for educa- tion, he secured the cooperation of his assistants and teachers, the school board, the parents, extension workers, courts, 4-H clubs, Boy Scouts and Girl Scouts, Red Cross, doctors, dentists, and nurses. They all worked together, not for Granite District children en masse, but for the development of each and every child to the best of his abilities. Thoro con- tinuing reports on school achievement, intelligence, health, use of leisure time, home, teachers’ judgments, and the like, enabled them to work with knowledge of practically all factors bearing on each child’s life. Granite District schools re- jected the alibi that the school cannot be held responsible for a child’s success or failure because the school only has the child 5 hours a day, 180 days a year. Superintendent Kirkham set up this new standard for school achievement: The school may fail, but not the child. Reduction of crime is a vital problem in the United States. Granite District’s record on this point alone should earn wide attention to the plan. In two years, cases reaching the west side juvenile court were reduced from 60 to 12; in the east side, from 67 to 19. Equally important is the fact that Su- perintendent Kirkham was able to oper- ate this remarkably comprehensive pro- gram at very little extra cost. Granite District uses every effort to keep all the children within the legal at- tendance limits in school during school time. For those who are not getting on in I IT FAIR for a community to spend school it finds jobs, helps them on the job, gets them another job if they are “fired,” and gives them partime educa- tion. © Avip Secet of Long Beach, California, who has recently been appointed to the staff of the Office of Education as specialist in edu- cational tests and measurements. Space does not permit giving details of the Granite District plan, but complete information on methods used, costs, forms used for the necessarily compre- hensive records, and results achieved, is available in the new Office of Education Bulletin 1931 No. 11, Educating All the Children of All the People, by Francis W. Kirkham, price 10 cents. Order from Supt. of Documents, Wash., D. C. School sickness—Have schools pro- duced a new disease of childhood? Dr. James F. Rogers, specialist in health edu- cation in the Office of Education, says they have. School sickness is character- ized by “nervousness, irritability, rest- lessness, anxiety, and a highly emotional state.” “Even tuberculosis will not work such havoc with the child save in the final stages,” declares Dr. Rogers in No- vember School Life, monthly journal of the Office of Education. He finds the cause in pressure applied without con- sideration to individual differences, and suggests methods by which teachers and school administrators may prevent school sickness. Unknowns of school finance— [15] The National School Finance Survey, it develops, will do something more than paint a detailed cyclorama of the life and history of the school dollar in 110 pos- tures. This survey, Associate Director Mort insists, must be directly useful. So, with the help of his staff and consult- ing committees, he has listed the 21 major unknowns of School Finance. He does not guarantee that the Survey will answer all 21 unknowns, but he expects the investigations to throw light on them: The cost of public education: [1] What do we pay for education? [2] Why has expenditure for education in- creased so markedly ? [3] Where will present tendencies lead? [4] How much public expenditure is really needed ? [5] What can we afford to spend for edu- cation? Returns for money spent: [6] Why do expenditures vary so widely from place to place? [7] What advantages are obtained by com- munities spending exceptionally large amounts for education? [8] What disadvantages are suffered by communities spending exceptionally small amounts for education? The tax burden for public education: [9] Under present financing systems, how is the tax burden for education distributed ? [10] What changes in taxation and in state and federal aid would bring about a more de- fensible distribution of burden? The elimination of backward areas in American education: [11] Why do they exist? (12] What will it cost to eliminate them? Efficient expenditure for educational funds: [13] How can we secure greater value for what we spend? [14] How can we effect economies? [15] To what degree, if any, are we wast- ing money thru the overeducation of some boys and girls? [16] What is the extent of waste suffered thru failure to give some individuals sufficient education to develop their real potentialities? Public education during business depression: [17] How should education be dealt with during business depressions? The use of indebtedness: [18] What place is indebtedness now tak- ing in educational finance? [19] What place should it take? Public enlightenment on educational finance: [20] How can the public be continually in- formed on the pertinent questions of educa- tional finance? The economic status of the teacher: [21] What are the conditions that should determine salaries of teachers? Radio Notes for Class Study Radio —A New Force in Education 00 VALUABLE TO IGNORE—Radio is worth at least one hundred million dollars a year to the schools of America. This estimate is really very con- servative. It is based on a simple assump- tion which each of you can verify for yourself. Let us assume that by the use of master teachers—persons of unusual insight, skill, and dynamic power—radio can be made to increase the effectiveness of the common school by at least five per- cent. The probabilities are that it can contribute much more than that. 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 it has been abundantly proved in connection with the Ohio School of the Air, it would make a large contribution to the education of adults who listen to the material which is broadcast to the school classrooms. 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 in- cidental learning on the part of adults. Our education in America has developed so rapidly that more than one half of our grownup population had less educational opportunity during their childhood than is now given to a child in an average ele- mentary school. It would be plain stupid- ity 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. Listening develops sense of hear- ing—NMr. Tracy F. Tyler, secretary and research director of the National Com- mittee on Education by Radio, after care- ful summary of existing radio teaching, writes: Sufficient’ data have been presented to show that teaching by radio can be and is being done. One question remains—Has it any advantage over teaching done before the development of the radio? Cleveland teachers say that classes which have had only one year of radio teaching in arithmetic follow directions better and require less repeating on the part of the teacher. Another interesting report is that school physical examinations reveal a higher measure of accuracy in ‘the hearing of pupils who have received than among those who have not received radio in- struction. But most important of all, pupils ranked higher in the subjects they learned by radio than pupils in the same subjects taught by ordinary methods. — MAGNITUDE OF EDUCATION BY RADIO—People who believe that education by radio can accomplish its work in an occasional hour over a commercial chain, utterly fail to com- prehend the magnitude of our educa- tional needs. Within a relatively short time the radio broadcasting stations of our several states will be the largest and most vital institutions in those states—in their effect on the lives of the people, in their financial budgets, and in their personnel and planning. They will be on the air full time both day and night broadcasting to homes, to schools, and to meetings of citizens and groups of all kinds, giving a new unity, a richer perspective, and a surer sense of directiv. to human life. They will do all this at a relatively small cost considering the vast numbers reached. All kinds of receiving and broadcasting equipment will be greatly reduced in price as monopoly forces are brought under control by the people. For a state to surrender its right to radio, is equivalent for it to surrender its right to the education of its people, as that education will be op- erated in the civilization of tomorrow. In Wisconsin and Rhode Island— The Wisconsin Teachers Association at its convention on November 4 adopted a resolution urging that the federal gov- ernment take the necessary steps to set aside radio channels for educational and civic interests. The association’s commit- tee on propaganda in the schools also made a report on this subject. The teach- ers of Rhode Island, thru their associa- tion, the Rhode Island Institute of In- struction, adopted a resolution at their recent meeting which pointed out: The people too frequently have been con- fronted in the past with the problem of buy- ing back from great corporations rights estab- lished principally by public neglect to main- tain the prior public right. The same mistake should. not be made with reference to radio. Fighting for a place on the air— The Nation’s Schools, a magazine of sturdy educational ideals, points out in an editorial: If educational institutions are not alert and do not act at once to obtain opportunities for strictly educational broadcasting, we may dis- cover before long that the air has been com- pletely preempted by interests and institutions that have only selfish interests in the dissemina- tion of information and that have no intention of transmitting unbiased, unprejudiced knowl- edge. [16] An insult to both parties—The “gift and favor form of bribery” is not new in American affairs. The railroads in their corrupt days were artists at controling legislation and public opinion by grant- ing free passes. The power-trust com- mercialized broadcasters use free time on the air in the same way. An article in the W ashington Star for November 15 points out: That the opponents of the radio trust and of present broadcasting practises will receive ready ears from some men on Capitol Hill may be expected. Men like Representative Davis are crusaders and vigorous and outspoken. On the other hand, this fact must be borne in mind: Democrats and Republicans alike, with depleted war chests and with depressed busi- ness promising to yield them no great amounts of money to spend in next year’s campaigns, will undoubtedly ask many favors of the radio interests, particularly the broadcast sta- tion owners and the network broadcasters. Radio having achieved such giant stature as a campaigning medium, they will need all the time on the air they can get—and they will want as much of it without cost as they can get. : In view of the favors the politicians will ask from radio, it is doubtful whether their party leaders will be disposed to attack too vigor- ously radio as it is now conducted in this country. How to keep yourself informed— Persons especially interested in this sub- ject should write to the National Com- mittee on Education by Radio, 1201 Six- teenth Street N. W., Washington, D. C., for free copies of its weekly Bulletin. These are valuable for classes in civics and current events. Some titles are: The Freedom of the Air [No. 5] The Fess Bill for Education by Radio [No. 6] The Power Trust in the Public Schools [No.14] The Americanization of Amusement [No. 16] Education’s Rights on the Air [No. 19] National Committee on Education by Radio [No. 20] Radio Channels for College Stations [No. 23] Advertising Invades the Schools [No. 26] Will There Be Freedom of the Radio? [No. 27] Radio from the Citizen’s Point of View [No.28] Broadcasts to the Schools of England [No.29] The Ohio School of the Air [No. 30] What’s Happening in Radio [No. 31] The Radio Octopus [Nos. 32 & 33] The Impending Radio War [No. 35] Your influence—Teachers are closer to conditions that influence taste and character than any other large group in the population. Under sales-talk influence, radio programs are steadily degenerating. Have you let your representativesinCon- gress know how you feel about this?— The safety of the state is watchfulness in the citizen. an fe = - 25 } } 0 ] ] A Continuing Record of Inspiring Advance The Journal’s Annual Roll Call these reports in THE JOURNAL’s tenth annual roll call are really a remark- able record of achievement. Altho here and there the line has bent back, there has been much solid achievement. Often where there seems to be little progress, the foundations are being laid for future advance. Under conditions like those of 1931, it isan achievement merely to hold the ground already gained. The year’s record of advance was furnished by three people in each state—[1] the state super- intendent of public instruction, [2] the secretary of the state education associa- tion, and [3] the NEA state director. The figures following the names of the contributors will correspond to the posi- tions as listed here. lk THE FACE of the difficulties of 1931, Alabama—The retention of the educational trust fund which was established by the legis- lature of 1927 and the defeat of proposed legis- lation which sought materially to reduce state appropriations for all educational purposes. As a result of the cooperation of all friends of edu- cation, school revenues and appropriations were left intact by the legislature of 1931, tho strong efforts were made to reduce both revenues and appropriations.—A. F. Harman [1]. The defeat by the Alabama Education As- sociation of proposed legislation that would have reduced our educational revenue by more than $3,250,000.—Frank L. Grove [2]. The legislature has been in session during this depression and little or no reactionary legisla- tion has been passed.—J. D. Williams [3]. Arizona—Elected schoolboards controling amount and use of school maintenance budgets this year reduced them materially without re- ducing efficiency, signifying that control of the schools by the people can meet emergencies.— C. 0. Case [1]. Arkansas—The enactment of a state school law which provides that the commissioner of education and county superintendents be se- lected by boards of education elected by the people. This law also provides for a budget for schools at a limitation of indebtedness ——C. M. districts, in the face of great difficulties, were able to maintain salary conditions—Roy W. Hirst [1] and [3]. Cloud [2]. The enactment by the last state legislature, + January to May 1931, to repeal the 15c special building fund tax in the elementary schools and a new one enacted to take its place making the rate 70c for the special building fund for all elementary districts thruout the state. This spe- cial legislature permits boards of education and \ boards of trustees to levy a direct tax suffi- ciently large, especially in the larger city sys- e. tems, to take care of all building programs in _ elementary school districts without calling a bond issue for such work. This fully carries out the idea of a “pay as you go” plan—F. F. Martin [3]. Colorado—An attempt to reorganize the sys- tem of financial support for our schools. A sur- vey of the facts has been made by the Colorado Education Association in cooperation with the state department of education. As the facts re- vealed in this survey and the proposed remedies are now being studied by organized groups of the state, there is hope that the proposed plans will be adopted by the people of Colorado.— Lucy C. Auld, deputy state superintendeat of public instruction. A reorganization of the state department of education which will permit the appointment, rather than the popular election, of the state superintendent of public instruction; a reor- ganization of the financing of public education whereby the state will take over a portion of that burden; and a state system for the retire- ment of teachers—are the three major objec- tives of the Colorado Education Association.— W. B. Mooney [2] and [3]. Wy Vdd Kelleyy Scheel HE ANN J. KEttocc scHooL, Battle Creek, Michigan, is designed and equipped to meet the individual needs of all types of children. Connecticut—By recent legislation marked advances have been made in the equalization of high-school and trade-school opportunities California—Progress made toward establish- ing a common integrating philosophy relative to public education in California ——Walter E. Morgan, chief, Division of Research and Sta- tistics. The maintenance of salary schedules and automatic salary increases of practically all of the schools of California. One very large city maintained its salaries but not the automatic increase. With this exception most of the school Mentor High School, Mentor, Ohio [17] and in making effective school supervision — E. W. Butterfield [1]. The 1931 state legislature codified the school laws of the state repealing obsolete and dupli- cated passages and rewriting others—G. C. Swift [2] and [3]. Delaware—An increase of 12 percent in legislative appropriations, including a special appropriation for kindergartens for the first time; a three million dollar appropriation for RR Dawson County y High School, Glendive, Montana Elementary School, Cartersville, Georgia Public School, Gretna, Virginia THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1932 the continuance of a state school building pro- gram; a demonstration school organized for the improvement of teaching in the elementary grades; the systematic teaching of music under a state director —H. V. Holloway [1] and [3], District of Columbia—An unusually large appropriation by Congress for the construction of buildings to meet pressing needs resulting from steadily increasing enrolments in the pub- lic schools —Frank W. Ballou, superintendent of schools, Washington. Florida—Passing of epoch-making statutes providing for a minimum of eight months free schooling in both elementary and high schools and for an appropriation to increase and regu- late the county-school fund—W. S. Caw- thon [1]. Georgia—The general assembly provided for a code committee to revise the school laws; provided about $2,000,000 net to be paid on debts, most of which was due education; and submitted to the people two constitutional amendments: The one to permit county boards of education and city boards of education to make contracts with each other so that rural pupils may attend the city high schools; the other to clear the constitutional amendment in regard to local tax districts issuing bonds, permitting new territory to be taken in by the old district, and the new territory to assume its share of the bonded indebtedness.—Kyle T. Alfriend [2]. Hawaii—Development of the Territorial Normal School into a four year teachers col- lege, thru consolidation with the University of Hawaii, thus making one strong territorial col- legiate institution. In keeping with the above action, the requirements for teaching certifi- cates have been raised to four years for ele- mentary schools and five years for secondary schools. In spite of the socalled depression, the entire school program of the territory is con- tinuing on a sound development program in- cluding regular salary increases and adequate funds for necessary educational supplies and equipment.—W. C. Crawford [1]. The Territorial Normal School has _ been amalgamated-with the University of Hawaii, combining the teachers college with the school of education, and establishing a four year course for elementary school teachers, and a five year course for secondary teachers.— Grenville Hatch [2]. While the work of specialists is still empha- sized, the ideal is a unified integrated health program which affects every phase of the child’s school experience—Oren E. Long [3]: Idaho—A statewide study, a concentrated summer-school drive on secondary-school course of study. Legislature provided funds for pro- motion and publication —W. D. Vincent [1]. Illinois—The educational forces of Illinois held the schools up to their present standards in the legislature which met this year, even in the face of powerful attacks upon our tax sys- tem, opposition to paying taxes, and the most severe depression we have ever suffered. In fact we made a real achievement in getting the state distributive school fund appropriation in- creased by $500,000 a year.—R. C. Moore [2]. Indiana—Thru the action of the state legis- lature Indiana is prepared to provide equal op- portunities for education to the boys and girls occ —— ee? i eS a. Pew OSS ea! Cem : Vol. 21, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION in all sections of the state. Altho in this period of retrenchment, the cry for reduction of costs in all lines has not slighted the public school systems, Indiana has had no legislation which would cause a reduction of the standard of efficiency —George C. Cole [1]. Preventing the repeal by the 1931 legislature of any of our school laws, thus saving retire- ment, tenure, and wages for the teachers.— Charles O. Williams [2] and [3]. lowa—Confirmation of the research division in the office of the superintendent of public in- struction. Legislation converting the teachers’ institute into a program for the improvement of instruction—Agnes Samuelson [1]. The legislature refused to seriously handicap schools and the majority of boards of educa- tion refused to handicap teachers thru reduced salaries. In organization matters, amendments to the constitution to the state teachers asso- ciation were made which, it is hoped, will bring about a larger participation of local teachers’ associations in the deliberations of the organization.—Charles F. Pye [2]. Retaining of the state research division in the department of public instruction. Survey of the handicapped child. Continuing the work on the high-school course of study—Mary A. Lord [3]. Kansas—Gradually increasing desire of edu- cators and laymen alike for a complete revision of our method of school support and for more nearly equal educational opportunity for all our children —George A. Allen, Jr. [1]. Louisiana—Two constitutional amendments approved by the voters: requiring the state government’s support of the elementary schools and high schools to be as much as $12 for each child of school age; and creating a state equaliz- ing fund and financing it with a half-cent-a- gallon gasoline tax.—T. H. Harris [1]. Maine—Progressive legislation which enables us to raise the standards for certification of elementary and secondary-school teachers. The publication of the curriculum for elementary schools started about two years ago and now in the hands of all teachers. No evidence of backward steps in education in Maine.—B. E. Packard [1]. Marked increase in trained teachers available for rural-school positions. First summer session of Eastern Music Camp at Lake Messalonskee. First summer school of Maine allstate school orchestra at Castine Normal School. The latter Organization will give a concert at the con- vention of the Maine Teachers Association this year—A. W. Gordon [2]. Revision of the elementary-school curriculum for the state. This course of study is a coopera- tive product of the classroom teachers and Supervisory and teacher training officers of Maine, edited and revised by members of the faculty of the elementary division of New York University —William B. Jack [3]. Maryland—State public-school budget for 1932 and 1933 adequately financed. Legislation Passed providing for education of physically and mentally handicapped children with state aid, lengthening normal-school course from two to three years, and strengthening school attend- ance law.—Albert S. Cook [1]. Massachusetts—Forty teachers for home in- struction of crippled children; fifty additional for mentally retarded; four additional John Deere Junior High School, Moline, Illinois Henry Neill School, Aberdeen, South Dakota au idl t THE JOURNAL OF THE Aaa err im In iti ii py NATIONAL EDUCATION ASSOCIATION January, 1932 o> Junior High School, Hamtramck, Michigan classes for deaf and hard of hearing; provision for over three thousand gifted children.—Pay- son Smith [1]. The schools of Massachusetts have been fortunate during the past year in that, under the guidance of able and firm committees and administrative officers, they have in all but a few cases escaped the most drastic effects of the depression such as cutting of salaries, dis- charging of teachers, shortage of usual equip- ment and supplies, and the like—Hugh Nixon [2]. Michigan—The movement inaugurated and sponsored by the superintendents of the North Central Association of Schools and Colleges to reorganize all school contests doing away with most of the state contests but increasing the participation of the student body in local con- tests —Webster H. Pearce [1] and [3]. State legislative commissions, employing the services of recognized experts, made compre- hensive studies of two of Michigan’s major edu- cation problems—equalization of school costs, and teacher retirement. Both commissions sub- mitted printed reports to the governor and the state legislature, and their recommendations will serve as bases for future intelligent ac- tion.