PERIODICAL (BNE A! L3 sak wal Sf MARCH, 1932 ‘Ohe J OURNAL of the NATIONAL EDUCATION ASSOCIATION ft) 4 ae = Ic The High School of Tomorrow—Editorial The Beginning of a New Epoch—Arthur E. Holt The Organization of Practise—Leo J. Brueckner How to Own Your Home ,. The Collapse of Local a Planning in America—Harold F. Clark How Would Your Pupils Rate You on Health?—Mildred W hitcomb Selfmanagement, the Basis of Citizenship—Ray Lyman Wilbur Persohality Adjustment of the Superior Child—Caroline B. Zachry Useful Books for Homes, Schools, and Libraries German Youth Goes Walking—Max Zimpel Civilization Again at the Crossroads Helping the Farm Child Find the Right Job Growth of Education Associations—Statistics A Message from President Florence Hale Our Laggard Report Cards—William Dow Denil ‘ ‘ R Schools That Are Prophecies , ; ; > ‘ ‘ ‘ 97 Witalized Group Study and Faculty Moctiags ‘ , ‘ ‘ : . 98 American Leisure—Stuart Chase ; : , ‘ ; i : , 99 Character Education and the Curriculum . , : , ‘ : . 100 Sixty Educational Books of 1931 ; , j ; ‘ ‘ ; , 101 Builders of Our Profession. : ‘ R , ; : . 105 Notes and Announcements . : : ; ; : : ; : . A-56 ae aS ~o- h—lp ial iD, l ns My i ee ~~" - - a | ¢ e « H] Lh um ~ to 1 of of her and ime ally yuld How UNDREDS of people who come to us H to borrow money for the purchase of a house are woefully ignorant of business finance and the fundamentals of realestate transaction. They simply know a specified monthly payment is re- quired which comes due on a certain date.” This comment was made by an offi- cial of a home-loan bank at President Hoover’s recent Conference on Home Building and Home Ownership. He fur- ther pointed out that the pleasures and advantages of owning a home are often Jost to families thru worry about overdue payments; failure to provide in their budgets for upkeep, taxes, and repairs; buying, under high-pressure salesman- ship, homes which are clearly beyond their means and thus depriving them- selves of other essentials to meet the large payments required. Finally many of them are victims of “flybynight” real- estate and mortgage concerns which fleece the prospective home owner who does not know where to seek reliable advice. Buying a home is probably the most important financial transaction any family undertakes. It is the step which has greatest significance for their future happiness and success. Are graduates of your high school prepared to buy and make homes intelligently? Do they have the information any home-seeker should have before he takes the decisive step that will commit him to pay a large part of his annual income for ten or fifteen years and which will probably determine the neighborhood in which his children will be reared? If the schools are to prepare for life they cannot ignore the most important questions of life. Education is worth just the difference it makes in daily life. Home building, home ownership, and home management certainly rank .high among the important problems of life which every individual must solve. Is Learning Units on Home and Family to Own Your Home the curriculum of your school built around the past or around the life and needs of your community? LL OUR TALK about educa- tion for culture is mere patter unless we teach young people how to surround them- selves with beauty. It does us no good to teach youth about Roman life if we leave them | to the cool mercies of high- | pressure realestate salesmen | who will make them slaves for half their lifetimes to an un- worthy home environment. Most of the value of learning | to read at all is lost if people so manage their lives that they have neither time nor money | to provide for an intellectual life. The selection of a house like the selection of a mate or a vo- cation is one of the major de- cisions of life. Let the teacher in every school—elementary, high school—and in home- making departments of col- leges, working with the stu- dents themselves take into ac- count the surrounding situa- tion, developing a teaching and | learning unit around this topic | of home-owning which in many | eases will lead out into the larger topic of city planning. Problems of home ownership— Sooner or later most prospective home buyers find themselves phrasing a series of questions beginning, Should I own a home? How much can I afford to pay for a home? How can I get disinterested advice? How shall I select the home to buy? What are the best plans for financ- ing a home? How can I estimate the probable neighborhood developments that will affect the value of my home during the next 25 years? What are the upkeep costs on my home? What does it cost to furnish a home? The resourceful teacher and curriculum builder can find many opportunities to discuss these ques- tions. Arithmetic, English, civics, home economics, social science, manual arts— all offer opportunities. Discussion of such topics as home-owning