FER 1 _ 19397 2 vol. amen FEBRUARY, 1932 No. 2 is OTST Se Sars Te wwe JOURNAL yf the ik :| | NATIONAL EDUCATION | F ASSOCIATION a: et i y The Unconquerable Spirit of the Teachers—Editorial 8. == The Significance of the American High School 5. |} | Shall Wages and Salaries Be Reduced?—William M. Leiserson The Art of Living—Henry Turner Bailey a wy) The Significance of Home : . Some Major Themes Underlying Instruction—Leo J. Dende i | The Futility of Greed ohol. =F Developing and Selecting Textbooks , - diet. > & Character Building, a Community Enterprise—Fra rancis =X: ning =| | Commencements and the Torch f Learning A 18 Education: A Profession for Men—Ralph F. Strebel a J aa e3 | Planning the Nation’s Capital City . ’ : a. =K2 American Democracy Builds a Capital for the Ages—Pj Centers pread =X= nsils, we Planning Our Cities ry . Schools That Are Seipagre Vera of Educationa me al 5 U.S. Government Exhibit for Superintendents—W illiam outwell le line =X3\} Mental Hygiene of the Classroom Teacher—Caroline B y hta- a ; The Psychiatrist in the Educational System : 000 i. The Education of Rural Teachers—L. W. Hacker . ; ; ‘ > The Gift and Favor Form of Bribery—Radio Notes for Study . " =X: Vitalized Group Study and Faculty Meetings : nth. F TT Department of Superintendence—Tientative Program for Ww ashington M eeting . and —~—4 Abraham Lincoln and Temperang Poster , A ; ‘ ndle { Builders of Our Profession ‘ ‘ ‘ . ; ‘ . ; give Membership in Departments of National Education Association, 1931— hout rr Statistics ; sume Notes and Announcements | 1 of N =xe| } Contents of previous issues of The Journal of the National Education Association can 2 irty- WW be found by consulting the Readers’ Guide and the Education Index in your library. z the | ee) (sss SSSSSSSSSSSSssssq he orge S| ¢ Exe ssion, Hi ie P | st at == | UBLISHED MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE | = on. in Now NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- ‘ gton, TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- = ; 1 CLASS MATTER ‘OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, Child ; \ D. C.. UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT ; ' a SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF xe a (0) } OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. : ay ittee, - GENERAL BUSINESS | SCIENCE || GROWTH IN by SPELLING Jones, Bertschi, and Holtsclaw Applying New Principles By EDWARD L. THORNDIKE ri . é and JULIA H. WOHLFARTH ws A JUNIOR BUSINESS COURSE THAT M Helps in the selection of life work May we send you an interesting free booklet - ; entitled Some Guiding Principles . Lays a firm foundation for the vocational in Teaching Spelling tion commercial course on the senior high school and sini New principles, based on the new psychology of stall level P p p € Equips pupils who must drop out of school learning, need to be applied to the teaching of wl with valuable junior occupational skills spelling so that it will keep pace with changed i Expands business training into general busi- practices in education. Two distinguished authors af i nees education have successfully carried out in Growth in Spelling and Is rich in permanent life values new aims and methods that stimulate real, all-round swa growth in pupils’ ability to spell. V Liberal exchange allowance for used texts makes the cost of ing adoption very low. schi World Book Company m- of ing the and )ro- the [4] of the virit r to sist eS; tra- ove side ~ific ng; ntal and irn- 5 of clo- lern yirit arn- ing; 1ced ruse lum ieve ach- suc- true ived nen. e to not Education: A Profession for Men RALPH F. STREBEL Director of Teacher Preparation, Teachers College, Syracuse University, Syracuse, N.Y. HIS ARTICLE is an- answer to a com- [ment sent to the JOURNAL office by John P. Milligan, principal of Wil- liam Campbell School, South River, New Jersey: “Weneed more meninthe schools. Say something about it.” When this sug- gestion was received, an article on this subject had already been requested from Ralph F. Strebel. THE JOURNAL is al- ways glad to receive constructive sugges- tions from readers. DIRECTOR of teacher preparation, I A am continuously pressed with the question, “Does education offer a ca- reer for men?” Such a query is with- out doubt motivated by much loose talk of “overproduction,” unsatisfactory sal- ary levels, equal salary laws, competition with women and other “alarming” con- ditions which are purported to militate against men in the profession. This ques- tion can be answered by a consideration of the professional and economic oppor- tunities which the future offers men. When we examine the present status of scientific education, the professional as- pects of educational service assume un- limited proportions. The history of edu- cation is marked here and there with faint traces of scientific endeavor. It was not until about the beginning of the pres- ent century, however, that the scientific movement in education began to take form. This modern tendency which now permeates every level and branch of edu- cation was ushered in by such men as Thorndike, Strayer, Bagley, Judd, Ter- man, Cubberley, and others. It was they who set out in workmanlike manner to build a science of education on the same type of foundation upon which natural sciences rest—tested thought. Under the influence of their inspired leadership over many years of assiduous work, increasing numbers from the ranks have joined them in their quest for truth, in the task of substituting the certainty of scientific procedure for unwarranted opinion and conjecture. This vast army of investigators has patiently applied itself to its factfinding mission. Their efforts have been crowned by their contribution of a tremendous ac- cumulation of data which must inevitably precipitate educational reorganization of Major propor.ions in all fields of service. Many significant changes in organization and practise have already been effected in consequence of the findings but it is Rke™ A VERY LOW percentage of men in normal schools a decade ago the enrolment has increased to nearly 30 percent today. Men are now going into education not alone as admin- istrators but as classroom in- structors. The modern ideas, attitudes, and higher require- ments attract them. The public is coming to demand more of the masculine influence for its growing young people. Coinci- dent with this increase in the number of young men has been a decided rise of the intelli- gence levels of both the men and women who are attracted to education.—From Bulletin of James Ormond Wilson Teachers College, Washington, D.C. quite generally recognized that a large share of the available data lacks elements of complete coordination and systematic classification. For the most part we are still in the factfinding period of scientific education. More thoro classification with attendant application will come later and this is one of the challenging appeals cf the future. As time goes on, professional education will need in increasing numbers men who can be thoroly scientific, yet not less human; who can be leaders, but flexible enough to follow; who will be master practitioners, yet scientific contributors as well. For the young man who is thrilled with the prospect of significant service to society, no field can offer greater or more diversified opportunities than that of education. Let us view some of the speci- fic fields of service in greater detail. For those interested primarily in the teaching aspects, the new junior and sen- ior high schools will attract with renewed emphasis. Constructive work must be done in these teaching fields to align practise more definitely with available scientific data and a reinterpreted phi- [55] losophy. Sweeping curriculum readjust- ments must come. Present types of or- ganization must necessarily give way in certain respects to the pressure of modi- fied objectives, enriched functions, and more dynamic methodology. Programs aiming at individual pupil progress will evolve. Creative activity will become a watchword. Vocational and educational guidance will furnish the directive influ- ence motivating pupil activity. The pres- ent frantic drive for subjectmatter mas- tery will be crowded from the educational stage by the effective teaching of ideals, attitudes, and appreciations. For those men interested in the admin- istrative angles of education, the possi- bilities of the future are not less alluring. The newest professionalized administra- tive field is that of the elementary-school principalship. The ridiculous prejudice relative to the “lowly” status of elemen- tary education is quickly disappearing. If a review of the overwhelming scientific data on the elementary-school level is any index of the extent to which the educa- tional program on this level is to be reorganized, the elementary-school prin- cipalship rises to first-rank importance. Broad educational qualifications, highly specialized training, and keenadministra- tive ability will be demanded of those who are to assist in this reorganization. Likewise the junior and senior high- school principalship, the field of super- vision and general school administration furnish unprecedented opportunities to serve. Upon future administrators and supervisors rests the brunt of the respon- sibility of reorganization. It is an unde- sirable field for the weak-kneed, because strength of character, integrity of pur- pose, and determined leadership are not the least of the requirements for such work. The finest of American manhood with all that this implies is called to as- sume this responsible leadership. A consideration of some of the practi- cal aspects of education as a profession. for men will afford added emphasis. The alarmists’ glib warning of oversupply when analyzed in terms of the actual facts is largely a cry of “wolf.’’ Numerous state and local studies of educational supply and demand reveal that no sound conclusions relative to overproduction can be drawn without a careful study of 56 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1932 several factors. It can be said without fear of contradiction that there never has been and probably never will be, an over- supply of thoroly qualified men in the teaching profession. As in medicine, law, engineering, and other professions, prob- ably too many of a kind are permitted to practise in the field of education. But in the near future the ratio between supply and demand will be controled effectively. Three regulative agencies are already at work to effect this. First are the controls operated by schools of education and teachers col- leges to prevent the training of the unfit. All progressive training institutions are stiffening entrance requirements. They are not only demanding increasingly higher standards of scholastic achieve- ment as a basis of admission but they are also making a serious attempt toward scientific prognosis. The scope of the training is becoming culturally broader and more professionally scientific. The whole trend is toward a separation of the fit from the unfit with the ultimate elimi- nation of the latter. The second significant regulative force is the progressively stringent state certifi- cation requirements. Certification regula- tions move forward slowly but the trend is in the right direction and the accelera- tion seems to be positive. The third agency operates thru a con- trol of preservice preparation in terms of demand found thru scientific study. Even in these times of stress, oversupply is not general, but rather it is allocated to spe- cific fields. Some are overcrowded while others are underproduced. Armed with the facts, modern training centers have set up the necessary guidance machinery which will scientifically coordinate prep- aration with demand. There has been much loose and unin- telligent discussion of oversupply. But men of the right type need not fear the spectre of unemployment. Already the effect of these three potent regulative forces is being felt in a significant way. The near future will doubtless witness the solution of the problem. Closely allied with the problem of em- ployment is a consideration of whether or not professional education offers sufficient remuneration to provide a satisfactory living salary and a competency for a man and his family. No one will deny that the present levels should be steadily in- creased—but will they? The median sal- ary range in first-class cities thruout the United States in 1930-31 started at about $2500 and progressed thru various levels of educational service on up to over $10,000. At first thought the lower levels seem ridiculously small, but when one re- views the history of salary schedules over MERICA’S devotion to education — Let our | schools teach the nobility | _ of labor and the beauty of | '_human service. {| Educa- tion for all the people is | America’s noblest contri- bution to civilization. { No man can leave a richer legacy to the world than a welleducated family. { He who will not answer to the rudder must answer to the rock. {Culture is the power of appreciating life and making life worth ap- preciating. § The world is upheld by the veracity of good men: they make the earth wholesome. { Igno- rance is the curse of God; knowledge, the wing wherewith we fly to | Heaven. { The teacher, | whether mother, priest, or _ schoolmaster, is the real _ maker of history. { Demo- cratic government can be predicated only on univer- sal education. § Learn some useful art that you | may be independent of the caprice of fortune. {§ It is not in ignorance but in en- lightenment that content- ment will be found. [Inscriptions over the eleven entrances to the Forum in the new Pennsylvania State Edu- _ cation Building dedicated on | November 4, 1931.] the past twenty years, the outlook for the future is most promising. Investigation shows that there has been a steady up- ward trend. A most significant index of the future is that during 1930-31, a most trying year economically when all lines of industrial activity were forced to re- trenchment, seventy-five percent of the cities of the country with more than 100,- 000 population showed median salary in- creases over 1928-29—a year of unprece- dented prosperity. Curtailments in pub- lic-school operation were made wherever possible—but salaries marched onward. Salaries must continue to increase, not indefinitely, of course, but until that time is reached when there will be more nearly an equilibrium established between qual- ity of preparation demanded, significance of service rendered, and remuneration granted. School employers are recogniz- ing the increasing importance of personal and professional qualifications and are more and more willing to pay the price to secure them. The vagrant unprofessional and transient quack who has been a mill- stone about the neck of the profession is witnessing his last days of “service.” He finds it increasingly difficult to barter his cheap offerings. His ultimate elimination, for which we should all strive, will have a buoyant effect on salary levels. He helps to “flood the market” and is willing to accept almost anything. The great influences of the scientific movement, the National Education Asso- ciation and state and local teachers asso- ciations, are. welding a unity and solidar- ity which is building a real profession of tremendous potency. The power and strength of professional education grows phenomenally from year to year. Its voice must be heard and heeded. The teaching profession prides itself on its spirit of service but it will also be firm in its de mand for a satisfactory living standard. The future in this respect is indeed bright. The profession of education affords men economic stability. In the past, dur- ing times of prosperity, business and in- dustrial concerns large and small held out the lure of gold to attract men to their ranks. But in times of adversity much of this glittering gold quickly turns to dross. Those who were drawn to education by the magnet of service have lost not one step in these times of economic duress. Many of their once better paid brothers are at this time frantically seeking em- ployment—anywhere and at any price. Tenure laws, so prominent thruout the country, assure teachers of the right to practise—economic conditions are incon- sequential. Further, many states now have some form of a teacher retirement system. From the accumulations paid in by the teachers and in some cases by the state and local communities, an annuity is given teachers after a certain period of service, in amount equivalent to what the accumulations will buy. In some states the annual payments amount to approxi- mately one half of the final average salary earned over a period of yeers. Few indus- tries and professions can offer such 4 guarantee for the future. ASHINGTON: A PLANNED CITY— The original plan for the city was drawn by Pierre Charles L’Enfant whose body now lies buried in Arlington cemetery, across the Potomac from Washington. “From L’Enfant to Hoover,” says the National Geographic, “usually by design and seldom bychance, the city grew thru the years with fidelity to its original plans.” L’Enfant had a greater vision than most of his contem- poraries. In his day the site for the cap- ital city was an unpromising place. The Irish poet, Thomas More, one of our first notable visitors, wrote: This embryo capital, where fancy sees Squares ‘in morasses, obelisks in trees; Which second-sighted seers ev’n now adorn With shrines unbuilt and heroes yet unborn, Tho nought but woods and Jefferson they see Where streets should run and sages ought to be. Today Washington is one of the most magnificent and beautiful cities of the world. Jt is so because it is a planned city. Comparison of the plan drawn by L’Enfant with the city as it stands shows how faithfully his plan has been fol- lowed. He planned better than he knew. There were times when it appeared that the plan would be lost. From the be- ginning many objected to it, thinking it was far too pretentious, but farsighted leadership with a vision of the future of America, stood firm and “we can only be grateful to our ancestors for the ridi- cule they suffered to preserve these values for our benefit at the present time.” The successors to the founders, how- ever, did not always exercise such fore- sight. Especially after the Civil War many things were done in discord with the original plan. By 1893 the situation had become so serious that Congress passed special legislation to prevent fur- ther damage. A few years later the plan of 1901, designed to restore the original L’Enfant plan, was devised. This plan has been the basis for development since that time. The Commission of Fine Arts, created by Congress to carry out this plan, existed for 21 years. After the World War, Congress again helped by establishing the National Learning Units in Pioneer Fields Planning the Nation’s Capital City Capital Park and Planning Commission which is charged with plans for the fu- ture. The work of this Commission is to HE GEORGE WASHINGTON BICENTENNIAL— From February until October, 1932, the nation will pay homage to the memory of “The Father of His Country.” Hundreds of thousands of citizens will visit their capital city. Among this great throng there will be thou- sands of school people. The Department of Superintend- ence of the National Educa- tion Association will meet in Washington in February. The superintendents and others who attend will be guests of honor on special tours to lead- ing places of interest. In June the convention of the National Education Association will meet in Atlantic City and thou- sands of the nation’s teachers will plan their itinerary to in- clude Washington. continue development of the L’Enfant plan and to make Washington a still bet- ter planned, more beautiful, more whole- some city. A $400,000,000 construction expenditure is now under way or being planned. The artists’ drawings of some of these monumental structures are shown on the next two pages. A regional plan is being developed in connection with the plan for the city proper. This includes outlying districts in Maryland and Virginia. In 1930 a bill was passed providing for the establish- ment of the regional park section. This act contemplates an expenditure of over $23,000,000 of which $16,000,000 is for parks within the District of Columbia. Distinctive features of the Wash- ington plan—lIt has been said that “the distinguishing and most important fact about the creation of Washington is that L’Enfant began his work not by laying out streets or by running survey lines but by the selection of dominating sites. It was from and around these sites that the plan was later developed.’’ These sites were to house such important buildings as the “Congressional building” [na- tional Capitol] and the “President’s palace” [White House]. When one first visits Washington, he notes the street design which includes numerous circles, triangles, squares, and a system of radial avenues. These ave- nues are superimposed on the east-west and north-south streets to shorten dis- tances and afford direct lines of commu- nication from the city entrances to the principal buildings as well as to provide the general plan with contrast and pleas- antness. Some discordant notes—While Washington has a majestic array of beautiful public buildings which are the pride of the nation, there are certain aspects of the city which do not so nearly match our ideals. Two things may be mentioned in this connection. First, there are many alley dwellings which are utterly inimical to individual, family, and community life. Second, real estate operators have built houses for profit without sufficient restraining influence to protect the interests of home owners. Washington has probably been as well- planned as any other city in the nation, but this brief mention of two illustrations of insufficient planning proves that plan- ning in the national capital must be a continuous process. It must deal with residential sections where the people liv as well as with the sections devoted to housing the national government. Information on Washington— Classes wishing to make a further study of the history and development of their capital city will find the following refer- ences helpful: Annual Repori, National Capital Park and Planning Commission, Government Printing Office, 1930. 78p. 30¢; 1931, 99p. 30¢. Books about Washington, D. C. Reference List No. 23. A selected list with annotations compiled by Katharine K. Patten. Public Library, District of Columbia, 1931. 8p. Free. Your library will have numerous gen- eral work on the capital city, and magae zines and newspapers will be replete with articles in 1932. HAT PROVISION BE MADE for suitable instruction in the principles of city planning in public schools and that courses in these subjects be made available to students in all colleges and universities.—Recom- | mendation of the President’s Conference on Home Building and Home Ownership. cat 4 | Rs ing « ee aah 8 CO a a a 4 nt 6 er Oe > 2 a 3 e. - 2 ¥ # eS =: 2: ee 4 eae & a ts ¢ e HIS ARCHITECT’S DRAWING shows the heart of the new Federal Triangle south of Pennsylvagent feet wide at one point and nearly a mile long—will have a comprehensive nobility and mg no come the integrity, the purpose, the civic loyalty, and intelligence which are to make our gresp>nal gle of massive buildings—more than a thousand trian a 3 sites ‘ 4 San tee 7, ee % j 2 ; a Ke ‘ é Pee 3 # Bs . be ; ? : 3 ? j ee ee, < “s dl F. ~ D E > is) ae) © ~ — © = © o — 17] D VY & ~ — © — - © - =| as D ?) ~~ — fas = oa ~ 9 Vv om oles 19) ~ ia] — © z 0) iS a Y = a = ao) P) - 2 = 12) fas} VY a © pret © ~ Vv = Vv — ~ oO a ba S a=) a © 5 Vv < ~ ae) € SC SC ome ‘= Vv 3 — © — Y om - 0) — om — ae) =} SC Vv = Ld am as mt o — S S ~ = Vv D v — _ ~ =) eB) E =} e v a (=) ‘On a = a3 ‘on Bis a Capital for the Ages sylvaenue as it will appear when completed. This r [xs NEED FOR CITY PLANNING—AS America has rapidly become indus- trialized, the movement from coun- try to city has gone on until today more people live in the city than in the coun- try. This growth in city population out- stripped both city government and city planning. Many cities have had some planning but most of them have been dominated by real estate operators in- tent only on personal profit. For this reason much socalled city planning has not been planning at all. It has consisted chiefly of the correction of past mistakes. We, therefore, have at present a three- fold need for planning our cities and towns: [1] to finish correcting past mis- takes; [2] to prevent the making of ad- ditional unnecessary mistakes; [3] on the positive side, to proceed on a sound basis to build our cities for greater util- ity, beauty, and comfort and to leave a plan for which future generations will thank us. Why should the schools deal with civic planning P—Because the schools are increasingly becoming the determin- ing agencies in American civilization. Ideals are best formed in youth. The safest way to a betterplannedcivilization tomorrow is thru the schools. The school is our only agency for training all the people. What the schools are doing in the field of city planning—Believing that ideals should be formed in youth and that the “vital problems involved in city planning should be set before the active minds of young students before they meet these problems as voting citizens” many cities have introduced at some point in the curriculum the study of city planning. In Dallas a textbook called Our City—Dallas has been prepared by Just:, F. Kimball. This is used as the civics textbook in all seventh-grade civics classes. In 1921, a special textbook on city planning called Wacker’s Manual of the Plan of Chicago was prepared. This has since been revised several times and is used in eighth-grade classes in civics. ° Textbooks on city planning are now be- ing prepared in several cities. Civics text- books used in many cities have sections on city planning. City planning courses in univer- sities—Growth in interest in this sub- ject is reflected in the number of courses now given in the colleges. Both general and technical courses in city planning are now being offered in at least 87 col- leges and universities. Until recently Harvard, which now has a graduate i yor ARE civic, social, and spiritual frontiers yet to be explored. Just as the call of the new west lifted youth of earlier generations to high endeavor, let the new pioneering inspire the youth of today. The ulti- mate test of city planning is not what it does to house govern- ment or business in monu- mental structures, magnificent as these may be, but rather what it does to guarantee for every family a home sur- rounded by beauty, fresh air, and sun, and furnished with ample play space for both child and adult. school of city planning, was the only uni- versity where it could be made a major subject. What your school can do—[1] In- troduce the study of city planning into the curriculum at convenient points: [a] institute special social science courses or include such material as a significant por- tion of the course of study in civics; [b} conduct essay and oratorical projects in English classes; [c] study the history of city planning as a project in history classes; [d] develop, in manual arts classes, models of the local community as it is and as it might be with better plan- ning; [e] draw plans in art classes for the future development of the city; [2] secure information from your state uni- versity or other institution of higher education; [3] build commencement and other school programs about the theme of city planning; [4] build up a library on city planning in the school and en- courage the city library to do the same; [5] encourage students to visit the local planning commission and study its work [there are over 700 official municipal planning commissions in the United States]; [6] cooperate with your city planning commission; [7] help organize civic leagues; [8] let students make a survey of their town based upon the questions below. What about your town? The fol- lowing questions taken from Civic Im- Lo, Planning Our Cities provement in Your Town, mentioned in the bibliography, will serve as a basis for class discussion: Do the children play in the streets? Are the school buildings poorly designed and in bad repair? Is the railway station dingy and for- lorn? Is Main Street a forbidding hodge-podge of false fronts? Are the vacant lots covered with trash and signboards? Are the residential streets bare of trees? Is there a district of tumble-down houses? Are the schools incon- veniently located? Are the streets unpaved and rough? Are the sidewalks uneven in width, material, and level? Are the street lights in- adequate? Have the trees been chopped to fit overhead wires? Are there too few parks and playgrounds? Are the homes ugly and incon- venient ? Is it hard to finance and build new houses? Is the public library lacking in infor- mation on town improvement? Is the death- rate high? Is the water supply unsafe? Is the street plan convenient for traffic? Are the streets and alleys littered with trash? Is the community growing at random, or do you have a plan to guide its growth? Are home neigh- borhoods protected by zoning? For your library—A few pamphlets and bulletins which every school can afford are these: A City Planning Primer. U. S. Department of Commerce, Government Printing Office, Washington, D. C. 1928. 18p. Price 5¢. City Planning Procedure. American Civic As- sociation, Union Trust Building, Washington, D. C. 40p. Price 50¢. Civic Comment, a bulletin published five times per year by the American Civic Asso- ciation. About 32 pages per issue. Price 5¢ per copy. James, Harlean. Civic Improvement in Your Town. American Civic Association, Union Trust Building, Washington, D. C. 40p. Price 50¢. Regional Planning in the United States. American Civic Association, Union Trust Build- ing, Washington, D. C. 24p. Price 10¢. A few good books for the reference shelf are these: The American Civic Annual. An annual rec- ord of recent civic advances edited by Harlean James, executive secretary, American Civic Association. Price $3. Hubbard, T. K., and Hubbard, H. V. Our Cities Today and Tomorrow. Report of a nationwide survey on planning and zoning progress. Harvard University Press. 389p. 1929. James, Harlean. Land Planning in the United States for the City, State, and Nation. Mac- millan Co. 1926. 427p. Lohmann, Karl B. Principles of City Plan- ning. McGraw-Hill Book Co. 1931. 359p. Nolen, John. City Planning. D. Appleton. Second Edition, 1929.:513p. A complete and uptodate bibliography may be secured from the American Civic Association, Union Trust Building, Washington, D. C. must | devela what arousi aspira Rea for th: Ele Kellos fulfills | Confe W.K has a tion, types cally ’ | as wel on the level. 400 distric state first ti plan superi mittee at Gre His of Cer ana vi , social | democ In t every year t Ac girls a home \ ior hi in the sota. Co new si ana St tembe and w ing fo brarie: The Versit} Which accept traditi Cal: (San license encourages schools to use their initiative and resources. Schools must possess initiative or they cannot develop this quality in the young. To what extent is your school effective in arousing the curiosity, capacities, and aspirations of your young people? Readers are invited to send material for this page. Elementary schools—The Ann J. Kellogg school in Battle Creek, Michigan fulfills the ideals of the White House | Conference. With the financial aid of the ~W«CXK.~ Kellogg Foundation, this school has a comprehensive plan for the selec- tion, treatment, and instruction of all types of exceptional children—physi- cally, socially, or mentally handicapped, as well as the gifted and normal child, on the elementary and junior high-school level. 400 pupils from 16 different school | districts of Colorado made up the first state rural choir which sang for the first time in Pueblo last September. The plan was inaugurated by the county superintendents association and a com- mittee from the State Teachers College at Greeley. The plan is being continued. High schools—The 1932 senior class of Central high school, Evansville, Indi- ana voluntarily disbanded its exclusive social organization in the interest of democracy in the school. In the Wilmington, Delaware schools, every teacher is given two days each year to visit other schools. A citywide survey of the interests of girls and of activities performed in the home was made the basis of a revised jun- ior high-school home-economics course in the schools of Minneapolis, Minne- sota. Colleges and universitieg— The new school of library science at Louisi- ana State University began its work Sep- tember 1931. It is of graduate standard and will give special emphasis to train- ing for work in parish and school li- braries, The school of letters of the State Uni- versity of Iowa has adopted a plan by which creative writing of value may be accepted in place of a dissertation of the traditional type. California Polytechnic Junior College [San Luis Obispo] has been granted a cehse as an approved aircraft repair sta- . An Index of Educational Progress Schools That Are Prophecies T ee PAGE of prophetic achievements | tion. There are 86 such official repair stations in the country but only two are in educational institutions. EVERLY O. SKINNER, Director of Education for Ohio since July, 1931, is going forward with the Ohio School of the Air—a pioneer radio enterprise supported by state appropria- tion. The University of West Virginia gives summer field courses of eleven weeks in zoology and botany with college credit. The time is spent in a camping trip studying plants and animals of the state. Teachers colleges and normal schools—The faculty of Southern State Teachers College, Springfield, South Da- kota is making an intensive study of pro- fessional ethics for teachers in regular faculty meetings this year. Concord State Teachers College, Athens, West Virginia recently held its third annual conference of superintend- ents, principals, supervisors, and special teachers of the area served by the col- lege. Those attending report to the col- lege faculty the strong and weak points of the graduates of the college. The Winona, Minnesota State Teach- ers College is offering a supervisor’s course in journalism. City departments of education— The Durham, North Carolina children’s choir is an extra-curriculum activity of the music department of the city schools. Any pupil from the fourth grzié thru the “ Leis >” high school is eligible for membership. Rochester, New York schools have 16 special services for children physically, mentally, or socially handicapped, rang- ing from hospital classes to an orthopedic school and from classes in lip reading to an openair school. Wichita, Kansas has established a health course based upon activities, from kindergarten thru high school. County departments of education —In Jackson county, Oregon the use of the ten-question examination at the close of eighth-grade work to prove fitness for admission to high school, is being re- placed by more comprehensive stand- ards. Bannock county, Idaho has a track, field, and health meet on May 1 each year, sponsored by the county-school trustees’ association and planned by the county teachers association, the county superintendent, and the county nurse. State departments of education— October 23 has been designated as fall Arbor Day in Pennsylvania. The pro- grams fit into the state plan of reforest- ing barren tracts; beautifying highways, school grounds, and home surroundings; making provision for shelters and winter food for the birds; and projects having to do with the George Washington Bi- centennial celebration. “We have no rural-school question in Louisiana. Our schools are administered on a parishwide basis, which means that all schools are treated alike. There are no essential differences between our city schools and our rural schools, except that a number of the country schools have agricultural departments. They are all financed out of the same money, run for the same length of time, employ the same kinds of teachers, and in all other impor- tant respects the schools are similar. This is a condition J think should prevail.” — T. H. Harris, state superintendent of public education in Louisiana. Education associations—One of South Dakota Education Association’s major activities this year is to support the proposed amendment to the state constitution which will allow county superintendents to be reelected after a first term. During the past year the San Fran- cisco Science Teachers Club has spon- sorec the development of a course in field science for high-school students in na- tional parks during the summer vacation. OVERNMENT EDUCATIONAL EXHIBIT —The most extensive United States government educational exhibit ever assembled awaits superin- tendents, and other educators coming to Washington for the Department of Su- perintendence meeting, February 20-25, 1932. Thirteen government agencies which have services and publications impor- tant to schools are planning exhibits in the Interior Department reception hall. They are: Office of Education National Park Service The White House Conference on Child Health and Protection Reclamation Service Geological Survey Illiteracy Commission Children’s Bureau Federal Board for Vocational Education Department of Commerce Indian Service Department of Agriculture Government Printing Office George Washington Bicentennial Commission The exhibits will depict the activities of these bureaus and commissions. At- teridants will be present at each booth during exhibit hours to answer questions and to show various publications, maps, and motion pictures available to schools. The government educational exhibit, sponsored by the federal office of educa- tion, will be convenient to all attending the convention, as the Interior Depart- ment is within a block of the general meeting hall and the exhibits. The Interior Department reception hall will also contain a display of floor plans, specifications, and photographs of AE Bete, ry 1 itr a a ee aie GGoeeetor ow? pale: * i United States Office of Education U.S. Government Exhibit for Superintendents 75 outstanding new elementary school buildings selected by the National Ad- visory Council on School Building Prob- lems from every section of the United States. State superintendents of educa- tion meet—United States Commis- sioner of Education, William John Cooper, was host to the two-day meeting of the National Council of State Superin- tendents and Commissioners of Educa- tion held in Washington, December 7 and 8. How to finance schools in a period of depression proved to be the central problem of the meeting. State Superin- tendents Hirst and Lee of Arkansas and Missouri, respectively, told how larger units of administration were providing better education at lower cost in their states. Progress of the four-year National Survey of School Finance in getting at the roots of the difficult problem of pay- ing for American education was reported by Dr. Paul R. Mort, associate director. One out of 38 gets married—Re- member that inquiry blank from the Office of Education that you filled out last spring? You were one of nearly half a million teachers who sent them in, and summaries are now revealing for the first time actual supply and demand of teach- ers in each state. Tables for senior high-school teachers, elementary teach- ers, and junior high-school teachers will be printed in the January, February, and March numbers of School Life. The first table shows, among hundreds of other things, that one out of every 38 senior high-school teachers marries each year. eee eh oe ee “seecwrsecee ioc oh ea: 4 | ‘HE EDUCATIONAL EXHIBIT of the United States government will be housed in this building which is within one block of the conventio® hall of the Department of Superintendence. Here educators attending the convention will also find a lounge and an information 4 [ 62] New publications—Everyone cop.f cerned with trends and progress in ele-f mentary education will be interested jp Chapter II of the Biennial Survey of Education in the United States which js devoted exclusively to elementary edu-ff cation. Three authors, Bess Goody-f koontz, Mary Dabney Davis, and Mina M. Langvick, survey in succinct style dominant changes in organization and enrolment, the school program, progress of pupils, supervision of instruction, and research in elementary education, [Su- perintendent of Documents, Government Printing Office, Washington, D. C., 10 cents.]