—Arthur H. Rice, managing editor, Mich- igan Education Journal. Minnesota—The enactment by the 1931 legislature of a sound teachers’ retirement law. —J. M. McConnell [1]. Enactment of the revised teacher retirement fund law which assures annuities after thirty to thirty-five years teaching, replacing the in- adequate 1915 law by a solvent, equitable, and permanent system. The Minnesota Education Association and state commissioner of educa- tion with a sympathetic governor gained this result, after ten years of effort, from an econ- omy legislature—C. G. Schulz [2]. Retirement was triumphant. On April 25, 1931, the governor, Floyd B. Olson, signed a bill that gave to the teachers of Minnesota, outside the Tri-cities, a sound retirement fund law. Bill introduced by Representative Harry L. Wahlstrand, himself a teacher—Alice F. Sullivan [3]. Mississippi—Statewide survey of our entire educational system from the rural schools to the colleges. This study is being made as a part of a complete survey of our economic, indus- trial, and civic status—W. F. Bond [1]. Missouri—The enactment of a reorganiza- tion and refinancing law. This law provides for an optional redistricting of the entire state into enlarged school districts and for the creating of a state school fund of approximately $8,- 500,000 per year, two thirds of which will be used as an equalizing fund. This is the most important piece of school legislation enacted in this state in fifty years—Charles A. Lee [1]. The enactment of a new school law which guarantees to every district in the state $750 per elementary teaching unit and $1000 per high-school teaching unit, on the basis of a local school tax of twenty cents on the $100 valuation.—E. M. Carter [2]. tA bs: z Me GS aA ra ——————————.., Income tax; larger state responsibility jp financing schools; a minimum educational pro. gram for each district on a two mills local tax; state payment of high-school tuition, trans. portation and a part of building costs; provi. sion for larger units—Thomas J. Walker [3], Montana—The most recent legislation per- taining to qualifications for county superin. dents in Montana was passed by the 1929 legis. lature—Elizabeth Ireland [1]. New high-school code adopted which unifies and codifies laws pertaining to all high schools —village, consolidated, city and county, junior and senior. Uniform provisions for financing based more nearly upon needs and determined upon number of pupils in attendance—R., J, Cunningham [2] and [3]. Nebraska—Continuation of school district building programs by all classes of school dis. § tricts, rural and urban. This indicates a par- ticularly healthy state of public opinion with relation to the public schools——Charles W, Taylor [1]. In these times of depression Nebraska has held to her ideals of an efficient school system and accordingly has not unduly handicapped the schools by retrenchment in financial sup. port. Interest in a plan to refinance the schools on a state wide basis continues to grow.—E. M. Hosman [2]. Nevada—Legislation creating a new state board of education with a lay member in each of the five educational supervision districts of the state. The board consists of seven members: the governor, the state superintendent of public instruction, and the five lay members. This board will recommend new policies and our school system will derive many benefits under the direction of this new board—Walter W. Anderson [1]. The creation of an elective state board of edu- cation. We were instrumental in blocking per- nicious school legislation —Lillian E. Esdon [2]. New Jersey—Thru regional conferences in state and county institutes and thru addresses and demonstrations at public meetings, New Jersey schools have made significant advance in developing program of progressive education. Senior High School, Rayville, Louisiana Vol. tifica or it year certi certi have lowi year with hap: —G for ing latu for em] sup ries of of by dat Pa bil 932 pro- tax; ‘ans- ‘OVi- [3], per- erin- egis. ‘ifies Ools nior tate ach our der du- er- 2]. in Ses ew nce on. Vol. 21, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION A minimum standard for all elementary cer- tificates of two years of normal school training or its equivalent was attained during the past vear.—Charles H. Elliott [1]. New Mexico—Examinations for obtaining certificates have been eliminated. Standards for certification have been raised. Four counties have budgeted for rural-school supervisors fol- lowing a law by recent legislature. In four years New Mexico expects to have no teachers with less than high-school education and per- haps with a minimum of two years of college. —Georgia L. Lusk [1]. Establishment of the San Jose training school for the training of teachers for Spanish speak- ing children. Kinney Bill, passed by state legis- lature, appropriating money from mineral leases for rural aid fund; this being used this year to employ rural supervisors and for purchase of supplementary reading material for rural libra- ries. Raising of requirements for certification of teachers. Establishment of office cf director of information and statistics. Money provided by general education board of Rockefeller foun- dation. Purpose—general education research — Paul L. Fickinger [2]. First: The legislature passed a rural aiding bill appropriating with income from mineral lands for the purpose of aiding rural schools in any way that the state board of education deems advisable. In the past few months ap- proximately $60,000 has been realized from this fund. Most of the money is being invested in rotating libraries for the rural schools. These libraries are the property of the state depart- ment of education. Under this plan, all of the thirty-one counties of the state will eventually enjoy the benefits of the entire expenditure for rotating libraries. This fund may later amount to enough that we can furnish free textbooks to the children of New Mexico. Second: The state educational association was instrumental in getting a bill passed by the leg- islature to put school transportation on a sys- tematic businesslike basis—Raymond Huff [3]. New York—During the year considerable progress was made in laying the foundation for the thorogoing revision of the secondary curriculum.—Harry W. Langworthy [3]. y, rs eee ill ASSOCIATION 21 sii a» Eastern High School, Lynn, Massachusetts North Carolina—Statewide support of the six months constitutional term without the levying of any local ad valorem taxes.—A. T. Allen [1]. After five months, the legislature of North Carolina increased the state fund for schools from $6,250,000 to $17,000,000. In doing this the state changed from the equalization plan of support of the constitutional term and went to state support from sources largely other than ad valorem. A part of the money for the constitutional term comes from a 15c tax on property —Jule B. Warren [2]. The establishment, by legislation, of the foun- dation of a statewide school system with mini- mum standards set up and supported by the state—T. Wingate Andrews [3]. North Dakota—The 1931 session of the legis- lature changed the minimum certification re- quirements from twelve weeks’ attendance in Junior High School, South Orange and Maplewood, New Jersey a normal department to one year of profes- sional training. Two state teacher training in- stitutions now offer four-year integrated pro- fessional courses in elementary [not secondary ] education. The 1931 issue of the state course of study for elementary schools recognizes the value of correlation between subjects in the curriculum. A new administrative manual and course of study for high schools, together with detailed courses in several subjects have been prepared, also a completely new system of ac- counting for school district clerks and treas- urers.—Bertha R. Palmer [1]. New legislation providing that hereafter teachers can qualify for certificates only after one year of professional training—L. A. White [3]. Ohio—The bringing together of five thou- sand junior and senior high-school pupils at Springfield, Ohio, on the occasion of the ses- quicentennial celebration of the victory of George Rogers Clark over the Indians at the battle of Piqua. This significant assemblage was the direct result of a statewide history project sponsored by the state department of education, in which senior and junior high schools of the state were asked to conduct a six-weeks’ inten- sive study of the life and accomplishmerts of George Rogers Clark—B. O. Skinner [1]. Ohio schools are facing the most critical year in the history of school people now living. In some few places salaries have been reduced; in some places terms have been shortened; in some places teachers have been hired only for the month; in some places teachers have not re- ceived any pay for work this year and will not receive any until after the beginning of 1932; in other places schools have not yet opened. This condition comes about largely because of uncertainty about school finances. A new sys- tem of taxation was written into the law by the last session of the legislature and nobody has yet been found in Ohio who knows how much money will come in under these new laws.—F. E. Reynolds [2]. No formal advance has been made but a growth of professional responsibility and spirit is clearly in evidence. Our vision of possibilities i q 22 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION is clearer and the determination to provide for a more stable school support, both from the standpoint of finances and public opinion, is rapidly growing —R. E. Offenhauer [3]. Oklahoma—The legislature appropriated $750,000 to supplement the present equalization fund and revised the income tax providing for half of the revenue from this source to go to school support to relieve ad valorem taxation. —John Vaughan [1]. During the year the doors of 1564 schools were kept open for full term because of state assistance. This affected over 250,000 students and almost 7000 teachers—C. M. Howell [2]. Oregon—A productive effort to give in- creased educational service for the increasingly precious tax dollar. This has been reflected in research activities resulting in locally written and published yearbooks, workbooks, standard tests, and curriculum revision—Charles A. Rice [1]. Pennsylvania—Organization of a commis- sion for the study of educational problems in Pennsylvania. Committees will study guiding principles; program of education; unit of school organization; school finance; teacher preparation, supply and demand; recodifica- tion of school laws. Findings of committees will be the basis of recommendations for legislation and the development of a ten-year program of education for Pennsylvania. On November 4 we dedicated a new four million dollar building to house the department of public instruction. —James N. Rule [1]. The legislature of 1931 enacted an amend- ment to the continuing contract requiring boards of education to give teachers a written notice sixty days before the close of the school term if their services are not desired another year—J. Herbert Kelley [2] and [3]. Porto Rico—The enactment of a new certi- fication law embodying 17 of the 18 principles advocated by the National Education Associa- tion, to replace an obsolete 1903 statute which legalized teacher certification thru examina- tions—Jose Padin [1]. Rhode Island—In spite of the economic de- pression, municipal appropriations for schools and teachers’ salaries have been maintained without decrease; the junior high-school move- ment continues apace; the school health pro- gram has become dominating—Walter E. Ranger [1]. The granting by the Rhode Island state legislature of a charter for the new Roger Williams University. This college expects to open in the near future with a department of practical arts, a law school, medical school, and similar professional schools to be added later as the college develops—Clarence W. Bos- worth [2]. Increased enrolment in all vocational schools andxclasses; schoolhouse construction program unabated and almost without precedent; no losses in appropriations or teachers’ salaries; one third of all public school teachers enroled for extension work.—Charles Carroll [3]. South Carolina—The proposal of a compre- hensive study of certification by a committee from the state teachers association to the state board of education. The state board has ap- pointed a subcommittee from its members to make a thoro revision of certification laws. These new regulations will probably be adopted January, 193; by the entire board at its winter meeting.— J. H. Hope [1]. South Dakota—Reconstruction of the curric- ulums for both the elementary and secondary schools. New system of financial accounting for the rural, independent, and consolidated schools of the state; this new system installed on July 1, 1931, gives us a uniform system of ac- counting for all of the schools. A complete re- codification of our South Dakota school laws; many satisfactory changes were made and our certification laws were completely rewritten. We are now working under the new certifica- tion system.—E. C. Giffen [1]. Writing and installment of new course of study for all elementary and secondary schools of the state is now going on. Hundreds of class- room teachers and administrative officers are engaged in this progressive step—-S. B. Nissen [3]. Tennessee—The enactment of a law reorgan- izing high-school system providing for junior high schools seventh, eighth, and ninth grades; junior high schools seventh, eighth, ninth, and tenth grades; junior high schools ninth and tenth grades; senior high schools ninth, tenth, eleventh, and twelfth grades; senior high schools tenth, eleventh, and twelfth grades—James A. Roberts, assistant commissioner. Increased summer school attendance; largest attendance ever at the NEA, Los Angeles, and increased membership in local and state asso- ciations—S. L. Ragsdale [3]. Texas—The supreme court of Texas ren- dered two important decisions: First: The con- stitutionality of an annual appropriation of $2,500,000 from the general revenue to be dis- tributed to financially weak schools under legis- lative restriction was upheld. The general state available school fund by provision of constitu- tion is distributed on a scholastic per capita basis. This appropriation is supplemental and is intended to increase equality of opportunity. Second: Texas has the district system of schools. The Supreme Court also held that the expense of county supervision is a proper charge per capita against all school districts, including the large cities constituting independent districts. This is a long step toward a county unit of ad- ministration —S. M. N. Marrs [1]. The continuation of the state scholastic ap- portionment of $17.50 per pupil in spite of the numerous efforts to reduce it for the year 1931- 32—R. T. Ellis [2]. In spite of the depression, Texas is maintain- ing its per capita apportionment for the cur- rent year at $17.50. This is a notable achieve- ment in the administration of the public schools of this state—L. W. Rogers [3]. Utah—During the last year the Utah legis- lature passed a law providing for the establish- ment of a fund to be used for equalization pur- poses, which fund by 1935-36 will be equal in amount to $5 for each child of school age. This fund is in addition to the $25 per school child fund which has been established for ten years and which is apportioned on the basis of the school census.—C. N. Jensen [1]. Vermont—Beginning teachers are required to take a minimum of two years of training be- yond high school. The rural-school improve- ment program has been continued with vigor. The report of the committee on educational facilities of the Vermont Commission on coun- try life has just been published.—Francis |, Bailey [1]. As a result of the two-year rural survey oj Vermont conducted by the Vermont Commis. sion on rural life there has been a very definite and constructive program worked out for im. proving and establishing libraries in run schools. This program is in charge of a state librarian—Marion C. Parkhurst [2]. Virginia—During the past year the school system has been maintained at its normal rate without any serious amount of curtailment. This we consider an unusual accomplishment in view of the great economic crisis which js now facing the country.—Sidney B. Hall [1]. A general plan of study has been launched by the general education board and the state board of education in Virginia. It is a survey testing program which in its procedure mus § react upon the schools to produce better pupil learning —Edith B. Joynes [3]. Washington—Early reports from every part of the state show an unprecedented enrolment in secondary schools, in many cases running twenty percent over that of last year. The Washington Education Association recorded the highest percentage enrolment in its history. The state board of education raised the stand- ards for elementary teachers from two to three years, with a graduated plan requiring an extra quarter annually, making the plan completely effective in 1933. At the same time the board increased certification requirements in the high school one year above the Bachelor’s degree, upon the graduated scale to be completed in 1933. We have instituted a statewide plan to establish more firmly the confidence of patrons in our public school service.—N. D. Showalter [1]. Strong public relations program executed. Articles syndicated to newspapers interpreting the modern school. Speakers furnished cities and towns during Education Week and illu strated folder distributed to Education Week audiences —Arthur L. Marsh [2]. West Virginia—The results of the effort put forth by the school people for a larger par- ticipation by the state in the support of edu- cation seem to have created a deeper interest in the work of the schools. A very large in- crease in enrolment of pupils challenges the best thought of our people as to the necessity for a stabilized support of schools which wil insure wellprepared teachers and adequate housing and equipment. The attendance of teachers at the annual meeting of the state education association at Charleston reached al- most seven thousand. This was nearly one thou sand in excess of the best year, previous to this, we had ever had. Educational interest in this state is not lagging—J. H. Hickman [2]. Wisconsin—Maintaining budgets in this time of depression; generally keeping our schedules intact. There was not much progres in the legislature. A very elaborate and, on the whole, excellent report of the interim commit- tee was offered, but nothing much came of it— Edgar G. Doudna [2]. Wyoming—After four years of research and study in which a large number of school off- cials and teachers participated, the state cours of study for elementary grades, primary read- ing, grades 1, 2, and 3, has been published and is now in use in all rural schools of the state— Katharine A. Morton [1]. aw. 2 fe a 932 Y of Nite ‘ural § state 100] ent. nent h is [1]. shed put du- the sity jate of ‘ate Bee e ‘FRIAR nit- Q ao Pe — The Need for Rural Leadership J. T. ANDERSON Nebraska State Teachers College, Kearney, Nebraska ECESSITY FOR LEADERSHIP—No- N where is leadership more to be desired than among rural peo- ple. The most nonprogressive sections of the country are found where each farmer is, as nearly as possible, a law unto him- self. On the other hand, the most pro- gressive sections are those in which the farmers have learned to cooperate and to follow the advice of the best leaders of the community. Most pioneer farmers realized the need of cooperation in such things as barn- raisings, threshing, and cornhusking but failed to see the need in larger and more important matters such as production and marketing of livestock and field crops. This lack of a cooperative spirit has largely been due to the scarcity of efficient rural leaders. Many cooperative enterprises have failed because of in- competent leadership. How to secure leaders—Two no- tions prevail in regard to obtaining leaders. One is that potential leadership exists in every community and that only the power of discovery is necessary to put that leadership into action. The other is that leaders have to be trained and that any one can lead if especially trained for such service. However, it would seem more nearly correct to combine these two ideas into one—that is to say, leaders must be discovered and they must also be trained. There is no doubt some truth in the assertion, commonly heard, that leaders are born, not made; but it is also true that native ability can be improved by training. The individual possessing natural musical talent be- comes a better musician thru training; likewise, the individual with inborn talent for leadership becomes a better leader thru training. When those with native capacities for leadership are dis- covered and then trained for such serv- ice, we shall have more successful lead- ers and more willing followers. Successful rural leaders can best be found among rural people. This means that rural America should produce and train her own leaders. Rural bred and rural trained leaders will be more in Sympathy with rural people and will better understand rural problems and how to solve them. If, instead of losing the best of rural citizenry to city posi- tions, these same individuals should de- vote their time and energy to rural prob- lems, rural positions would become com- T. ANpEeRsSON, who has achieved educa- e tional distinction without losing his ap- preciation of the abiding values of country life. parable to city positions both as to at- tractiveness and remuneration. Any service which brings the greatest good to the greatest number of human beings is certainly a worthwhile service and one which should challenge the best there is in any American wherever he may live. Cooperation and organization— Rural people must meet the problem of cooperation as graciously as they have accepted progress along industrial and commercial lines. As communities grow and organizations become more complex and difficult, methods of cooperation must keep pace with the times. People are no longer satisfied with conveniences of pioneer days; neither should they be satisfied with nonprogressive methods of cooperation. As examples of successful rural co- operation and leadership, one might mention the fruitgrowers of California, cooperative creameries, and other sim- ilar organizations thruout the United States. These organizations have demon- strated, beyond a doubt, that coopera- { 23 ] tion under wise leadership is far more profitable and satisfactory than was the old practise of each man for himself. In contrast to this idea, we might say that the motto of any successful cooper- ative organization is, “each for all and all for each.” Ability to follow a good leader is just as important to successful cooperation as good leadership and only thru the combined efforts of both can the best re- sults be obtained. However, it is gen- erally true that good leadership insures willing followers. The degree of faith that the group has in its leader largely deter- mines the kind of cooperation that exists. One of the great needs of the day is rural organization and cooperation. The more progressive farmers are realizing this need and are seeking means to rem- edy the situation. On the whole, farmers have been slow to organize. This has chiefly been due to [1] isolation, [2] failure to realize the importance of or- ganization, and [3] a lack of depend- able leaders. The first obstacle is being largely overcome thru modern means of transportation and communication; the second, thru the encouraging influence of those cooperative organizations that have been successful among rural peo- ple; and the third may be overcome thru education. Community boundaries are constantly enlarging—a situation which demands, likewise, a larger and more efficient leadership to meet the increasing need for organization. In thinking of a com- munity, we generally have in mind a group of people who live in adjacent territory and who have some common purpose. The common purpose is com- ing more and more to include a greater number of people. Such growth is desir- able, provided competent leadership may be procured to guide the activities of the enlarged community along cooper- ative lines. Training of leaders—People have a right to look to the school for leaders of organizations which have to do with the wellbeing of society. Certainly, so- ciety cannot prosper without a happy, contented, progressive rural population. But schools cannot properly be expected to supply leaders in an adequate way until there is democracy in educational 24 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION opportunity and equality in the support of those institutions of education upon which we depend for our leaders. Just as the community unit is becoming larger, so should the school unit become larger in order that the school may train for the bigger and better service. The school should prepare and inspire American youth to build bigger and better rural communities. It is not nec- essary that the school offer special courses for this purpose but it is essen- tial that rural teachers be so much in love with their work that their lives radiate enthusiasm and inspiration to such an extent that they will influence all those with whom they come in con- tact to become supporters of every worthy rural enterprise. From such schools will come our best rural leaders and from their efforts will come the so- cial and economic salvation of rural people. Extracurriculum activities in many of our more progressive schools are serv- ing as a means of training for leader- ship. Leaders are often discovered among the young people thru plays and games and thru clubs and other social activ- ities, such as Hi-Y, Boy Scouts, 4-H Clubs, and other kindred organizations. Leaders among the adults are dis- covered and trained in much the same way. The old-fashioned literary society, the grange, and the church organiza- tions have rendered worthwhile service in the opportunities they have afforded January, 1932 in the selection and training of leaders. At the present time, the parent-teacher association, thru its regular programs and its adult training classes, is doing a splendid piece of work along this line. Characteristics of a good leader— A good leader is one who knows more about the field in which he is leading than do those who are expected to fol- low his leadership. The successful rural leader must have a sound education and must be a specialist in rural problems. However, he must not only know what to do but must possess a will to do. Many people