should be built into these subjects as often as possible. Teachers will find valuable aid in the excellent booklet How to Own Your Home and its companion pamphlet Present Home Financing Methods, re- cently published by the United States Department of Commerce [order from the Government Printing Office, Wash- ington, D. C., price 5 cents each]. These two small pamphlets which cover a large subject will prevent the hasty, impulsive decisions upon which jerry builders rely to sell their houses. No family should make so important a purchase without a rudimentary knowledge of the problems involved. In the words of one finan- cial adviser, ““The purchaser who be- lieves all the lovely things that are told him by the salesman will go in as a nice woolly lamb and come out with nothing left but his bleat.””» And—whether a house is bought as an investment for savings or as a home for one’s family—neither ob- jective will be achieved unless the whole project first be surveyed in an utterly dispassionate, dollars-and-cents way. How much can I afford to pay for a home? Every home buyer faces the prob- lem of buying a house to fit simultane- ously his pocketbook and his dreams. The question of providing a home that will be adequate, attractive, and at the same time can be carried comfortably on one’s income and be paid for within a reasonable length of time, requires fore- thought—that it usually fails to get! The exact amount to be spent on a home can be determined wisely only by carefully checking over the family’s FAMILY that owns its home takes pride in it, maintains it better, gets more pleasure out of it, and has a more wholesome, healthful, and happy atmosphere in which to bring up children. The home owner has a constructive aim in life. He works harder outside his home; he spends his leisure more profit- ably; and he and his family live a finer life and enjoy more of the comforts and cultivating influences of our modern civilization. A husband and wife who own their home are more apt to save. They have an interest in the advancement of a social system that permits the individual to store up the fruits of his labor. As direct taxpayers they take a more active part in local government. Above all, the love of home is one of the finest mstincts and the greatest of inspirations of our people.—President Herbert Hoover. 82 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1932 needs and its expenses. There are, first of all, the obvious budget items of food, shelter, and clothing. In addition there are such expenses as life insurance, sav- ings, education, and recreation. If the amount put into a house is out of pro- portion to other expenditures, the results are usually regretted. Before buying, the prospective home owner may wisely ask himself: What is the family’s annual income and what will it probably be next year and the year after? Will any one else in the family be able to earn an income? How much of the income is being saved? What does the family now pay for rent? How much can the family afford to spend for insurance and edu- cation while purchasing a home? In times of unemployment or expensive illness would the family be able to meet the expenses of the house ? A rough measuring stick by which to gauge the amount to spend for shelter is the rule that the value of the house and lot should lie between 124 and 2% times one’s annual income. The ordinary pro- _ portion is about 2 times. Of a number of families with the same income it is unlikely that any two picked at random will wish to spend the same amount for shelter. It is for this reason that the income groups in the table on this page are made to overlap. The size of the family, its preferences as to loca- tion, the ages and number of children, varying conditions between cities, and other circumstances make the problem one which each family must solve for itself. Unexpected contingencies should be considered when making calculations. Better a modest home whose financial charges are carried easily as other obli- gations increase, which they are sure to do, than one of more pretentious size which, while presenting a brave front to the outside world, contains within a mul- titude of financial troubles. What are some of the factors other than income which determine the amount the family is able to spend for a home? One conclusion of the Committee on the Relationship of Income and the Home of President Hoover’s Conference is sig- nificant. In general the family with a modest income which launches success- fully upon a home-owning venture is characterized by two qualities: first, skill and ability of the family to do remodel- ing and repairing, thus eliminating this expense item; and second, ability of the family to cooperate and work together. Its members are willing to forego indul- gence of their individual needs and de- sires for the satisfactions of home owner- ship which