. Other recent publications are: Public School Education of Atypical Children, (Bulletin, 1931, No. 10, 25 cents]; An Annotated Bibliography on the Education and Psychology of Ex- ceptional Children, {Pamphlet, No. 23, 10 cents]; Commercial Education, [Bul- letin, 1931, No. 20, Chapter V, 10 cents]; Annual Report of the Commis. sioner of Education for the Fiscal Yea ended June 30, 1931, [free]. Forthcoming publications——Help; for Schools in Celebration of the Georg Washington Bicentennial in 1932 will a much-used publication [Office of Edu cation Pamphlet, No. 25, 5 cents] in the schools this year. It lists good books for children to read, free materials available, music, pictures, poems, plays, pageants and dramatizations, suggested activities for pupils, and additional source mate rial for teachers. Copies will be sent free from the Office of Education as long a the supply lasts—William Dow Bout well, editor-in-chief, Office of Education. ay I of ma On cc adequ that } round only cific t the t may ; gardit Above plann a we this i: teache ods, t for it. Wit cation tude t fact t tion it ment | ure th to get can | know persor fluenc ment is obv things by th to con will n tions questi tor w health to hay sonali iS co questi qualif helpir of th reality demic CAROLINE B. ZACHRY Mental Health in the Classroom Mental Hygiene of the Classroom Teacher e- Director of Mental Hygiene Institute, State Teachers College, Upper Montclair, N. J. ent education have recently been concerned with ways and means y- of making preparent education effective. Naf (Qn consideration it seems that the most yle adequate preparation for parenthood is nd that preparation which makes for well- es rounded, welladjusted adult living. It is ind only as this is accomplished that spe- of ez WHO are interested in par- Su cific training is of value. In thinking of ent the teacher as a parent-substitute we 10 may arrive at the same conclusions re- garding her preparation for her task. ical Above all, her education should be 2 planned for the purpose of developing one 4 wellrounded, welladjusted adult. If Ex. this is not accomplished no amount of 23 teacher training in subjectmatter, meth- Bul ods, technics, or skills will compensate 10 | for it. ms With our changing conception of edu- €O® cation must come a change in our atti- tude toward the teacher. In spite of the el® fact that we talk about aims of educa- 7S tion in terms of the wellrounded adjust- be | ment of the child, we still tend to meas- UB ure the teacher’s success by her ability thei get children to the place where they ‘fore can pass tests in subjectmatter. We ibIeR know little of her own maturity as a ant person or of her ability to guide and in- IEE fluence children towards the develop- até ment of maturity. The reason for this Jre'® is obvious. We still measure her by the S *% things that are easiest to measure and 7 by the things that lend themselves best to concrete testing. There is no test that will measure the personality qualifica- tions of teachers but there are some questions which the progressive educa- tor who is concerned with the mental health of the classroom, may justly wish to have answered in regard to the per- sonality adjustment of the teachers he 8 considering for his system. These questions are only suggestive of the qualifications of the person best equipped ' guide the allround development of children. Does the teacher face life squarelyP—The foundation stone on Which mental health is built and the one Which we emphasize with teachers in ing them to develop the personality of their pupils is the ability to face reality squarely. All too often the aca- demic life in itself is an escape from re- ntion esk. ality. The very position that the teacher takes in it makes it possible for her to maintain her defenses and indulge in How the Schools Build Ethical Character Y HELPING each child to develop | high standards of physical and | | mental fitness. 2. By training the senses in class- room, shop, laboratory, and play- ground so that children know how to gather and use data accurately. | 3. By surrounding children with an | atmosphere of the true, the good, and the beautiful. 4. By giving training in collecting and weighing the evidence bearing on | various problems of everyday life. 5. By bringing all the children to- gether and teaching them to work to- gether in friendly cooperation. 6. By building into the lives of children the best ideals of health, home, learning, citizenship, vocation, | and leisure. 7. By surrounding children with teachers who are genuine, cultivated, | earnest, and happy. No one can teach more than he is. some of the very mechanisms of adjust- ment which we look upon as unwhole- some in the child. The teacher with an academic point of view is often unable to respect and appreciate the abilities of the child who does not succeed on the same intellectual level as herself. The academic English, Latin, or mathemat- ics teacher far too often looks down upon the young person who makes a bet- ter adjustment to industrial or voca- tional education. This type of teacher is an intellectual ‘snob and is known to despise some of the work of the real world, for she escapes facing this real world by retreat into academic seclu- sion. This very intellectual snobbishness indicates a most insecure person, since the individual who is secure and happy in his own achievement is able to look with respect and appreciation on the achievement of other people in other lines. Again we will say that it is chil- dren whom we are teaching and if it is work with their hands that means most to their happiness and adjustment in [ 63] life, we, as teachers, must be able to ap- preciate this work and attach proper satisfaction to it for the child. The demands of mental hygiene and progressive education can be met by only a very mature person. Progressive education offers no retreat from life to the overdependent, immature girl who is looking for security in tenure of office, prescribed curriculum, prescribed meth- ods, and the authoritative principal to turn to when problems arise. Progressive education is, on the other hand, holding out opportunities for growth to the intel- lectually free, emotionally mature indi- vidual who is eager for the opportunity to use her initiative and accept her re- sponsibilities. This mature adult is free enough from her own emotional conflicts to be sensitive to the emotional needs of her pupils. Has the teacher life purposes which she is working out?—If the teacher has learned to face reality squarely she must have simultaneously developed a guiding philosophy of life. If she is to guide children in the execu- tion of their wholehearted purposes her own life must be one of purposeful living. She must be too alert and too intellec- tually honest to be satisfied with being a mere cog in a wheel. She studies the interest of her pupils so that she may help to plan their work in answer to their felt needs. She knows that it is only in this way that they will grow to the fullest extent and she realizes that superimpos- ing tasks on them interferes with growth. As she respects their personalities so she must respect her own and seek in her work the opportunity for her own growth. The administrator who holds the pro- gressive philosophy of education will be eager to see her grow and will realize that her proper respect for her own person- ality and growth will make her seek these opportunities for her pupils. She will be gaining her satisfactions thru real achievement. Her classroom work will truly be creative endeavor. For this rea- son she does not have to gain her satis- factions on the ego side thru the domina- tion of other people. The satisfaction of teaching because of the opportunity it ‘provides to dominate others is a danger recognized by all of us. This dominating disciplinarian is an individual very im- 64 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION mature in his emotional development, who is attaining few real satisfactions either in ego achievement or on the social side of his life. The individual whom the progressive educator appreciates is the one whose life is made up of tasks that to him seem worthwhile and the correla- tives to that which Burnham points out as essential to mental health—a plan and freedom to execute it. Is the progressive teacher a stu- dent P—Progressive education has little respect for academic escape. It has real respect for students of life as it is, who have taken as their wholehearted purpose the job of adjusting young people to its reality. The progressive teacher needs a wealth of knowledge if she is to guide so many different personalities and so many different abilities and tastes to their greatest possible growth. She must be a student, but a student who has dis- covered that more important to her than the ability to horde information is the ability to obtain the necessary knowledge as the need arises. Fine habits of study are part of her equipment. Her study should develop in her the scientific atti- tude which she should carry over into all of her classroom work. This scientific attitude helps her to maintain her ob- jectivity both in regard to subjectmatter and to the personality and behavior of the children themselves. A fine sensitivity to beauty, to creative endeavor, and to emotional needs are part of the equip- ment of this type of student. For her, February, 1932 her work as a student and her work as a teacher, is an art as well as a science. Has the teacher made a success- ful social adjustment P—Part of her specific job is the guiding of the social adjustment of the children committed to her care. If she is to guide them to ma- ture adjustment on the social side she must have attained this adjustment her- self. The teacher who is deprived of af- fection and whose own social adjustment is unsuccessful is in a very difficult posi- tion when she becomes involved in the social adjustment of her pupils. It is this type of teacher who is prone to keep the child dependent on her and who finds it difficult to admit that he is growing up and to help him to establish ideals of maturity. In a former article on Social Adjust- ment and Sex Education the statement was made that: “The school has a defi- note responsibility to set up a wholesome social environment in which the child will have the opportunity to enjoy each social stage to the fullest and every in- centive to go on to the next stage.” This environment can be set up only by teach- ers whose own social adjustment is whole- some. The teacher’s attitude toward men and women is felt by pupils no matter how subtly the attitude is expressed. The teacher with prejudices in regard to either sex is warped in the matter of social adjustment and therefore handi- capped in ability to guide young people. Sound social adjustment involves a sound a attitude toward sex. To be a wellrounded personality in herself her social adjust. ment must be satisfying to her. The f teacher should meet the emotional needs of the child—not work out her own emo- tional needs on him. Only an emotionally mature person can provide security for the deprived child and help him to achieve relative independence at the same time. Is she an integrated person?—Ip a progressive school the curriculum js worked out in the classroom and is the teacher’s responsibility. Her plans are made with the integration of each child as her objective. Is she herself an inte grated person or is teaching to her merely a means of livelihood so that her ener- gies are being constantly divided between the school work which she has to do and outside activities which provide escapes? If she is carrying on progressive class- work successfully she cannot be a divided person because progressive education demands the wholehearted interest of teacher as well as pupil. One answer to the question of the teacher’s integration is found thruout the entire article. In- tegration is dependent on wholehearted purposes that are so broad in their con- ception that they provide for an allround adjustment. Mental hygiene and progres sive education have as their definite aim} the integration of personality. The ad ministrator must bear in mind that this aim should include the personality inte gration of the teacher. The Psychiatrist in the Educational System 4 ice PRIME TASK of the psychiatrist of a department of education is educational. He should focus his chief attention on the classroom and those who are working with the child. The adjustment of the child to the school and the school to the child and his op- portunities should be the main topic; the adjustment of the child to life is the broader issue and setting. Training for character and citizenship altho tremend- ously important must be more or less in- cidental. In order to capitalize each pupil’s as- sets, aptitudes, and constructive interests and bring about the optimum balance of his assets and liabilities, teachers should be sensitized to early recognize the facts of individual variations in all levels of functioning—physical, intellectual, emo- tional, temperamental, and social. Altho the psychiatrist is vitally concerned in formulating an activity program of mental hygiene for all pupils, he is pri- marily obligated to help educators detect early signs and symptoms of maladjust- ment as shown in personality and be- havior difficulties and how these might be best managed by the school personnel. The raore seriously maladjusted pupil should be regarded as a sick individual who primarily belongs to his family phy- sician, the clinics of the department of mental hygiene, the hospital, or a private clinic where competent medical diagno- sis and treatment can be carried out. Teachers’ conferences offer a valuable opportunity to bring home the facts of cases discussed, determine teachers’ ques- tions and problems, and point out the usable facts of the children actually studied. The psychiatrist should visit all parts of the state and schools of various kinds, so as to give an introduction to principles of mental hygiene from the teacher’ angle. Occasional clinics might be prof itably given to school teachers, schodl physicians and nurses, counselors, and teachers-in-training as an effective meas of teaching the fundamental principle and practises of commonsense psychiatry. The bulk of pupils presenting varying degrees of mental ill health will have t be managed by classroom teachefs Nevertheless, it is the conviction of the psychiatrist that he can be of consider able assistance in sharing this respons bility and in pointing out ways means of conserving, extending, and et riching mental health as well as the prt vention of unwholesome mental and emt tional reactions—Frederick L. Patt); M. D., Neuropsychiatrist, State Educt tion Department, University of the State of New York. | ! every mittec of tin train servic includ have sions of tim it sure advan profes If lower, riculu it tak in all sary | The a the U mont! gradu years teach requir four 1 one s educa teach the rn It of th Educ: under A. § Hoov ence | of the also ¢ Confe gover lar e¢ acqu and § I$ an and ; trains Ac Was tion | that in th Drese they and | . £ NATIONAL EpucaTion Asso- 0 | CIATION has set as one of its major objectives “a trained teacher in every classroom.” It is generally ad- n mitted that it requires at least two years SS) of time beyond the secondary school to i train a teacher for elementary-school TD cervice. Several of our teachers colleges, : | including the one in which I serve, now have four-year curriculums in all divi- ly sions of elementary education. Two years TD of time may be long enough to train but im i surely requires four years of time to nd advance one to the needed educational P' professional level. ni If a teacher could prepare for the uel lower, intermediate, or upper-grade cur- , riculum in two years, how long should it take to prepare a teacher to teach well in all three of these fields as it is neces- Inp @Y t° do in our one-teacher schools? ted The average elementary:rural teacher in the United States has only about four a months of training beyond high-school a graduation. If the old standard of two aa years of training is used, the rural § teacher has less than one fourth of the ad- this required amount. If the new standard of four years is used, she is hardly within one sixteenth of the needed amount of education to meet the requirements of teacher, principal, and social leader in the rural community. 