know more than they are willing to put into practise. The success- ful leader must also possess the ability to help others to know. In addition, he must have the power of persuading oth- ers to action. He must be able to inspire his followers to desire the things that are right. In short, he must possess those traits of character that insure efficiency in the highest type of leadership and a magnetic personality capable of influenc- ing others to follow his guidance. There are a great number of wouldbe leaders and petty politicians who pre- tend to be in sympathy with, and willing leaders of, rural people. In most cases, however, such individuals lack every qualification of a good leader. Their in- terest lies more in personal reward than in the wellbeing of the farmers, while the true leader must have unselfish serv- ice as his highest goal. Not until farm people discover and train their own lead- ers can they expect successful organiza- tions and successful legislation. The ability to cause others to desire the right is the highest type of leader- ship. To do this requires a knowledge of ultimate values. It also requires a sin- cere desire for the welfare of others. The individual who can succeed in getting his fellowmen to gain a knowledge of the worthwhile things in life and can inspire them to seek these blessings be- comes a great factor in community building and in the improvement of the human race. Some problems in rural education for group study are: [1] To discover means of obtaining rural leaders: What organizations in your commu- nity tend to develop leadership among the young people? Among adults? What made Theodore Roosevelt a great leader? In what instances have city leaders attempted to lead rural projects in your community and with what results? [2] To discover results of lack of leader- ship: What worthy activities have been un- successful in your community because of in- competent leadership? What enterprises have failed to come to your community because competent leaders could not be found to spon- sor them? [3] To discover qualities of leadership in the rural teacher: To what extent is the rural teacher in your district the leader of her pa- trons? What organizations has she perfected among her patrons? What organizations have been inspired with new life through her lead- ership? What organizations is she sponsoring among the young people of the community? The Significance of Rural Life UR CIVILIZATIONS are a_ night- C) mare, a bad dream. They have no longer the grandeur of Baby- lon or Nineveh. They grow meaner and meaner as they grow more urbanized. What could be more depressing than the miles of poverty-stricken streets around the heart of our modern cities? The memory lies on one “heavy as frost and deep almost as life.” It is terrible to think of the children playing on the pavements; the depletion of vitality, with artificial stimulus supplied from the flaring drinkshops. The spirit grows heavy as if death lay on it while it moves amid such things. And outside these places the clouds are flying over- head snowy and spiritual as of old, the sun is shining, the winds are blowing, the fields are green, the forests are mur- muring leaf to leaf, but the magic that God made is unknown to these poor folk. The creation of a rural civilization is the greatest need of our time. It may not come in our days, but we can lay the foundations of it, preparing the way for the true prophet when he will come. The fight now is not to bring people back to the land, but to keep those who are on the land contented, happy, and prosperous. And we must begin by or- ganizing them to defend what is left to them; to take back, industry by indus- try, what was stolen from them. We must organize the country people into communities, for without some kind of communal life men hold no more to- gether than the drifting sands by the seashore. There is a natural order in which men have instinctively grouped themselves from the dawn of time. It is as natural for them to do so as it is for bees to build their hexagonal cells. If we read the history of civilization we will find people in every land forming little clans cooperating together. Then the ambition of rulers or warriors breaks them up; the greed of powerful men puts an end to them. But, whether broken or not, the moment the rural dweller is left to himself he begins again, with nature prompting him, to form little clans—or nations rather—with his fellows, and it is there life has been happiest. We did this in ancient Ireland. The baronies whose names are on Irish land today and the counties are survivals of these old cooperative colonies, where the men owned the land together and elected their own leaders, and formed their own social order and engendered passionate loyal- ties and affections. It was so in every land under the sun. The Euro- pean farmers, and we in Ireland along with them, are beginning again the eter- nal task of building up a civilization in nature—the task so often disturbed, the labour so often destroyed—From The National Being by George Russell. tu Budgeting the Teacher’s Income TEACHER may receive an adequate A salary and have continuous em- ployment, and yet fail to achieve economic independence. In such cases the failure is usually due to unwise handling of income. A fundamental principle of fi- nancial security is that the individual should follow a definite program of ex- penditure based on genuine needs and modified in accordance with his income. Teachers especially need to plan their fi- nancial programs intelligently for three reasons: [1] they usually receive no pay during the summer months; [2] the na- ture of their profession makes it highly desirable that they have money available for further professional training and cul- tural improvement; and [3] the welfare of school children requires that teachers retire from service when they have out- lived their efficiency. A sound plan for managing an income requires that the individual estimate in advance the amounts he must spend for food, lodging, clothing, and other neces- sities at an appropriate standard of liv- ing. He should also make reasonable esti- mates for saving, giving, and cultural improvement. Care must be taken to keep the total within the expected in- come, and to have the program as well- balanced as the size of income will per- mit. The teacher should not scrimp on proper food, respectable clothing, and decent living quarters in order to have money for less essential purposes. His present standard of living has a pro- found effect upon the attitudes and tastes of children. On the other hand no teacher can afford to spend all of his earnings for immediate material needs. He should spend a fair share for professional and cultural development, and above all, he must lay by an adequate amount for future contingencies. To avoid the risk of poverty or dependency in old age and during extended periods of illness, he dare not spend all he earns for present commodities and services. A budget is a plan for future expendi- ture. An expense account is a record of expenditures as they are made. A classi- fied record of expenditures is of little value in itself, but is an essential of good budgetary procedure. In drawing up a Plan for next year’s expenditures, the amounts spent during the past year may Well be used as a starting point. These should be studied carefully to determine whether they were unnecessarily high in some cases and unduly low in others. Not infrequently cuts can be made without loss of genuine satisfactions. Conversely, careful study may reveal items which deserve larger expenditures than have been devoted to them previously. If an increase in salary is expected, it must be wisely apportioned among the items of the budget. Many teachers have no record and little memory regarding their past expen- ditures. They may obtain some guidance from the standard budgets published in books and bulletins, and by some banks and insurance companies. Such plans, however, should not be followed slav- ishly. They are usually based on the average expenditures of many people in different localities. The needs and tastes of any individual may vary from those of other persons with similar incomes. Moreover, the cost of items like food and rent often varies widely in different local- ities. For these reasons the teacher will usually do well to make his budget in terms of his own needs and desires, tak- ing care to maintain a wellbalanced pro- gram and to keep its cost within his in- come. A selected list of references on this subject may be found in the Sixth Year- book of the Department of Classroom Teachers. Once formulated, the budget must be followed rigorously if it is to be of value. The individual should record all expendi- tures under the proper headings, and subtract these once a week or once a month to find the unexpended balance under each heading. This will help him to avoid exceeding the amount allotted to any principal item, and will facilitate a better distribution of expenditure thru- out the year. The teacher should make sure that enough will remain to tide him over the vacation months without scrimp- ing. It is not essential to use a highly de- tailed classification of expenditures. In the beginning it is better to employ a simple one like the following: [1] food, [2] housing [rent, or taxes, house repairs, and the like], [3] clothing, [4] oper- ating costs [fuel, phone, laundry, household supplies, and the like], [5] medical and dental expenses, [6] recreation and cultural improve- ment, [7] savings and insurance, [8] church and charity, and [9] miscellaneous. Later on more detail may be employed, but the degree of detail should be gov- erned by the budget needs of each indi- {25] vidual and by his aptitude in perform- ing the routine work involved. A simple budget is always better than none; a more detailed plan is better for those who will use it effectively. One of the most essential items in any budget, and the one most generally neg- lected, is that of savings for future needs. Only about 10 percent of the per- sons living at the age of 65 have suffi- cient property to support themselves without working or receiving assistance. Teachers often assume that their sala- ries are too low to permit a significant amount of saving. But the workings of compound interest will transform a rela- tively small sum invested regularly into a surprisingly large amount in a few years. For example, $100 invested each year at 5 percent compounded semian- nually will accumulate to $1277 in ten years, to $3370 in twenty years, and to $12,419 in forty years. Teachers fre- quently ask: How much should I save to be assured of an adequate income during retirement? The answer depends upon four major factors: the amount of in- come desired, the size of one’s income during active service, the number of years remaining before retirement, and the rate of interest earned. Take, for ex- ample, a teacher 30 years of age with an annual salary of $2000. To simplify the illustration, assume that this salary will remain the same until the teacher re- tires, say, at age 62. If he wishes his in- vestment to yield an income equal to his living expenses during active service, he may achieve this by investing $400 each year, or 20 percent of his salary, at 5 per- cent interest compounded semiannually. At 62 he will have accumulated $30,852, and his annual income from this sum will be about $1543. If he had begun to save at age of 20, on the same salary, he would have needed to invest only one eighth of his salary, or $250 each year. If he does not begin until he is 40, he must save one third of his salary, or $667 each year. In any practical situation, this example would have to be modified according to additional factors such as probable in- creases in salary, insurance needs, and provisions of teacher retirement systems. Assistance in formulating a detailed plan for old-age retirement may be obtained from reputable financial institutions and from literature on the subject.—Richard R. Foster, Research Division, NEA. Ten Facts on Financing Public Education "To FOLLOWING STATEMENT, pre- pared by the Research Division of the National Education Asso- ciation, is based on the most recent and comprehensive data available. Most of the figures are for 1928. Write the Re- search Division for citations to the vari- out sources consulted. [1] School costs and national in- come—tThe cost of public elementary and secondary education is 2.4 percent of the total national income. This per- cent is not “rapidly increasing.” It has remained practically static for a decade. [National income: $89,419,000,000. School expenditures: $2,184,847,200.] [2] School costs and tax collec- tions—The cost of public elementary and secondary schools is 24 percent of all federal, state, and local tax collec- tions. The cost of these schools is 36 percent of state and local tax collections. |All tax collections: $9,288,845,000. State and local tax collections: $6,094,- 845,000. | [3] School property and national wealth—Property used for public ele- mentary and secondary school purposes constitutes 1.55 percent of the value of all tangible property in the United States. [Value of all tangible property: $353,520,000,000. Value of public school property: $5,486,938,599. | [4] School costs and certain other expenditures—The cost of all public education, elementary, secondary, and collegiate, is 78 percent of the annual expenditures for life insurance; 35 per- cent of the expenditures for building construction; 20 percent of the expen- ditures for purchase and operation of passenger automobiles; and 38 percent of the expenditures for certain luxu- ries—tobacco, soft drinks, confections, | Cause of Increase Table 1 Estimated Causes of Increases in School Costs Amount of Increase amusements, jewelry, perfumes, cos- metics, sporting goods. [Expenditures for life insurance: $3,145,584,000. For building construction: $7,065,000,000. For certain luxuries: $6,401,650,000. For passenger automobiles: $12,500,- 000,000. ] [5] Taxes in the United States and elsewhere—The United States is not heavily taxed as compared with other civilized nations. Great Britain, Germany, and Norway all spend twice as large a proportion of their national income for public purposes as the United States. | Percent of national income ex- pended for all public purposes in Great Britain: 22%. In Germany: 20%. In Norway: 20%. In Australia: 18%. In Italy: 18%. In Hungary: 18%. In Austria: 17%. In France: 17%. In Japan: 14%. In the United States: 10%.] [6] Causes of increases in school costs—School costs have increased from $555,077,000 in 1914 to $2,184,337,000 in 1928. Reasons for this increase: [1] Longer terms and increased attendance, especially in high school; [2] deprecia- tion of the dollar; and [3] increases in services, especially better trained teach- ers, better equipment, extended curric- ulums. Approximate analysis of these causes for increase in school costs since 1914 is shown in Table 1. [7] Relative position of teachers’ salaries—Teaching has always been an underpaid profession. It has never been able to compete in economic attractive- ness with other important occupations. The average salary of teachers in the United States is 71 percent of the aver- age salary of all gainfully occupied per- sons and 65 percent of the average salary of all salaried employees. [Average sal- Percent of Total Increase | | ‘Depreciation of the dollar | Increased attendance longer terms and | Added services and other fac- tors Total increase [1914-28]... $865,989,000 53 421,859,000 26 341,412,000 21 $1,629,260,000 education - [26] Item of Comparison High-school enrolment Enrolment in higher ary of gainfully occupied persons: $1920, Of salaried employees: $2075. Of teach- ers, principals, and supervisors: $1364,] [8] Increasing requirements for teaching—Requirements for entrance to teaching are going up. In 1923 only 79 percent of the larger city school systems required normal-school graduation for appointments to elementary-school po- sitions. Today such requirements, or higher ones, are all but universal. In ad- dition, continued study is necessary for teachers who wish to keep up with the best developments in their profession. Last summer 273,148 teachers attended professional summer-school courses and many others increased their skill by pri- vate study and travel. [9] Increasing responsibilities of American education—tThe facts shown in Table 2 are especially signifi- cant. [10] Some accomplishments of American education—A large part of the following gains should be credited to the American public-school system: [1] national income has multiplied fivefold in 30 years; [2] national wealth has in- creased fourfold in the same period; [3] the per capita circulation of public li- brary books has multiplied more than tenfold in a half century; [4] the aver- age school term has been increased by approximately three weeks in the past twenty years; [5] illiteracy has fallen from 6 percent to 4.3 percent in a decade; [6] life expectancy in years has increased 18 percent since 1900; [7] the index of the amount of output per worker stands now at about 190 units as compared with 100 in 1899; [8] the value added to raw materials by manu- facture has increased sixfold in less than 30 years. Table 2 Increases in Public School Enrolment Percent of 1900 Increase 1928 Public-school enrol- 15,500,000 | 25,000,000 | 61.29 Public-school attend- 10,600,000 519,251 20,600,000 3,900,000 94.34 651.08 224,000 919,000. | 310.27 Percent of children of school age enroled. . 72.43 81.50 12.52 N ie The: larg keet with peri pris hor for tow wit me! vis tea dis at vis tic of of to ] ld n- | li- in T= vy st en | er its he an place of horse transportation. Air- plane travel is fast being extended. These developments mean a great en- largement of consciousness. Is the school keeping pace? Can the school keep pace without the spirit of pioneering and ex- periment? Carefully planned new enter- prises help the child, the school, the home, and the community. Readers are invited to send material for this page. [ 25 YEARS the auto has taken the Elementary schools—The George- town, Delaware, demonstration school with the cooperation of the state depart- ment of education, arranged an intensive visiting schedule from September 29 to November 12, 1931 whereby every rural teacher in Delaware and many special districts have spent a day’s observation at the school accompanied by their super- visors. Conferences with the demonstra- tion teachers followed. Toronto, Canada has two forest schools where from May 1 to October 31, some 500 children from 6 to 16 years are in daily attendance. All classes are in the open, except on rainy days. Children who need long hours in the open air are ad- mitted on advice of a physician. High schools—Bugard Vocational high school, Buffalo, New York, has a four-year course in aviation in both day and evening classes. Registration is lim- ited to high-school juniors, seniors, and graduates. The junior high schools of Wichita, Kansas have abolished interschool com- petition in athletics and devote their ef- forts to a play program of intramural ac- tivities. The Newport News, Virginia, high school has adopted a plan in regard to expenses incident to the maintenance of high-school activities and graduation. A pupil’s budget for activities under the old plan for 4 years was $66; under the new plan, $24.50. Practically 100 per- cent participation of students obtains under the new plan as compared to 50 percent formerly. Colleges and universities — The University of Buffalo is undertaking a five-year study of the gifted student in high school. The University of Minnesota is broad- casting a weekly radio course in music appreciation for schools from September 1931 to May 1932. An Index of Educational Progress Schools That Are Prophecies The Junior College of Connecticut [ Bridgeport] with a faculty of 21 mem- bers, is offering this year, in addition to IDNEY B. HAL, new superintendent of public instruction for Virginia, is developing plans for a statewide curriculum revision in the ele- mentary and high schools. The three year pro- gram provides opportunity for 100 percent teacher participation. the regular work, more than 40 special courses for adults in the community. As a result of the White House Con- ference, the school of home economics at the Utah State Agricultural College has been enlarged to make room for a child development department with a nursery school as a laboratory. Teachers colleges and normal schools—One hundred and eighty field teachers attended a special Saturday morning demonstration school held at the State Teachers College at La Crosse, Wisconsin. Rural schools of Oklahoma will be served thru the circulating library of Southeastern State Teachers College at Durant, Oklahoma. The service is in- tended for schools which have limited library facilities. Kearney, Nebraska, State Teachers College has a faculty committee studying the improvement of college teaching. The rating sheet published in the November 1931 JouRNAL is being used. City departments of education— The Bessemer, Alabama, schools are of- fering courses in vocational education this year to Negro girls and women to [27] enable them to give more efficient serv- ice as cooks, housekeepers, waitresses, nurses, laundresses, office girls, and other jobs the community offers. The schools and juvenile courts of Richmond, Virginia, are making a com- bined effort to reduce delinquency. Each school is given a map showing the loca- tion of delinquents in the area under its jurisdiction. Radburn, New Jersey, has selected three articles of the Children’s Charter as a goal for its child health work. County departments of education —County superintendents of South Carolina hold an annual allday confer- ence concerning the work of county teachers associations and their relation to their state association. Hart county, Georgia, has made it pos- sible for every individual in the county desiring training in agriculture to get it without going out of his school district. About 20 percent of the adult farmers of the county last year enroled in eve- ning classes in farm problems. State departments of education— A supervisor of public school libraries has been added to the staff of the state department of Alabama. The state department of Missouri and county superintendents are undertaking county school surveys preliminary to re- districting the state as authorized by re- cent state legislation. A committee of teachers and others has been appointed by the state department of Massachusetts to organize a program of temperance instruction. An advisory committee of physicians will supplement the original committee. Education associations — A com- mittee of the California Public School Superintendents Association has pre- pared a plan to relieve taxation on real estate and equalize educational oppor- tunities. Fletcher Harper Swift of the University of California is chairman. A beautiful mural decoration in the state capitol of Iowa typifies Iowa pio- neer days. For more than two years the executive committee of the Iowa State Teachers Association has had artists at work, reproducing this fine painting in its original colors so that reproductions can be placed in every school in Iowa. The program committee of the Ala- bama Congress of Parents and Teachers has prepared a series of studies for local groups on “Schools and Money.” Vitalized Group Study and Faculty Meeting HE FACULTY MEETING reflects the tone of the school, shows the atti- tude of the teachers toward profes- sional development, indicates the stand- ing of the principal as a professional leader, and offers a measure of the effec- tiveness of the entire school organiza- tion.”