all can share, such as addi- tional freedom, pride of possession, and the enforced saving which ownership en- tails. They have learned to weigh the H’ MUCH TO SPEND—The follow- ing table shows what Mr. Home | Buyer can afford to spend for a house | with an income from $1200 to $6000 | a year: Income Cost of House | $1200 — 1800 $3000 | | 1600 — 2400 4000 | 2000 — 3000 5000 | 2400 — 3600 6000 2800 — 4200 7000 3200 — 4800 8000 3600 — 5400 9000 4000 — 6000 When Mr. Home Buyer is ready to buy or build he can arrange to | borrow money from a_building-and- | loan association for a first mortgage covering half the total cost of the house. The table below shows carry- ing costs based on a $6000 house. To avoid sinking all available funds in the house, it is often best to get a second mortgage to be paid off, or amortized, in ten or fifteen years by monthly instalment payments. Value of house and lot........ First cash payment (30 percent of value)..... 1800 eg reer ae Interest and amortization (12 percent of loan)...... 504 Estimated taxes, insurance, and Total annual expenses. . larger and more remote values and to make sacrifices of present whims in the interest of future welfare. What percentage of my income will be devoted to payments? Rent, or pay- ments on a house may require anywhere from one eighth to one third of the family income, depending on the special circumstances in each case. In addition to interest payments and instalments on the principal of a loan, allowance must be made for renewals and repairs, taxes, special assessments, insurance, water tax, and various accessories and improve- ments. The annual expenses of a $6000 house shown in the box above are taken from a booklet previously quoted, How to Own Your Home, which gives finan- cing tables for houses costing from $3000 to $10,000. They serve as a basis upon which to plan the total expenses involved in purchasing a home. How can I finance the purchase of a house? A mortgage on the old home is no longer a family disgrace. Quite the contrary! The realestate loan of former days, ill-favored, and regarded as the last straw for the improvident, has log during the years its atmosphere of dis. repute and has acquired instead an air of marked respectability and a wellde. served reputation for usefulness. And rightly so, for the mortgage has become an indispensable aid to home ownership, There are few people who can afford to pay the entire cost of their house ip cash. Like other financial transactions, how. ever, the mortgage loan should be thoroly understood by the borrower. Selection of the wrong financing plan, failure to be come thoroly familiar with the exact terms of the obligations undertaken, as. sumption of mortgage debts when pur chasing property are the most frequent causes that lead to financial grief and sometimes to the foreclosure court. Perhaps the most important matter in connection with mortgage financing is for the borrower to select a loan of the type and size that conforms most nearly to the limitations imposed by his income, } The pamphlet Present Home Financing Methods divides borrowers into three groups: those who can supply in cash 50 percent or more of the price of their home; those whose cash resources are from 25 to 40 percent; and those who have but 10 or 15 percent of the price. Financing plans for all these groups are explained. The more cash one can pay down on a house the better. Usually it is desirable to possess at least 20 percent of the value | of the house and lot in cash. What is the most reliable agency from which to borrow money? The building: and-loan association is the most reliable source of funds for most families. Many people call this “the American method of owning a home.” In a Census Bureal report, it is stated that nine tenths of the homes in middle-sized and small com munities are bought and paid for thm building-and-loan associations. Theif purpose is the same as it was in the days when Jesse Castor, lawyer for the first building-and-loan association o ganized in Philadelphia, January 3, 1831, wrote in his minute book, “This associ tion shall. continue until every membet shall have the opportunity of building and purchasing a dwelling house.” There are now nearly 13,000 of these institt tions in the country having in all more than 11,000,000 members and assets & ceeding $7,000,000,000. Vol ly of ict It nt nd the reir | are vho are on ible alue rom ing: able a hod reall om- thru heir or 831, \cia- nber ding here titu- nore 5 ex Vol. 21, No. 3 The loan association is in most in- stances a cooperative corporation in which many citizens own stock. They charge the borrower interest on his loan [generally 6 percent] and, in addition, frequently expect him to pay off the prin- cipal of the loan in regular instalments which is a good policy to follow. This process of paying off the principal a little at a time is called