1 It is not surprising that the delegates of the 1931 convention of the National Education Association at Los Angeles, - under the leadership of President Willis ak A. Sutton, agreed to ask President aa Hoover to call a White House Confer- il ence to discuss and agree upon the needs of the rural child and his teacher. It was ‘ples also decided that after the White House > Conference was held each of the state ryity governors should be asked to call a simi- | lar conference in the respective states to ‘hers acquaint the people with the real need and great inequalities that exist. There an oversupply of teachers in the city and an equally great lack of adequately ‘tained teachers for rural schools. According to the federal census there Was no loss in the total rural popula- tion until after 1920. Have we forgotten that America’s first great leaders lived inthe rural areas and that many of our Present urbanites are doing whatever they can to establish a country home and to make frequent visits to parks or L. W. HACKER country clubs in order to obtain those elements so essential to the abundant life? The natural solarium, the purest of |: ong PEOPLE are deeply interested in the welfare of their children. But rural parents frequently fail to understand the large contribution which the schools can make to the future wellbeing of their children. They fail to recognize that an effective school can guide and encourage the mental, social, and physical growth of their children. This limited view of educa- tion is due largely to the fact that edu- cational leaders have failed to interpret the broader aspects of the educational program to rural people—NEA Re- search Bulletin, “The Outlook for Ru- ral Education,” September, 1931. air, the freshest of food, and the absence of disturbing noises are factors of health which many city children cannot enjoy. The rural areas can, should, and are be- ing made more attractive by the aboli- tion of social isolation and by making living conditions more attractive. Mod- ern improvements cannot be raised in the fields of the farmer nor manufac- tured in the smaller rural villages. The industries of the cities may supply them just as soon as the farmer receives an income that will insure “cost of produc- tion plus a fair profit.” Cost of produc- tion includes increased taxes, interest on mortgages, and a score of other items. The education of the rural teacher, the salary, the school term, and the school plant should be made attractive. Just as the wealth of our great cities is called upon to support their schools, so must the wealth of our larger units, the county, state, and nation, be called upon to supply the needs of the rural child and his teacher. Should the education of the elemen- tary rural teacher differ from that of the urban elementary teacher? To answer this question we should first state the meaning of our terms. A teacher is one who knows the great ideals of the race, exemplifies them in his own life, and passes them on to others. Rural is de- fined by the federal census as meaning all places of less than 2500 in popula- tion. This includes village, consolidated, two- and one-room schools. About 42 percent of the total population accord- [65 ] The Education of Teachers The Education of Rural Teachers Director, Division of Rural Education, State Normal University, Normal, Illinois ing to the 1930 census is engaged in agri- culture. Education is “growth,” “adjustment,” “complete living,” and the “liberation of intelligence for the service of humanity.”’ The objectives are more specifically stated as health, worthy home life, fun- damental processes, vocations, citizen- ship, leisure, and character. Both rural and urban groups accept these common basic objectives and ideals of the race. In order that these objectives may be obtained, “the curriculum must draw freely upon the experiences of the child, upon the educational resources of the community, and must supply whatever the environment lacks to round out and complete the life experiences of an Amer- ican child.”’ Good teaching should begin “with the child’s world and use the com- mon objects, phenomena, and activities as means of education.” Is it not important that the teacher be acquainted with the child’s world, the common objects that he uses, and the activities that he performs during vaca- tion as well as before and after school? Swine and cows are farm factories pro- ducing food. The farm labor, the farm business, and the marketing of products require business ability. The American farmer lives in the midst of thousands of his plant and animal factories that need his attention. The farmstead fur- nishes for the farm family, the hotel, restaurant, water system, park, office, elevator, dairy, garage, storage ware- houses, power, and enough work so that all the children may be apprentices to varied types of farm tasks. Is this method of rural living different from that of the traveling salesman or the man who has an office downtown or the man who does piece work in a fac- tory or the man who lives on the third floor of an apartment with no ground spaces for play or gardens? Altho the home life is different, this may not be sufficient reason to differentiate in the training of rural teachers. The actual work to be done in this type of a school needs analysis. Such analyses have been excellently summarized in the studies of Verne McGuffey, Ralph Eyeman, and others. Judgments as summarized by Mabel Carney and W. M. Robinson give further evidence of differences as pointed out by American educators. Carney r- a. na ~ 66 names the following chief reasons for partial differentiation in rural teacher education: physical, social, economic experiences of children; organization, handicaps, and opportunities of rural pupils involving greater responsibility and demands upon the rural teacher; and retardation and neglect of rural schools. Children attending urban schools com- ing from families of coal-miners, factory laborers, and capitalists differ also in some of the above factors but it is doubt- ful if the differences between urban areas vary in as many factors as do those be- tween the rural and urban. Too often the rural teacher has to teach all eight elementary grades [supervising seven grades while one class is reciting], per- form the administrative duties of a prin- cipal in addition to the regular teaching duties, [The special duties as principal are recognized by a $100 bonus in Mary- land.] and get along without a supervis- ing principal. The standard consolidated or village school lessens many of the special rural problems that must be shouldered by one teacher but there is still the need of the knowledge of the sociology of rural life and the knowledge and understanding of the problems peculiar to a consolidated school such as transportation, dormi- tories, lunching, adult education, recrea- tion, and community-center activities. Some important problems for the future successful teachers college are selection of students, curriculum guidance as to needs of the state, building of curric- ulums which provide for basic teaching needs and specialization, placement, and followup work to assure success and to locate weaknesses in the teacher-educa- tion process. After the teachers college has discov- ered by entrance requirements that the preparatory teacher has the scholastic background and the needed physical characteristics, then the student should be given guidance in choosing the proper curriculum so as to avoid later disap- pointments. State departments should aid in furnishing statistics for the past, pres- ent, and predicted needs in the profes- sion. A properly educated teacher is needed for every type of school that the state approves as part of its school system. Those special subjects which are so important to the success of the rural teacher are the sociology of rural life, elementary sciences with the approach thru nature study and agriculture, rural education including organization and management, and apprentice teaching. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION In a two-year or 60-hour course these subjects need not take more than ten hours of the training requirements. Courses in the junior and senior years of a four-year rural curriculum should consist of rural leadership or social con- trol, administration of rural schools in the larger school units, rural supervision, and skill development in schools that furnish needed natural situations. These advanced courses may not total more than ten hours. This would give 20 hours of differentiated work out of the 120 hours required for college gradua- tion. The education of rural teachers is being attempted by various methods in the different states. In Connecticut all teachers who take work in the teachers colleges are required to take a course in rural education. Indiana offers a rural license for those who teach in the one- teacher schools. Many states require only an elementary-school certificate as a prerequisite to rural teaching. Connecticut, which is predominately urban, believes that all teachers should have some rural education in order to be helpful, understanding, and sympathetic. Indiana offers a three-track plan in ob- taining elementary-school licenses. These are rural, intermediate-grammar, and primary. Students who pursue the rural courses for one year are not penalized by changing to an upper or a lower grade curriculum. Indiana admits that the dif- ferences are not great but yet they are important enough to justify the taking of method courses covering all eight grades and student teaching in a one-teacher school. The third plan or “laissez faire”’ policy on the part of both the state and the student is indefinite and uncertain. Several states that follow this practise have rural divisions in their teachers colleges. Progressive schoolboards and county superintendents make excellent use of these departments, altho many ele- mentary schoolboards are likely to em- ploy a trained high-school teacher with a French-Latin major instead of one who is trained to teach the fundamental proc- esses. The saying that “there is no greater inequality than the equal treatment of unequals” is certainly appropriate in this case. Rural teachers with their greater February, 1932 tasks to perform have been those with the least training, the shorter terms, the poorer attendance of pupils, the smaller salaries, the shorter tenure, and the least experience. When one reads The Pupil Status in Rural Elementary Schools by George C. Kyte and Education Achieve. ment of One-Teacher and of Larger Rural Schools by Timon Covert, one cannot help but wonder why the rural pupils have done so well in the various states where scientific investigations have been made. In nearly every case the pupils from the smaller schools ranked below the urban pupils in mental age, achieve- ment, and age-grade status. Such com: parative studies of achievement quotients that rate the pupils from the larger schools at five to fifteen points above those from the smaller rural schools frequently fail to take effort into con sideration. Let us compare such factors as years of teacher education, length of school term in months, percentage of at- tendance, average years of education of the parents, and the yearly salary in the number of hundreds of dollars paid the teacher. An urban teacher who has two years of training beyond the high school [14 years], a school term of nine months, a ninety percent attendance, education of parents averaging nine years, and an an- nual salary of ‘$1200 as against a rural teacher who has half a year of training beyond high schgel [12.5 years], a school term of eight Months, an eighty percent attendance, gducation of parents averag- rs, and an annual salary of give more than twenty per will s of t ying back to a larger appreciation virtues of improved rural life Universal education in our democracy must Serve as a balance wheel and keep us from making the errors of other great empires of the past. True happiness is not found in the anemic conditions of the fourth generation of urban dwellers. The people of the rural areas have need of the products of our cities and they will buy them when our economit, social, and educational structures can be properly adjusted. Without the turning of the wheels of industry in our citié how can the inhabitants survive? The farmer was selfsufficient less than a cer tury ago but can the city man ever bt selfsufficient without the farmer? Ead of these groups is a complement to th other in our modern civilization. The golden rule must be enthroned or W shall be crucified on the cross of selfish ness. I f —shov terests of the college or hav tirely. sought | HE CHART BELOW—which was pre- pared for Congress by the National Committee on Education by Radio —shows how the power trust radio in- terests have succeeded in gaining control of the air. They have seen to it that the college stations got the poorest channels or have crowded them off the air en- tirely. Have they not, at the same time, sought, thru privately appointed and —————E——— | National Broadcasting Company Columbia Broadcasting System All Educational Stations Combined All Other Broadcasters The Gift and Favor Form of Bribery financed committees in New York, to dominate American education by radio? { Have they not sought to perpetuate this menacing system by giving free time on the air to educational authorities, civic and educational associations, and leading citizens? Are they not using the friendly associations thus established be- tween their representatives and public to diffuse subtle propaganda? Does not this Radio Notes for Class Study gift and favor form of bribery resemble that which the railroads used in an ear- lier period of corruption when free passes were issued to all candidates for public office? Isn’t it time for school people to be careful? Are not freedom of speech and control of education by the people the very foundations of a democratic civilization? Urge your congressmen to protect the rights of your state. The Power Trust and the Public Schools 183.99 108.02 Units of radio facilities assigned to education as compared to chain broadcasting as of November 28, 1931. included all stations owned, operated by, or affiliated with each chain. The question of monopoly in radio communication must be squarely met.—Herbert Hoover. Under chain assignments are | Does this assignment | of radio facilities rep- resent the importance | the Federal Radio | Commission attaches | to education? Vitalized Group Study and Faculty Meetings T IS ASSUMED that no teacher training if institution claims to graduate a fin- ished product, even after four col- lege years of preparation interrupted, it may be, by periods of valuable experi- ence in the field. If we are to claim to be members of a profession, we must hold to the necessity for, and the possi- bility of, continuity of training so long as growth is maintained.”—Frederick L. Whitney, State Teachers College, Gree- ley, Colorado, in American School Board Journal. “Our business demands an adequat > professional preparation. It demands, further, that we keep abreast the latest ideas of educational sociology, educa- tional psychology, and teaching technics. It calls for a professional spirit of co- operation. May it never be said of any- one of us that we have discontinued our professional education. May it never be intimated that anyone of us has forgot- ten to keep in touch with modern educa- tional thought.”—-L. W. Feik, superin- tendent, Sioux City, Iowa. The school today stands at the center of American life. This generation of teachers faces a challenge to be informed. The need for broad and constant reading is particularly great among the teaching group which in a sense stands between today’s progress and tomorrow’s promise to the young people of the world. To maintain a familiarity with what is hap- pening requires persistent and thought- ful study. Just as the growing enrolment in state and national education associations is a part of a worldwide movement toward corporate action and planning, so vital- ized group study is a part of an intel- lectual awakening which extends far beyond the teaching profession. In the December 1931 JourNAL, H. G. Shields, writing on “The Abolition of Economic Illiteracy,” says: “Many teachers know but little about the tax- ing system which is such an important determinant of their own welfare.” The Washington Educational Journal. does more than mention this idea; the Decem- ber 1931 issue contains an article, ‘Pub- lic School Finance in Washington,” pre- pared as a lesson for group study and discussion. The foreword of the article states: It is for the purpose of aiding teachers not only to realize that Washington is now facing unusual tax difficulties, but also to understand the direction which tax revision must ulti- mately take, that this series of questions and answers is formulated. Each month the tax page should be studied individually by teachers. It would be still better if this tax material were made the basis for regular group study and discussion. Most valuable of all would be the application to local conditions in each com- munity. The variety of material in this issue of the JouRNAL offers many vital topics for discussion: “Teachers Interpreting the Schools.” This was prepared to answer requests of readers. It points out ideas to emphasize and ways to use Journat and Association material. “Education for Home and Family.” Can you use this in parent-teacher groups? “Vitalized Commencements.” Isn’t it easier to vitalize an institution already established than to create a new one? Have you interested your senior class in studying the objectives of education ? “Shall Wages and Salaries Be Reduced?” How does Mr. Leiserson say the effects of de- pressions on employment and wages are brought about? “The Art of Living.” Is there any point in Henry Turner Bailey’s formula for the art of living which is new to you? “Some Major Themes Underlying Instruc- tion in Arithmetic.” This article contains points which might be considered in curriculum revision or in teaching. “Developing and Selecting Textbooks.” How are textbooks selected in your school? What is the cure for textbook begging ? “Education: A Profession for Men.” Are the schools in your state which educate teachers showing an increase in men students? What factors are making education an attractive career for men? “Mental Hygiene of the Classroom Teacher.” The questions in bold type in this article are excellent for discussion. Can you think of teachers who illustrate these points? Some of the many statements which come to the JouRNAL office telling about group study and faculty meetings in vari- ous schools are given below. They show plans and the enjoyment which teachers are finding in professional study. This year we have been studying and dis- cussing the new State of Maine course of study, meeting in grade groups, but there are oppor- tunities for correlation with some of the excel- lent, pertinent articles found in the NEA Jour- NAL.—Vernie B. Skillin, Springvale, Maine. It has been our practise for sometime to use the NEA Journar in our building meetings. Principals have reported that both they and their teachers find it interesting and worth- while——William Harris, sup’t, Decatur, III. We have been using Tue Journat for discus- sion and study in our school reading circle. We meet for an hour the first Monday in every month and use the first part of our meeting in the study of THe Journat.—Anna R. Baily, Wilmington, Delaware. [ 68 ] Our faculty meets on the second Thursday of the month. Three teachers give reports oj the research work from THE JOURNALS. Th assistant county superintendent then summa. rizes the highlights. Every teacher looks for. ward to a discussion of these important prob. lems.—Marvin O. Werley, principal, Stouchs. S Conve burg, Pennsylvania. Review One plan we have used is to designate som a peri teacher to report at the meeting which artick she thought best and why; maybe two other S to question this choice and a general discussion B patriot to follow. We are interested right now in study. Was) ing “Grade Marks and What They Mean’ Br Perhaps it would be well to say how little they del mean.—Lucy Mason Holt, principal, Norfolk, Toml Virginia. ma For three years the rural teachers of Branch Da County, Michigan, have been meeting in regu- Linco lar monthly teachers’ meetings by township sup groups. The teachers gather at the most cen- Old ¢ trally located school in the township at th ber close of the school day. They choose their chair. Ro man, and with the help of the county commis Si sioner, carry on a program thruout the year In some of the groups, reports from THE Jour-§ presidin NAL have been used and found very valuabk fF of sch Children of the various grades are brought tof Depa gether thru these groups for speed and compre Address hension tests in order to make comparisons anf Unive determine levels. Speakers meet the groups a M various times and speak on the subjects taught in oneroom schools. A ‘great deal is accom-§ [resent plished thru these meetings. Teachers are mor Speaker: professional, more industrious, more resourct-—F A J]. ful, and more loyal to each other.