—Roberts and Draper in The High-School Principal |Heath]. The JouRNAL believes that construc- tive faculty meetings are a genuine help in the professional growth of educators. The JoURNAL has statements from many schools that their teachers meetings are enjoyable. This is fairly good evidence that their discussions are worthwhile. “Dull,” “tiresome,” “dry” need not char- acterize the faculty meetings of today. Why? There is an abundance of excellent material in print now, as compared to a decade ago, which might well be used for study and discussion: your own state education journal, the NEA JouRNAL, other educational magazines and books. There is a larger number of capable teachers and administrators who will give cooperation and leadership. There is the challenge in your own classroom and community of conditions which make the best kind of education for every child a bigger task than it was years ago. January is a good time to plan your professional meetings for the remainder of the school year if you have not already done so. Many schools plan meetings a year in advance. Some points to be con- sidered in planning: 100 percent teacher participation; vital, current problems and material as the basis of discussion; the improvement of instruction and com- munity conditions as a result of discus- sions. Leland P. Brown, principal of the high school, Olympia, Washington, writes in the School Executives Magazine: It is indeed an unusual school in which teachers cannot be aroused to a real interest in the faculty meeting, if the meeting is care- fully planned, with consideration being given to the subjects in which the group is most interested, if an opportunity for active partici- pation by every teacher is given, if routine business. is eliminated or at least cut to a minimum; and if the meetings are started and closed promptly as scheduled. Superintendent G. A. Eichler of Northampton, Pennsylvania writes: We have been using for two years the Vital- ized Group Study and Faculty Meeting topics. We like them. To provide for the professional growth of teachers in service has become more challenging in recent years, because of the rapidly advancing standards of the profession and because changing economic and social con- ditions demand a new type of education. For many years, teachers institutes were established to meet this need. In 1923, Penn- sylvania state law was modified to permit such institute substitutes as the Department of Pub- lic Instruction might approve. The program developed by this district provides for general inspirational meetings, principals meetings, ex- tension courses with incidental supervision, and for small discussion groups. Several times a year all the teachers and supervisors employed by the district meet in common session for the discussion of general educational problems or to be addressed by outside speakers. Most of the lectures are of a general inspirational nature. Integration of the staff is sought at these meetings. In this way the only acknowledged good feature of the institute is retained. Once a month the principal of each building conducts a meeting attended by the members of his faculty in which special building prob- lems are discussed as well as problems of gen- eral professional interest. Frequently the Penn- sylvania School Journal and the JourNnat of the National Education Association are used as a basis for discussion. [Our staff is 100 per- cent in state and national associations.] These meetings are conducted to develop unity of aims and cooperation in advancing standards in each building. Professional service from without the dis- trict is in the form of extension classes. The elementary and secondary teachers have sepa- rate classes, both of which are under the direc- tion of professors from the Pennsylvania State College who work sixteen days during the term. Teachers can earn undergraduate or graduate credit in these courses. Both professors spend the day up to 3 pm visiting classrooms in order to get a thoro background of the educa- tional situation as it exists in the district and to give such help as the teachers are ready to accept. After school, extension classes are con- ducted. The elementary teachers this year are taking a course in “Teaching the Subjects of the Elementary Curriculum” and the secondary teachers in “Modern Tendencies in Educational Method.” These courses are more helpful than campus courses because professors have an opportunity of observing their students in action. They see conditions as they are in the classrooms and can observe professional growth among the teachers. The courses are more than just another textbook course. They are helpful, roundtable conferences. Small group meetings are held about once a_ month. Teachers of the elementary grades meet by grades. Fourth, fifth, and sixth grade teach- ers who do departmental work sometimes meet as one group to discuss common problems and sometimes are divided into groups on the basis of the subjects they teach. In the junior and senior high schools the teachers frequently meet in small groups according to the subject they teach. In the junior high school the faculty is divided into committees for the study of such matters as honors and awards, marks and pro- motion, safety and traffic control, intramural contests, special activities. These committees [28] sometimes meet at the time provided for they small group meetings. Each of these group meetings has a leade who prepares a list of questions for discussig, with the aid of the superintendent and prin. cipal. Each group also has a secretary who rp. ports to the superintendent, on a form provide for the purpose all constructive suggestion brought out in the conference. These smal group meetings have generally from four to eight teachers attending. There is a different leader each time and everybody takes part in the discussion. It is the teachers’ own meeting, They generally select the subject for discussion and discuss it in their own way. The teacher like these small, informal group meetings and the reports submitted to the superintendent fairly bristle with good suggestions. Practically all these meetings are held on school time. The pupils are dismissed every Tuesday at 3 pm and all meetings take place from three to four oclock with the exception of the extension classes which are held from three to four-forty oclock. Our teachers like this program of inservice training, because it provides for varied pro- grams, lectures, and discussions; socialized subjectmatter on. their own problems; con- sultant service of experts; meetings held on school time; teacher participation in planning programs; and credits earned by, those needing them. Note the variety of material in this issue of the JouRNAL suitable for indi- vidual or group study: social planning, mental hygiene, better teaching of art and arithmetic, world disarmament, suit- able dress for teachers, selective admis- sion in teachers colleges, radio in edu- cation, rural leadership, educational achievements by states, character educa- tion, economic status of teachers, school finance, convention program of Depart- ment of Superintendence, vocational guidance. “Teacher Demand and Supply” is the title of the November 1931 Research Bulletin of the National Education Asso- ciation. Secretary Crabtree says: “It is the wish of the Association that this bul- letin will form the basis for conferences in state and local education associations. Out of the crucible of group thinking should come new plans and new pril- ciples to aid in the solution of our pres ent teacher supply and demand prob lems.” The highest ranking articles in the November JouRNAL, by vote of many ceaders, are: First, “Personality Adjustment in the Clas room” by Caroline B. Zachry; second, “Busi- ness is Good in the Schools,” editorial; third, “Evaluating Your Own Teaching” by Roland Eberhart. the reac lives soul and Fro tho \ enc sixt fin int Co of | ane Co cre for of ac they leade COUNTRY’S CAPITAL is its mind. Ussion A Here the nation thinks. Here sits prin. in judgment of right and wrong 10% F the highest court of justice. Decisions a reached in legislative halls touch the smal lives of the teeming millions who com- ur | pose the “body politic.” Here is the ferent ® source of protection from foes without rt it and of provisions for security within. ~ From here the nation speaks with au- ches @ thority to all the world. ; and When the Department of Superintend- ndent § ence gathers in Washington for its sixty-second annual convention it will a find this vital center of the country’s life plac @ intensely active. The seventy-second ption ® Congress will be engaged in the climax from § of a supreme effort to redeem the nation ; and the world from economic chaos. ‘vt Convention delegates will press the pro- ; lized | crowded galleries of Senate and House con- § for a glimpse of what promises to be one ion § of the most exciting dramas ever en- ning F acted in these famous halls. ane During the week of the convention the capital will pause for a moment in this } its concern for the present and the future ndi- § to revive the faith and courage of a ing, § glorious past. The celebration of the art § 200th anniversary of George Washing- uit- § ton’s birth will reach its height on Feb- nis- § ruary 22, the third day of the conven- du- — tion. The members of the Department mal § of Superintendence will be honored ca- § guests on that occasion. It is an oppor- ool § tune time to be in the nation’s capital. art- Successful solutions of the problems nal which the superintendents themselves face are of outstanding importance in the § the maintenance of the welfare and rch security of the United States. The crisis which affects the present threatens the future thru the handicaps which it im- is ul- as? tendence. The Superintendents at Washington poses upon childhood. It will be the supreme task of this meeting to make plans to prevent the sacrifice of the na- yee Washington Monument tion’s children. Toward accomplishing this purpose, President Edwin C. Broome is preparing one of the most appropri- ate and effective convention programs which has ever been presented to this great body of educators. At convenient times thruout the six- day meeting, members will find time to become familiar or renew their acquaint- ance with the nation’s capital. Activity in the development of plans for federal buildings and parks is more extensive at the present time than it has ever been in the city’s 134-year history. The most frequent visitor to Washing- { 29 ] ton now sees something new upon every visit. The first sight that greets the eyes from the Union Station Plaza is an unob- scured view of the Capitol across a vast expanse of sodded parks with tree-lined walks, where a few months ago stood the cheap stucco ruins of temporary war- time buildings. East from the Capitol steam shovels are digging the excavations for the new home of the Supreme Court. South of the Capitol, steel cranes are placing the last stone blocks of the an- nex to the House Office Building. Across the Capitol Park is the Li- brary of Congress. Back of the Library with its newly burnished golden dome is an architectural gem which excites the admiration of every person interested in education—for its simple beauty with- out and its priceless collection of litera- ture within. It is the new Folger Shake- speare Memorial Library, the realization of the lifelong dream of one of the most ardent devotees of the Bard of Avon. This building blends the artistic in- fluences of the Elizabethan period with the modernness of America. A faithful reproduction of the theater used by Shakespeare himself is built into it. The principal feature of the building is the most complete library of Shakespeareana in the world. Here in a reading room of rare beauty, adorned by a magnificent Gothic window in the stained glass of which is caught glimpses of the poet’s Seven Ages of Man, lovers of the great dramatist’s work may read his poems and plays from the original volumes in which they were printed. When Henry C. Folger was a student at Amherst in the late ’70’s he played roles of the Shakespearean plays in the college dramatic society and developed (Consnrution and Continental Halls, homes of the Daughters of the American Revolution, meeting places of the Department of Superin- 30 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 193) a keen interest in these masterpieces. Collecting first folios, paintings, engrav- ings, and etchings of Shakespeare and the actors who played the original roles in Shakespearean plays, was his lifetime hobby. When Mr. Folger died in 1930, he left $10,000,000 for the maintenance of the $2,000,000 library already build- ing before his death. The fund will be administered by the trustees of Amherst. The first instalment of books brought to the new library in a closely guarded armored car from vaults in New York, contained 70 of the 200 known existing copies of the first folio of Shakespeare’s plays. They were published in 1623. The literary sanctuary this collection will compose is unmatched in all the world. From this depository of priceless relics, convention visitors may ride down Pennsylvania Avenue, street of inaugural parades, where crumbling red brick walls of junk shop and unkempt market, long an eyesore to lovers of the nation’s capital, are giving way to classic archi- traves and columns carved in beautiful white stone. The visitor will pass the new $17,- 500,000 Department of Commerce building, not yet formally opened, and the new Internal Revenue building, the offices of which have been occupied only a little more than a year. From the 500-foot vantage point of Washington’s monument in the Mall the convention delegate will look down upon a veritable beehive of construction activ- ity. The old Center Market is gone. The Archives Building is soon to take its place. Toward the west he will see the placid Potomac spanned by a pure white ribbon of highway that takes the traveler from the Lincoln Memorial past Arling- ton Cemetery on the Mt. Vernon Boule- vard just opened to traffic. Outlined against the heights of Arlington he will see the great Doric columns of the home of Robert E. Lee, modeled after the Temple of Theseus at Athens. This home, built in 1802 by George Washington HE George Washington Masonic National Memorial at Alexandria, Virginia. Parke Custis, grandson of Martha Wash- ington, hallowed by the visits of friends of Washington, including Lafayette, has recently been restored and furnished with relics of the Lee family. South of the Lee Mansion the govern- ment is pushing to completion the Tomb of the Unknown Soldier, to which the superintendents will conduct a pilgrim- age. A broad flight of granite steps is soon to form an approach to the Tomb. Upon the base of the Tomb itself is be- ing superimposed a huge sarcophagus. Still farther to the southward the mas- sive dark gray walls of a structure not yet completed contrast with the geo- metric traceries of the Arlington wireless towers against the Virginia sky. The new structure is the National Masonic Me. morial to George Washington, which wil contain the silver trowel and other Ma. sonic relics of the Father of our Coup. try, which now rest in Alexandria Wash. ington Lodge. To the northward the visitors wil look upon Constitution Hall and Me morial Continental Hall, buildings of the National Society of the Daughters of the American Revolution, where the general sessions and some of the departmental meetings of the convention will be held, Nearby is the Washington Auditorium where convention exhibits will be housed, Beyond tle White House with its curved south portico bounding the gentle green slopes of the Mall one may look across Lafayette Square up Sixteenth Street where the new seven-story NEA headquarters building has taken its place on the “Street of the Embassies.” The headquarters staff will be at home to the superintendents thruout the week. In the far northwest, on what is said to be the highest spot in Washington, is rising the Cathedral of St. Peter and St. Paul, an English Gothic temple of many flying buttresses and delicately carved towers. One of the twelve largest cathedrals of the world, the last rest- ing place of Woodrow Wilson, Admiral Dewey, and other notables, it is well worth a visit of those interested in the agelong art of cathedral building. Many convention delegates will visit } the U. S. Office of Education, the work of which has been greatly expanded during the last two years. Here special- ists are busily engaged on three great nationwide surveys of education. The Washington convention offers an outstanding opportunity for general in- tellectual enrichment as well as for par- ticipation in the formation of plans which are vital for the progress of the nation’s schools. A ane of the Department of Superintendence at the tomb of the Unknown Soldier during the Convention held at Washington in 1926. the amb of Ody its | its | V enc sixt 25, to | niv Co sta mé ar 1932 M 2 will Ma. ‘oun. / ash. ?- Me. f the f the neral ental held, rium used, 1 its entle look enth NEA dace § ) the Pilgrimages of the Washington Convention NATION’S HEROES personify its A ideals. Real or legendary, these heroes, increasing in stature with the march of time, strike the spark of ambition in youth and claim the homage - of reverence from age. Ithaca had its Odysseus, Rome its Romulus, England its King Arthur; the United States has its George Washington. When the Department of Superintend- ence meets in the nation’s capital, for its sixty-second convention, February 20- 25, 1932, its members will pay tribute to George Washington on the 200th an- niversary of his birth. The Father of our Country is no mythical character. His statesmanship is written into our funda- mental law. His vision in civic planning may be seen in the wide avenues, classic architecture, and beautiful parks of what he himself called the Federal City. His love of home is permanently recorded in the estate which he maintained on the wooded knolls of Mt. Vernon. In paying homage to George Wash- ington at this appropriate time, superin- tendents will help awaken in our people a new devotion to his ideals—ideals of courage and faith in the future of Amer- ica which are so sorely needed at the critical period thru which our nation is passing. Pilgrimages to the places especially sacred to George Washington and other national heroes will begin the first day of the convention. Sunday afternoon, February 21, the superintendents will visit the Washington Monument. Presi- dent Edwin C. Broome will be in charge of this delegation. Herbert S. Weet, superintendent of schools, Rochester, N. Y., will lead the delegation which will visit Old Christ Church at Alexandria. happy Savace’s George Washington. Now in possession of Harvard College, it will be exhibited in Washington during the Con- vention of the Department of Superintend- ence. A delegation to the tomb of the Un- known Soldier at Arlington will be headed by Norman R. Crozier, superin- tendent of schools, Dallas, Texas, and first vice-president of the Department of Superintendence. Those who select the Lincoln Memorial for their pilgrimage will be led by George C. Bush, superin- tendent, South Pasadena, California. At the hour of George Washington’s birth, 10:15 oclock, Monday, February 22, members in general session assembled in Constitution Hall will arise and give the pledge of allegiance to the flag and sing America. The pilgrimage to Mt. Vernon on Mon- day afternoon will be one of the high spots of the program. During the serv- ices held there, President Broome will place a wreath upon the tomb of George Washington, and Florence Hale, presi- dent of the National Education Associa- tion, will pay the same tribute at Martha Washington’s tomb. Special ceremonies will be held on the great colonial porch of the mansion and members will have the unique oppor- tunity of being present in the home of Washington upon the 200th anniversary of his birth. The relics of our great first leader, preserved here in their original condition, bring visitors most intimately in contact with Washington as a man who loved his family. The convention will close Thursday night with an historical pageant pre- sented under the auspices of the George Washington Bicentennial Commission, in honor of the Department of Superin- tendence. The author and director of the pageant is Percy Jewett Burrell, who prepared and presented the Pageant of Time at Atlantic City in 1930. Thruout a busy convention devoted to the pressing problems of presentday education, the superintendents will find many occasions to pay tribute to the genius of him who was “First in War, First in Peace, and First in the Hearts of his Countrymen.” “, Left: Mt. Vernon. Right: The Arlington home of Robert E. Lee, son of General Henry [Light Horse Harry] Lee of Revolutionary fame. The home was the property of Robert E. Lee’s wife, Mary Ann Custis, great-granddaughter of Martha Washington. Plans for the Washington Meeting HE SIXTY-SECOND annual meeting of the Department of Superintend- ence will be held at Washington, D. C., February 20-25, 1932. The gen- eral sessions are to be in Constitution Hall, the beautiful new building of the Daughters of the American Revolution. Special railroad rates—Round trip tickets on the identification certificate plan will be sold to Washington, D. C. at one and one half fare for members of the National Education Association and dependent members of their families. Tickets will be on sale February 14 to 22 in the territory of the Trunk Line, Central, Southeastern, New England, and Canadian Passenger Associations. Selling dates are earlier in western and transcontinental territory. Tickets will be good for return to reach original start- ing point not later than thirty days from date of sale. Identification certificates will be ready for distribution January 9. Write J. W. Crabtree, secretary, National Educa- tion Association, 1201 Sixteenth Street, Northwest, Washington, D. C. If in ar- rears, inclose check for membership dues. If identification certificate is not ob- tained in advance, no adjustment of fare can be made after arrival in Washington. Washington hotels—No headquar- ters hotel has been designated. Single rooms in principal hotels are no longer available. Fifteen of the leading down- town hotels are already reserved to capacity. Inquiries regarding sleeping room accommodations should be ad- dressed to Augustus Gumpert, director, Washington Convention Bureau, 1730 ert: Old Christ Church at H Street, Northwest, Washington, D. C. Headquarters and exhibits—The entire Washington Auditorium at Nine- | pes C. Broome, president of the Depart- ment of Superintendence, and engineer of the Washington meeting. teenth Street and New York Avenue, N. W., will be used for convention head- quarters, registration, exhibits, and con- vention service. It is two blocks from Constitution Hall where the general ses- sions of the Department of Superinten- dence will be held, and within walking distance of hotels. Departments and allied organiza- tions officially invited to participate: American Educational Research Association : Alexandria, of which Washington was a vestryman. Right: Arlington Bridge Tiber on the new Mt. Vernon Highway. J. L. Stenquist, Baltimore, president; William S. Gray, University of Chicago, secretary. Department of Elementary School Principals: Earl R. Laing, Detroit, Michigan, president; Maude A. Rhodes, Atlanta, Georgia, secretary, Department of Rural Education: Kate Y, Wofford, Columbia University, president; Mrs, Katherine M. Cook, Washington, D. C., secre- tary. Department of Secondary School Principals: C H. Threlkeld, South Orange, N. J., president; H. V. Church, Cicero, Ill., secretary. Department of Supervisors and Directors of Instruction: J. Cayce Morrison, Albany, New York, president ; James F. Hosic, Teachers Col- lege, Columbia University, secretary. Department of Vocational Education: R. W. Heim, Newark, Delaware, president; Julian McPhee, Sacramento, California, secretary. Municipal Normal School and Teachers Col- lege Section: Robert M. Magee, Detroit, Michi- gan, chairman; Frank Webster Smith, Ridge- wood, New Jersey, secretary. National Association of Deans of Women: Florence K. Root, Cleveland College, president; Floy V. Elliott, Tulsa, Oklahoma, secretary. National Association of High School In- spectors and Supervisors: Harry M. Thrasher, } Springfield, Illinois, president; J. S. Stewart, University of Georgia, secretary. National Council of Childhood Education: Julia Wade Abbot, Philadelphia, Pennsylvania, and Lois Hayden Meek, Teachers College, Co- lumbia University, convention committee. | National Council of Education: William C. Bagley, Teachers College, Columbia University, president; Adelaide S. Baylor, Washington, D. C., secretary. National Council of State Superintendents and Commissioners of Education: John Calla- han, Madison, Wisconsin, president; W. F. Bond, Jackson, Mississippi, secretary. National Society for the Study of Education: W. W. Charters, Ohio State University, chair- man; Guy M. Whipple, Danvers, Mass., secre- tary. National Society of College Teachers of Edu- cation: Lester B. Rogers, University of South- ern California, president; S. A. Courtis, Uni- versity of Michigan, secretary. which spans the American illiam y. ipals; dent; tary, te Fi Mrs, ecre- pals: dent; rs of New Col- .. W. ulian y. Col- ‘ichi- idge- men: lent; ry. In- sher, vart, tion: ania, Co- n C. ‘sity, zton, lents alla- ion: Lair- ocre- ydu- uth- Uni- RGANIZATION PAYS—The impact of the C) National Education Association in co- operation with local associations has been felt in every corner of the civilized world. Had it not been for organized effort, it is practically certain that teachers would have been farther down in the social scale than they are now. The teacher organization movement, although comparatively young, is gaining momentum as never before and this great movement will be rendered effective or ineffective in proportion to the support it gets from all the teachers. Every teacher at work upon the problems of the profession is our slogan. Join local, state, and national asso- ciations and if you do nothing except support them and boost you will do a great work for yourself, for the children, for your fellow teachers, and for generations yet unborn.