amortization. Thus, on a loan of $1000 at 6 percent interest, payments of $10 a month or $120 a year, will take care of the loan and cancel the principal in less than 12 years, leaving the home free of debt. Many families in meeting payments on a loan have learned the habit of saving, and continue it as a step toward financial independence after their home is paid for. How can home financing facilities be improved? It was in the belief that “it should be possible in our country for any person of sound character and in- dustrious habits to provide himself with adequate and suitable housing and pref- erably to buy his own home,” that Pres- ident Hoover decided to call the Con- ference on Home Building and Home Ownership. At present there is much need for improvement in the home-finan- cing machinery available in most com- munities. It is easier to buy an automo- bile or a fur coat on the instalment plan than it is to buy a home. Those who can provide 50 percent of the cost of their home for a down pay- ment can now find abundant finance thru the savings banks, insurance companies, the building-and-loan associations, and others. But those who have only 20 or 25 percent frequently cannot buy a home at all except on terms and risks “com- parable to the credit extended by a pawn- broker.” In spite of the efforts of the building-and-loan and many other asso- ciations to meet the needs of the small home-owner, the credit available is as yet largely unorganized. Teachers and students will wish to ex- amine the purposes of the Home Loan Discount Bank which was proposed by the President not only to alleviate the hardship that exists among home-owners today and to revive home construction as an unemployment emergency relief measure, but also in its long-distance THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 83 view to establish an institution thru which the problem of systematically pro- moted home ownership on terms of sound finance can be gradually worked out. Under government enterprise and organi- zation, it may be possible in the next decade to provide homes of good design and construction financed on fair terms to replace the jerry built structures too frequently foisted on an uneducated pub- lic by greedy and undirected private en- terprise. This will involve large issues of city planning and zoning, sounder methods of finance, and elimination of blighted areas and slums. Stability of income and financial se- curity, which are essential for home pur- chase, are unattainable by many families under our present economic system. How society can make it possible for the family to plan a long-time budget of in- come and expenditure will be the subject of the next article. [This is the second of a series of articles on home and family. Use these articles in your classes. In every class from the kindergarten thru college teach the young people to love their homes and to seek to make them better.] The Collapse of Local Government HE SCHOOL SUPERINTENDENTS of iz merica have shown vision, cour- age, and energy in dealing with the difficult financial questions which now confront education in our various cities and localities. Many of the prob- lems are almost unsolvable. It is appar- ent that the immediate situation has its roots in the lack of city planning and of wise economic management. School people now face the task of making themselves students of the underlying causes of economic conditions. This ar- ticle is a significant contribution to THE JouRNAL’s series on social and economic planning, Ms Waker of New York ac- cuses the bankers of sabotaging the city by charging a high interest rate for the large sum it has recently been compelled to borrow. The bankers re- tort that the city’s finances are in such shape that its credit is rapidly becom- ing exhausted. Philadelphia has been forced actually to cease paying salaries; 4 proposed tax increase was stopped by an angry demonstration of the citizens. Chicago has been without necessary funds for months; teachers have not been paid, and now the city may have to give up the elementary jobs of gov- ernment by failing to pay its policemen and firemen. The plight of these three largest cities in the nation may be paral- leled all the way down the scale of local governments to the most sparsely settled rural communities. Of course there are brilliant exceptions, like Milwaukee, which under its efficient and honest So- cialist mayor has kept out of debt and has money in the bank. But the trouble is general enough to warrant serious con- sideration. It is one of the most critical situations facing the country, because if local government fails, anarchy super- venes; the most elementary needs of the citizens cannot be met. Individual circumstances may be as- signed as causes in specific instances, such as crooked tax assessments in Chi- cago, extravagance and Tammany graft in New York. But