—Fern E Der Bickford, commissioner of schools, Coldwater acte Michigan. Frank “ag Schools which are studying social ani ar economic issues and the interpretation 0! Re: the school to the public which it serve,— Ass will find excellent help in “Childhooif Charl and the Depression: A Look Ahead” pre Bm pared by the NEA Research Divisionf 4 ¢, The January 1932 bulletin of the Def Educatic partment of Elementary School Princ-f Judd, sity o pals contains a symposium on radio it education, the plans of the committe M on certification, and news which wilf Pigrima interest workers in this key group. Th yy 1932 yearbook of the Department f>,,.,.. Superintendence to be distributed at 189 sity convention, February 20 to 25, is @§ dent. character education. This yearbook is ™ Nat valuable contribution to a vital subject ; ~ The articles in the December JouRNF s4.50) 5 ranked highest by vote of many reades ped are: | Met First, “The Lost Radiance of the Christiat Religion” by L. P. Jacks; second, “Idealis® Tu the Need of the Hour,” editorial; third, “To Them Abolition of Economic Illiteracy” by H. 6 Shields; fourth, “Values of the Social Histo! Presiding for Teachers” by Caroline B. Zachry; AHAB of sche “The Schools and International Goodwill” 1 The ¢, Floyd T. Goodier. Broom y of Department of Superintendence TENTATIVE PROGRAM FOR WASHINGTON MEETING, FEBRUARY 20-25, 1932 n Convention Theme—Education, our Guide, and our Safeguard, and one of the Chief Sources of our Spiritual Life, our Cultural a- t- b- Saturday, February 20, 4:00 P. M. S- Review of convention exhibits by the president and other officers of the Department of Su- > perintendence and the NEA. c ers Sunday, February 21, 2:00 P. M. ion} Patriotic Pilgrimages: dy- Washington Monument, leader, Edwin C. in.” Broome, superintendent of schools, Phila- hey delphia. olk, Tomb of the Unknown Soldier, leader, Nor- man R. Crozier, superintendent of schools, ad Dallas. -2u- Lincoln Memorial, leader, George C. Bush, ship superintendent of schools, South Pasadena. cen. Old Christ Church, Alexandria, leader, Her- the bert S. Weet, superintendent of schools, : Rochester. nair- mis. Sunday, February 21, 4:00 P. M. y eat Vesper Service OUrF Presiding—Edwin C. Broome, superintendent abl of schools, Philadelphia, and president of the tto-— Department of Superintendence. apre-F Address—Rufus B. von KleinSmid, president, sam— University of Southern California. we Monday, February 22, 8:45 A. M. com: mOor® Speakers: urc-F 868A. L. Threlkeld, superintendent of schools, mn £ Denver, Chairman, Commission on Char- vate! acter Education. Frank N. Freeman, School of Education, University of Chicago. Presentation of the Yearbook on Character Education | an Mrs. John K. Norton, associate director, On 0! Research Division, National Education TVES, Association. hoot ©Charles B. Glenn, superintendent of schools, ’ Birmingham. a Patriotic Ceremony at 10:15 oclock, the hour of George Washington's birth. De Education, the Nation’s Safeguard—Charles H. rinc-§ Judd, director, School of Education, Univer- lio inf Sity of Chicago. nittet Monday Afternoon, February 22 . wil Pilgrimage to Mount Vernon. Monday, February 22, 8:00 P. M. Convocation of George Washington Univer- oe een, Cloyd Heck Marvin, presi- nt. The National Commission on the Enrichment of Adult Life—James A. Moyer, State De- partment of Education, Boston, Chairman. School-Building Planning and Construction— presiding, Elmer T. Peterson, College of Education, University of Iowa. ‘lied departments and organizations. Tuesday, February 23, 8:45 A. M. Theme: The Present Crisis and Public Education Presiding—Norman R. Crozier, superintendent of schools, Dallas. € crisis defined—President Edwin C. Toome. i “The H. 6 istor) ; fifth ill” bY Growth, and our Material Power. What the public is getting and may expect from adequate expenditures for education— George D. Strayer, professor of educational administration, Teachers College, Columbia University. Important PECIAL railroad rates, one and one half fare for the round trip. Iden- tification certificates furnished to members of the N. E. A. on request. Write Secretary J. W. Crabtree, N. E. A. headquarters, 1201 Sixteenth Street, Northwest, Washington, D. C., or your state director, or your state secretary. If you neglect to get in advance your identification certificate and purchase a round trip ticket, no adjustment of fare can be made after arrival at Wash- ington. Sale begins in eastern territory February 14, final return limit thirty days from date of sale. Validation at regular ticket offices in Washington. Sleeping room’ reservations are handled through the Washington Con- vention Bureau, Augustus Gumpert, director, 1730 H Street, Northwest, Washington, D. C. Convention headquarters, registra- tion, postoffice, and exhibits are located in the Washington Auditorium. How shall the crisis be met?—David E. Weglem, superintendent of schools, Balti- more, Chairman, Committee on School Costs. Improved methods of financing education— Russell Dearmont, Missouri State Senator, Cape Girardeau. Report of Committee on Financing Educational Research. Nomination of officers. Tuesday, February 23, 2:00 P. M. Administrative groups arranged according to size of city. Departments and allied organi- zations. Tuesday, February 23, 8:00 P. M. Theme: American Education—Past, Present, and Future From past to present—Francis G. Blair, State Superintendent of Public Instruction, Spring- field, Illinois. American education today—Frank P. Graves, State Commissioner of Education, Albany, mF. Future needs and prospects—Henry Suzzallo, director, Carnegie Foundation for the Ad- vancement of Teaching, New York City. Wednesday, February 24, 8:45 A. M. Theme: Education as a Source of Our Spiritual Life and Cultural Growth Intangible values—Florence Hale, president of [ 69] the National Education Association, Augusta, Maine. Art in education—Lorado Taft, sculptor, Chi- cago. Music in education—Walter Damrosch, music director, New York City. Literature in education—John H. Finley, the New York Times, New York City. Business session: Reports of Committees Lay relations, Charles S. Meek, superintendent of schools, Toledo, Chairman. Audit, Louis Nusbaum, associate superintend- ent of schools, Philadelphia, Chairman. Election of Officers Ballot Box open 11:00 A. M.-6:00 P. M. Wednesday, February 24, 2:00 P. M. Discussion groups arranged according to sub- jects. Allied departments and organizations. Wednesday, February 24, 6:00 P. M. College dinners. Wednesday, February 24, 8:00 P. M. Theme: Education for a Changing Social, Economic, and Political World Education for a changing social world—Speaker to be announced. Education for a changing economic world— Speaker to be announced. Education for a changing political world— Mark Sullivan, editor and author, Washing- ton, D. C. Thursday, February 25, 8:45 A. M. Education as a national enterprise—Ray Ly- man Wilbur, secretary, Department of the Interior. Business session—Report of Committee on Resolutions, Paul C. Stetson, superintendent of schools, Indianapolis, Chairman. Thursday, February 25, 2:00 P. M. Theme: Promoting the Physical and Mental Health of School Children Presiding, Willis A. Sutton, superintendent of schools, Atlanta. Promoting the physical and mental health of school children 1. Thru physical preparation of the pre- school child 2. Thru approved courses of study 3. Thru properly directed medical inspec- tion and followup work 4. Thru wellorganized recreational pro- grams Speakers—Frederick W. Maroney, director of health education, Atlantic City, New Jersey; Jay B. Nash, associate professor of physical education, School of Education, New York University, New York, N. Y. Introduction of newly elected officers. Thursday, February 25, 8:00 P. M. Historical pageant under the auspices of the George Washington Bicentennial Commis- sion in honor of the Department of Super- intendence—Percy Jewett Burrell, director. a ea gress LINCOLN knew and loved men. He understood } sie i dom of their species. — Abraham Lincoln and ‘Temperance = directior their hopes—their desire to get on and up in the world, |} **" leads tl Double to realize their best selves by doing right and being right. On February 22, 1842, before the Washingtonian i Society of Springfield, Illinois, Lincoln delivered a great Ts January bers hay address from which the following sentences are taken: When J is one who has long been known as a victim of intemperance |: bursts the fetters that have bound him, and appears before his neighbors “clothed and in his right mind,” and stands up with tears of joy trembling in his eyes, to tell of the mis- eries once endured, now to be endured no more forever; of}: his once naked and starving children, now clothed and fed | comfortably; of a wife long weighed down with a broken heart, now restored to health, happiness, and renewed affection; } ‘**: there is a logic and an eloquence in it that few human feelings }.: *: can resist. § Of our political revolution in ’76 we are all justly i": proud. It has given us a degree of political freedom outweigh: }.2%: ing that of any other nation on earth. Turn now to the tem- perance revolution. In it we shall find a stronger bondage }« broken, a viler slavery manumitted, a greater tyrant deposed; in it, more of want supplied, more disease healed, more sot: row assuaged; by it no orphans starving, no widows weeping.} Ce How nobly distinguished that people who shall have planted Te and nurtured to maturity both the political and moral free} : $ ok 2 aso SSS #8 = neh OF 8 WES | — td az i < Was pubj Corona, CoLor sno — Cong [This poster for your classroom is from THE JOURNAL of the National Education Association. Copies on art paper: 20 for $1; $4 per 100; $30 per 1000. No- 210 [70] were ET US NOT FORGET that we live in pregnant L and decisive times. It is probable that our descendants will envy us the dawn thru which, without knowing it, we are passing, just as we envy those who took part in the age of Pericles, in the most glorious days of Roman greatness, and in certain hours of the Italian Renaissance. The splendid dust that clouds the great movements of men shines brightly in the memory, but blinds those who raise it and breathe it, hiding from them the direction of their road and, above all, the thought, the necessity or the instinct that leads them.—Maurice Maeterlinck in The Double Garden. New Life Enlistments HE NUMBER of life members enroled in _.. National Education Association on January 1 was 4800. The following life mem- bers have been reported since the January JOURNAL: CatirorNniA—Grace I. Ball, Willa E. Ballard, Anna Louise Barney, Mrs. Anna C. Bunce, Beatrice Clif- ford, Wilbur A. Hamman, Carrie A. Hayden, Mary C. Hutton, Clayton F. Palmer, F. J. Pribble, Georgia N. Rhoades, Bessie G. Rouse, Minnie Taylor, Paul E. Webb. ConNECTICUT—Margaret C. Gray, Mary G. Moody. District oF CoLtuMBiA—-Samuel H. Thompson. Hawai—Joe Chalmer Harper. Ittinois—Carl L. Anderson, Otto Emil Geppert, Andrea T. Hansen, Lillian M. Hawkins, Sarah Louise Herrick, C. M. Himmel, Nellie P. Lees, Frank L. Richardson, Charles F. Scherrer. InpiANA—Lora A. Lewis, Carrie Strole. Kansas—Oscar Ira Scott. Maine—Milton Ermond Higgins, John L. Hooper, Ethel M. Nevins. MassacHUsETTS—Sarah A. Cavanagh, A. Lincoln Filene, Alice Louise Harris, Frank S. Livermore, Anna Theresa Marble, Caroline J. Trommer. MicuicgAaN—C,. L. Anspach, Gerald F. Bush, Helen J. Hanlon, Albert B. Keenan, C. Gertrude Phelps, Dorman Post, Clarence Vliet, W. A. L. Willard. Minnesota—Jean Unquhart Dutton, Katharine Leonard. Missourr—Kate G. Hurley, Lulu Evelyn Kilpatrick. NepraskKA—Leah Schofield. New Jersey—Edison E. Bresett, Anna S. Fay, Ida E. Housman, Mary M. Hunt, Mary I. Saddler, Mrs. Clara Carr Stallard. New York—Mrs. Calla Louise King Engle, Made- line B. Howe, Richard K. Piez. On1l0—Gladys M. Colburn, W. E. Hutchinson, Dr. Edna Rickey Lotz, Bertha M. Luckey, David R. Lyons, Cora Miller McClanahan, Charles H. Parrett, W.L. Shuman, Julia B. Slenker, A. Hobart Young. Orecon—Nettie F. Berryman, Mabel E. Pringle. PENNSYLVANIA — Harriet Blackburn, Elisabeth Knight Eyre, Ruth E. Fisher, Grace E. Harbold, Guy N. Hartman, Glenn H. Houghton, Paul E. Klinedinst, Lucy §, McCarty, Dorothy Milhous, Joseph R. Mil- , Dorothy Murdock, William S. Owen, Natalie Anne Petty, Sarah B. Place, M. R. Schrock, Alice P. Weaver, Westminster College. PHipPinr IstiaNps—Arcadio Alarcon, Dr. Godo- redo G. Calub, Federico Piedad, Isidro Salvador. Texas—Walter §S. Benson, Henrietta Boyd, a a Earthman, Mrs. Olivia L. Robertson, .M. Sims. Urak—Simon P. Eggertsen. Vincinia—Charlotte S. Grimes, Flossie J. Jackson. EST VIRGINIA—Lucile R. Goodall. SCONSIN—R. B. Everill. | Completed Enrolments T™ FOLLOWING SCHOOLS have completed * their 100 percent enrolment in the Na- Nonal Education Association since the list "ts pubished in the January JOURNAL: Fourteen Years CrorD0— Pueblo, District Number 20, Columbian, Tona, Danforth. Thirteen Years Ca.ceAD0—Pueblo, District Number 20, Bessemer, tral Grade, Edison, Minnequa. Builders of Our Profession Twelve Years Cotorapo—Pueblo, District Number 20, Carlile, Lake View, Wildeboor. ILLiINois—Moline, Lincoln, Willard. Missourt—St. Joseph, St. Joseph Public Schools, ENRY L. STEVENS, Jr., Warsaw, North Carolina, newly elected commander of the American Legion, which cooperates each year with the National Education Association in the observance of American Education Week. Bartlett Elementary, Bartlett High (Colored), Ben- ton Junior-Senior High, Blair, Bliss Junior High, Central High, Douglass, Thomas A. Edison, Eugene Field, Floyd, Hall, Hosea, Humboldt, Hyde, Junior College, Lafayette Junior-Senior High, Lincoln, Charles A. Lindbergh, Longfellow, McKinley, Musser, Neely, Noyes, John J. Pershing, Robidoux Junior High, Sherwood, South Park, Washington, Webster, Whittier, Young. NEBRASKA—Lincoln, Bancroft, Capitol, Everett Junior High, Hawthorne, Hayward, Whittier Junior High, Willard. PENNSYLVANIA—Pittsburgh, Knoxville Junior High. Eleven Years I__tinois—Moline, Logan. Maine—Dexter, Pleasant Street. MASSACHUSETTS—Brookline, Edward Devotion, Run- kle. Nesraska—Lincoln, Belmont, Elliott, Hartley, Long- fellow, Normal, Park, Randolph, Saratoga. On10—Lorain, Brownell, Harrison, Lowell. Ten Years ARIZONA—Tucson, Roskruge Elementary, Roskruge Junior High. CALIFORNIA—Santa Ana, Roosevelt. ILLinois—Moline, Central Junior High, John Deere Junior High, Garfield, Grennel, Washington. MICHIGAN—Grand Rapids, Sibley. New Jersey—Long Branch, North Long Branch. On10—Lorain, Hawthorne Junior High, High, Lin- coln, Whittier Junior High. Nine Years Arizona—Glendale, Grammar; Phoenix, Wilson. CaLIFORNIA—Los Angeles, Melrose Avenue; Santa Monica, Garfield, Grant, Jefferson, Roosevelt; South Pasadena, E\ Centro Street. Hawat—Hakalau, Hakalau; Olaa, Olaa; Papaikou, Kalanianaole. ILLinois—Dundee, Dundee; Moline, Ericsson, High, Irving, McKinley, Roosevelt; Waukegan, Wauke- gan Public Schools, Greenwood, North, Special Teachers. INDIANA—Fort Wayne, Jefferson. Massacnusetts—Beverly, Brown; Brookline, Sewall; Melrose, Franklin. MICHIGAN—Ann Arbor, Bach, Perry; St. Joseph, St. [71] Joseph Public Schools, Garfield, High, Lincoln, Washington. NesrAskA—Lincoln, Lake View, Prescott. Onto—Lorain, Irving Elementary, Irving Junior High, Longfellow Elementary, Longfellow Junior High. PENNSYLVANIA—Pittsburgh, Friendship. Eight Years Cairornia—Los Angeles, Amestoy Avenue; Pasa- dena, Longfellow. Co._orapo—Denver, Ebert, Fairmont, Montclair, Ste- vens, Whittier; Pueblo, District Number 20, Pueblo Public Schools District Number 20, Bes- semer, Carlile, Central Grade, Central High, Cen- tral Junior High, Columbian, Corona, Danforth, Edison, Lake View, Lincoln, Minnequa, Wildeboor. DELAWARE—W ilmington, Public Number 3. ILLINOIis—Dundee, Dundee Public Schools, Carpen- tersville, Community High, Dundee; Moline, Mo- line Public Schools, Williams Carr, Central Junior High, John Deere Junior High, Ericsson, Garfield, Grant, Grennel, High, Irving, Lincoln, Logan, Manual Arts, McKinley, Roosevelt, Washington, Willard;Rock Island, Edison, Grant, Hawthorne, Irving; Waukegan, Central. INDIANA—Elwood, Edgewood; Fort Wayne, Forest Park. Iowa—Dubuque, Jackson. Kansas-—Kansas City, Kansas City Public Schools, Abbott, Louisa M. Alcott, Argentine Junior-Senior High, Attucks, Bancroft, Clara Barton, Bryant, Central, Central Junior High, Chelsea, Columbian, Cooper, Douglass, Dunbar, Emerson, John Fiske, Franklin, Garrison, Grant, Hawthorne, Major Hudson, John J. Ingalls, Irving, Kealing, Library, Lincoln, Longfellow, Lowell, Maccochaque, Horace Mann, McKinley, Morse, Northeast Junior High, Northwest Junior High, Park, Parker, Phillips, Noble Prentis, Prescott, Quindaro, Riverview, Roosevelt, Rosedale Junior-Senior High, Snow, Stanley, Stowe, Sumner High, Mark Twain, Eugene Ware, Booker T. Washington, Whitmore, Whittier, Frances Willard, Wyandotte High. MaAssacHusetts—Beverly, Prospect; Medford, Os- good; Melrose, Roosevelt; Swampscott, Clarke. MICHIGAN—Ann Arbor, Angell; Grand Rapids, Cold- brook, Lexington. MINNESOTA— Minneapolis, Irving. NeEBRASKA—Lincoln, Lincoln Public Schools, Bancroft, Belmont, Bethany, Capitol, Clinton, Elliott, Everett Junior High, Hartley, Hawthorne, Hayward, Hunt- ington, Irving Junior High, Jackson, Lake View, Lincoln High, Longfellow, Normal, Park, Prescott, Randolph, Riley, Saratoga, Sheridan, Special Teach- ers & Supervisors, Twenty-Sixth and “O’’ Street Junior High, Van Fleet, Whittier Junior High, Willard. New Jersey—Englewood, Lincoln; Long Branch, Gregory; Neptune, Ridge Avenue; Summit, Junior High; Trenton, Girard. New Mexico—Albuquerque, Fourth Ward. On10—Lorain, Lorain Public Schools, Brownell, Fair- home, Garden Avenue, Garfield, Harrison, Haw- thorne Junior High, High, Irving Elementary, Ir- ving Junior High, Lincoln, Longfellow Elementary, Longfellow Junior High, Lowell, Oakwood, Whit- tier Junior High; Mansfield, Western Avenue. PENNSYLVANIA—Chester, Morton, Starr; Delaware County, Garrettford; Pittsburgh, James E. Rogers. SoutH Dakota—Sioux Falls, Meredith. Texas—Houston, Alamo. VirGcinia—L ynchburg, John Wyatt. West Vircinta—Clarksburg, Monticello; Grafton, Central, East Grafton, First Ward, High, West Grafton. Seven Years ALABAMA—Birmingham, Henley. CaLirorNiA—Los Angeles, Amelia Street, Carpenter Street, Commonwealth Avenue, James A. Garfield High, Rowan Avenue, Speech Correction Division, Thirty-Sixth Street, Union Avenue, Van Ness Ave- nue; Monrovia, Mayflower; Oakland, Burckhalter; San Francisco, Irving M. Scott; Santa Monica, Franklin. Co._orapo—Denver, Cole Junior High. ILLtINois—E vanston, Orrington; Peoria, Whittier; Rock Island, Franklin Junior High, Lincoln; Wat- seka, Watseka Public Schools, Community High, North Side, South Side. MAssACHUSETTS—E verett, Devens. MICHIGAN—Ann Arbor, Senior High; Bay City, Wonona; Detroit, Pingree, Scripps; Grand Rapids, Auxiliary, Straight Street. MINNESOTA—Minneapolis, Madison, Webster, Whit- ney. NEBRASKA—O maha, Adams. New Jersey—A tlantic City, Brighton Avenue; Cam- den, Evered; Long Branch, Long Branch Public Schools, Broadway, Garfield, Grammar, Gregory, Junior High, Liberty Street, North Long Branch, Senior High, West End; Morristown, Speedwell Avenue; Sea Isle City, Sea Isle. On10—Mansfield, Senior High. Orecon—Washington County, District Number 7, Peter Boscow, David Hill. [Continued on page 73] a ae ee teneenin ven eden OG ye Membership in Departments of the National Education Association, 193] Prepared by the Divisions of Research and Classroom Service States Total Alabama Arizona Arkansas California Colorado Connecticut Delaware. . District of Columbia Florida Pad Georgia TORN... «» Illinois Indiana lowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada statis New Hampshire...... New Jersey New Mexico New York North Carolina..... North Dakota....... | RMA Oklahoma. American | Association of Teachers Colleges! 