— Official bulletin of the Cincinnati Teachers Association. New Life Enlistments fee NUMBER of life members enroled in the National Education Association on December 1 was 4700. The following life members have been reported since the list was published in the December JouRNAL. CALIFoRNIA—Ruth Bean, Harry Norton Stone. CoL_orapo—George E. Hook, J. W. Yost. ConNectTicut—-Katharine A. Brennan, E. Ward Ireland, Margaret Kiely. District oF CoLUMBIA—Verne E. Chatelain. FLoripA—Benjamin R. Weld. Georcia—-J. E. Carruth. ILLINoIs—Marie Voy Brewster, Quincy A. Wemple. INDIANA—Gilbert E. Coble, Helen Ederle, Esther Fay Shover. lowa—Charles H. Obye. KentucKky—Ana A. Schnieb, C. N. Shutt, W. M. Willey. Maine—Adelaide V. Finch, L. Brooks Varney. MaryLanp—John H. Schwarta, Wallace Victor Smith. MICHIGAN—Frank E. Ellsworth, Jean Armour MacKay, Charles W. McLaughlin, Nina C. Vander- walker. MINNESOTA—Marie A. Larpenteur. Missourr—John L. Bracken. Montana—Mrs. Josephine Duntley. NesraskA—H. Velma King, Jessie F. Modlin, Bess Wilson, Irene Zika. New Jersey—Roland M. Fennimore, Reese Matte- son, Esther Johnson Moore, Paul I. Redcay, Joseph M. Wright. New York—Grace M. Anderson, Jessie Buéé, Hermann Cooper, Helen S. Daley, Arthur I. Gates, W. G. Kimmel, P. A. Knowlton, William F. Merrill, Winifred A. Naylor, Milton G. Nelson, Edna K. Phillips, C. A. Pugsley, Florence M. Redding, Vir- ginia M. Schwarte, Calvin U. Smith, Emmy R. Turner. NortH Dakota—Thorbjorn Koen, C. L. Robertson. Oxn1o—Marie Becker, Lillian L. Binns, Erna Drift- mier, Floy E. Jacobs, Susan Mary Knight, Robert MacQuiston, Harold H. Pickering, Norma Struke, Ellen Florence Sullivan, Nora E. Sullivan, Ethel May Weaver, Russell J. Woolman. OreconN—Fred A. Brainerd, Minnie M. Johnson. PENNSYLVANIA—Herbert E. Allshouse, Ira § Baker, Mrs. Jessie B. Dotterer, Elsie M. Eidam, Ira M. Frankenfield, Edward A. Gletfelter, Harold B. Guthrie, Elmer T. McCready, Francis E. Mitchell, Dr. E. Leigh Mudge, J. H. Neff, K. Fife Sterrett, Elsie M. Young. Texas—Mrs. C. J. Brown, Mrs. Tura W. Dial. Utan—Maud B. Clark. “t VirGINIA—Miss L. M. James, Antoinette Pool. WasHINcton—Hazel K. Murray. West Vircinia—F, J. Pyle, Sylvia M. Reil, Frank S. White. Wisconsin—Laura E. Kimpel, A. W. Krueger, Emily F. Webster, Edith E. White. Completed Enrolments lie FOLLOWING SCHOOLS have completed ‘ their 100 percent enrolment in the Na- tional Education Association since the list was published in the December JoURNAL. Builders of Our Profession Fourteen Years WIsSCONSIN—Racine, Gilbert Knapp. ILLIAM J. BICKETT, superintendent of the Trenton schools, whose recent death is a great loss to education. Dr. Bickett was an active leader in state and national associations. Thirteen Years Co._orapo—Denver, Perry; Greeley, Central Platoon, Washington. lowa—Sioux City, Hopkins; Keokuk, Garfield, Jeffer- son, Lincoln, Torrence, Washington, Wells Carey. On10—Elyrja, Elyria Public Schools, Allen, Ely, Franklin, Garford, Gates, Gates School for Crip- pled Children, Hamilton, High, Jefferson, McKin- ley, Opportunity, Roosevelt, Washington; Kenton, Kenton Public Schools, East, Espy, Grammar, High, North, West. Twelve Years CALIrorNIA—San Francisco, Pacific Heights. ILLtinois—Decatur, Roach. lowa—Sioux City, Irving, Smith. Massacuusetts—Brookline, J. Elliot Cabot, Pierce. Missourt—St. Louis, Simmons. New Jersey——Bridgeton, Vine Street. VirGcinia—Norfolk, Henry Clay. Wisconsin—Fond du Lac, Fond du Lac Public Schools, Bragg, Cleveland, Franklin, Grant, Jeffer- son, Lincoln, McKinley, Roosevelt Junior High, Senior High, Vocational, Washington, Wilson. WyYomMiInG—Cheyenne, Converse. Eleven Years Arizona—Prescott, Prescott Public Schools, Junior- Senior High, Washington; Tucson, Drachman, Dun- bar, Miles, Ochoa, Roosevelt. CALIFORNIA—San Jose, Washington. Co._orapo—Arvada, Grade. ILLINo1is—Elgin, Columbia. lowa—Sioux City, Bancroft, Floyd. Loutstana—Grand Cane, High. Matne—Portland, Butler, Chapman, Nathan Clifford, Emerson, Heseltine, Monument Street, Peaks. Is- land, Saunders Street, Shailer, Rosa E. True. MASSACHUSETIYs—S pringfield, Homer Street. MICHIGAN—Saginaw, Washington. NEBRASKA—Omaha, Central Park. On1o—Cincinnati, Vine; Massillon, Harvey, Whit- tier; Norwood, Allison Street, Sharpsburg. Vircinia—Lynchburg, Floyd. Wyominc—Cheyenne, Central, Churchill, Gibson Clark. Ten Years ARIZONA—Globe, Globe Public Schools, Central, East Globe, High, Hill Street, Noftsger Hill; Phoenix, Phoenix Public Schools, Adams, Capitol, Douglas, Dunbar, Emerson, Fillmore, Franklin, Garfield, Grant, Jackson, Kenilworth, Lincoln, Longfellow, Lowell, McKinley, Monroe, Washington, Booker [33] T. Washington; High, Mansfield Junior Tucson, High, Mission View, Pascua, University Heights. CALiFoRNiA—San Francisco, Kate Kennedy. Co._orapo—Boulder, University Hill; Wray, Public Schools. Connecticut—Hartford, Union. ILLtinois—East St. Louis, Rock Junior High; Elgin, Franklin, Garfield, Lowrie; Sandwich, Sandwich Public Schools, Township High, W. W. Woodbury, A. E. Woodward; Waukegan, Glen Flora, Jackson. INDIANA—Anderson, Anderson Public Schools, Cen- tral Avenue, Columbia, Hazelwood, Jefferson, Jun- ior High, Junior High Annex, Longfellow, Mt. Hope, Park Place, Riley, Senior High, Seventh Street, Shadeland, Twenty-ninth Street, Washing- ton; Terre Haute, McLean Junior High; Wabash, Wabash Public Schools, Century, East Ward, Jun- ior High, Miami, Senior High, South Side, West Ward. Iowa—Burlington, Burlington Public Schools, John Lockwood Corse, James Wilson Grimes, Lincoln, North Hill, Charles Elliott Perkins, Prospect Hill, William Salter, Saunderson, Senior High, Sunny- side, Washington; Sioux City, Bryant, Cooper, Cres- cent Park, Emerson, Everett, Franklin, Hawthorne, Hunt, Lowell, McKinley, Roosevelt, Washington, Webster. Kentucky—Louisville, George Washington. MASSACHUSETIS—Beverly, Farms. MicH1GAN—Hastings, Hastings Public Schools, Cen- tral, First Ward, High, Junior High, Second Ward; Mt. Clemens, Mt. Clemens Public Schools, Clemens, Dickinson, Andrew T. Donaldson, Grant, High, Lincoln, Alexander Macomb, Woodrow Wilson; South Haven, South Haven Public Schools, Cen- tral, Hartman, Indiana, Junior High, Senior High. MINNESOTA—Duluth, Nettleton. New Jersev—New Brunswick, Lord Stirling; Plain- field, Lincoln. New Yorx—Lockport, DeWitt Clinton, Charlotte S. Wray Cross, Hawley Street, Intermediate, Part Time Continuation, Walnut Street, Williams Street. Oun10 — Cincinnati, Pleasant Ridge; Mansfield, Hedges; Oberlin, Oberlin Public Schools, Centen- nial, Junior-Senior High, Pleasant Street, Prospect Street. OKLAHOMA—Muskogee, Muskogee Public Schools. PENNSYLVANIA—Doylestown, Doylestown Borough Public Schools, Grade, High. Vircinia—L ynchburg, Frank Roane. WIsconsin—Kenosha, Durkee, Durkee Annex, Lin- coln, Lincoln Junior High; Wausau, John Marshall, Spring. Nine Years CaLirornia—Los Angeles, Cahuenga; Monrovia, Orange Avenue; San Jose, Gardner, Hawthorne; Santa Ana, McKinley; Stockton, Monroe. Cotoravo—Boulder, Whittier. Connecticut—Darien, High. DELAWARE—W ilmington, Public Number 13, Public Number 21, Public Number 23. ILtinois—Blue Island, Lincoln, Seymour Junior High, Whittier; Decatur, Roosevelt Junior High; Elgin, Grant; Pontiac, Pontiac Public Schools, Central, Ladd, Lincoln, Washington; Waukegan, McAllister, West. INDIANA—Fort Wayne, Washington. Ilowa—Council Bluffs, Longfellow; Sioux City, Long- fellow, Riverview, Whittier. Kansas—H utchinson, Allen. Maine—Houlton, Houlton-Littleton-Hammond Union Public Schools; Portland, Morrill, Oakdale, Vaughn Street. MARYLAND—Galena, Grade, High. MICHIGAN—Grand Rapids, Madison; St. Joseph, St. Joseph Public Schools, Garfield, High, Lincoln, Washington. Missour!t—Kansas City, Milton Moore, NEBRASKA—Omaha, Jungman, Saratoga. New Jersey—Plainfield, Stillman, Washington. New YorKk—Binghamton, Thomas Jefferson Number 8, Laurel Avenue Number 10, Florence Night- ingale Number 4, Woodrow Wilson Number 16. Oun1to—East Cleveland, Caledonia; Mansfield, Bow- man; Norwood, North Norwood; Wooster, Beall Avenue; Zanesville, Zanesville Public Schools, Cleveland Junior High, Garfield, Grant, Hancock Junior High, Jackson, Lash Senior High, Lincoln, McIntire, Madison, Monroe, Munson, Norval Park, Pioneer, Roosevelt Junior High, Sheridan, West- view, Wilson. OrEGON—Salem, Highland. PENNSYLVANIA—Erie, Burns, Chunk, First Ward. Soutn Daxota—Mitchell, Eugene Field, Longfellow; Sioux Falls, Bancroft, Emerson, Benjamin Frank- lin, Lincoln, Mark Twain. Virncinia—Lynchburg, Biggers; Norfolk, James Mon- roe; Winchester, Winchester Public Schools, Gram- mar, High, Primary. West Vircinta—Charleston, Roosevelt Junior High; Clarksburg, Central Junior High; Pierpont. Wisconsin—Kenosha, Weiskopf. (Continued on page 35) Garfield; Mauch Total States population 1 2 United States..... 122,775,046 Alabama.......... 2,646, 248 es 435 ,573 ATGOEORS. « . occccs 1,854,482 C ONUR, 6 4.00 c:0.0.0 ‘ 5,677,251 SAD. a «6 n00-005' 1,035,791 Connecticut......... 1,606 , 903 Delaware.......... 238 , 380 District of Columbia 486 , 869 MEIN 4: 3 b-hsasmnared ace 1,468,211 icin c Aces ae 2,908 , 506 Ee 445 ,032 7 See : 7,630,654 BGIAMR. ccc ccsacel Bee ee is eS iwi can 2,470,939 SRR aa 1,880,999 Kentucky......... 2,614,589 INL, 4 6 60-60 2,101,593 S25. 'ase & a 797 ,423 Maryland......... ; 1,631,526 Massachusetts....... 4,249,614 Michigan......... , 4,842,325 Minnesota......... 2,563 ,953 Mississippi........ 2,009, 821 ae 3,629,367 ee eee 537 ,606 Nebraska......... 1,377 ,963 DN Cig d Sig oda 91,058 New Hampshire. ... 465 , 293 New Jersey Ate 4,041,334 New Mexico........ 423,317 INOW BOE. . wee. 12,588 ,066 North Carolina. ... 3,170,276 North Dakota..... 680,845 Ohio a es 6,646 ,697 Oklahoma......... 2,396 ,040 ae 953,786 Pennsylvania....... 9,631,350 Rhode Island. ..... 687 ,497 South Carolina. ... 1,738,765 South Dakota....... 692,849 Tennessee........... 2,616,556 I es sia cit g chee 5,824,715 I feat dye ale cna 507 , 847 SEF IR EEE 359,611 ME 5 6 0-00 bee 0a 2,421,851 Washington....... 1,563 ,396 West Virginia... ... 1,729,205 Wieeemein. .......< 2,939,006 IR 5 wns waans 225,565 Population at Various School Levels and Number Attending School According to the 1930 Census [Prepared by the Research Division of the National Education Association] Population Percent of total population Number of | Percent of a ———_——————— Perens 6f | sesgulation ages 7 to 20 | ages 7 to 20 Ages 7 to | Ages 14 to | Ages 18 to | Total ages | Ages 7 to | Ages 14to | Ages 18 to} Ages 7 to | years inclu- | years inclu- 13 years 17 years 20 years | 7to2Gyrs.| 13 years 17 years 20 years 20 years | sive attend-| sive attend- inclusive inclusive inclusive inclusive inclusive | inclusive | inclusive | inclusive | ing school.'!| ing school 3 4 5 6 7 8 9 10 ll 12 17,209,566 | 9,341,221 | 6,815,710 |33,366,497 14.0 7.6 5.6 27.2 24,681,419 439 ,680 243 ,591 166 ,600 849,871 16.6 9.2 6.3 32.1 581,859 64,463 32,040 24,153 120,656 14.8 7.4 $.5 ro 86,717 303 ,520 164,599 117,494 585 ,613 16.4 8.9 6.3 31.6 420,479 621,668 333 ,367 268,272 | 1,223,307 10.9 5.9 4.7 21.5 993,110 142,870 76,446 55,850 275,166 13.8 7.4 5.4 26.6 212,797 222,050 121,355 85,449 428,854 13.8 7.6 $.3 26.7 314,497 31,947 16,991 12,695 61,633 13.4 7.1 a. 25.8 45 ,480 47 ,809 26,099 24,996 98 ,904 9.8 5.4 3.1 20.3 75,326 205 ,969 111,830 81,735 399,534 14.0 7.6 5.6 27.2 282,756 484,124 270,023 198,812 952,959 16.7 9.3 6.8 32.8 615,474 70,290 37,158 25,247 132,695 15.8 8.3 ee 29.8 108,113 956 , 569 543,701 402,745 | 1,903,015 12.5 ¥.2 i 24.9 1,421,472 426,719 231,148 166 ,901 824,768 13.2 28 5.2 25.5 636,701 336 ,007 183 ,839 129,793 649 ,639 13.6 7.4 3.3 26.3 504,479 259,828 141,200 103,217 504,245 13.8 7.8 §.5§ 26.8 396 ,230 411,252 213,298 146 , 226 770,776 15.7 8.2 5.6 29.5 543,841 331,101 175,255 129,885 636,241 15.8 8.3 6.2 30.3 431,092 107 ,292 56,579 39,465 203 , 336 13.5 7.1 4.9 25.5 157,245 221,212 116, 836 87 ,407 425,455 13.6 7.2 S.3 26.1 298 , 830 546,100 298 , 808 213,791 | 1,058,699 12.9 7.0 5.0 24.9 818 , 467 658, 881 341,979 244,418 | 1,245,278 13.6 ae 5.0 25.7 963 ,601 359,072 197,755 137,879 694,706 14.0 5.4 27.1 532,741 330,112 181,209 130,831 642,152 16.4 9.0 6.5 32.0 462 ,624 463 ,249 261 ,689 193,754 918,692 12.8 &: 3.3 25.3 666 ,414 78,459 41,991 28 , 383 148 , 833 14.6 7.8 $.3 i 118,724 195,194 106,779 77,528 379,501 14.2 7.7 5.6 27.5 293 434 10,451 5,440 4,134 20,025 11.5 6.0 4.5 22.0 15,899 60,045 32,017 22,647 114,709 12.9 6.9 4.9 24.7 87,738 541,293 295 ,470 214,280 | 1,051,043 13.4 7.3 $.3 26.0 771,838 69,853 34,874 25,184 129,911 16.5 8.2 6.0 30.7 93,689 1,524,885 841,331 663,115 | 3,029,331 12.1 6.7 §.3 24.1 2,270,691 $57,912 297 ,430 206 ,684 | 1,062,026 17.6 9.4 6.5 ae. 749.529 111,275 62,103 42,927 216,305 16.4 9.1 6.3 31.8 164,587 877 ,041 468 , 838 341,728 | 1,687,607 13.2 re | $.1 25.4 1,323,018 379,254 201 ,665 149,038 729,957 15.8 8.4 6.2 30.4 549,144 116,671 66,513 49,374 232,558 12.2 7.0 » Fe 24.4 185 ,970 1,396,427 754,579 528,824 | 2,679,830 14.5 7.8 a.o 27.8 1,979,562 93,110 49,974 36,787 179,871 13.5 &. 5.4 26.2 129,431 321,769 173,215 122,258 617,242 18.5 10.0 7.0 3¢.5 404 ,678 107,718 56 , 986 40,240 204,944 15.6 8.2 5.8 29.6 159 ,439 406 ,554 221,339 164,421 792,314 15.5 8.5 6.3 30.3 557 , 849 879,942 480,955 364,831 1,725,728 15.1 8.2 6.3 29.6 1,192,713 85,122 43,528 30,402 159,052 16.8 8.5 6.0 31.3 132,122 47 ,926 25,828 18,388 92,142 33.3 Tis §.1 25.6 69 ,492 390 , 807 208 , 359 147,375 746,541 16.1 8.6 6.1 30.8 516,094 194,814 110,321 81,347 386 , 482 12.5 7.0 5.2 24.7 312,833 285 , 269 144,427 100,895 530,591 16.5 8.4 5.8 30.7 387,124 404,159 224,248 154,984 783 ,391 13.8 7.6 5.8 26.7 597 ,895 31,832 16,216 12,321 60,369 14.1 7.2 3.2 26.8 47,581 OU may obtain the figures for your sive or 68.5 percent [column 12] in school state by reading table as follows: In attendance. 1930 the total population for Alabama was 2,646,248 [column of the 849,871 persons ages 7 to 2]; 439,680 In studying the above table note: First, [column 3] or 16.6 percent [column 7] states vary greatly in their educational re- of the total population in this state were sponsibilities as represented by the per- ages 7 to 13 years inclusive, 243,591 cent of total population which is of school [column 4] or 9.2 percent [column 8] 8° [Compare figures of columns 7 to 10.] were ages 14 to 17 inclusive, 166,600 1” the District of Columbia 20.3 percent . [column 5] or 6.3 percent [column 9] f its population or 1 in every 5 persons, were ages 18 to 20 inclusive, making a ¢ at ages 7 to 20 inclusive, while in total of 849,871 persons, ages 7 to 20 South Carolina the percent is 35.5 or 1 in years inclusive. This last figure is 32.1 every 3 persons. The average for the percent [column 10] of the total popula- United States as a whole is 27.2 percent. tion in this state. According to the 1930 Second, states also differ in the percent of census* there were 581,859 [column 11] population ages 7 to 20 years inclusive at- 20 inclu- tending’ school. In Utah 83.1 percent are attending’ school while in Georgia the percent is 64.6. Sources of data: Figures in the above table are from Fifteenth Census, Department of Commerce, Bureau of Census. *The Fifteenth Census inquiry as to school attendance was as to whether the person enumerated had attended school, (either day or night) of any kind, at any tume between September 1, 1929 and January 1, 1930. Therefore, the figures given in column 11 should be interpreted as more nearly equal to school enrolment than to school attendance. ‘ole! Vol. 21, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 35 0 IEEE (Continued from page 33) Eight Years Arizona—Flagstaff, Emerson, High; Hayden, Gram- mar; Nogales, Nogales Public Schools, Elm Street; Grand Avenue, High, Lincoln, Plum Street. CaLirorNIA—San Jose, Grant. Cotorapo—Denver, Barnum, Bromwell, Gilpin, Globeville, Hyde Park, Steele, Thatcher, Twenty- fourth Street, Washington Park, Wyman; Pueblo District Number 1, Bradford, Hinsdale, Irving, Park View, Riverside, Somerlide, Thatcher; Engle- wood, Grammar; Erie, Erie Public Schools; Louis- ville, Louisville Public Schools; Teller County District Number 1, Cripple Creek Elementary, Cripple Creek High, Victor Elementary, Victor High; Trinidad, East Street, Park Street; Wray, Yuma County High. CoNNECTICUT—Darien, Darien Public Schools, High, Royle. DELAWARE—W ilmington, Public Number 5, Public Number 22, Public Number 30; Western New Castle County, Townsend. FLorwa—Dade County, Highland Park, Southside. ILtinois—Belvidere, High; Bismarck, Township High; Blue Island, Blue Island Public Schools, Commu- nity High, Greenwood Avenue, Lincoln, North Side Junior High, Paul Revere, Sanders, Seymour Junior High, Whittier; Elgin, Elgin Public Schools, Columbia, Franklin, Garfield, Grant, High, Lin- coln, Lord, Lowrie, McKinley, Sheridan, Washing- ton, Wing; Elmhurst, Lincoln, Roosevelt; Jackson- ville, Franklin, Jefferson, Lafayette, Morton, David Prince, Washington; Maywood, Emerson; Naper- ville, Naperville Public Schools, Ellsworth, Junior- Senior High, Naper, Special Teachers; Oak Park, Holmes; Rockford, Kent; Waukegan, Andrew Cooke. InDIANA—Fort Wayne, Hamilton, Lakeside, River- side; Michigan City, Benjamin Harrison, Jefferson. lowa—Sioux City, Grant, Joy. Kansas—Hutchinson, Roosevelt; Pittsburgh, Lake- side Grade. Maine—Portland, Americanization, Isabella Garvin, Jackson, Libby, Lincoln Junior High, Longfellow, McLellan, North, Presumscot, Riverton, Roosevelt, Sherman Street Kindergarten, Walker Manual Training, West, Willard. MARYLAND—Queen Anne’s County, Queen Anne’s County Public Schools, Barclay, Price, Centreville, Centreville High, Church Hill, Grasonville, Queens- town, Church Hill High, Crumpton, Sudlersville High, Queen Anne, Queen Anne High, Temple- ville, Stevensville, Stevensville High, Chester, Sudlersville. MASsACHUSETTS—Belmont, Winthrop L. Chenery; Beverly, Washington; Brookline, Lawrence; Mel- rose, Whittier; Waltham, Bright. MICHIGAN—Adrian, Jefferson, Lincoln, McKinley; Detroit, Logan, Pattengill, Wilkins; Grand Haven, Grand Haven Public Schools, Central, Ferry, Junior High, Senior High, Dickinson; Hamtramck, Hamtramck Public Schools, Copernicus Elementary, Dickinson, Holbrook, Kosciuszko, Playfair, Pu- laski, Senior High. MINNESoTA—Minneapolis, John A. Johnson, Thomas Lowry, Simmons. Missourt—Clayton, Clayton Public Schools, Belle- vue, De Mun, Forsythe, Glenridge, High. NEBRASKA—O maha, Beals, Belvidere, Florence, How- ard Kennedy. NevaDpaA—Elko, Elko County High. New Jersey — Bernardsville Borough, Bernards High; Englewood, Cleveland, Franklin, Intermedi- ate; Hackensack, Wackensack Public Schools, Broadway Number 1, Fairmount Number 5, First Street Number 4, High, Jackson Avenue Number 6, Longview Avenue Number 7, State Street Num- ber 3, Union Street Number 2; Newark, Bruce Street School for the Deaf; New Brunswick, Living- ston; Ocean Grove, Elementary; Middlesex County, Rariten Township, Stelton; Rutherford, Pierre- Pont; Summit, Roosevelt. New York—Binghamton, Columbus Number 5, Abra- ham Lincoln Number 6, Longfellow Number 13, Robinson Street Number 3, George Washington Number 1; Yonkers, Public Number 14. HIO—A mherst, Amherst Village Schools; Barberton, Barberton Public Schools, Central, Hazelwood, High, Highland, High Street, Johnsons, Lincoln, Oakdale, Rose, Washington; Columbus, Medary Avenue, Reeb Avenue; Cuyahoga County, Berea Public Schools, Brook Park, Central, Fair Street, High, Parma Public Schools, Pearl Road, Henry J. Schaaf Junior High, Senior High, State Road, Thoreau Park; East Cleveland, Chambers; Mans- field, Prospect Elementary, Marion, Greenwood, Pearl Street; Norwood, High, Williams Avenue; otare. McKinley, South Park Avenue. ; EGON—Lakeview, Lakeview Public Schools. ENNSYLVANIA—Erie, Glenwood, Harding; Green- ville, Columbia, Junior High, Washington, West Side; Lehighton, Lehighton Public Schools, First Puke. High, Third Ward; Mauch Chunk, Asa Ruove IsLanp—Jamestown, Carr, Thomas H. Clarke Utan—Salt Lake City, Washington; South Sanpete istrict, Axtell Elementary, Centerfield, Grade, arion Elementary, Fayette Elementary, Gunni- fel High, Manti Grade, Manti Junior High, May- Vv eld Junior High and Elementary. ERMONT—Brattleboro, Canal Street. Novae Lamchbure, Ruffner; Richmond, Armstrong West VirGinta—Charleston, Kanawha, Sisterville, High, Main Street. WISCONSIN—Racine, Fratt, Jefferson; Wausau, Wau- sau Public Schools, Central, Franklin, Grant, Junior High, Lincoln, Longfellow, John Marshall, Senior High, Spring, Vocational, Washington; Wauwatosa, Aetna Park. Wyominc—Cheyenne, Corlett. Lincoln; Seven Years ALABAMA—Birmingham, Avondale, Jackson. ARIZONA—Gilbert, Gilbert Public Schools; Winslow, Winslow Public Schools, Coopertown, East Wash- ington, Junior-Senior High, South Side, West Wash- ington. CALIFORNIA—Anderson, Union High; Hermosa Beach, Hermosa Beach Public Schools, North Grade, Ocean View, Pier Avenue, Prospect Ave- nue, South Grade; Los Angeles, Dahlia Heights, Eighty-seventh Street, Garvanza, Hyde Park, Lafay- ette Junior High, Lockwood Street, Reseda, Rose- mont Avenue; San Francisco, Franklin; San Jose, Woodrow Wilson Junior High. Co_orapo—Denver, Alameda; Pueblo District Num- ber 1, Pueblo Public Schools District Number 1, Bradford, Centennial High, Fountain, Hinsdale, Irving, Park Hill Junior High, Park View, River- side, Somerlide, Thatcher; Trinidad, Centennial, Rice. ConnectTicut—Bridgeport, Garfield, Lincoln. District oF CoLuMBIA—Washington, Langdon, FLorwwa—Daytona Beach, Seabreeze High. Georcia—A tlanta, Grant Park, Whiteford. ILLiNois—Evanston, Lincolnwood, Willard; Hamp- shire, Hampshire Public Schools; Rockford, Mon- tague. INDIANA—Fort Wayne, Harmar Intermediate, Harri- son Hill, McCulloch; South Bend, Boys Voca- tional, Central Senior High, Colfax. TIowa—Council Bluffs, Avenue “B’’. Kentucky—Louisville, California, Emmet Field, Parkland, George D. Prentice, Hiram Roberts. Maine—Dover-Foxcroft, Grammar, Pleasant Street; Portland, Allen, Staples, Summit Street; Presque Isle, Aroostook State Normal. MAsSACHUSETTS—Beverly, Cove; West Springfield, Mittineague. MicHIGAN—Adrian, Adrian Public Schools, Garfield, Jefferson, Junior High, Lincoln, McKinley, Senior High; Detroit, Monteith; Sault Ste. Marie, Garfield, Park. MINNESOTA—Cloquet, Central, Duluth, Fairmount. Missourt—Kansas City, Central Junior High, Leeds. New; Jersey—Atlantic City, Junior High; Bernards- ville Borough, Bernardsville Grammar; Bridgeton, Pearl Street, South Avenue; Camden, Kaighn, Northeast, Wm. J. Sewell; Englewood, Liberty; New Brunswick, Roosevelt Junior High, Washing- ton; Plainfield, Bryant, Jefferson, Whittier. New YorK—Binghamton, Binghamton Public Schools, Central High, Columbus Number 5, Continuation Number 2, Crippled Childrens’ School, Daniel S. Dickinson Number 9, East Junior High, Fairview Number 12, Benjamin Franklin Number 7, Alexan- der Hamilton Number 15, Health Education, Jar- vis Street Number 14, Thomas Jefferson Number 8, Laurel Avenue Number 10, Abraham Lincoln Number 6, Longfellow Number 13, Florence Night- ingale Number 4, Robinson Street Number 3, Roosevelt Number 11, George Washington Num- ber 1, West Junior High, Woodrow Wilson Num- ber 16; Kenmore, Washington; Lockport, Emmet Belknap; Oneida, North Broad Street. On1o—A kron, Glover; Bellevue, Ellis, Junior High, McKim, Pike; Cincinnati, Boys’ Commercial Serv- ice, Girls’ Commercial Service, Retail Selling, Sewing Trades; Cleveland, Waverly; Columbus, Southwood; East Cleveland, Shaw High; Lancaster, High; Lima, Central High, Emerson, Faurot, Frank- lin, Garfield, Irving, Jefferson, Lincoln, Long- fellow, Lowell, Horace Mann, McKinley, Richard- son, Roosevelt, Washington, Whittier; Logan, Junior High; Lorain County, Avon Lake, Clear- view Rural High; Mansfield, Brinkerhoff, Bush- nell; Marion, Mark; Springfield, Springfield Pub- lic Schools, Automotive, Blair, Broadway, Bush- nell, Central Junior High, Continuation, Elmwood, Emerson, Frey, Fulton, Garfield, Gray, Hayward Junior High, Highland, Jefferson, Kenwood Heights, Lagonda, Lincoln, McKinley, Northern, Northern Heights, Roosevelt Junior Hith, Schaefer Junior High, Senior High, Snyder Park Junior High, Southern, Warder Park, Washington, Western; Warren, Market Street, West Junior High; Wood County, Rossford Public Schools, Eagle Point, High, Walnut Street. Orecon—La Grande District Number 1, La Grande Public Schools, Central, Greenwood, High, Riviera, Willow; North Bend, North Bend Public Schools, Central, High, Roosevelt, Westside. PENNSYLVANIA—Greenville, Greenville Public Schools, Columbia, Junior High, Penn High, Wash- ington, West Side; Indiana, State Teachers College; Radnor Township, Wayne Primary; Reading, Tenth and Green Streets; York, York Public Schools, Burrowes, Central, Continuation, Franklin, Gar- field, Hartley, Aaquilla Howard, Jackson, Jefferson, Lincoln Senior High, Madison, McKinley, Noell, Hannah Penn Junior High, William Penn Senior High, Pine Street, Princess Street, Ridge Ave- nue, Betsy Ross, Smallwood, Stevens, Wilson. SoutH Daxota—Sioux Falls, Longfellow, Riverside. Garfield, Jefferson; Texas—Dallas, North Dallas High; Houston; Haw- thorne, Woodrow Wilson. Utan—Murray City, Murray City Public Schools, Arlington, Bonny View, High, Liberty. VERMONT—Brattleboro, Green Street. West Vircinia—Charleston, Thomas Jefferson Junior High, Woodrow Wilson Junior High; Martinsburg, High. Wisconsin—Kenosha, Frank; Madison, Draper, Lap- ham; New London, New London Public Schools; Wauwatosa, Junior High, Wilson. Wyrominc—Cheyenne, Lulu M. McCormick Junior High. Six Years ALASKA—Juneau, Juneau Public Schools. Arizona—Clarkdale, Clarkdale Public Schools, Jun- ior-Senior High, Intermediate, Primary; Safford, Safford Public Schools, High, North Ward, South Ward; Tucson, Tucson Public Schools, Elizabeth Borton, Davidson, Davis, Drachman, Dunbar, High, Sam Hughes, Mansfield Junior High, Menlo Park, Miles, Mission View, Ochoa, Pascua, Roosevelt, Safford Junior High, University Heights. CALIFoRNIA—Atascadero, Elementary; Long Beach, U. S. Grant; Los Angeles, John Burroughs Junior High, Canyon, Cienga; Modesto, Washington; Santa Barbara County, Montecito Union. CoLorapo—Cheyenne Wells, Cheyenne County High; Denver, University Park; Englewood, coils Julesburg, Sedgwick County High; Trinidad, Santa Fe; Vernon, Branch County High. FLorwa—Dade County, Coconut Grove, Florida City, Homestead, Allapattah, Buena Vista, Orange Glade, Santa Clara, Ojus. Hawatt—Kauai, Kalaheo. ILLinois—Decatur, Dennis, Mary W. French, Gar- field, Gastman, John Hill Junior High, Oakland, Oglesby, Riverside, Ullrich, Warren; Downers Grove, Lincoln; East St. Louis, Jefferson; Elm- hurst, Hawthorne, Old Field; Oak Park, Whit- tier; Rockford, P. R. Walker. INDIANA—Elwood, High: Fort Wayne, Hanna; Michigan City, Michigan City Public Schools, Cen- tral, Eastport, Elliston, Garfield, Benjamin Harri- a. Junior High, Marsh, Park, Senior High. Iowa—Sioux City, East Junior High, Hobson. KaNsas—Atchison, Martin; Bonner Springs, High; Hutchinson, Lincoln; Norton, Norton Public Schools; Winfield, Bryant. Maine—A ugusta, Webster; Portland, Leland, Thomas B. Reed. MASSACHUSETTS—Plymouth, Springfield, Thomas M. Balliet. MiIcHIGAN—Albion, Albion Public Schools, Austin, Dalrymple, Gardner, Junior High, Michigan Ave- nue Senior High, West Ward; Coldwater, Cold- water Public Schools, First Ward, Fourth Ward, Lincoln Junior High, Roosevelt Senior High, Sec- cond Ward, Third Ward; Detroit, Peter Vetal; Muskegon, Angell; Pontiac, Crofoot; Saginaw, Sweet. MINNESOTA—Cloquet, Cloquet Public