2 184 bm = Gd 00 ee | | Re INOW) WNNNUW a | Nery | : _ acute Oregon Pennsylvania....... Rhode Island. ...... South Carolina....... South Dakota....... ee Texas. Utah Vermont Virginia Washington West Virginia. . | Wisconsin | Wyoming | Alaska ia | American Samoa... | Canal Zone... Hawaii : Philippine Islands Porto Rico Virgin Islands Foreign eee nS ee ee | American | Ele- Supervisors | Supervisors Adult - Educational | mentary Lip | Rural | Secondary| Superin- | and Direc- jand Teachers| Visual] Education? Research School | Reading’? | Education| School | tendence tors of of Home | Education Association | Principals | Principals | Instruction | Economics é a yeaa eS bets Pa ae PERRET (Bean << a il AE Di ia si gil ee ret | 3 4 | § 6 7 s | 9 10 11 12 1058 330 4,903 68 259 4,585 4,013 1,454 348 352 3 3 48 13 23 49 RE Re eur tae 2 1 15 1 14 25 4 1 Je 4 2 ES rere 13 20 39 ell SS ae 8 _. 82 20 389 il 46 599 124 69 48 42 4 3 85 ; 1 63 43 18 3 5 113 7 104 |. 2 84 96 37 7 1 19 1 ia? Saas 2 8 21 2 1 a 9 } 9 65 3 3 28 36 37 47 4 1 2 ede SPRAP 1 110 22 10 1 | woaae 2 48 1 10 44 6 5 1 oth 2 16 1 9 10 3 1 2 «oe 11 27 323 1 5S | 5s62 255 53 9 10 8 5 137 1 1 59 | 115 54 5 9 4 11 78 7 113 | 101 17 3 9 1 6 103 | 239 72 20 2 7 adaaie ee | | ; _ ss ——- 1 2 48 | - : 3 149 56 15 1 1 ~~ Bescon 34 1 7 12 | 30 8 Thar aia =. gpg see oleae 4 1 10 3 2 228 | 34 3 2 4 | 9 60 m Jane ee ee ee 13 1 19 | 30 2 1 eee 14 6 298 1 1 185 267 104 28 9 ide ispecies cp 16 Verne 1 Moe 17 4 Ls as asieest ot 324 66 404 14 62 346 367 130 26 20 13 3 62 . 14 45 Be Be eameteds wae ae eee oe 1 17 pias seg ares a | 39 16 4 Rk oh ate ee 1 119 40 308 4 3 221 247 95 29 18 | 4 1 55 1 49 72 11 fe eee 1 ~_ _ - - —— — | - — ——$—$— ees. Bavstdag dadiauards 97 4 -" 22 10 3 + 31 9 267 6 279 306 84 | 35 29 > Rateede ak ose me @enedeg dundee es a 41 12 3 — 14 1 14 3 19 a ee oe Be Serer 28 2 26 6 1 : 1 5 a eee 5 14 41 16 3 . a 16 5 152 2 pate 37 209 37 2 3 5 , 39 Siete 16 24 7 bee — ERY 82 —s sigan 5 : so 104 21 5 Tey ere 3 3 46 pd 3 13 47 25 2 1 | 4 4 139 2 ‘ 33 21 31 5 2 neeY Be 3 29 ae 9 112 48 10 16 2 3 11 PSR ea 7 91 125 48 2 6 2 . Serene eee AG 7 12 2 Jin ow ce ae SER SSE EE rae Seta eer eh RRR “REINER ti cK Bice 2 Ste ead ie Re Seeoeee 2 4 7 ee Be eee: 6 7 2 1 Institutional members. 2 Count based on membership from Sept. 1930 up to Dec. 1931. not available. department. HIS table shows membership by states in eleven departments of the National Education Association. Only those departments which have a sep- arate, extra membership fee are in- cluded. All such departments are in- cluded with the exception of the Department of Social Studies for which membership information was This type of material is here as- sembled for the first time. It illus- trates the far-flung interests of the Association and shows how wide- spread is the membership in every The table should be read as follows: Alabama has 4 institutional mem- bers of the American Association of Teachers Colleges, a department of the National Education Association. Alabama also has 3 individual mem- bers in the Department of Adult Ed- ucation, 3 members in the American Educational Research Association, 48 members in the Department of Ele- mentary School Principals, 13 mem- bers in the Department of Rural Edu- cation, 23 members in the Department of Secondary School Principals, 49 members in the Department of Su- perintendence, and 20 members in [72] the Department of Supervisors and Directors of Instruction. Read the table similarly for other states, territories, and foreign coun- tries. Encourage your associates to these departmental groups. Mem in the Association comes shi oin T- first and helps to maintain a broad pro- gram of national progress in educa- tion. It keeps teachers in touch with all phases of the profession. Member- ship in the departments is also vital. It lays the foundation for professional advance at pivotal points in the educa- tional enterprise. Vol. 21 oe PENNSYL\ Larkin, SouTH D. TEXAS— Bowie, Obadial Roger ¢ ALABAMA- CALIFORN! Ballona York S Divisio! ior Hig Santa ' CoLORADO- South I ILLINOIS— KaNsas—. KeNTUCK’ Hager, Maine—E MASSACHI Julia W MICHIGAN Dearbor MINNESO1 New Jet Maple Public OnrEGON— Union | PENNSYLV Powell, Townsh burgh, | TENNESSE Trainin Texas—D John H Unn—A_ Schools VERMONT- VirGINIA— “1 CaLirorNI Cherem Street, Divisior thorne, CoLorabo- Webster High, § FLorIDA— Thomas Gforcia— ILuINoIs— ington; lowa—Ce Kansas— Kentuck’ Maine—# Massacut Highlan tham, F MICHIGAN Rouge, MINNESO1 Central High, I Missourt- New Jers On10—Ca Piqua, ton Str Dixon ’ NNSYL\ Senior Texas—J, Unu—w Schools unior Wallsbi IRGINIA- ISCONSI: lie Seh« ALABAMA- Arizona IFORN ventl Bighth San Fr Santa , High, West y | Vol. 21, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 73 nt [Continued from page 71] PeNNSYLVANIA—C hester, Graham, Harvey, Howell, Larkin, Martin, Thurlon; Warren, Jefferson. SouTH _DAKOTA— Sioux Falls, General Beadle. Texas—Dallas, Alamo, Stephen F. Austin, James Bowie, Cumberland, James S. Hogg, Sam Houston, Obadiah Knight, William Lipscomb, Ben Milam, Roger Q. Mills, Rosemont; Houston, Eastwood. Six Years AasaMA—Birmingham, Elyton. CaLiroRNIA—Hawthorne, Hawthorne Public Schools, Ballona Avenue, Eucalyptus Avenue, Fifth Avenue, York Street, Clifford Street, Primary Manual Arts Division, Soto Street; Oakland, Golden Gate Jun- jor High; San Francisco, Francisco Junior High; Santa Monica, Madison. Cororap0—Denver, Asbury, Byers Junior High, South High. fuunois—East St. Louis, Signal Hill. Kansas—A tchison, Roosevelt. KentucKY—A shland, Bayless, Coles Junior High, Hager, Means, Senior High. Maine—Bath, Mitchell. MassACHUSETTS—Beverly, Pleasant View; Revere, Julia Ward Howe. MicHicAN—Bay City, Whittier; Detroit, Coolidge; Dearborn, Garrison, Southwestern. Minnesota—Minneapolis, Willard. New Jersey—Hightstown, Primary; Morristown, Maple Avenue; Northfield City, Northfield City Public Schools; Passaic, Lafayette Number 6. Onecon—Washington County, District Number 3, Union High. PENNSYLVANIA—Chester, Gartside, Hoskins, McCoy, Powell, Booker T. Washington; Kresgeville, Polk Township High; Oil City, Innis Street; Pitts- burgh, Stephen C. Foster. TENNESSEE—Memphis, State Teachers College and Training School. Texas—Dallas, Mirabeau Lamar, Robert E. Lee, John H. Reagon; Port Arthur, Tyrrell. Unu—American Fork, Alpine’ District Public Schools; Salt Lake City, Columbus. VeRMONT—J ohAnson, High. Virncinta—Richmond, Oak Grove. Five Years CairorNiA—Beardsley, Beardsley; Los Angeles, Cheremoya, Forty-Ninth Street, Ivanhoe, Malabar Street, Modern Languages Division, Penmanship Division; Santa Paula, Briggs; Turlock, Haw- thorne, Lowell. CoLorapo—Denver, Baker Junior High, Bryant- Webster, Evans, Grant Junior High, Lake Junior High, Stedman, Teller. Fioriba—Palmetto, Palmetto Public Schools; Tampa, Thomas A. Edison, Thomas Jackson. Gforcia—A tlanta, Tenth Street. ILuNoIs—River Forest, Lincoln, Roosevelt, Wash- ington; Rockford, Hallstrom, Wight. lowa—Cedar Rapids, Big Springs. Kansas—Topeka, Highland Park Public Schools. Kentucky—A shland, Crabbe, Oakview, Wylie. Maine—Bath, North Grammar. MassacHUSETTS—A mesbury, Junior High; Athol, Highland; Belmont, Homer; Everett, Horace Mann; Medford, James; Pittsfield, Briggs; Wal- tham, Phineas Lawrence. MicHIGAN—Dearborn, High, Whitmore-Bolles; River Rouge, Dunn, Furguson. MINNESOTA -Rochester, Rochester Public Schools, Central, Edison, Hawthorne, Holmes, Junior-Senior High, Lincoln, Northrop. MissourI—K ansas City, Wm. A. Knotts. New JERSEY—Paterson, Public Number 14. Ot10—Canton, Woodland; Cleveland, Chesterfield; Piqua, Bennett Junior High, Spring Street, Staun- ton Street, Wilder Junior High; Preble County, Dixon Township. PENNSYLVANIA—-Bradford, Fifth Ward, Second Ward, quenior High, Third Ward. Exas—Dallas, Leila P. Cowart; Texarkana, Grim. _* asatch County, Wasatch County Public heels, Charleston, Central, County High, Daniel, unior High, North, Midway, Soldier Summit, Wallsburg. IRGINIA—Richmond, Powhatan. he eae Shorewood, Milwaukee, Shorewood Pub- ic Schools, Atwater, High, Lake Bluff. Four Years AUBAMA—Birmin i gham, Gate City. ANZONA—T olleson, Union High. eas Angeles, California Street, Ninety- Bighth guteet, Santa Barbara Avenue, Twenty- Sen treet; San Diego County, San Dieguito; = rancisco, Farragut; San Pedro, Barton Hill; Santa Ana, Edison; Santa Monica, Lincoln Junior High, McKinley, Washington: pun West Whittier.” Washington; West Whittier, nt igh Denver, Colfax, Sherman, Smiley Junior Gnnecricu Flo, GUT Stamford, Glenbrook. Gamma fen, Hil, aa Hill Public Schools. AWatl Hil High ish Avenue. L , ‘NOIS—A urora, J. H. Freeman; Des Plaines, West Vision: ; d j Frances Willard, Community High; Rock Island, oy \NA—Terre Haute, Sandison. Ling 2unell Bluffs, "Roosevelt. Opek, zarnett, Irving; Hutchinson, Senior High; 4, Quincy; Wichita, Ingalls. MASSACHUSETTS—Everett, Franklin; Leominster, Pierce. MICHIGAN—Ann Arbor, Donovan; Dearborn, Dear- born Public Schools, Garrison, High, Lindbergh, Oxford, Southwestern, Whitmore-Bolles; Grand Rapids, Burton; Ironwood, Central. HE UNEXPECTED DEATH of Dr. Randall J. Condon on December 24 is one of the greatest of a series of heavy losses to the lead- ership of the profession during 1931. His was a fineness, a firmness, and a vision which leave an endearing monument in the educational life of the cities he served and of the nation. MINNESOTA—St. Louis Park, Eliot. Missouri—Aansas City, J. C. Nichols. NEBRASKA—Omaha, Windsor. New JERsEY—Cumberland County, Delmont; Morris- town, Lafayette. New York—Ithaca, Central, East Hill, Fall Creek, Open Air, Reconstruction Home, Henry St. John, Belle Sherman, South Hill, West Hill; Johnson City, F. M. Smith. Oun1to—Akron, Teachers College of University of Akron; Cincinnati, Whittier; Cleveland, Sackett, West Technical High, Woodland; Galion, Galion Public Schools, East, Junior High, North, Senior High, South; Pigua, Piqua Public Schools, Bennett Junior High, Favorite Hill, High, North Street, South Street, Special Teachers, Spring Street, Staunton Street, Wilder Junior High. OreEGoN—A shland, Lincoln. PENNSYLVANIA—Middletown, Grammar, Wood Street: Montgomery County, Hatfield Joint Consolidated; Pittsburgh, Fort Pitt; Reading, Perkiomen; Red- stone Township, Allison, Colonial Number 3, Fil- bert, Grindstone, Herbert, Orient, Republic, Royal, Thompson; Uniontown, Senior High. Texas—Dallas, City Park, Cockrell Hill, Eagle Ford; Texarkana, Texas Senior High. Utan—Duchesne County, Mt. Emmons. VirGinia—Newport News, George Washington; Nor- folk, Lafayette. Three Years ALABAMA—Birmingham, Graymont. Aoeee— Saree County, School District Number CaLirorNia—Alhambra, Ynez; Burbank, Roosevelt; Chula Vista, Otay; Coronado, Grammar; Los An- geles, Bandini Street, Buchanan, Girard, Sixty- First Street; Oakland, Castlemont High; San Diego County, Cardiff; San Francisco, Commodore Stockton; Santa Monica, Administrative; South Pasadena, Los Flores; Venice, Nightingale. Co_orapo—Denver, McKinley, Opportunity, Skinner Junior High, Smedley, Swansea. Connecticut—East Hartford, Silver Lane; West- port, Staples High. DeELAwAkE—Western New Castle County, Middletown (Colored); Wilmington, Public Number 29. District or CotumMBia—Washington, Blake. GeorGcia—A tlanta, 1. N. Ragsdale, William F. Slaton. Hawan—Hilo, Junior High, Kaiwiki, Kapiolani, Standard, Union, Waiakeakai, Waiakea-Uka, Waia- kea-Waena; Honokaa, Kaapahu; Honomu, Honomu; Kalapana, Kalapana; Kapoho, Kapoho; Kaumana, Kaumana; Kurtistown, Kurtistown; Laupahoehoe, Grammar and Junior High; WNinole, Ninole; Paauilo, Paauilo; Pahoa, Pahoa; Pepeekeo, Pe- peekeo. ILLiNnois—DeKalb, Township High; Des Plaines, Cen- tral; Harvey, Harvey Public Schools, Bryant, Cary, Holmes, Lowell-Longfellow, Whittier; Reddick, Community High; Rockford, Hall. INDIANA—Terre Haute, Fairview. lowa—Cedar Rapids, Lincoln, Ungraded. KeENtTUCKY—Ashland, Ashland Public Schools, Bay- less, Coles Junior High, Condit, Crabbe, Hager, Hatcher, Means, Oakview, Charles Russell, Senior High, Special Teachers and Supervisors, Wylie. MarRYLAND—Frederick County, Frederick County Public Schools, Adamstown, Brook Hill, Bruns- wick High, Buckeystown, Burkittsville, Catoctin Furnace, Church Street, East Brunswick, Emmits- burg Elementary, Emmitsburg High, Feagaville, For- rest, Foxville, Frederick High, Harmont, Ijams- ville, Jefferson, Johnsville, Knoxville, Lewistown, Liberty Elementary, Liberty High, Middletown Elementary, Middletown High, Mt. Pleasant, Myersville, New Market, North Market Street, Point of Rocks, Sabillasville, Thurmont Elementary, Thurmont High, Unionville, Urbana, Walkersville Elementary, Walkersville High, Washington Street, West Brunswick, Wolfsville, Woodsboro. MASSACHUSETTS—E verett, Hamilton. MicHiGAN—Detroit, Alger, Angell, Columbus; Grand Rapids, East Leonard. MINNESoTA—St. Louis Park, Brookside, Fern Hill, High, Junior High, Lenox, Lincoln. NEBRASKA—Lincoln, College View High, College View South. New Jersev—Atlantic City, Senior High; Bloomfield, Camden, O. V. Catto; Cumberland County, Brown, Port Elizabeth, Shiloh; Dunellen, Roosevelt Junior High; Montclair, High; West New York, Public Number 3. New Mexico—Raton, Columbian, Junior High, Long- fellow, South Side. NortH Caro_Lina—Durham, Holloway Street. On10—Canton, Henry S. Martin; Cleveland, Buhrer, McKinley; Columbus, Highland Avenue, Linden; Preble County, West Elkton. PENNSYLVANIA—Arnold, Arnold Public Schools, Fourth Avenue, High, Leishman Avenue, Platoon; Bradford, Fourth Ward; Chester, Patterson, Watts; Hanover, Hanover Public Schools, Clearview, Eichelberger, Hanover Street, High Street, Junior High, Midway, New Baltimore, Senior High; Middletown, Susquehanna; Mt. Lebanon, Pitts- burgh, Mt. Lebanon Public Schools, High, Julia Ward Howe, Lincoln, Edwin Markham, Washington. SoutH Dakota—Aberdeen, Garfield, Lincoln, Mon- roe, Washington. Texas—Dallas, Arcadia Park; Houston, Berry. Utran—Duchesne County, Fruitland, Farm Creek, Hanna, Basin, Cedarview, Roosevelt High. Vircini—Newport News, Walter Reed. West VirGIN1IA—Springton, Junior High. Two Years ALABAMA—Birmingham, West End High. ARIZONA—Yavapai County, School District Number 31, School District Number 33, School District Number 46. CairorNiAa—Claremont, High; Crannell, Little River; Earlimart, Grammar; Fresno, John Burroughs, Morris E. Dailey, Emerson, Fremont, Heaton, Kirk, Lafayette, Chester Rowell, E. R. Snyder Continua- tion High, Teilman Number 2, Webster; Haw- thorne, Washington Street; Los Angeles, Eagle Rock, Home Economics Division, Main Street, Normandie Avenue, San Pedro Street, Sixty-Sixth Street, Robert Louis Stevenson Junior High, Toland Way; Los Angeles County, Malago Cove; Oakland, Markham, Webster; Santa Ana, Franklin; Siskiyou School District, Butte Valley High, Tennant High; West Whittier, Guirado. Co_orapo—Denver, Ashley, Ellsworth, Emerson, Aaron Gove Junior High, Lawrence Street, West High; Fort Collins, Franklin, LaPorte Avenue; Greeley, Meeker Junior High. Connecticut—East Hartford, Woodland. DeELAWARE—W ilmington, Howard High, Public Num- ber 24. Grorcia—Fulton County, Mt. Vernon; Macon, Fort Hawkins. Hawan—Maui, Hana, Kaeleku; Hilo, Keaukaha; Mountain View, Mountain View; Ookala, Ookala; Paauhau, Paauhau. Ittinois—Rock Island, Denkmann; Shelbyville, Main Street. INDIANA—Shelbyville, Kibbey, Major, Washington; Terre Haute, Warren. lowa—Council Bluffs, Franklin; Dubuque, Audubon, Central, Franklin, Fulton, Irving, Lincoln, Mar- shall, Prescott, Washington Junior High. Kansas—Paola, Junior High; Wichita, Fairmount, Harry Street. Kentucky—Louisville, Morris. Maine—R ockland, Camden Street, McLain, Purchase Street, Tyler. MarYLAND—Frederick County, Creagerstown, New Midway, Parkway; Pasadena, Consolidated. MASSACHUSETTS—E verett, Lafayette. MICHIGAN—Ann Arbor, Mack; Detroit, Pitcher; Ecorse, Ecorse Public Schools, High, Public Num- ber 1, Public Number 2, Public Number 3; Flint, Rankin; River Rouge, River Rouge Public Schools, Dunn, Furguson, High, Northrup, Ann Visger; Three Rivers, Bishop E. Andrews, Henry P. Bar- rows, First Ward, Second Ward. MINNESOTA—Minneapolis, Stowe, Tuttle. MississipP1—Drew, Drew Public Schools. —— —- re on eng 74 NesraskKA—Omaha, Bancroft, Benson High, Castelar. Nevaba—Caliente, District. New HAMPSHIRE—Rochester, Rochester Public Schools, High. New Jersey—Bergenfield, Franklin, Jefferson; Bo- Cumberland Mauricetown, Hightstown Public gota, High; Bridgeton, Junior High; County, Bacons Neck, Haleyville, Robbinstown; Hightstown, Schools, High, Primary; Montclair, Spaulding; Morristown, Morristown Public Schools, High, Lafayette, Mills Street, Speedwell Avenue, George Connecticut—Fairfield, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 193) Roger Ludlowe High; Woodstock, Woodstock. District or CoLtumMBia—Washington, Cranch, Tyler. FLormwa—Clearwater, South Ward; Daytona Beach, Volusia; Jacksonville, Fishweir, Public Number 8; Pensacola, J. B. Lockey. MINNESOTA—Minneapolis, Clara Barton, John Hy Lymanhurst, Minnehaha, Rosedale; Rochester, Ry, well, Junior College, Special Teachers and Super. visors. Missouri—Kansas City, Benjamin Harrison; Ki), wood, Henry Hough; St. Joseph, Children’s Hom Special Teachers and Supervisors; Webster Grove; Douglass. ; NEBRASKA—Lincoln, Havelock Elementary Centr Havelock Elementary Norwood; Omaha, Jefferso, Washington Madison, Miller Park, Pickard, Speech Correctio, New York—Callicoon, High; Ithaca, Ithaca Public Department. Schools, Central, East Hill, Fall Creek, Junior New Hampsuire—Nashua, James B. Crowley: Portsmouth, Whipple. New Jersey—Atlantic City, Atlantic City Pubjj Schools, Brighton Avenue, Chelsea Heights, Gir; Vocational, Illinois Avenue, Indiana Avenue, Madi. son Avenue, Massachusetts Avenue, Montere Avenue, Pennsylvania Avenue, Senior High, Specis Teachers and Supervisors, Texas Avenue Specis Classes, Venice Park, West Side; Bordentoy Bordentown Public Schools, High, Public Numb: 1, Public Number 3; Clifton, Allwood Number § Public Number 1, Public Number 2, Public Nup. ber 4, Public Number 5, Public Number 10, Py}. lic Number 11, Public Number 12, Public Numbe 13, Public Number 15; Cumberland County, Buck. shutem, Central, North Port Norris, Ormonié Heislerville, Heislerville; Highland Park, Lafyy. ette; Montclair, Glenfield, Mt. Hebron; Peapac Peapack-Gladstone. New YorK—Auburn, James Street; Ithaca, Atypical Malverne, Davison Avenue. Oun1o—Cleveland, WHazeldell; Delphos, Jeffersy High; Lakewood, Horace Mann Junior High; 2» dolph, Liberty Township Schools. OKLAHOoMA—Tulsa, Grover Cleveland. OrEGoN—Washington County District Number } Junior High; Washington County District Numbe 13, Banks; Washington County District Number /! High, Open Air, Reconstruction Home, Henry St. John, Senior High, Belle Sherman, West Hill, Wychoff. NortH Carovtina—Elizabeth City, Primary Schools. NortH Dakora—Farégo, Aggassiz Junior High, Horace Mann; Haynes, Haynes Public Schools. Ou1o—Lodi, Lodi; Sandusky County, Jackson Towne ship, Rollersville. OKLAHOMA—Tulsa, Irving. Orecon—Estacada, Elementary, Union High. PENNSYLVANIA—Cheltenham Township, Cheltenham High, Cheltenham Junior High, La Mott, Wyncote; Lebanon, Mifflin; Middletown, Middletown Public Schools, Grammar, High, Susquehanna, Wood Street; Reading, Ricktown. SoutH Daxota—A berdeen, Aberdeen Public Schools, Adams, Garfield, High, Lincoln, McKinley, Mon- roe, Henry Neill, Roosevelt Junior High, Simmons Elementary, Simmons Junior High, Washington. Texas—Dallas, John F. Peeler, Clinton P. Russell; Texarkana, Junior High. VeERMONT—Burlington, Ira Allen; Rutland, Madison. VirGIniAa—H opewell, Du Pont, Highland Park; Lynch- burg, Monroe; Newport News, Eighteenth Street (Colored); Washington, High. West Vircinra—Crab Orchard, Crab Orchard; Sophia, Sophia. South Hill, Elizabeth City WiscoNSsIN—Mauston, Mauston Public Schools. Timber. PENNSYLVANIA—A vella, Independence Township Current Year Chester, Wetherill; Erie, Columbus, Lakewood Ford City, Ford City Public Schools; Freepor, ALABAMA—Birmingham, Lee. R Freeport; Hanover, Special Teachers and Supe ALaska—Cordova, Cordova. ELVIL DEWEY, author of Dewey Decimal =: a Bheam, Cooperdale, Hudso Arizona—Gila Bend, Gila Bend; Phoenix, Balsz; as . ° ae ° : sborn, Park Avenue, Rosedale, Roxbury; Le Yavapai County, District Number 2. 