Schools, Cen- tral, Garfield, High, Jefferson, L. F. Leach; Du- luth, Irving; Minneapolis, Fuller. Missourr—St. Louis, Wyman. NEBRASKA—Omaha, Lincoln. Nevapa—Carson City, Carson City Public Schools, Elementary, High. New Jersey—Northfield, Mill Road; Bridgeton, High, Monroe Street; Camden, Mulford; Carney’s Point, John J. Pershing; Hightstown, Grammar; Paterson, Public Number 17; Port Norris, High; Trenton, Peabody; West Deptford Township, West Deptford Township Public Schools, Colonial Manor, Mantua Grove, Mantua Terrace, Red Bank, Thoro- fare, Thorofare (Colored), Verga. New Mexico—Roswell, East Side, Missouri Avenue. New YorK—Congers, High; Rye, Public District sommes 3; Schenectady, Brandywine Avenue, Ham- ilton. Oun1o—Akron, Harris, McEbright; lumbus Grade, Pacific Street; Bowling Green, Church Street, Ridge Street, South; Columbus, Spring Street, West Broad Elementary; Lakewood. Garfield; Lancaster, Lancaster Public Schools, East, High, North, South, Utica, West; Lima, Lima Public Schools, Central High, Emerson, Faurot, Franklin, Garfield, Irving, Jefferson, Lincoln, Longfellow, Lowell, Horace Mann, McKinley, Rich- ardson, Roosevelt, South Junior High, South Senior High, Washington, Whittier; Logan, Logan Public Schools, Central, East, Junior High, Senior High, West; Mansfield, Carpenter; Miamisburg, Miamisburg Public Schools, Auditorium, Grade, High; Powhattan Point, Powhattan Village Schools; Preble County, Lanier Township Schools; Van Buren, Allen Township Junior High; Warren, Warren G. Harding Senior High; oungstown, Bancroft. OKLAHOMA—Sapulpa, Forest Park, High. Orecon—Pendleton, Washington. PENNSYLVANIA—Delaware County, Delaware County Public Schools; Erie, Longfellow; Gettysburg, Gettysburg Public Schools, Franklin Street, High, High Street, Lincoln, Meade. SoutH Daxota—Wakonda, Wakonda. Texas—Houston, David Crockett. Utran—Duchesne County, Boneta, Duchesne, Ioka, Mt. Home, Myton, Neola, Roosevelt, Tabiona, Tal- madge; Salt Lake City, Oquirrh. VirciniA—L ynchburg, Fairview, Robert E. Lee Jun- ior High. WASHINGTON—College Place, College Place; Arling- ton, Roosevelt; Spokane, Lewis and Clark High. Knapp; Ashtabula, Co- 36 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1932 West Vircinta—Charleston, Bigley, Elk, Fernbank, Glenwood, Mercer, Tiskelwah, Watts; Oak Park, Wheeling, Triadelphia District High; Switchback, Elkhorn District Schools. Wisconsin—A&K enosha, Jefferson; LaCrosse, Hamilton; Manitowoc, Cleveland, County Kural Normal, Gar- field, Jefferson, Madison, McKinley, Roosevelt, Washington Junior High; Racine, Lincoln; Wau- watosa, Senior High. Wrominc—Cheyenne, Johnson Park Addition; Laramie, Parkview; Sheridan, High. Five Years ArizoNa—Benson, Grammar; Flagstaff, Brannen; Litchfield Park, Litchfield; Prescott, Jefferson, Lincoln, Miller Valley. CALirorNiA—Alameda, Everett, Haight, Lincoln, Longfellow, Mastick, Porter, Washington; Anaheim, Citron, La Palma; Los Angeles, Center Avenue, Eastman Street, Los Feliz; Modesto, Franklin; Monrovia, Santa Fe; Pomona, Washington; San Francisco, Raphael Weill; San Luis Obispo, Jun- ior High. CoL_orapo—Canon City, Harrison; Denver, Adams Street; Laird, Laird Combined. DELAWARE—Western New Castle County, Middle- town Public Schools. FLoripA—Daytona Beach, Lenox Avenue, North Sea- breeze. GrorciA—Atlanta, Faith, Formwalt, James L. Key, McLendon. ILtinots—Belvidere, Logan, Washington; Decatur, Centennial Junior High, H. B. Durfee, Grant, Lin- coln, Pugh, Washington; Downers Grove, Wash- ington; Evanston, Larnier; Oak Park, Oak Park Elementary Public Schools, William Beye, Emer- son, William H. Hatch, Hawthorne, Irving, Lin- coln, Longfellow, Lowell, Horace Mann; Rockford, Blake, Church, John Nelson. INDIANA—Fort Wayne, Franklin. lowa—Council Bluffs, Eighth Street. Kansas—Lawrence, Cordley, Lincoln, Quincy; Pitts- burgh, Lakeside Junior High. KentuckY—Louisville, Monsarrat. Maine—Portland, Cummings, Long Island. MASSACHUSETTS—A ndover, Bradlee; Brookline, Driscoll; Everett, Hancock, Winthrop; Melrose, Ripley, Winthrop; Worcester, Thordyke Road. MicHiGAN—Bellevue, Bellevue Public Schools; De- troit, Goodale, Grant, Rose, St. Clair; Highland Park, Liberty; Lincoln Park, Lincoln Park Public Schools, Goodell, Horger, Lafayette, Raupp. MINNESOTA—Duluth, Ensign, Morley Heights, One- ota, Washburn. MississipPi—Jackson, Davis. NeBRASKA—Grand Island, Dodge; Omaha, Druid Hill, Long, Mason, Monroe. New Jersey—Alloway, Alloway; Atlantic City, Texas Avenue; Bernardsville Borough, Olcott Primary; Hopewell, Hopewell Borough; Livingston, Roose- velt; Morristown, Boonton Township; Pennington, Primary; Plainfield, Evergreen; Summit, Frank- lin. New Mexico—Albuquerque, Eugene Field. New YorKk—Kenmore, Harding, High, Junior High, Lincoln; Lockport, John E. Pound. Ou10o—A shtabula, Columbus Junior High, West Jun- ior High; Bellevue, Bellevue Public Schools, Ellis, Junior High, McKim, Pike, Senior High; Cincin- nati, Chase; Cleveland, Collingwood High; Colum- bus, Champion Avenue Junior High, Clinton, Hub- bard Avenue; Euclid, Roosevelt; Fremont, Atkin- son, Croghan, Hayes, Otis, Stamm: Goshen, Cen- tralized; Lockland, Lockland Public Schools, Grant, High, Special High and Elementary, Spring- dale, Wayne, West Forrer; Mansfield, John Simp- son Junior High; Marion, Forest Lawn, Oak Street, Olney Avenue, State Street; Massillon, West Brookfield; Ravenna, Ravenna Public Schools, Chestnut, Highland Avenue, Junior-Senior High, West Main; Somerset, Village; Warren, East Jun- ior High. Orecon—Pendleton, Pendleton Public Schools, Hawthorne, High, Lincoln. PENNSYLVANIA—Dormont, Pittsburgh, Hillsdale Ave- nue, Kelton Avenue; Erie, Emerson, Lincoln, Wilson Junior High; Hollidaysburg, Hollidays- burg Public Schools, Gaysport, Hillcrest, Junior- Senior High, Stultz; Plymouth, Plymouth Borough Public Schools, Central, Franklin Street, High, Junior High, Nottingham Street, Temperance Hill, Vine Street, Willow Street; Rochester, Rochester Public Schools, Adams Street, Jefferson Street, Junior High, Senior High; Shinglehouse, Shingle- house Public Schools; Wilkinsburg, Wilkinsburg Public Schools, Allison, Johnston, Junior High, Kelly, McNair, Semple, Senior High, Turner. SoutH Dakota—Doland, Doland Public Schools, Grammar, High. TENNESSEE—Knoxville, Lincoln Park. Utan—Davis County Public Schools, Centerville, Clearfield, Clinton, Davis High, Farmington, Kays- ville, Layton, South Bountiful, South Junior High, Stoker, Syracuse, West Bountiful, West Point; Juab District, Juab District Public Schools, Juab High, Levan Grade, Levan Junior High, Mona, Nephi Central, Nephi Junior High; Logan City, Logan City Public Schools, Benson, Ellis, Junior High, Senior High, Webster, Wilson, Woodruff; Morgan County, Morgan County Public Schools, Devils Slide, High, Milton, North Morgan, Peter- son, Porterville, South Morgan; Weber County, Weber County Public Schools, Burch Creek, Eden, Farr West, Harrisville, Hooper, Huntsville, Kanes- ville, Liberty, Marriott, North Ogden, Plain City, Pleasant View, Riverdale, Roy, Slaterville, Tay- lor, Uintah, Warren, Weber County High, West Weber, Wilson. VeERMONT—Brattleboro, Oak Grove. Vircinia—Newport News, High. WASHINGTON—Everett, Longfellow. WISCoNsIN—Wauwatosa, Wauwatosa Public Schools, Aetna Park, Junior High, Senior High, Wash- ington, Wilson; Whitefish Bay, Milwaukee, White- fish Bay Public Schools, Henry Clay, Cumberland, Richards. Wyominc—Casper, Roosevelt. Four Years ALABAMA—Birmingham, Baker, mingham. ALASKA—Skagway, Skagway. ArizonNa—Casa Grande, Union High; Liberty, Lib- erty; Yavapai County, School District Number 40. CALIFORNIA—Alhambra, Park; Bakersfield, Lowell; Los Angeles, Farmdale, Hoover Street, Nevin Avenue, Ninety-Ninth Street, San Pascual Avenue; San Francisco, Commodore Sloat; San Jose, Hes- ter, Lowell, M. R. Trace; Vallejo, McKinley; Wal- nut Creek, Walnut Creek Public Schools. Martin, North Bir- Cotorapo—Denver, Cheltenham Annex; Trinidad, Columbian. DELAWARE—W ilmington, Thomas F. Bayard. FLorwwa—Jacksonville, Murray Hill Number 19; Mount Dora, Grade, High. Grorcia—A tlanta, Peeples Street. ILLiINnois—Belvidere, Belvidere Public Schools, High, Lincoln, Logan, Perry, Washington; Decatur, De- catur Public Schools, Centennial Junior High, Dennis, H. B. Durfee, Mary W. French, Garfield, Gastman, Grant, John Hill Junior High, Lincoln, Oak Grove, Oakland, Oakland Junior High, Oglesby, Pugh, Riverside, Roch, Roosevelt Junior High, Senior High, Ullrich, Warren, Washington; Downers Grove, Downers Grove Public Schools, Community High, Lincoln, Washington; Gurnee, Warren Township High; Villa Park, Villa Park Public Schools, Ardmore, Franklin, Lincoln, Wash- ington, Westmore; Waukegan, Whittier. INDIANA—Fort Wayne, Bloomingdale; Indianapolis, Public Number 78; Martinsville, North; South Bend, James Madison. Iowa—Counci! Bluffs, Walnut Grove; Sioux City, West Junior High, Woodrow Wilson Junior High. Kansas—Lawrence, Pinckney; Ness City, Ness City Public Schools, Grade, High; Wichita, Kellogg, Park. KENTUCKY—Louisville, Theodore Roosevelt. MAINE—Portland, Pearl Street Kindergarten. MASSACHUSETTS—-Stoneham, Charles J. Emerson. MicHIGAN—Detroit, Psychological Clinic; Ferndale, Grant; Flint, W. C. Durant; Greenville, Greenville Public Schools, High; Hamtramck, Copernicus Junior High; Highland Park, High; Sault Ste. Marie, Jefferson, Washington. MINNESOTA—Duluth, Adams, Kenwood, Longfellow, Monroe, Salter; Minneapolis, Keewaydin. Missourt—Maplewood, Valley Elementary, West Richmond. NesraAsKA—Omaha, Corrigan, Rosehill, Walnut Hill. New JerseY—Bradley Beach, Grammar; Camden, Yorkship; Hawthorne, Washington; Lambertville, High; Livingston, Central, Squiertown; Long Val- ley, Washington Township; Montclair, George In- ness Junior High; Newark, Cleveland Junior High; Passaic, Public Number 7; Plainfield, Maxson; Port Norris, Grade; Summit, Hamilton; Trenton, Cooper, Skelton, Joseph Wood; Ventnor, Oxford Avenue. New YorK—Garrison, Union Free; Kenmore, Roose- velt,; White Plains, Greenburgh Number 8; Yon- kers, Public Number 6 Oxn1o—Baltimore, Baltimore-Basil Liberty Union; Cambridge, Marquant, Ninth Street; Cleveland, Bojton, Fowler Junior High, Patrick Henry Junior High, Mayflower, Puritas, Settlement; Lake County, Willoughby Village Public Schools, Browning, Lincoln, Memorial Junior High, Union High; Lakewood, Taft; Lorain County, Brookside; Marion, North Main Street, Oakland Heights, Ver- non Heights Junior High; Massillon, Lewis E. York; Mingo Junction, Mingo Junction Public Schools, Central, Harmony, High, Lincoln; Preble County, Camden, Jackson Township; Steubenville, Jefferson. PENNSYLVANIA — Dauphin County, Hummelstown Borough, Royalton Borough; Radnor Township, Rosemont, Wayne Grammar; Williamsport, Daniel Webster. SoutH Dakota—Pine Ridge, Oglala Boarding. TENNESSEE—C hattanooga, Mission Ridge. BE ASHAMED TO DIE UNTIL YOU HAVE WON SOME VICTORY FOR HUMANITY Uran—Duchesne County, Altonah, Upalco. VirGiInia—Newport News, Bankhead Magruder. WASHINGTON—Everett, Jackson, Monroe, Parkland Lutheran; Wenatchee, South Wenatchee Public Schools. West VirGinita—Charleston, Charleston Publie Schools, Bigley, Elk, Fernbank, Gienwood, High, Thomas Jefferson Junior High, Kanawha, Lincoln, Lincoln Junior High, Mercer, Tiskelwah, Roose. ee Oman High, Watts, Woodrow Wilson Junior igh. WISCONSIN—Racine, Janes, Supervisors’ Department, WyomMinc—Cheyenne, Senior High; Sheridan, Lin den. Three Years ArIZONA—Phoenix, Madison, Robert Louis Steven. son, John G. Whittier; Yavapai County, School District Number 12, School District 43. CALIFORNIA—Alameda, Versailles; Cambria, Coast Union High; Centerville, Washington Union High; Chula Vista, Union; Inglewood, Kelso; Los Am geles, One Hundred Ninth Street; Monrovia, Ivy Avenue; Nestor, Southwest Junior High; Pismo Beach, Pismo; San Fernando, El Retiro High; Santa Ana, Logan; Soledad, Union Grammar; Whit. tier, Mill. Co.orapo—Arapahoe, Consoilidated; Canon City, Garfield, Jefferson, Lincoln, McKinley; Denver, Beach Court, Berkeley, Dora M. Moore, Park Hill; Greeley, Gipson; Gunnison, Gunnison Pub- lic Schools, County High, Junior High, Pine Street; Trinidad, Trinidad Public Schools, Centennial, Co- lumbian, East Street, High, Park Street, Rice, Santa Fe; Walsenburg, Huerfano County High. ConNECTICUT—Bridgeport, Hall; Stamford, Julia A. Stark. DELAWARE—Eastern New Castle County, Commo dore MacDonough, Edge Moor, Marshallton, Odessa, Rose Hill; Western New Castle County, Western New Castle County Public Schools, Brandywine Springs, Christiana, Hockessin, Mid- dletown Public Schools, Newport, Oak Grove, Stan- ton, Townsend, Yorklyn. District oF CoLuMBIA—Washington, Tenley-Janney. FLoriwna—Melbourne, Melbourne Elementary Schools; Pensacola, Eliza Jane Wilson. GrorGia—A tlanta, S. M. Inman, J. C. Murphy Junior High, Opportunity. ; IDAHO—M ountain Public Schools. ILLINOIS—Bellwood, Bellwood Public Schools, Grant, Lincoln, McKinley; Downers Grove, Longfellow, Whittier; East Alton, Ecst Alton Public Schools, Blair, Lincoln, Washington; Elmhurst, Elmhurst Public Sshools, Hawthorne, Lincoln, Old Field, Roosevelt, Washington; Maywood, Irving; Rock- ford, O. F. Barbour, Kishwaukee; Woodhull, Town- ship High; Woodstock, Dean Street. INDIANA—I ndianapolis, Public Number 83; Michigans City, James W. Riley; Pendleton, Pendleton Pub- lic Schools, Grade, High. Iowa—W aterloo, Waterloo West Side Public Schools, Edison, Emerson, Irving, Kingsley, Lowell, Sloan Wallace Junior High, Waterloo Junior High, West High, Whittier. KaNnsas—Lawrence, Junior High; Manhattan, Eu- pre Field, Roosevelt; Wichita, Sunnyside, Wood- and. Maine—Portland, Open’ Window, Riverside, Un- graded; Skowhegan, Garfield; Winslow, High. MaryYLANpD—Willards, Willards. MAssacHusetts—Everett, Edward Everett Hale; Gloucester, Haskell. MicHicAN—Detroit, Clippert, T. Dale Cooke, Edi- son, Gardner, Priest, Thirkell; East Detroit, Kern Road Public Schools; Flint, Civic Park; Highland Park, Robert E. Barber; Ironwood, A. L. Norrie, Oliver, Luther L. Wright High; Jackson, Wilkins, T. A. Wilson; Lansing, West Junior High; Luding- ton, Longfellow; Sault Ste. Marie, Sault Ste. Marie Public Schools, Garfield, Jefferson, Junior High, Lincoln, Opportunity, Park, Supervisors Department, Washington. MINNESOTA—Duluth, Bay View Heights, Chester Park, Cobb, Endion, Lakeside, Munger; Minne- apolis, Garfield; Yazoo City, Yazoo City Public Schools, Grade, High, Junior High. Missouri—Maplewood, Maplewood Public Schools, Junior High, Lincoln, Lyndover, Richmond Heights, Senior High, Sutton, Valley, West Rich- mond. NeEsRASKA—Omaha, Columbian, Jackson, Train, Ben- son West. New Jersey—Atlantic City, Indiana Avenue Voca- tional; Bloomfield, Berkeley Number 2; Bridgeton, Bank Street; Cumberland County, Hopewell, Sea- brook; Dividing Creek, Dividing Creek; Law- renceville, Lawrenceville; Lawrence Township, Eldridge Park, Slackwood; Lincoln Park, Lincoln Park; Livingston, Livingston Public Schools, Cen- tral, Harrison, Roosevelt, Squiertown; Montclair, Edgemont, Nishuane; Moorestown, Stanwick; Newark, South Eighth Street; Old Bridge, Old Bridge; Summit, Senior High; Trenton, Jefferson; Home, Mountain Home -——Horace Mann Hale; Vol. 21, No. 1 ET LE AE LL LLL Ventnor City, Ventnor Avenue; Wanaque, Has- kell; Woodbridge Township, Colonia Number 2; Wyckoff, Wyckoff. : New YorK—Gloversville, Kingsboro Avenue, Oak Street; Lockport, Lockport Public Schools, Emmet Belknap, High, John E. Pound, Supervisors’ De- partment. . Oxn1o—Akron, Jackson; Amsden, Jackson Township Centralized; Ashland, Ashland Public Schools, Arthur Street, Grant Street, High, Lincoln, Osborn, Pleasant Street; Barberton, Portage; Butler County, Collinsville, Trenton; Cambridge, Lof- land; Cincinnati, Fairview, Sayler Park; Cleve- land, Lafayette, Valley View; Clinton County, Clinton County Public Schools, Blanchester, Clarks- ville-Vernon, Cuba, Wayne Township, Martins- ville Village, Jefferson Township, New Vienna, Liberty ‘Township, Reesville, Sabina, Adams Township Rural, Chester Township (Kingman), Mt. Pleasant, New Antioch; Columbus, Eleventh Avenue, Garfield; Cuyahoga County, John Muir; East Cleveland, Superior; East Palistine, East Palestine Public Schools, East North Avenue, Captain Taggart, West North Avenue High, Wood Street Junior High; Elyria, Lake Avenue; Fre- mont, Fremont Public Schools, Atkinson, Crog- han, Hayes, High, Lutz, Otis, Stamm; Garretts- ville, Nelson Township; Hamilton, Taylor; Kent, Kent Public Schools, Central, Depeyster, High, Junior High, South; Lake County, Roosevelt; Lo- rain County, Lorain County Public Schools, Am- herst Village Schools, Avon Lake, Avon Village, Brighton Township, Brookside, Brownhelm Town- ship, Clearview Rural High, Columbia Township, East Carlisle Rural, Eaton Township, Fields Cor- ners, Grafton Township, Grafton Village, Hen- rietta Township, Huntington Township, La Grange Village, Markley, Penfield Township, Ridgeville Township, South Amherst Village, Vincent, Wel- lington Village; Mechanicsburg, Mechanicsburg Public Schools; Monclova, Monclova Township Schools; Nelsonville, Junior-Senior High; Ottawa Hills, Toledo, Ottawa Hills Public Schools; Troy, Edwards, Forest, High, Kyle; Wooster, Walnut Street. OKLAHOMA—Oklahoma City, Franklin; Tulsa, Frank- lin. Orecon—Sweet Home, Union High Number 2. PENNSYLVANIA—Cumberland County, Cumberland County Public Schools; Hazelton, Broad Street, Diamond Avenue, Green-Vine Junior High, D. A. Harman Junior High, Hazle Street, Heights, High, Locust Street, Poplar Street; Williamsport, Ben- jamin Franklin, Andrew Jackson, Charles Lose, Stevens Junior High, George Washington. SoutH Dakota—Sioux Falls, Whittier. Uran—Duchesne County, Duchesne County Public Schools, Altonah, Boneta, Bluebell, Duchesne, Ioka, Mt. Home, Myton, Neola, Roosevelt, Tabion, Tal- madge, Upaleo; Salt Lake City, Sumner. VeERMONT—Bellows Falls, Wells Street. Vincinia—Newport News, Thomas Jefferson. WASHINGTON—Everett, Lincoln, Roosevelt. West Vircinta—Charleston, Chamberlain Grade, Chamberlain Junior High; Hiawatha, Grade; Springton, High. WISCONSIN—Brandon, High; Edgerton, Edgerton Public Schools; Kenosha, School for Deaf and Hard of Hearing. Two Years ALaskKa—Nome, Nome. ArIzoNA—A jo, Ajo Public Schools; Duncan, Duncan Consolidated Grade Schools; Tucson, Carrillo, Saf- ford Elementary; Yavapai County, School District Number 24, School District Number 41. CALIFORNIA—Alameda, Sadler; Burbank, George Washington; Claremont, Grade; Encinitas, Grade; Livermore, Grammar; Los Angeles, Hermon, Rem- sen Street, Saticoy Street, Wadsworth Street; San ‘Francisco, Department of Texts and Libraries, Hancock, LeConte, E. R. Taylor; San Jose, Ameri- canization; Santa Ana, Delhi, Hoover, Lincoln; South Pasadena, Oneonta. CoLorapo—Brighton, Junior High; Denver, Fairview, Garden Place, Garfield; Englewood, Washington; Palisade, Palisade Public Schools. ConneEcTicUuT—W ethersfield, Ridge Road. DELAwarE—Eastern New Castle County, Arden, Delaware City; Wilmington, George Gray. District or CoLuMBIA—W ashington, Benning, Murch, ton. FLorpia—Dade County, Opa Locka; Jacksonville, Mattie V. Rutherford; Palma Sola, Palma Sola. Grorcia—A tlanta, Forest Avenue, Goldsmith, In- man Park, Jerome Jones, Pryor Street, Williams Street; Fulton County, Marion Smith. Ituinots—East St. Louis, Charles Manners; Elm- hurst, New Field; Glen Ellyn, Benjamin Frank- lin, Hawthorne, Junior High, Main Street, Special Teachers; Kenilworth, Joseph Sears; Lake Forest, Lake Forest Public Schools, Everett, Halsey, Gorton. INDIANA—Dunkirk, Dunkirk Public Schools, High, Sutton; Indianapolis, Charity Dye Number 27, George Rogers Clark Number 1, Thomas Jefferson THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Number 7, Public Number 54, Public Number 90, Public Number 91, Daniel Webster Number 46, Whittier Number 33; Shelbyville, Alvin C. Kibbey, Charles Major; South Bend, Kaley, John F. Nuner. Iowa—Sioux City, East Senior High. Kansas—Dodge City, Central, Sunnyside; Holton, Holton Public Schools, Central, Colorado, High; Manhattan, Manhattan Public Schools, Bluemont, Douglas, Eugene Field, Junior High, Roosevelt, Senior High, Woodrow Wilson; Wichita, Mc- Cormick, Meridian. KENTUCKY—Lexington, Arlington, Harrison, John- son, Junior High, Lincoln; Louisville, Gavin H. Cochran, Emerson. MaiNne—Bangor, Fairmount, High; Skowhegan, High. MARYLAND—Upper Marlboro, Marlboro High. MASSACHUSETTS—Beverly, Ryal Side; Malden, Ayers; Medford, Hervey; North Andover, Union; Springfield, Carew Street, White Street; Swamp- scott, Stanley. MICHIGAN—Detroit, Hampton, Hancock, Pestalozzi; Flint, Calvin Coolidge, Parkland; Grand Rapids, Fairmount; Jackson, Bloomfield, West; Lincoln Park, Herbert Hoover; Romeo, Paton Hall. MINNESOTA—Duluth, Congdon Park, Grant, Madison, Merritt, Morgan Park Elementary and Junior- Senior High, Morton Park, Riverside; Mankato, Lincoln Grade; Minneapolis, Kenwood, Stowe. Missourt—St. Louis, Mallinckrodt; Webster Groves, Bristol. NEBRASKA—Grand Island, Lincoln; Omaha, Frank- - Garfield, Minne Lusa, South Lincoln, West ide. ae eee High; Gardnerville, Douglas County igh. . New Hampsuire—Nashua, Arlington Street. New JerseEy—Camden, A. E. Stevens; Camden County, Delaware Township Public Schools, Coles, Erlton, Hinchman, Sharp, Stafford, Still; Cumber- land County, Leesburg; Englewood, Roosevelt; Fairton, Fairton; Gloucester City, Highland Park; Millville, Millville Public Schools, Bacon, Culver, Memorial High, Northeastern, T. D. Sensor, West- ern, R. . Wood; Monroeville, Monroeville; Newark, Charlton Street, State Street; Plainfield, Hubbard; Richland, Richland; Roseland, Gram- mar; Trenton, Mott; Ventnor, Troy Avenue. New Mexico—Albuquerque, John Marshall. New YorK—Clinton, Central; Irondequoit, Hosea Rogers; Kenmore, Lindbergh, Sheridan; Little Falls, Monroe Street; Lockport, Washington Hunt; Monsey, Elementary; Oneonta, Academy Street; Schenectady, Elmer Avenue. NortH Dakota—Mayville, State Teachers College; Park River, Agricultural and Training. Ox10—A manda, Amanda Public Schools; Athens, Senior High; Bexley, Columbus, Bexley Public Schools, Cassingham Road, High, Junior High, Main Street; Butler County, Overpeck; Canton, J. J. Burns; Chillicothe, Central, Southern, West- ern; Cleveland, Dawning, William Raney Harper, Rawlings, Tremont, Willson Junior High; Cleve- land Heights, Canterbury; Columbus, Glenmont; Convoy, Tully-Convoy; Dayton, Fairview; Dun- bridge, Dunbridge; East Cleveland, W. H. Kirk Junior High; Findlay, Liberty Township; Lake County; North Madison; Lancaster, Cedar Heights; Marion, Silver Street; Nelsonville, Nelsonville Public Schools, Central, East, Junior-Senior High, West; Sandusky County, Green Springs; South Euclid, Charles F. Brush High; Warren, Central Junior High; Worthington, Worthington Public Schools, Elementary, High, Special Teachers. OKLaAHoMA—Oklahoma City, Sequoah; Tulsa, Bethel Union, Jefferson, Lanier, Pleasant Porter, River- view, Mark Twain. Orecon—Boardman, Boardman; Nyssa, Nyssa; Ran- fer, Grade; Salem, Grant. PENNSYLVANIA—A mbridge, First Ward, Second Ward; Bloomsburg, State Teachers College; Centre County, Centre County Public Schools; Cheltenham Township, Edge Hill, Glenside, G. K. Heller, Mvers, Rowland, Shoemaker, Thomas Williams Junior High; Dauphin County, Dauphin County Public Schools; Erie, Penns, Strong Vin- cent High; Morrisville, Morrisville Public Schools, Capitol View, William E. Case, Manor Park, Rob- ert Morris; Pittsburgh, Clayton; Red Lion, Red Lion Public Schools, Grade, High; Reinerton, Por- ter Township High; Williamsport, Philip Sheridan; York, Arch Street. SoutnH Daxota—Sioux Falls, Lowell. Uran—Delta, Sutherland; Oasis, A. C. Nelson; Salt Lake City, Edison. Vircintra—Newport News, Booker T. Washington; Norfolk, Robert Gatewood. WASHINGTON—Okanogan County, Omak Public Schools. West Vircinri—Beckley, Junior High; Charleston, Fruth, Loudon Heights, McGwigan, Mt. Ovas, Parson, J. E. Robins, Taft; Piedmont, High; Salem, East End; Sisterville, Junior High. WIsconsIN—Beloit, Burdge, Hackett; La Crosse, Webster; Racine, Howell; Wauwatosa, McKinley, Roosevelt. Wrominc—Casper, McKinley. Current Year [Held over from December JoURNAL] Arizona—Hayden, Primary; Miami, Lower Miami Public Schools, Buena Vista, Midland, Oak Street, George Washington. CaLirorNia—Fresno, Kutner Colony; Porterfield, Rockford; San Francisco, Starr King; South San Francisco, Junior-Senior High; Stockton, Grant. CoLorapo—Colorado Springs; Special Teachers; Fleming, Fleming Public Schools; Greeley, Horace Mann; Longmont, Central, Lincoln; Montrose, Cedar Creek; Mt. Harris, Public School District Number 3; Montrose County, Montrose County High. Connecticut—East Norwalk, Fitch School; New Haven, Roger Sherman; Norwalk, Franklin, Holmes; Scitio, Scitio Public. FLormwa—Chuluata, Chuluata Public. Georcia—Atlanta, George W. Adair, Fayetteville, Fayette County High. IpAHOo—Boise, Administration Building, Collister, Whitney; Idaho Falls, Special Teachers; Lewiston, Lewiston Orchards. ILtiNois—Allentown, Grade; Bloomington, Edwards; Clarendon Hills, Clarendon Hills Public; Edwards- ville, Edwardsville Public Schools, Columbus, Junior High, Lincoln, Senior High; Fairbury, Township High; Henning, Community High; High- land, Highland Public Schools, Grade High; Jerseyville, Grade; Mt. Sterling, High; West Chicago, Community High; Willow Hill, High. INDIANA—Fort Wayne, Grasmere Heights; Green- wood, Glenns Valley; Hammond, Porter, Senior High; Indianapolis, Florence Fay, Horace Mann, Public Number 9, Public Number 80; Laurence- burg, Homestead; Seymour, Seymour Public Schools, Emerson, Lincoln, Riley, Shields Junior High, Shields Senior High, Washington; Tell City, Tell City Public Schools, Franklin Junior High, Newman Senior High; Vincennes, William Fair Street; Henry Harrison. Iowa—Des Moines, Benton; Ottumwa, Adams, Agassiz, Douglas, Fairview, Franklin, Garfield, Hedrick, High, Irving, Jefferson, Lincoln, Orchard, Part Time, Stuart, Washington Junior High; Waterloo, East Waterloo Public Schools, Alcott, East High, John Fiske, Grant, Frances Grout, Hawthorne, Junior High, Lafayette, Lincoln, Mc- Kinley, Roosevelt, Washington. KANSAS—Bonner Springs, McDanield; El Dorado, Elcoln; Emporia, Kansas Avenue; Neodesha, South; Parsons, McKinley; Pittsburg, Roosevelt Junior High; Scranton, Scranton Public Schools, Grade, High; Wichita, Carleton. Lou1stana—Natchitoches County, Ajax High. MAINE—Buxton, High; Newfield, High; Presque Isle, Presque Isle-Westfield Union, Gouldville, High; South Portland, George F. Henley Gram- mar, Summer Street; Westfield, Presque Isle- Westfield Union. MaryYLaNp—Accokeek, Accokeek Public; Sandy Hook. MAssacHusetTts—A dams, Commercial Street; Athol, W everton, Silver Lake; East Sangus, Mansfield; Malden, Leonard; Medford, Hillside; North Attleboro, Towne Street; Orange, High; Sherborn, High; Springfield, Bridge Street; Swampscott, Machon; West Medway, High Street; Williamstown, Broad Brook; Winchester, Highland. MICHIGAN—Lansing, Verlinden Avenue; Manistee, Washington; McMillan, Mark High; Midland, Second Ward Grade; Muskegon, McLaughlin; Saginaw, Handley; Sault Ste. Marie, County Nor- mal. MINNESOTA—-Fulda, Fulda Public Schools; Gilbert, Junior High; Rauch, Harrigan Consolidated. Mississipp1—Vicksburg, Main Street, Speed Street. Missourt—Boonville, High; Kansas City, Sanford B. Ladd, J. K. Stark; St. Louis, Hamilton, Pen- rose, Wilkinson. MonTANA—Bozeman, Bozeman Public Schools, Em- erson Junior High, Hawthorne, Irving, Longfellow; Fort Shaw, Crowe. Nevapa—Ely, White Pine County High; Sparks, Kate M. Smith. New Jersey—Matawan, High; Montclair, Rand; Newark, Alyia Street Binet; South River, William Campbell; Trenton, Washington; Wildwood, An- drew Avenue. , New Mexico—Albuquerque, Lincoln Junior High, Longfellow, Washington Junior High; Hot Springs, Hot Springs Public Schools, Grade, High; Silver City, State Teachers College. New York—Geneva, High Street; Glens Falls, San- ford Street; Great Valley, High; Larchmont, Chatsworth Avenue; New Paltz, State Normal; Pine Plains, Central; Point Pleasant, Durand- Eastman; Schenectady, Horace Mann, Seward; Tuppers Lake, Tuppers Lake Public Schools; West Hempstead, Carl Street, Chestnut Street, Eagle Avenue. xy Ree NortH CaroLina—Shelby, South Shelby, Washing- ton. Nortn Daxora-—Fargo, Washington; Minot, South Hill; Valley City, Valley City Public Schools, High, Junior High, Lincoln, Ritchie. A NATION’S CONCERN OVER EDUCATION MEASURES ITS INTEREST IN ITS OWN FUTURE. 38 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1932 Ou1o—Adrian, Adrian Public; Akron, Goodyear Hall; Bellefontaine, Special Teachers; Blooming- dale, Wayne Township Schools; Cambridge, Glass Plant School; Canton, Henry S. Belden, Central High; Cleveland, Cranwood, Miles, Wilbur Wright Junior High; Columbus, Douglas, Indianola, Main Street; Dorset, Centralized; Olmsted Falls, Olmsted Falls Public; South Euclid, Upson; Tren- ton, Wayne Township Public; Twinsburg, Twins- burg Public; Van Wert, Ridge Township; Wapa- koneta, City, Williamson; Warren, Dickey Avenue; Woodstock, Village; Woodville, Centralized; Youngstown, Myrtle Avenue; Zanesville, Me- Kinley. OxLaAHomMa—Lamont, Lamont Public Schools, Grade, High; Oklahoma City, Stonewall Jackson High, Lafayette, Putnam Heights. Orecon—Helix, Griswold Union High; Silverton, Senior High. PENNSYLVANIA—Berks County, Bern Township Con- solidated, Centre Township Consolidated, Lower Heidelberg Consolidated, South Heidelberg Con- solidated, Tilden Township Consolidated, Wyo- missing Hills Borough Consolidated; Cameron County, Driftwood Borough, Gibson Township; Carnegie, Carnegie Borough Schools, Harding, High, Lincoln, Washington; Clifton Heights, Clif- ton Heights Borough Schools; Dayton, Vocational; Erie, Jefferson, Millcreek High; Fairfield, Fair- field Borough Schools; Grove City, Grove City Public Schools, Central, High, Lincoln, Washing- ton; McKees Rocks, McKees Rocks Public Schools, Blaine, Miles Bryan, High, Curtin, Ellsworth, Hamilton, McKee, Wilson; Munderf, Polk Town- ship Consolidated and High. Ruope Istanp—W oonsocket, East Woonsocket. SoutH CaroLiInA—Owings, Owings Public Schools. Soutn Daxota—Lennox, High. TENNESSEE—Davidson County, Hamilton. Utran—Mt. Pleasant, North Sanpete Junior High; Murray, Woodstock. Vircinia—Norfolk, Stonewall Jackson, Meadow- brook, Villa Heights; Norfolk County, Coleman Place; Petersburg, Stonewall Jackson. West Vircinta—Hinton, Avis, Bellepoint, Green- brier, Riverview. WISCONSIN—A ppleton, First Ward, Jefferson, Lin- coln, Richmond, Washington; Beloit, Cunningham, Gaston, Lincoln Junior High, Merrill, Parker, Roosevelt Junior High, Royce, Strong, Todd, Waterman, Wright; Kenosha, Central Junior High, Grant, Franklin; Port Washington, Port Washing- ton Public Schools; Sheboygan, Sheridan; Superior, Bryant, Matt Carpenter. WYOMING—Sublet, Sublet Public. Current Year ALABAMA—Birmingham, Wylam. AvasKA—Ketchikan, Charcoal Point; Kodiak, Kodiak; Seldovia, Seldovia. ARIZONA—Clifton, Clifton Public Schools, Chase Creek, North Clifton, South Clifton; Globe, Spe- cial Teachers & Superintendent; Prescott, Special Teachers; Ray, Ray Public Schools, High, Lincoln, Washington; Tucson, Government Heights; Wins- low, Special Teachers; Yavapai County, School District Number 5, School District Number 15. ARKANSAS—Wickes, High. CALIFORNIA—Auberry, Big Sandy; Beverly Hills, El Rodeo, Hawthorne, Horace Mann; Hermosa Beach, Children’s Convalescent Home; Los Angeles, Se- pulveda; Pomona, Alcott; Riverside, Longfellow, Magnolia; San Diego, Alexander Hamilton; San Francisco, Twin Peaks; San Jose, Peter H. Burnett Junior. High, College Park, Horace Mann; Santa Ana, Lowell. CoLoraDo—Brighton, Grade; Canon City, Madison; Denver, Lincoln, Horace Mann Junior High, Man- ual Training High; Fort Collins, Laurel; Greeley, Franklin; Hoehne, Consolidated; Nucla, Montrose County High. CONNECTICUT—Bridgeport, Webster; Elmwood, Ele- mentary; Springdale, Springdale; West Hartford, Edward Morley, James Talcott Junior High. DELAWARE—Elsmere, Oak Grove; Wilmington, S. G. Elbert. District oF CoLuMBIA—Washington, Brookland, Jack- son, Horace Mann, Noyes, Takoma, Weightman. . Joy Etmer Morcan, Editor MassacHussets—Brookfield, MicHicAN—Battle FLoriwa—Cedar Keys, Cedar Keys; Dade County, William Jennings Bryan, Central, Comstock, Ful- ford, Kendall, Robert E. Lee Junior High, Lemon City, Miami Beach, Miami Springs, Morningside, Orchard Villa, Perrine, Redland, Silver Bluff; DeLeon Springs, DeLeon Springs; Jacksonville, West Riverside; Manatee, Grade; Pensacola, Bell- view; Sanford, Grammar; Santa Rosa, Walton County Number 39; Tampa, Robert E. Lee. Georcia—Macon, Charles H. Bruce, Howard. ILLINois—Aurora, Oak Park; Dupo, Community High; Elgin, Instruction Department, Special Teachers and Supervisors; Havana, Central, Com- munity High, Oak Grove, Rockwell; Litchfield, Madison Park; Princeton, Douglas; Ravinia, Ra- vinia; Rockton, Ho-no-ne-gah Community High. INDIANA—Connersville, Fifth Street; Crawfordsville, Crawfordsville Public Schools, John Beard, Jun- ior High, Lincoln, Horace Mann, Mills, Senior High, Tuttle, Wilson; Fort Wayne, Oxford; Howe, Scott Consolidated High; Indianapolis, Benjamin Harrison Number 2, George B. Loomis, Public Number 10, Public Number 36, Public Number 76, Public Number 84; Michigan City, Special Teachers and Supervisors; Shelbyville, Thomas A. Hendricks; South Bend, James Monroe; Vin- cennes, George Rogers Clark, Francis Vigo; Wanamaker, New Bethel; Whiting, McGregor Ele- mentary Schools. Iowa—Council Bluffs, Bloomer, Second Avenue; Keokuk, Secondary Teachers Club; Sioux City, Sioux City Public Schools, Bancroft, Bryant, Cen- tral High, Cooper, Cresent Park, East Junior High, East Senior High, Emerson, Everett, Frank- lin, Grant, Hawthorne, Hobson, Hopkins, Hunt, Irving, Joy, Floyd, Lowell, McKinley, North Jun- ior High, Longfellow, Riverview, Roosevelt, Smith, Washington, Webster, West Junior High, Whit- tier, Woodrow Wilson Junior High Kansas—Arlington, Rural High; Dodge City, Cor- onado, Lincoln; Hays, Hays Public Schools, Junior High, Lincoln, Senior High, Washington; Lawe rence, Lawrence Public Schools, Cordley, Junior High, Liberty Memorial High, Lincoln, McAllas- ter, New York, Pinckney, Quincy, Woodlawn; Overland Park, Grade; Paola, North Grade; Pitts- burg, Forest Park, Washington; Powhattan, Rural High; Topeka, Gage; Wichita, A. A. Hyde, Long- fellow. KeENtTUCKY—Louisville, Jacob Addition, J. B. Atkin- son, William R. Belknap, George Rogers Clark, James Russell Lowell, Main Highland Park, Mar- garet Merker. LovuistanA—New Orleans, R. T. Danniel. Maine—Augusta, Nash, Williams; Brewer, High; Brunswick, Bath Street, High; Cape Elizabeth, Cape Elizabeth Public Schools; Caratunk, Lincoln; Damariscotta, Castner; Falmouth, High; Port- land, Bethel Kindergarten, Deering High, High, Robert E. Peary, Woolson; Scarborough, Scar- borough Public Schools, Elementary, High; South Portland, East High Street, Evans Street, James Otis Kaler, Lincoln, Pleasant Street; Veazie, Veazie. MARYLAND—Baltimore, Guilford Number 214, Pub- lic Number 218; Hagerstown, South Potomac Jun- ior High, Woodland Way Junior High; Mt. Rainier, High; Prince Frederick, Calvert County High. Junior-Senior High; Brookline, Winthrop; Franklin, Four Corners; Melrose, Warren; Morningdale, Morningdale; North Andover, Bradstreet; Sherborn, Grammar; Waltham, Seth Bemis, Nahun Hardy, North Junior High; Wellsley Hills, Seldon L. Brown, Alice L. Phillips Junior High; West Concord, Harvey Wheeler; West Medway, Medway Center; West Springfield, Riverdale; Whitinsville, West; Wil- liamstown, Williamstown Public Schools, Broad Brook, Cole Avenue, W. F. Mitchell, Six Year High, South Center, Special Teachers and Super- intendent. Creek, Lakeview Consolidated Schools, Lakeview, Prairieview; Detroit, Bennet, Edgewood, O. W. Holmes, Jacoby, Horace Mann; Ferndale, Harding; Flint, Clark, W. C. Lewis, Washington, Hamtramck, Instruction Department, Vocational; Jackson, Griswold Park, Lansing Av- enue, Main, Pearl; Manistee, McKinley; Parch- ment, Parchment; Saginaw, Burt. 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 The payment of $2 active membership dues entitles a member to attend all meetings the Association ‘and its departments, 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. One dollar of each membership fee is for a year’s subscription to THE JOURNAL. The payment of $100 gives the privileges of the $5 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. THe JouRNAL is a member of the Educational Press Association of America and is published in accordance wtih the standards of that organization. Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Offices: 1201 Sixteenth Street N. W., Washington, D. C._ OxtaHoma—Oklahoma_ City, MINNESOTA—Duluth, Bryant, Denfield High, East Junior High, Ely, Emerson, Franklin, Jackson, Jefferson, Lakeside Portable, Lester Park, Park Point, Stowe, Washington Junior High, West Junior High. MississipPi—Yazoo City, Special Teachers. Missouri—St. Louis, Benton, Glasgow, Peabody; Webster Groves, Avery. NeBRASKA—Grand Island, Wasmer; Omaha, Come- nius, Fairfax, Robbins, Washington. New Hampsuire—Nashua, Mulberry Street, Palm Street, Shattuck Street; Portsmouth, Farragut Training, Haven. New JERSEY—Absecon Highlands, Absecon High- lands; Atlantic City, New Jersey Avenue; Ber. nardsville Borough, Bernardsville Borough Public Schools, Basking Ridge, Bernards High, Bonnie Brae, Bernardsville Grammar, Liberty Corner, Olcott Primary, Supervisory Staff; Bordentown, High, Public Number 2; Burlington, Shedaker; Camden, Central, Cooper, Liberty, Jesse W. Starr; Cedarville, Oak Leaf; Clifton, Number 9 Alwood; Gloucester City, Gloucester City Public Schools, Broadway, Brown Street, Gloucester Heights, Highland Park, Hunter Street, Junior-Senior High, Monmouth Street, Ridgeway Street; Hacken- sack, Special Teachers and Supervisors; High- land Park, Franklin High; Millville, Special Teachers; Morris Plains, Morris Plains; Newark, Market Street; New Brunswick, Lincoln; Passaic, Senior High; Paterson, State Normal; Plainfield, Emerson, Industrial and Fine Arts, Special Teach- ers and Supervisors; Rockaway, Lincoln, Washing- ton; Rockaway Borough, Rockaway Borough Public Schools; South Amboy, Public Number 1; Summit, Jefferson; Trenton, Parker; West Creek, West Creek; Wharton, Wharton Borough Public Schools, High, Potter; Williamstown, Maple Grove; Wood- bury, Walnut Street. New Mexico—Albuquerque, Third Ward Schools. New YorK—Amsterdam, Guy Park Avenue; Clark Milis, Grammar; Geneseo, State Normal; Glovers- ville, Columbia; Hawthorne, Hawthorne; Ironde- quoit, Laurelton; Johnson City, Grammar; Ken- more, Supervisors Department; Little Falls, Ben- ton Hall; Elmira, Thomas K. Beecher, Parley Co- burn, George M. Diven, Federation Farm, Public Number 5, Public Number 8, Public Number 9, Public Number 10, Public Number 11, Riverside Number 7; Lake George, Lake George Public Schools; Monticello, High; Penn Yan, Hutton Street; Port Chester, Park Avenue; Port Jervis, Sullivan Avenue; Rochester, Seneca; Schenectady, Nott Street, Riverside; Solvay, Boyd, Intermediate, Prospect; Thornwood, Thornwood; Van Hornes- ville, Central. NortH Caro_ina—Shelby, Jefferson, Marion. Oxn1o—Akron, Kent, Schumacher; Ashland, Central Grade Teachers; Barberton, Special ‘Teachers; Cadiz, High and Grade; Canton, Gibbs, Belle H. Stone; Chillicothe, Fifth Street; Cincinnati, Bond Hill, Mary Dill; Cleveland, Almira, Audubon Junior High, Garfield, Garfield Heights, Ruther- ford B. Hayes, Paul Revere; Columbus, Barrett Junior High; Dayton, Hearthstone, Fort McKinley; Delta, Delta; Elyria, Franklin School for Deaf Children, McKinley School for Crippled Children, Special Teachers and Supervisors; Ashtabula, Harbor Special Public Schools, High, Jackson, Washington; Kalida, Kalida; Kenton, Special Op- portunity; Lake County, Hutchinson, Homer N. Kimball, N. E. Leroy, Longfellow, Madison Ave- nue, McKinley, Mentor Avenue, Mentor Village, Old Fairgrounds; Lorain County, Camden Town- ship; Marion, Central Junior High, Thomas A. Edison Junior High, Indiana Avenue, Special Teachers; Newton Falls, Newton Falls Consoli- dated Public Schools, Arlington, Central, High, Special Teachers; Thurston, Rural Schools; Toledo, Cottonwood, Hathaway; Troy, Heywood; Zanes- ville; Special Teachers and Supervisors. Edgemere, Eugene Field, Linwood, Horace Mann, Rockwood, Wheeler; Tulsa, Barnard, Eliot, Lombard, John Ross. (Continued on page A-8) Secretary, J. W. CRABTREE Harowp A. ALLAN, Business Manager I of a — —— - 932 East ‘SON, Park WV est ody; ome- >alm agut igh. Ber. ibli¢ nnie beSe tral 8; ond bon ers ey; eat en, sla, on, ve- ge, ‘ial rli- gh do, ese Character Education Connecticut’s Program RuTH WHITE COLTON Director, Character Education Research, Connecticut State Board of Education in character education, which is be- ing carried forward by the state Board of Education in Connecticut, is that character education is identical with the whole educational process and that the whole educational process is identical with life itself. This immediately elimi- nates from the program the necessity of developing a “course of study.” Since the Connecticut program assumes that char- acter education is the concern of the en- tire community, the school cannot afford to neglect any opportunity for coordinat- ing and integrating all those conditioning forces which make up the life of a child. In December 1928, the Connecticut state Board of Education voted approval of the plan of the Hartley-Jenkins Foun- dation for the study and development of character education and offered to the proposed bureau clerical service and desk room in the office of the state Board of Education. With the establishment of a bureau of character education research, a survey of the elementary schools was made in order to determine the existing practises and principles followed thruout the state. To this end a brief questionnaire was sent to every superintendent of schools and the returns evaluated in the light of modern psychology. The result was interesting in its revelation of a widespread interest and heed for a practical program in character education. The implied detinitions of character education differed in almost every instance. As a result of conferences with Luther A. Weigle of the Yale Divinity School, Mark A. May and Frank E. Spaulding of the department of education, Yale Uni- versity, a meeting was arranged at which State Commissioner of Education Mere- dith, Dr. Spaulding, Dr. Frank Shuttle- worth, Dr. May, and the director of the bureau together worked out a detailed experimental program. The program outlined had two major divisions. The first phase of the pro- posed program involved not only a state- wide teacher-training program in the technics and philosophy involved in character education but an educational Campaign along these lines directed to awakening a like interest in the com- munity at large; second, the program Ain BASIC PRINCIPLE of the program involved an intensive program for a single typical community. The first half of the plan is being developed thru ex- E DO NOT need more ma- terial development, we need more spiritual develop- ment. We do not need more intellectual power, we need more character. We do not we need more government, need more culture. We do not need more law, we need more religion. We do not need more of the things that are seen, we need more of the things that are unseen.—Calvin Coolidge. tension courses in character education for teachers in different communities thruout the state, conducted jointly by the department of education at Yale University and the Bureau of Character ‘Education Research. A course in char- acter education in its relation to home, school, church, and community is con- ducted by the bureau to groups spon- sored by the Connecticut Congress of Parents and ‘Teachers and_ similar groups. The purpose of the intensive program is to work out a plan for char- acter education in an entire community that the community may be aided in solving some of its major social prob- lems. It is unfair to charge failure to either home, church, school, or commu- nity since any one, or more than one, of these phases of the child’s life may nullify the efforts at character forma- tion put forth by the other phases. We have, therefore, ende=vored to secure the cooperation of all the forces in the com- munity, believing that with such cooper- ation scientifically directed over a pe- riod of not less than five years, a real step in raising the level of the commu- nity may be accomplished. During the first year of this intensive study, em- phasis has been placed on the discovery of the causes of social maladjustment and failure on the part of young people, while the succeeding years are being de- voted to an endeavor to remove these causes. It was further agreed that since the public school represents the com- [39] bined interest of the community more than any other one institution, it would be well to have this study of causes and their effects, as exemplified in juvenile delinquency and conduct problems among school children, carried on by an accredited member of the school system, preferably of the visiting teacher type. It was decided to accept Norwalk as the community for this intensive half of the character education program as out- lined. An extensive course for teachers is conducted by Dr. Shuttleworth of Yale University and general consulta- tion and direction is offered by Dr. May. The Board of Education of Norwalk expressed its willingness to release from classroom duty such a teacher as it deemed especially fitted to conduct the study of the causes of social failure on the part of the young people of the com- munity. This study is aided and directed by Dr. May and the director of the Bu- reau of Character Education Research, who also agreed to devote two or three days each week to general supervision and to securing the cooperation of the various forces in the community includ- ing the churches, the newspapers, the libraries, and the various local commu- nity organizations. With the opening of the schools the initial steps in the Norwalk program were taken. So large was the registra- tion in Dr. Shuttleworth’s class for teachers that it became necessary to con- duct it in two sections. This same inter- est was shown on the part of the com- munity at large. A course in character education in its relation to the home, the school, the church, and the commu- nity was carried on by the director of the Bureau of Character Education Re- search. The Norwalk program was formally launched in October 1929, when with little time for advertising, about two hundred men and women interested in the welfare of the children of Norwalk came together. Albert B. Meredith, state commissioner of education, presented the program of the Bureau of Character Education Research, emphasizing the fact that this was a pioneer undertaking —that it would require the cooperation and patience of the community if any- thing of value were to result. Mark A. 40 May and Hugh Hartshorne of Yale both spoke in endorsement of the program. Following this meeting, Frank Shuttle- worth of Yale University began his courses in character education for teach- ers and Mrs. Colton, while carrying on a broad survey of the present total en- vironmental situation in Norwalk, of- fered to conduct informal discussion groups for laymen in order that an at- tempt might be made to get at a closer and more intimate contact with the gen- eral situation as well as to bring about an understanding on the part of parents and others interested in young people, since their individual problems were in- evitably bound up in the general com- munity problems. This general survey led to plans for further procedure, which were submit- ted to the executive committee of the Child Welfare Council of Norwalk. This Council, organized about two years pre- vious as a Clearinghouse for general child welfare programs, seemed to be the log- ical group to work thru rather than to attempt to organize a new committee on character education. The plans follow: First, that due to the geographical makeup of Norwalk, it would be necessary, in order to obtain the best results, to divide the gen- eral survey into several district surveys made by a series of maps indicating the following points: [1] A physical picture of each district listing schools, parks, motion-picture houses, poolrooms, gang meeting places, churches, Y. M. C. A., etc. [2] What character-participat- ing opportunities thru juvenile programs are cffered by schools, social agencies, and churches in each district? Ages and sex covered? [3] Map showing density of child population of school age. [4] Map showing density of wage- earning population. [5] Map showing foreign population. [6] Map showing business and professional groups. [7] Cases of delinquency or definite conduct problems as indicated in juvenile court or school records. Second, a setup for study and action on problem of boy and girl employment, age group 14 to 16. [1] Survey of possible ab- sorption points in industry and business for boy and girl labor, the research done by state department of labor. [2] Child accounting, followup, and guidance by organized local group from existing welfare organizations. [3] Cooperation of industry and business in developing and holding boys and girls from point of view of enlightened selfinterest by subcommittee of board of trade tied in with service clubs. [4] Adjustment of school pro- gram to provide guidance and training. Third, it was suggested that, in order to further discover all the children of Norwalk, their social and economic background, we should make an attempt to secure the special cooperation and interest of those in charge of the coming United States census. Fourth, earnest recommendation was made to the superintendent of schools and to in- dividual parents who have long been giving unselfish effort to promoting the general wel- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION fare of the school children of Norwalk, that organized cooperation between the homes and the schools be brought about by the organiza- tion of a local unit of the Connecticut Con- gress of Parents and Teachers. With the close of these classes, atten- tion and activity became directed to- wards the organization of an educa- tional industrial committee as a means towards meeting a certain type of juve- nile delinquent. It was found that many of the juvenile court cases had a sim- ilar background of unsatisfactory ad- justment from school experience to that of wage-earning experience. The educa- tional industrial committee was accepted as a subcommittee of the Norwalk Chamber of Commerce. Its personnel consisted of the superintendent of schools, two members of the board of education, the executive secretary cf the Chamber of Commerce, three employers of labor, the judge of the juvenile court, and the director of the Bureau of Char- acter Education Research, ex officio. At the request of this committee the state department of labor made a valuable survey of the absorption points in indus- try and business for boy and girl labor [14 to 16 years]. Cooperation of indus- try and business was asked in problems of adjustment and public interest was aroused which crystallized in the adop- tion by the board of education of an adequate appropriation for the develop- ment of a school program in guidance and training for 1931-32. An extensive study of the programs being carried on by the fifty-one organi- zations represented in the Child Wel- fare Council of Norwalk was made. On the basis of this survey recommenda- tions were made to the Council. Inter- esting and valuable discussion groups were organized in various “centers” for studying local problems. A new and completely equipped junior high school was opened at the beginning of the spring semester and a model program of extracurriculum activities developed. The interest aroused by the Norwalk experiment and by a three-day confer- ence in character education resulted in the launching of a similar project in the town of Stratford and in an increasing demand for extension courses from Yale ‘University; in the introduction of a course in the state summer normal school, and an increased demand for noncredit courses thruout the state; and, finally, in a recommendation from the state Board of Education that the financ- ing of the Bureau of Character Educa- tion Research be included in the educa- January, 1932 tional budget of the state of Connecticut, The organization of a child welfare council in Stratford came about as a di- rect result of the studies undertaken by the teachers and parent groups initiated by the superintendent of schools and di- rected by Dr. Shuttleworth and the di- rector of the bureau. Invitations were sent to all social, religious, civic, and educational agencies of the community asking them to attend an open meeting at which time the desirability of organiz- ing such a council was discussed. The need for a coordinating agency for child welfare problems was presented and a recognition of the community’s respon- sibility for the solution of its juvenile delinquency problems was accepted. A request that an accredited representative from each organization be sent to the next meeting was received. The board of education voted to open any or all schools, with light, heat, and janitor service for after-school recreational ac- tivities if the community would provide leadership for groups using the school buildings. The director of the Bureau of Character Education Research was re- quested to act in an advisory capacity at all meetings of the Council which is to act as a Clearinghouse for the various organi- zations represented in its membership; to study the underlying causes of the be- havior problems of the young people of the community, and to recommend to the several organizations represented, con- structive and preventive suggestions. Seven major probiems regarded by the Council as having important bear- ing upon local behavior problems have been undertaken by the local organiza- tions to make individual or cooperative effort toward their solution: [1] voca- tional guidance and followup for chil- dren 14 to 16 who are leaving school for work; [2] playground equipment and supervision; [3] segregation and super- vision for pupils of such low mentality that they cannot be taken care of in the public schools; [4] supervision of recrea- tional activities for young men; [5] establishment of branch libraries; [6] dental clinic; and [7] sex education. As an established activity of the state Board of Education, the program now includes service to the four state normal schools and a rapidly widening area of service thruout the state. The schools of the state and other community groups are ready and willing for some agency to aid in coordinating their efforts towards the development of a better citizenry. The public school is the logical and ap- propriate agency. cut. fare | di- 1 by ated 1 di- di- vere and nity ting niz- Vol. 21, No. 1 This: ticsle: dollar ai It shivered a bit when it started. It was a timid dollar, scared of crowds. When it got to the market-place, it saw a lot of signs. “Coats reduced.’ “Shoes at a bargain.” “Hats at new low prices.” “Do these signs really mean what they say?” Dollar asked itself. “Because, if they do —” Just then, another dollar came along looking like a dollar-and-a-half, all dressed up in new clothes and carrying a big basket of food. “Oh, I say,” cried the Timid Dollar, and this 4 The dollar you spend now is worth $1.50 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-7 “how can you afford all these new things?” “Ha, ha,” laughed the Dressed-up Dollar merrily, “go into the market-place and see!”’ “Do those signs rea/ly mean what they say?” asked the Timid Dollar. “Yes, they do! And the values are won- derful!” With that, the Timid Dollar ran to the market-place, and came back looking like a dollar-and-a-half, too. By the time the envious Stay-at-home Dollars got -‘to mar- ket, the signs were down and the prices had all gone up. The dollar you save now is worth 75c. Maybe that sounds ridiculous—but it’s true today. Compared with your 1929 dollar, your 1932 dollar will buy about $1.50 worth of such things as staple foods, clothing, furniture, radios, household appliances and auto- mobiles, at present prices. But, if you keep your dollar, thinking it’s the same dollar you had two years ago, you'll find that it’s worth just about 75 cents. By spending your 1932 dollar, you not only get the THE NATIONAL PUBLISHERS’ ASSOCIATION things you need most at bargain prices, but you help provide a job for somebody who would otherwise have to depend upon charity, If you help put this other somebody to work, he can buy the things you or your husband makes or sells, and that will help you to have more dollars. Think about this when you are tempted to say, “No, I can’t afford that now.” “To use available income to purchase goods normally needed and in the replacement of which labor is employed, is @ condition precedent to any hopeful program to constructively increase employment.” From the Recommendations of the Committee on Unemployment Plans and Suggestions, of the President’s Organization on Unemployment Relief. Mention THe Journat when writing our advertisers. § A-8 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1932 FLOATING SPECIMEN PROJECTION POSITION in perfect reproduction of PORTABILITY --- IN PRICE The HOLMES Sound-On Film Portable Projector is available at a price within the reach of all. $ For the High School... 675 e e e The lightest, most B &L Triple-Purpose Micro Projector | compact, simplest to operate pro- This new micro projector, built and priced especially for the high- jector ever built. school classroom, does three jobs simply and well: It projects both HOLMES silent (1) permanently mounted specimens and (2) fresh specimens at dis- Projectors now in w h tances from 4 to 15 feet, and (3) provides for the precise drawing use can be equip- eight of microscopic fields. ped for sound-on only The outfit is light (514 Ibs.), strong, portable, simple and ingeniously film at small cost. 57 Ibs. designed for use in horizontal or vertical positions. The low price, $43.50 (for 110 volt A. C.), invites immediate action. ‘ . - ($46.50 for 110 volt A. C. or D. C.) Subject to the educational dis- The raping poi nar agra ioe — and used the count. Write to Bausch & Lomb Optical Co., 684 St. Paul Street, . € Jor Jult tnjormatzon. Rochester, N. Y. HOLMES PROJECTOR COMPANY B A U S c H & L O M B 1811 Orchard Street, Chicago, Illinois MOUNTED SPECIMEN PROJECTION POSITION DRAWING POSITION nti rom page 38 ough High, Wellsboro Borough Grade, Westfield i ati ; : [Continued f page 38] ati Borough High, Westfield Borough Grade, Westfield © 10 the desolation of other times. May ¥ OreGon—A shland, Bellview; Grants Pass, Washing- Township; West Pittston, West Pittston Public I still remember. the bright hours that ton Junior High; Lookingglass, Lookingglass; Schools, High, Junior High, Linden Street, Luzerne ‘ 3 7 a Nk ee Avenue, Washington Street: Williamsport, J. Henry found me walking over the silent hills ENNSYLVANIA—-A moridge, Fourt ard, Harmony, Cochran, Abraham Lincoln, Samuel Trauseau; : : Liberty, Senior High, Anthony Wayne; Clinton York, Phineas Davis Junior High, Duke Street, of my childhood, or dreaming on the ~ County, Clinton County Public Schools, Avis, ! Roosevelt, Edgar Fahs Smith Junior High. : : ° - poem a. ——_ bse es pn ew Ruope IsLaNnp—Providence, Berkshire Street, Point ad of os quiet fT when oe rurys un, arwell, ‘lemington, oganton, Street. it in me i m Mackeyville, McKinney, Mill Hall, North Bend, SourH Caroiina—Clinton, Clinton Public Schools; dtetein 2: , = proms y Renova, Salona, South Renova, Tylersville, West- | Early Branch, Gray's Consolidated High; Goldville, early God to have courage amid the port, Woolrich; Erie, Harding Annex, Tracy; Har- Goldville; Laurens County, Thornwell Orphanage. ford, Vocational yiiazelton, Arthur Street, D. A. SoutH Dakota—Lead, Assembly Hall. tempests of the changing years. Spare arman Grade, alnut Street; anheim, High; TENNESSEE—Memphis, A. B. Hill. : Millersville, Manor Township High; Pittsburgh, Trxas—Dallas, Ok ‘Clif High. me from bitterness and from the sharp Washington Trade; Reinerton, Porter Township UtanH—Fountain Green, Junior High; Salt Lake ; Schools; Summit Hill, Summit Hill Public Schools, City, Longfellow. " é passions of unguarded moments. May Grade, Junior High, Senior High; Tioga County, VERMONT—Burlington, Converse. I not forget that poverty and riches are Tioga County Public Schools, Blossburg Borough Vircinia—-Bristol, Robert E. Lee; Norfolk, Ballen- “ih High, Bloss Township Grade, Bloss Township tine, Chesterfield Heights, Patrick Henry; Ports- Of the spirit. Though the world know me High, Blossburg Borough Grade, Brookfield Town- mouth, Thomas Jefferson. h . be ship, Charleston Township High, Charleston WasHincTon-—Everett, Jefferson; Millwood, West Ot, may my thoughts and actions Township Grade, Chatham Township High, Valley High. Chatham Township Grade, Clymer Township High, West Vircinta—Charleston, Capitol, Littlepage, such as shall keep me friendly with my Clymer Township Grade, Covington Township, Special Teach d Supervisors, Sunrise, Sunset, ; Delmar Township, Duncan Township High, Duncan Spesiel ‘Testhere ond Suparvicass, Bencioe, Casest, so4 Lift ~ eyes hg the earth, and ownship Grade, E ownship, Elkland Boroug! odson. . High, Elkland Borough Grade, Farmington Town- Wants et me not forget the uses of the stars 2 , - - . a WIsconstin—Madison, Brayton; Manitowoc, Office of * é ship, Gaines Township High, Gaines Township County Superintendent of Schools, Woodrow Wil- Forbid that I should judge others, lest Grade, Hamilton Township High, Hamilton Town- son Junior High; Racine, North Racine, Washing- - shin High Kose Rg se I = ag cr ton; Sheboygan, South Side Junior High; Superior, I condemn myself. Let me not follow ownship High, Knoxville Boroug igh, Knoxville i 7 klin, T. O. Borough Grade, Lawrence Township, Lawrence- + aren ee eee Sa Teach- the clamor of the world, but walk calmly ville Borough High, Lawrenceville Borough Grade, : : Liberty Borough High, Liberty Borough Grade, Weounne ‘Cheyerne, Administration; Orpha, Grade; i my path. Give me a few friends who Liberty Township, Mansfield Training, Mansfield Junior High, Mansfield Senior High, Middlebury Sopetan, Gapees ve wean will love me for what I am; and “a ownship, orris Township High, Morris Town- tens i e chip Geude, Neloss Tewasiip Higk, Nolewn ann. For the New Year—Let me do my _ ever burning before my vagrant steps t ship Grade, Osceola Township, Putnam Township work each day; and if the darkened kindly light of hope. And though age High, Putnam Township Grade, Rutland Township, Shippen Township, Sullivan Township, Tioga Bor. hours of despair overcome me, may I and infirmity overtake me, and I come ough High, Tioga Borough Grade, Tioga Township, Union Township, Ward Township, Wellsboro Bor. Ot forget the strength that comforted not within sight of the castle of my Mention Tue JourNAL when writing our advertisers. 932 »f he a | lay hat ‘ills the ght my the are arp lay are me ny- nd irs. est ow ily ‘ho ep he ny Vol. 21, No. 1 dreams, teach me still to be thankful for life, and for time’s olden memories that are good and sweet; and may the evening’s twilight find me gentle still. —Max Ehrmann. A fine expression of teacher loy- alty—The list of 100 percent schools published in this number of THE Jour- NAL is the longest list which has ever appeared. This is a fine expression of the devotion, vision, and loyalty of the teachers of America. An invitation to visit headquar- ters—Many of those who will attend the sixty-second annual convention of the Department of Superintendence in Wash- ington, February 20-25, will see for the first time the new seven-story headquar- ters building of the National Education Association at 1201 Sixteenth Street, Northwest. The headquarters staff of the NEA will be at home to all members of the Department of Superintendence thru- out the week. The NEA convention at Atlantic City.—The National Education Associ- ation will hold its seventieth annual con- vention at Atlantic City, New Jersey, June 26 to July 1. President Florence Hale plans a program which will include discussions of many modern trends in education. Headquarters for the Department of Secondary-School Principals dur- ing the February meeting in Washington will be the Wardman Park Hotel. Mem- bers can secure rooms by writing directly to the management. Depressions blamed on sociologi- cal superstitions—‘We do not need to have a ‘wet’ world or a business world that is a disgrace or a world stained with blood if we do not want it,” declares Professor Charles A. Ellwood of Duke University. Professor Ellwood blames so- ciological superstitions for the war and the depression. “Human relations,” he insists, “are products of culture. The conflict of cultures can be overcome. Men can live together successfully, not thru conflict, which is destructive, but thru cooperation. That people can live by despoiling others is the illusion of his- tory. We have followed the pagan in- stead of the Christian pattern with its golden rule, law of love, and law of serv- ice. The profit motive is just as degrad- Ing in business as in preaching and teaching.” History in the making—A unique Opportunity to follow history in the mak- ing will be presented by the World Dis- armament Conference which starts its Sessions under the auspices of the League [Continued on page A-10] CLEANLINESS Established to promote public welfare by teaching the value of cleanliness THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 43 PUBLICATIONS fr teachers, health-workers, and other community leaders WITH sow many ARE YOU FAMILIAR ? @ The Cleanliness Institute list of “professional” publications has been growing ...and is now 43 titles long. Though some of the books are little in size, all of them are big in purpose. They are practical, every one of them—because prepared to meet the specific problems of teachers, physicians, health- workers, and other public leaders. They cover a wide range of subject matter— from Skin Troubles in Industry to Suggestions to Teachers (based on teach- ers’ classroom work). In fact, they cover almost every phase of cleanliness and cleanliness teaching. In the past five years many teachers, physicians, health-officers and nurses have repeatedly called on Cleanliness Institute for assistance in their work. Perhaps the Institute can also be of service to you in your work. Whenever you are faced with a problem concerning cleanli- ness in your classroom or community, we suggest that you communicate with Cleanliness Institute. Or better yet, write now for our List of Publications. Please state your position or title when requesting free literature. Address all requests to Cleanliness Institute, Dept. 8M, 45 East 17th St., New York, N.Y. -—— -® INSTITUTE Mention Tue Journat when writing our advertisers. A-10 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Ihe Perry Pictures Use them throughout the school year as aids in teaching Language, Literature, History, Geography and Picture Study. With them teach Feb- ruary Birthdays, Washington, Lincoln, Longfellow, Lowell, Dickens, their homes, ete. Send 50 cents for a set of 25. Size 5% x 8, no two alike. Or order 50 of the 3x 3% size, assorted as desired Baby Stuart Van Dyck ONE CENT SIZE. 3x 3%. For 50 or more. TWO CENT SIZE. 5% x8. For 25 or more. Send 50 cents for 25 Art Subjects, or 25 for Children. Size 5% x 8. “T have taught for years as classroom teachet and supervisor and still consider The Perry Pictures one of my most valuable aids.’’ Send 15 cents for 64-page Cata- Catalogues logue of 1600 miniature illus- trations. The Perry PicturesCo., Box 4, Malden, Mass. HOLDEN Book Covers Springfield, Massachusetts Washington Sculptures Bust from the Houdon Statue, No. 5475. 2 ft. 6 in. Price $25.00. This is one of the twelve famous Washington busts, statutes and reliefs illustrated in our free folder. Prices from $4.00 up. Why not plan now to unvail one of these Caproni Casts as a part of your CELEBRATION OF THE BI- CENTENNIAL OF THE BIRTH OF GEORGE WASHINGTON? Fillin the coupon and mail today. Positively no charge or obligation. You will receive the folder promptly. Height P. P. CAPRONI & BRO., INC., 4918 Washington Street, Roxbury, Boston, Mass. (Kindly print name and addfess} Name of School “ Re ee Your Name. Position [Continued from page A-9] of Nations on February 2 at Geneva. The peace of the world, the status quo regarding the Treaty of Versailles, and international economic recovery appear to be somewhat at stake as the states- men of the world gather to discuss the armaments situation. The JOURNAL’s Roll Call—Be sure to read the Annual Roll Call. It is a great record of achievement under diffi- culties. You will discover points which may be of value in your own state. In response to the request for a sum- mary of educational progress the follow- ing answers were received after the Roll Call pages were on the press: New York—Revision of curriculum in teacher-training institutions. Higher profes- sional standards for elementary- and secondary- school principals. Increasing attention to pupil activities and to adjustments to meet individual differences. Continued development of central rural schools—George M. Wiley, assistant com- missioner. Wisconsin—Teachers and administrators all taking great interest in the new education in which the emphasis is shifting from subject- | matter to growth. It is the dominant note at every conference and is being fostered by the |department of public instruction—John Cal- lahan, state superintendent. Enlightened optimism—In an ad- dress, “A Plea for Enlightened Opti- mism,” delivered over the radio as a part of the American Education Week | program, Secretary J. W. Crabtree points out that during this time of economic crisis we need optimism—not blind opti- mism, which “refuses to face a situa- tion; denies facts; and appeals to emo- tion’ —but rather, enlightened optimism, 'which “is based on reason; has vision |and leads to action; believes in democ- racy and has faith in the people. This latter form of optimism,” he adds,“recog- nizes the need of attention to budgets in a crisis, but it does not begin by reduc- ing labor to less than a living wage, simply to pay large dividends on watered stock. It does not begin by reducing teachers’ salaries already low. It thinks before it allows itself to weaken the schools, our first and last line of defense. It would not allow the common schools of the nation to be crippled, for we must look to them for the training in skill and in character to enable us to rise above the present conditions.” An excellent record—The Dallas, Texas, Grade Teachers Council has a membership of 772 elementary teachers; by December 1931 the percent of coun- cil members in the NEA was 99. There are three life members. Of the forty- eight elementary schools in Dallas, thirty-three are 100 percent in member- ship in the National Education Associa- Mention THe Journat when writing our. advertisers. January, 1932 tion. Such examples of loyalty and devo- tion are an inspiration to the teachers of the nation. State superintendents’ meeting in Washington—The National Council of State Superintendents and Commission- ers of Education met in Washington De- cember 7 and 8 under the presidency of Superintendent John Callahan of Wis- consin. Problems of school finance were especially prominent in the discussions, The meeting was unanimous in its ob- jection to contests in the schools and asked the George Washington Bicenten- nial Commission to change its plans so that the states would not be asked to sponsor oratorical and essay contests. State Superintendent W. F. Bond of Jackson, Mississippi, was elected presi- dent of the group for 1931-32. Six rules for picture shows—What goes into the mind comes out in the life. Parents are learning thru bitter expe- rience that vicious picture shows weaken and destroy character. Here are a few good rules to send home to parents: [1] No picture shows for children under 10, [2] For other children, only carefully se- lected shows that do not drag in objectionable themes. [3] Not more than one show per week. [4] No shows on school nights. [5] Parents to go with children whenever possible. [6] More educational films in schools and churches. An important January date—Janu- ary 16, 1932 will mark the 13th anniver- sary of the date when the Eighteenth Amendment was ratified by the 36th state. One year later the Amendment went into effect. A number of the states have laws which require the observance of this date as Temperance Day when special attention is paid to temperance teaching. Every school can wellafford to observe this date as a landmark in the history of the rights and privileges of children. Many of the state departments of education have published helpful ma- terial for temperance teaching. Write to your own state department for this in- formation. A set of 14 posters dealing with this topic may be secured from the National Education Association for $1. The best school years—These three school years, 1929-31, have been by far the best of any three years of the sixty- seven years that I have been profession- ally interested in American education. There has been nothing comparable to the superior advantages to children from before birth to manhood and woman- hood; nothing approaching the school service, Civically, industrially, and so [Continued on page A-12] Vol. 21, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-11 1932 a alll lil << moe > | iis, ; = ; . | eVo- -—-? = Q + 4B “"t | YOUR PRINTING ) g in il of is your representative. It reflects your judgment sion- and character. Naturally, therefore, you should De- select your printer as carefully as you would y of an individual to represent you. Wis- : i | vee} | OUR PLANT | mi ions, | a | " ob- fully appreciates the confidence our clients im- | ot . . and pose in us when they ask us to produce their | Compl Localized Service | i ten- printing. Each and every job—from a calling | | for School Authorities iS so card to a million copies of a large magazine—is | Design, durability and economy are the prime con- p . ° : a ° HILADELPHIA: DeLong Fur- d to given the same attention. It will be to your ad- if | siderations of school and public building authori- niture Co., 716 Pama g ote ests vantage to get information from us regarding | ties in their preference for Readsboro equipment. CHICAGO: Anderson & O’ Hara, your next order for printing. | The Readsboro line is complete; suggestions and {4/1 S. Mich. Ave.; BALTI- 1 of | estimates are gladly furnished for all requirements, MORE: Baird Seating Co., 718 resi- | and Readsboro factory representatives or distribu- N. Howard St.; CINCINNATI: Among the publications from our presses | tors are equipped by long experience to cooperate 0. A. McCormick, 3d & Walnut are The Journal of the National Education | in preparing specifica- ot TY, Gi Ts oS. Vhat Association, The National Geographic Mage- tion. For catalogs, samples oa peo * Ave. No.;SYRA- life zine, The American Federationist, American and immediate service, § 204 E. mors = rs — ; Forests, The Washingtonian, The American | write or wire READSBORO . ee See ne ; ’ , ‘ CHAIR C BURG, PA.: Roberts & Meck, pe Rifleman, and the Daughters of the Ameri- :0., Readsboro, 109 Market St.: PORTLAND aken can Revolution Magazine. | Vt.; 1123 Broadway, New ME.: Roberts Ofc . ot ¢ Supply Co., few bean al pany 4 Sa § 233 Middle St.; TRENTON, oston, or nearest distrib- N. J.: B. V. Grover, 112 N. JUDD & DETWEILER, INC. store Warren St or 10. ° A inane s ~ READSBORO nable WASHINGTON, D. C. S never —_— — —s ———— — ——— —— — ‘ . | The Perfect Copying Camera | Th | | HEALTH EDUCATION || The Perfect Stereo Camera | + iver- (Second Printing of Second Edition) The Fr erf ect Micro Camer a enth h erf Cli 4 l 36th A Program for Public Schools and The Perfect inical Camera nent Teacher-Training Institutions all of these and more are nal 251 Pages yours with vhen The Joint Committee on Health Problems in Edu- the amazing dle ' ; ‘i ance cation of the National Education Association and the e d to American Medical Association has revised and en- _ the larged the popular 1924 report. The references for s of teachers printed at the end of each chapter, together = with the general bibliography at the end of the volume, 5 i have been thoroughly revised and will prove useful to | | and Its Interchangeable Lenses e P P > ° a teachers seeking up-to-date and authoritative infor- | | ‘ing mation about the topics presented. | one reo st | Equipment for | the Paper Bound, $1.25 each | Visual Instruction— ’ $1. Cloth Bound, $1.75 each Endorsed by hree a aoe ong | Foremost Educators y far 2 to 9 copies, 10 percent; 10 to 99 copies, 25 The LEICA is famous for its ver- - 100 ies, 33 1/3 satility, its convenient size and ixty- nie “oe oe —— weight, and its scientific accuracy. oe Orders not accompanied by funds are subject It takes up to 36 pictures on a 310n to transportation charges | single roll of cinema film, double frame size. With its five interchangeable lenses, tion and its wide range of accessories, adapted for every purpose, this ome camera does the ’ | = of a dozen —_ =o =. telephoto pictures, action shots, color * e . . photos, projection slides, are only a th any t ; of pictures y 3 ake a National Education American Medical with the LEICA. It is an indispensable educational aid. Equally efficient i. and a . . . out 0 oors. a Association Association Writefor Catalog : Describing the Leica C hool ‘