7 classification for libraries; pioneer in anon, Burrowes, Fairview, Garfield, Higbee, Hear CALirorNia—Alhambra, Ramona; Burbank, Ralph simpler spelling, adult education, and leisure Houck, Lincoln, Stevens; Pittsburgh, Bane; Re kin, Rankin Borough Public Schools, Hawkiw Grade, Hawkins High, McCrady, Public Number! Public Number 2, Special Teachers and Supe visors; Redstone Township, Rowes Run; Roger ville, Center Township Vocational High. Puerto Rico—Fajardo, Escuela Ramon Quinoni Waldo Emerson; Calwa City, Calwa; Fresno, Ben- jamin Franklin; Gridley, Union High; Hawthorne, Williams Street; Irvine, Irvine; Los Angeles, Americanization Division, Annadale Boulevard, Art Division, Canoga Park, Commercial Education Division, Griffin Avenue, Industrial Arts Division, education, who died December 26, 1931, at the age of eighty years. Kindergarten and Primary Grades Division, Music gg mr A neg a cg Mle ee Keanae; Kukui- Pacheco. Mivislen Gieeh Mivisien SS ia Avenue, aele, Waipio; Opihikao, Opihikao. ¢ . , Student ‘Body Finances Division, Visual Education ILLINois—Altom, Irving; "Franklin Park, Leyden SOUTH Carotina—Gray Court, Gray Court, Division, West Athens; Lynwood, Junior High; Community High; Moline, Special Teachers and SoutH Dakota—Springfield, Southern State Norm Supervisors; Mt. Olive, Community High; Spring- field, Feitshans High. INDIANA—Fort Wayne, South Wayne; Martinsville, Junior-Senior High; Shelbyville, Hendricks; W hit- ing, South Side. Iowa—Dubuque, Jefferson Junior High. Kansas—Hutchinson, Central, Grandview; Paola, Paola Public Schools, Junior High; Pittsburg, Cen- tral, Eugene Field; Wichita, Roosevelt. KENTUCKY—Covington, Ten District. Louisiana—New Orleans, P. A. Capdau. Nevada City, High; Newman, Grammar Schools; North Hollywood, Lankershim, Victory Boulevard; Pico, Ranchito; Pomona, Garey; Oakland, Allen- dale, Bella Vista, Belle Vista Annex, Campbell, Central Trade Tigh, Clawson, Cleveland, Cole, E. Morris Cox, Crocker Highlands, Dewey, Dimond Heights, Durant, Edison, Elmhurst Junior High, Emerson, Franklin, Fremont High, Garfield Junior High, Glenview, Grant, Bret Harte Junior High, Hawthorne, Highland, Herbert Hoover Junior High, Jefferson, Lafayette, Lakeview, Laurel, La- zear, Lincoln, Lowell Junior High, Horace Mann, TENNESSEE—Richard City, Richard Hardy Memorid Texas—Dallas, John Henry Brown, David Crocket James W. Fannin, Thomas C. Hassell, Stephen! Hay, Margaret B. Henderson, Lisbon, George Pe body, Thomas J. Rusk, Ascher Silberstein, Trini Heights, Vickery Place, Winnetka. Uran—Salt Lake City, Ensign. Vircintra—L ynchburg, E. C. Glass High, West Eni Newport News, Special Teachers and Supervisor Norfolk, James Madison, Ruffner Junior Hig George Washington; Norfolk County, Ingleside Manzanita, Maxwell Park, McChesney, Susan Maine—Auburn, Washburn; Bar Harbor, High; Richmond, Nathaniel Bacon, Bellevue, John } McFeeley, Melrose, Montclair, Parker, Peralta, Bingham, Primary; Brewer, Brewer Public Schools, Cary, Helen Dickerson, William Fox, Frankii Piedmont Avenue, Prescott Elementary, Prescott Diri go, Excelsior, Page, Sargent, South Brewer; Robert Fulton, Stonewall Jackson, Madison, Ref Camden, High; Madison, Weston Avenue; Saco, Locke; Sanford, Longfellow; South Portland, Com- munity Hall, Ligonia, South Portland Heights, High; Springvale, Hamlin; The Forks, The Forks. MArYLAND—Edmonston, Edmonston; Massey, Massey. MASSACHUSETTS—Arlington, Brackett; Beverly, Ed- wards; Everett, Webster; Northbridge, Rockdale; Somerville, Brown; Southbridge, School Street; Springfield, Sumner Avenue. MicH1GAN—Detroit, Mason; Dearborn, Edison; Flint, Dewey; St. Joseph, Jefferson. Junior High, Rockridge, Santa Fe, Sequoia, Stone, hurst, John Swett, Toler Heights, Tompkins, Wood- row Wilson Junior High; Potrero, Potrero; River- side, Lowell; Santa Monica, John Muir; South Pasadena, Junior High; Wilmington, Fries Avenue, Wilmington Park. Co_orapo—Broomfield, Broomfield; Denver, Ashland, Boulevard, Columbine, W. H. Eagleton, Edison, Elyria, Rosedale; La Veta, La Veta Public Schools, Grammar, High; Pueblo, District Number 20, Spe- cial Teachers and Supervisors. ner, John Smith, Springfield, J. E. B. Stu George Thorpe. WASHINGTON—Spokane, Alcott, Gari! Holmes, Mann, Washington, Yount Tacoma, Administrative Group. West Vircinta—Blue Jay, Blue Jay; Cirtsville, Cin ville; Ghent, Ghent; Glen Hedrick, Shady Sprit Northfork, Grammar; Royal, Royal. Wyominc—Big Horn, Big Horn Public Schoo Grass Creek, Grass Creek. Finch, Whittier, The Journal of the National Education Association Published monthly, except July, August, and September, by the National Education Association of the United States President, FLORENCE HALE Secretary, J. W. CRABTREE The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold office, and to receive THE JOURNAL. J _ 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. H 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. = . LE aS a a2.2._a_eu_E_———C— Offices: 1201 Sixteenth Street N. W., Washington, D. C. Haroip A. ALLAN, Business Manager Joy Eimer Morcan, Editor Rick Hart Brid Sera Yon! Eliz: Cam Som Lyn Utic. Sche Alle: Bay« Will Man Siou Port clus: Atw orm. Trini t End "visor - Hid gleside ohn 5 rankii n, Rul Stusr Sarfielt Yount e, Cirt Schoo dings, RNAL- report | lation. | ailing | ager Vol. 21, No. 2 Oregon Montana Kentucky Delaware Nevada (cobasal) New York, N. Y. Chicago, Ill. Philadelphia, Pa. Baltimore, Md. Boston, Mass. Washington, D. C. Minneapolis, Minn. Newark, N. J. Jersey City, N. J. Denver, Colo. Atlanta, Ga. Akron, Ohio Providence, R. I. Omaha, Neb. Syracuse, N. Y. Worcester, Mass. Richmond, Va. Hartford, Conn. Bridgeport, Conn. Scranton, Pa. Yonkers, N. Y. Elizabeth, N. J. Cambridge, Mass. Somerville, Mass. Lynn, Mass. Utica, N. Y. Schenectady, N. Y. Allentown, Pa. Bayonne, N. J. Wilkes-Barre, Pa. Manchester, N. H. Sioux City, Iowa Portland, Me. Lincoln, Neb. Woonsocket, R. I. Savannah, Ga. Sheboygan, Wis. East Cleveland, Ohio Cleveland Heights, Ohio Barberton, Ohio Pueblo, Colo.( Dist. 20) Norwood, Ohio Ashtabula, Ohio Clinton, Iowa Everett, Wash. Bellingham, Wash. Augusta, Me. Concord, N. H. Boise, Idaho Janesville, Wis. Owensboro, Ky. Montpelier, Vt. Richmond, Ky. we partially or ex- clusively one or more Atwood-Thomas books THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 7500 Places are today using in their geography classrooms one or more of the ATWOOD-THOMAS GEOGRAPHIES. A generous percentage of these places chose Atwood- Thomas within the past year. Accurate, understand- able, rich in maps, pictures, and other effective teaching aids, Atwood-Thomas books seem to be the choice of schools that wisely gauge results. Three books organized on the single-cycle plan for the elementary grades—“Home Life in Far-Away Lands,” “The Americas,” and “Nations beyond the Seas.” Two books which may be used in the upper grammar grades and junior high school—“ The United States among the Nations” (Atwood) and “The World at Work” ( Atwood), Ask for new circular #581. Ginn and Company Boston New York Chicago Atlanta Dallas Columbus San Francisco Mention Tur Journat when writing our advertisers. Sik viniveciaating ore Ria ii peat o> eal A-32 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1932 NOTES and ANNOUNCEMENTS An abnormal situation—The pres- ent is an emergency. It is no time to per- manently lower salaries and standards of living. Whenever it is necessary to do, it should be looked upon as a temporary emergency measure. America does not need to pull down standards. Our taxes are less than half those of other leading countries, and the excessive incomes of the rich are a national scandal. Department of Superintendence convention—President Robert May- nard Hutchins of the University of Chicago and Secretary of the Interior Ray Lyman Wilbur are the speakers who will address the General Session of the Department of Superintendence convention at Constitution, Hall, on Thursday morning, February 25. Administrative groups will meet Tues- day, February 23, 2:00 P.M. Group I—State de- partments of education. Presiding, W. F. Bond, state superintendent of education, Jackson, Mississippi. Group II—Superin- tendents of cities with population over 200,- 000. Presiding, Ben G. Graham, superintend- ent of schools, Pitts- burgh, Pennsylvania. Group III—Superin- tendents of cities with population from 100,- 000 to 200,000. Presid- Group VI—Superintendents of cities with population from 5,000 to 10,000. Presiding, R. V. Hunkins, superintendent of schools, Lead, South Dakota. Group VII—Superintendents of cities with population of less than 5,000. Pre- siding, W. A. Walls, superintendent of schools, Kent, Ohio. Group VIII—City assistant and dis- trict superintendents. Presiding, William C. Knoelk, assistant superintendent of schools, Milwaukee, Wisconsin. Group IX—County superintendents. Presiding, Charles A. Morris, superin- tendent of Ocean County Schools, Toms River, New Jersey. The National Council of Teachers Retirement Systems will open its meetings at the Washington convention eters ee? ve, WHERE ARE THE CHILDREN? for an Od Traffic Signal of the Department of Superintendence Monday, February 22, with a luncheon in the Fairfax Room of the Willard Hotel, at 12:15 P.M. Sessions of the council will be held on Tuesday and Wednesday. The debt eternal must be met— In a letter recently sent to city school superintendents, Secretary J. W. Crab- tree stresses the significant fact that, tho roads and buildings can wait, the child’s education must go on. The following is a paragraph from the letter: We must save all we can of the American School as it has been built up during half a century. The retrenchment program must not cut out the kindergarten. It must not omit health education, nor music, nor literature, nor science, nor vocational training. These are fundamentals in the improved curriculum. To eliminate these would give exactly the course of study I knew when I was a boy, The children of today be- come the citizens of tomor- row. They would never forgive us were we to stand for giving them less than young people of the last decade have had. If schools are to be closed, or advan- tages curtailed unduly, let others not educators be re- sponsible for such action. A tribute—The u- expected death of Dr. Randall J. Condon on the day before Christ- mas came as a great shock and loss to his host of friends thruout ing, John W. Stude- baker, superintendent of schools, Des Moines, Towa. Group [V—Superin- tendents of cities with population from 50,000 to 100,000. Presiding, Louis P. Benezet, su- perinte dent of schools, Manchester,New Hampshire. Group V—Superin- tendents of cities with population from 10,000 to 50,000, Presiding, Frank G. Pickell, super- intendent of schools, Montclair, New Jersey. The artist means to call attention in this picture to the effect of the depres- sion on schools and the children. She attributes the cause to a misinterpretation of a traffic sign. Leaders of American thought in labor, business, and politics all, from President Hoover on down urge as a protection to the morale of youth and as an aid to the solution of the unemployment situation, that all young people be kept in school and yet in scores of counties there are districts where the owl is thus unmolested in his day-time meditation In at least one county in each of three states every school in the entire county is closed. This applies not only to one- room schools but occasionally to a consolidated or other school as well In thousands of city, village, and district schools, the year has been short- ened, salaries cut, sometimes teachers paid in script, everywhere the teacher load increased. Additional reductions are threatened in many places for next year. No telling how far this movement will go unless teachers become more active in inspir- ing the people to keep the schools open and to do the right thing by the children There is a coincidence in the fact that the new concrete road running by the build- ing cost $92 a rod, or exactly the amount that it would cost in that district to keep a child in school for a year We prize having these perfect roads. But if choosing between the making of a rod of new road and delaying a child's education which should await the better day? In the picture there should be another owl if one could be found wise enough to answer the question, -— "Who-o closed it?" An awakened public would not close a single school. It would not pay teachers less than a living wage It would not delay the education of any child It would not lower standards or ideals or use the pruning knife on school budgets except as a very last resort. J. W. Crabtree, Secretary, N E. A., Washington, D. C. [Reduced facsimile of material used to interpret the schools.] the nation. A memorial service was held at the headquarters of _ the National Education As- sociation on December 29, 1931, at which Sec retary S. D. Shankland of the Department of Superintendence gave the following tribute: Randall J.Condon stood for the finer things in life His was a spirit which could not be satisfied with anything that bordered 08 the sordid or the mean the low. He was a m™& tant leader in righteow (Continued on page 34) Vol. 21, No. 2 i 1776 in the classroom THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION your Bicentennial program j n 5 : ISTORY leaps into life and action. i it Washington, in motion-picture real- . ism, takes his part in conquering the wil- . . derness, uniting the colonies, winning in- ; «1 dependence, and building the nation. These pictures create in the minds of e- both children and adults a vivid under- oe standing of America’s founding. They will ; nd play a vital part in hundreds of Bicenten- 4 an nial programs. ..make the words of text- . - books rich with meaning. an- The films are unique. They are the only j let films of their kind prepared at the request j he of the George Washington Bicentennial Commission. Actual historical settings q = have been used. Experts have supervised : y every phase of their preparation. ate Four fifteen-minute reels are available, reat on safety film and in both 16- and 35- his millimeter widths. Order immediately for out delivery in time for the Bicentennial. For as W ASHINGTON “ves again j Order these thrilling motion pictures now...in time for full information address: Eastman Teach- ing Films, Inc., Rochester, New York. Produced by Eastman Teaching Films, Inc. Subsidiary of the Eastman Kodak Co. AT THE REQUEST OF THE GEORGE W ASHINGTON Bicentennial Commission Mention THe JourNnat when writing our advertisers. A-34 Picturize lessons with Picturols See the Picturol Projector at the N. E. A. Superintend- ence Conven- tion (Booth 124) Make pupils more responsive, intensify their interest by enabling them to see, on screen or blackboard, what you teach. S. V. E. Picturols (still pictures on small film strips) projected by the port- able and easily operated Picturol Projector are ideal supplements to oral instruction. Take your pupils to the far corners of the earth with the new Also fascinating films on civics, nature, literature, physics, hygiene, history, music, art. Picturol Projector—the machine for the progressive school—has Regional Geography set! won the enthusiastic praise of educators the country over! Address Dept. 522. for catalog and big list of films available. S\ /& A fanufacturers, Producers and Distributors of Visual Aids 327 SOUTH LASALLE STREET (Continued from page 32) causes. When for policy’s sake others held their peace, Dr. Condon was wont to assume leader- ship in aggressive fashion. He knew, too, how to bring things about in conference and in personal contacts with his associates. Leader- ship is an intangible thing; but whatever it is, he possessed it. Superintendent Condon spent a lifetime in promoting the interests of the children of America. His service as superintendent of schools at Templeton, Massachusetts; Everett, Massachusetts; Helena, Montana; Providence, Rhode Island; and Cincinnati, Ohio, covered a period of exactly forty years. In each of these cities the permanent imprint of his personality was left for good. Dr. Condon found time for many outside activities. Among other responsibilities of a busy life, he was president of the Department of Superintendence of the National Education Association, 1926-1927; a delegate to the Ge- neva Convention of the World Federation of Education Associations; president of superin- tendents’ associations in New England, Mon- tana, and Ohio; a member of the Ohio State Board of Education; a trustee of Colby Col- lege; and an author of textbooks and magazine articles. He was in constant demand as a public speaker. Death called him in the midst of his work. With a light heart he had gone to Greeneville, Tennessee to spend the Christmas holidays with his daughter and the grandson of whom he was so proud, after completing a tour of more than thirty states to press the campaign against illiteracy. His mind was active with plans for SOCIETY FOR VISUAL EDUCATION, INC. & CHICAGO, THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION February, 1932 Model 7 Projector with 300-Watt Lamp, all acces- sories, and Carrying Case The 4% pound Write TO TEACH WITH ILLINOIS. ¥ the Committee on Financing Educational Re- search of the Department of Superintendence, of which committee he was chairman, and for enlarging the activities of the National Con- gress of Parents and Teachers of which organi- zation he was vicepresident. He was a man of the type whom the schools sorely need just now. He was an educational missionary. As he left my office just before the holidays, he wished all of us a Merry Christmas and paused to say, “These are critical times for the children. We must stand by our guns.” An outstanding book for every teacher and principal: The Tenth Yearbook of the Department of Super- intendence, which will be ready for mail- ing early in February, is devoted to the subject of character education. Character education is one of the major problems of American life. This volume is certain to be a best-seller. Persons wishing copies of the first edition should order imme- diately from the Department of Super- intendence, 1201 Sixteenth St., N. W., Washington, D. C., $2 per copy. Atlantic City one hundred percent in membership—It is fitting that the city which will be host to the National Education Association at its annual con- venion in July should have a one hun- dred percent welcome awaiting the teach- ° ers of the nation. Mention THe Journat when writing our advertisers. COMPELS INTEREST AND BRINGS ENLIGHTENMENT Ask to see the classroom and auditorium presen- tations of VICTOR 16 mm Projection Equipments . Silent or with Sound ... and ask about the exclusive features that have made VICTOR the most popular and practical of all 16 mm school projectors. A FREE copy of the Victor Directory, ‘‘ Where to Buy, Rent and Borrow Thousands of 16 mm Films,’ will be sent on request. Manufactured by VICTOR ANIMATOGRAPH CORPORATION DAVENPORT, IOWA The Animatophone Talk- 2 ing Projector (right) is the acknowledged peer of all 16 mm Sound Projectors Distributed by NATIONAL THEATRE SUPPLY CO. Branches in All Principal Cities is TO TEACH MORE EFFECTIVELY The economic crisis—The follow- ing quotations from the field are concrete proofs of the unconquerable spirit of the teachers: We are in a drouth area this year and the Red Cross is taking care of many hundreds of farmers in the west half of this state and in the eastern part of Montana. Our school staff have all taken a ten percent cut, the second five percent of it being a voluntary reduction be- cause of the unusually severe financial stringen- cies here—A superintendent in North Dakota. It is with considerable regret that I must yield to the inevitable brought on by the ever- increasing delinquencies in tax collections. Teachers in some of our districts have gone without pay since last April and have been forced to borrow money “which no one would loan” in order to live—A superintendent in Ohio. Our teachers voluntarily took a five percent cut in salary even tho contracts were made last spring without such a cut. They did this to help share the distress of the community. I am not complaining, and I shall set about it to build ourselves back to one hundred percent just as fast as possible. I believe we have had one hundred percent membership since 1922. You may be sure I am sorry to fail this yeat— A superintendent in South Dakota. Educational achievements—Addi- tional responses to the request for a sum mary of educational progress [Annual (Continued on page 36) Vo If ye to d in 1 well roo! cost quir Stan wou: abou equi) Now How jecto mach 185 brilli of pi size, that ¢ and room that econc for us One h quick Visual Amor gear built.; Meter. Filmo jectio; Venier — Vol. 21, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-35 Here’s finest school movie projection at the lowest cost per year. See the New Filmo Model J ... at the Washington meeting of the Department of Superintendence, N. E. A. If you could buy ove projector to do all your school job... in the largest auditorium as well as in the smallest class- room .. . saving not only the cost but the booth space re- quired for a theatrical type, standard projector installation, would there be any question about what visual education equipment to buy? Now, with the new Bell & Howell Filmo Model J Pro- jector, you can have just such a machine. With its 100 up to 185 foot throw, its theater- brilliant flickerless projection of pictures up to twenty feet in size, its improved illumination that cuts through residual light and minimizes the need for toom darkening equipment, its that steals no seating economically meets case, is priced at $297. compactness space, it ideally and auditorium needs. And for use in the classroom, it can be picked up in one hand and carried to any part of the building for quick, convenient, intimate projection and effective Visual instruction. Among distinct new advantages are: silent 100% gear drive—no belts, automatic geared rewind, built-in pilot light, easy tilting, illuminated volt- meter, radio interference eliminator. Filmo not only gives the most excellent of pro- lection results with a remarkable operating con- Yenience and simplicity, but it gives this superb The new Filmo Model J Projector, complete with for as low as $198 school service at the lowest cost per projection year. Filmo economy has been thoroughly proved in schools from coast to coast. Precision manufact- ure and scientific design by the world’s leading cinemato- graphic engineers are the rea- sons behind Filmo’s depend- able operation and long life . . . the reason why it can be said that worn out. no Filmo has ever See a demonstration of the new Filmo Model J Projector at the N. E. A. Department of Superintendence meeting, or at the nearby Filmo dealer’s. Other Filmo Projectors You'll be convinced —mummmmm «6SEEING IS BELIEVING Eee The Bell & Howell Company will demonstrate the new Filmo Model J Projector at Booth 110, Washington Audi- torium, Washington, D. C., during the meeting of the Department of Superintendence, National Education Asso- ciation Meeting, February 20th to 25th. See this demonstration. Let your eyes prove to you that this new projector will solve your whole school projection problem. BELL & HOWELL COMPANY, 1816 Larchmont Avenue, Chicago, Illinois. Gentlemen: Please send me [|] Descriptive literature on the new Filmo Model J Projector for School Auditoriums. [] [] A copy of “Filmo Motion Pictures in Visual Education.” The length of our auditorium from back (or booth) to screen is ________________feet. il a RC EL ETS ORE EN, MERE EY Position__.- ET So Ee ee oe ee Es a ees ee ee ASR | Sayer eee pene .. State i Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The TRUCK Beautiful “A Thing of Beauty | is a Joy Forever.” large or small. 13% inches. floor. castors on order. A beautiful piece of furniture for the School Library, pleasing to the eye—yet sturdy and strong, light in weight and easily handled. The school librarian will appreciate the con- venience of a Book Truck in moving books about and in shelving them, whether the Library is Height 36 inches—Length 3044 Lower shelf is 134 inches above 14 inches between shelves. Built of Oak in light or dark finish. Castors are Colson Ball Bearing 4 inches in diameter—two swivel and two fixed. Furnished with four swivel No. 25 Truck, light or dark Oak, $24.75—F. O. B. Syracuse, N. Y., or Stockton, Calif. Appreciable discounts on quantity orders. GAYLORD BROS., INC. Library Equipment (Continued from page 34) Roll Call, January, 1932 JourNAL] have been received: Panama—The Canal Zone schools have or- ganized a comprehensive program of curriculum revision with provisions for expert advisors to visit the Isthmus during the year to assist the local officials in promoting the program.—Ben M. Williams, superintendent of schools. Philippine Islands—Advancement of teaching standards, particularly in the secondary schools, thru greater emphasis placed on qualifications of teachers, with special reference to their proper appointment and placement.—G. R. Manalac, acting director of education. Vermont—A large enrolment at the normal schools, an increase of more than thirty per- cent, more than can be accommodated, and therefore provision made for selective entrance requirements by raising the standards for ad- mission. Practically all graduates of the two- year normal schools had positions before re- ceiving their diplomas last June—Caroline S. Woodruff, state NEA director. American education during 1931 ——America’s expenditure for education in 1931, as estimated by the federal Office of Education, was $3,200,000,000. The number of pupils enroled in public ele- mentary schools during the year was ap- proximately 21,211,325; in public high schools, 4,354,815; and in institutions of higher learning, 1,099,468. Private and parochial schools, both elementary February, 1932 inches—Width 26 Pages With Freight paid $28. ”, STOCKTON, CALIF. SRYACUSE, N. Y. Teachers Professional Organizations A Syllabus for College Classes or Other Study Groups. Teachers in service will use this syllabus as a basis for group study in institutes and teacher meetings. It will also be helpful to instructors and students in the study of the work of professional organizations and the relation of the teacher to such groups. 25 cents each Discount on quantities NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street Washington, D. C. and secondary, enroled approximately 2,700,000 pupils in 1931. The total num- ber of teachers in the United States is estimated at 1,029,000. The 1931 elementary-school enrolment was less than that of the estimated ele- mentary-school enrolment for 1930 which was 21,370,000. High-school enrolment, however, jumped from 4,030,000 esti- mated in 1930, to 4,354,815 in 1931. Chicago teachers demand aid to save schools—On January 4, twenty- six thousand teachers and citizens packed the Chicago stadium to demand imme- diate action to keep the city’s public schools open. The following resolution was unanimously adopted: Whereas, the public schools of the city of Chicago have been supported since April, 1931, by unpaid teachers and other school employees; Whereas, today the board of education owes 18,000 teachers and employees more than $20,- 000,000 ; Whereas, these teachers and employees have used their savings, have borrowed money [often at 42 percent interest per year], have accumulated debts for food, clothing, rents, and all other necessary expenses to keep the schools open; Whereas, thousands of these teachers and employees are unable to continue borrowing to keep the schools open and must have immedi- ate relief; Mention Tue Journat when writing our advertisers. Whereas, the general assembly alone has the power to save our public schools by passing laws to restore public credit so that public obli- gations can be met and the school teachers and other employees be paid back salaries and fu- ture salaries; and it is the duty of the general assembly as representatives of the people to pass whatever laws are necessary to provide relief for the Chicago schools; Therefore, Be it resolved, That we, citizens of the city of Chicago assembled in mass meet- ing at the Chicago Stadium, January 4, 1932, to consider the perilous situation now confront- ing the public-school system of Chicago, do cal upon you, the 57th general assembly of th state of Illinois, in special session, as our repre- sentatives, in this time of grave emergency, for immediate action to keep our schools open. High-school fraternities—Legisl* tion forbidding high-school fraternities has been enacted by many states, and should be enacted by others. It should not be allowed to become a dead letter it any state. Difficult as may be the tas of suppressing these social excrescenc® upon the public-school system, the issté is of basic and vital importance. No o& ganization which is undemocratic exclusive is to be tolerated in connectiol with a public school.—Journal of Educt tion. Awakening professional interes —Aberdeen, South Dakota, schools hav (Continued on page 38) AMERIC ( Ja- | HOLMES PROJECTOR COMPANY 1 21, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-37 he lightest 1000 watt gund-on film projector ever made nd A CHALLENGE to the world ,the perfect reproduction of sound ‘ llation of West Kentucky @@Heard other portable sound equipments, tela et leee las ’ up to more than double the price, and I , 1 College last week. ' ria. College ta ag Saal mene, I certainly want must say, truthfully, that results with the ~ “ ee to ‘any man who can HOLMES were so far superior that there is take my bat on ees no comparison pment that runs as smoothly P — go equip! i A 1 I Dialogue clear and distinct, no muffled gals as good as thls Goce. it © tones and one very noticeable feature, there i, periect. 9D was no rushing or roaring of sound re- CRICAN SUAL SERVICE production ee AMERICAN VISUAL S ELLIOTT FILM CO C. H. Brandon F. York Elliott s 00 “PAT the N. E. A. Superintendence Con- vention, February 20-25th, we will exhibit lanterns for projecting every type of still picture to meet every instructor’s projection problem. Be sure to see our Model DC for projecting glass slides, mi- croscope slides and film slides, and our new Model VAC for projecting four types of material: opaque copy, glass slides, mi- croscope slides and film slides. You are invited to consult us on your pro- jection problems at Booth No. 246, Wash- ington Auditorium, Washington, D. C. Visit us at Booth No. 246 Complete outfit—which in- cludes everything for repro- ducing sound-on film talking HOLMES Silent Projectors now pictures, ready to run, all in use can be equipped for sound- weighing less than 90 on film at small cost. Lbs. 1811 Orchard Street, Chicago, II1. The Race Between Education and Catastrophe U.S. Government { For War 77% Expenditures, 1930| All else 23% —_ Other nations are spending the larger part trust, racial animosities, religious intoler- of their incomes for war, past and future. ance, greed, hatreds, misunderstandings, | Is there no way to end this colossal expend- and war. | iture for the destruction of human life? If civilization is to be saved must not the peoples of the world disarm intellectually? The World Federation of Education As- sociations will help the children of the world to understand one another as the National Education is the key. By putting chil- Education Association has helped the chil- dren first, by teaching them to understand dren of America to understand one another each other, cooperation can replace mis- thru their teachers and schools. The World Federation of Education Associations seeks a balanced budget by securing 10.000 Goodwill Memberships MY INVESTMENT IN WORLD GOODWILL A. 0. Thomas, Secretary-General, World Federation of Education Associations 1201 Sixteenth Street N. W., Washington, D. C. ; I ag to have a part in the promotion of international cooperation and understanding. I hereby apply for the Goodwill Membership and inclose ues for one year. ee , 2s Daobiss ctiamennare.. ADDRESS: STREET _- Mention Tue Journat when writing our advertisers. THE VERDICT OF OVER 200 .Jchool Py ystems Over 200 school systems in thirty-one States use the Standard Rotary Dupli- cator to make copies for various school and office purposes, such as: lesson sheets, examinations, maps, outlines, news bulletins, memoranda, attendance forms, records and similar uses. This truly different gelatin duplicator combines the proven economy of gelatin with the speed of fast, rotary operation. It is amazingly simple to operate. Quick Facts Over 200 sharp copies from one original— typed, written or drawn Uses plain bond paper Four colors reproduced in one opera- tion Gelatin films instantly interchange- able can be used over and over again, hence low cost. Write Today Handard DUPLICATOR (Rs rea SR a A RRR TE ANT NENT ETE Standard Mailing Machines Company Second Street, Everett Please send me, without obligation, your folder explaining the many uses of the Standard Rotary Duplicator. Position ..... Address ..... Mention THE Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION (Continued from page 36) increased interest in educational associa- tions by organizing a local NEA unit. Aberdeen has maintained one hundred percent membership in state and na- tional associations for the past eight years. Supervised correspondence courses—Students in small high schools are being offered, thru correspondence courses, hundreds of subjects which could not otherwise be made available. These courses are offered by local high schools which make a contract with a reputable correspondence school, state or university extension service. The local school secures the lessons, provides peri- ods in the regular school day for study, supervises the pupils’ work, and returns the lessons to the correspondence study center for a report on pupil accomplish- ment. May Journal articles be re- printed P—The following letter is typ- ical of many: The article, Idealism, the Need of the Hour, in THE JoURNAL for December is a rare piece of work, beautifully expressed and very inspiring. I wonder if you would consent to my publish- ing it in the next issue of our paper which will come out very soon?—T. B. Pugh, Jr., prin- cipal and supervisor of Independence City Schools, Independence, Louisiana. Yes! Take anything you find in THE JouRNAL for use in any way that it will do good. That is what your Association is for—to help the children. It is not necessary to write for special permission. Save your JoURNALS—The numbers of THE JOURNAL have permanent value. They are a library of the best in educa- tion. This generation of teachers has the obligation of interpreting anew to the American people the ideals and aspira- tions upon which our system of common schools is founded. Let selected material from these JoURNALS be brought to the attention of leading students and citizens in your community. A JouRNAL service effective—The following letter from T. N. Carver of Cambridge, Massachusetts, is typical of many received at THE JOURNAL Office. Thank you for sending me the package of posters for school use. This is, I think, one of the most effective methods I have seen for pro- moting good citizenship and respect for law. The hope of the country is in education. The National Education Association may yet save the situation. Illustrative vitalized commence- ment programs available—The Divi- sion of Publications of the National Edu- cation Association is prepared to furnish Fe bruary, 19 in mimeographed form one programy, student addresses and one with a dj by members of the class based upon4 type of commencement program ¢ cussed on page 54 of this Journat, } are excellent and direct from the fg They may be secured at the cost of) duction and postage—15¢ apiece or} for both. Do such conditions exist in y community P—The article, My Shy and I, in the December 1931 Joury deserves special mention as making appeal that should touch the heartstrinf of the toughest old fossil. May I add¢ such conditions are all too common. school is in a progressive and mode little city, yet our bus brings studey from mountain homes far worse than th described. Picture living in a lean about 10 feet square, open on one side; with the opening covered with burl sacks. In this there may be a family¢ six or seven children. The sanitary cond tions would often disgrace a pigsty. Thi is a type of home found in the mountai districts. The field of opportunity in ed tea cation truly is great.——From a teacheri qui the state of Washington. “ the To celebrate Washington’s birt - day—Plans and suggestions for partis eo or programs for use the twenty-second ¢i fa February or later in the Bicentennid F year, may be obtained at nominal pricaf| st from the National Recreation Assocs be tion, 315 Fourth Avenue, New Yor. f N. Y. t le A third birthday—In February, - along with Washington and Lincoln, lt . us teach the children of that third great American and teacher, Mary Lyon emancipator of women—whose birthday was February 28, 1797. Journal articles published it pamphlet—The School and Ment Health is the title of a 66-page pamphle of eight articles by Clara Bassett, cor sultant in psychiatric social work for the National Committee for Mental Hy giene. Seven of the articles were first pub- lished in THE JouRNAL of the Nationd Education Association, October 1930 0 April 1931. Each month they rankel among the three most interesting article fF in THE JouRNAL by vote of readers; t¥? & were given first place. The pamphlet 5 § published by the Commonwealth Fund, § 41 East 57th Street, New York, N. Y. (Continued on page 40) THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ULTISTAMP REG. U.S. PAT. OFFICE . All Diseases Come te School [Where can you buy a saw ?|clothing slore Where can you buy books 7 | grocer pu buy Shoes ?| hardware Store That’s Why Every Teacher Needs T. C. U. Protection + oe \ 2 ah a Bate ale He oa A teacher is always in danger of losing time on account of personal F quarantine, sickness or accident, and perhaps having big doctor bills H "|| to meet. New teachers especially take a big chance when they do =e & pe | not carry protection against loss, as a result of sickness, accident or ba quarantine. 27) M-underline it is net true ° qeod J%C% we, Sly. 2. The Lien is afreid of abig fox. Yes-No : ~