oldfashioned cam- paigns for civic righteousness would not remove the difficulty. There is a more fundamental trouble than ordinary politi- cal corruption. The depression, of course, may be blamed for precipitating the crisis. It has squeezed local governments between the pincers of diminished receipts and in- creased expenditures. An unknown, but certainly enormous, volume of taxes is in arrears; some of these taxes will prob- ably never be paid. And the major bur- den of unemployment and farm relief, under our crazy official policy, has fallen on the municipalities and counties. While, in popular theory, private funds have been supposed to meet the need, as a matter of fact more than 70 percent of the relief expenditures have been paid out of local public budgets—a straight dole, inequitably assessed on local prop- erty taxes. Now the governments are cracking under the strain. Are we justified in assuming, however, that with the passing of depression the crisis will automatically disappear? By no means. It is, of course, possible that unemployment will be reduced, but even business revival would be slow in creat- ing jobs for everyone who is out of work. We are likely to have a large volume of unemployment for years to come. Even more serious than this, however, is the fact that a thorogoing process of defla- tion such as we seem to be undergoing means not merely a permanent fall in the prices of commodities, but a reduc- tion in rents and in property values as well, and a deflation of securities—in- cluding public bonds. Small property 84 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1932 owners are fully conscious of the heavy burden laid upon them by taxes and as- sessments—a burden under which they were already bowed before depression arrived, and which they cannot continue to bear. Of course it is out of the ques- tion for them to go on paying the steady increase which the mounting cost of local government has imposed on them in re- cent years. Rentpayers are not usually conscious that a large part of what they pay is the tax burden passed on by land- lords, but this is nevertheless the case, and rents must come down. And if taxes fail, how can the local governments con- tinue to pay out large sums in interest and sinking funds? There will be blind agitations for re- trenchment on the part of taxpayers, bankers, and investors. But it will be found that not much retrenchment is possible, as long as local governments go on doing their usual jobs in their usual way. Any conceivable cuts in the sal- aries of public employees would be far from bridging the gap between receipts and expenditures. Is there any other way out? The first observation to be made on the problem is that which was made by the regional planners long before the de- pression came. They pointed out that the big cities were heading straight for bank- ruptcy, on account of the inefficiency in- herent in unplanned concentration of population, on the basis of a layout con- ceived only in the interest of the utmost profits for speculative realestate inter- ests. Every skyscraper increases in geo- metric ratio the need for sewers, gas, water and electric mains, and transit fa- cilities. A block layout which requires that every street carry the paving and other utilities which would be needed by a high concentration of population on that block places an undue burden on regions which are not, and ought not to be, built up to that point of concentra- tion. Unless we plan our cities and sur- rounding regions intelligently for living and for real efficiency, our tax burdens will be unbearable except in periods of unsound inflation. Similar observations apply to many rurai communities as well. Here, speculation in farm land, or penne the sudden crash in the stock market, the resulting col- lapse of business, and the events of each passing day have proved to us that the adults of this generation were not prepared to manage the machinery of presentday civilization. When we observe the current frantic gestures of leaders in business, finance, and government to bring some order out of the existing chaos, and hear of the growing momentum of discontent among millions of idle men who are eager to work to feed their hungry families, we are forced to the conclu- sion that the model of education needed for 1932 and for future years must not be patterned too closely after | the models of previous years—J. W. Studebaker, superintendent of schools, Des Moines, Iowa. what was intended to be farm land, without regard to the permanent possi- bilities of income for those who live on the land, has led to the provision of roads, schools, and other facilities for counties which in the end go back to waste, and are so sparsely populated that the taxes received cannot pay the bills. The lack of intelligent economic and social planning in agriculture and land use is the fundamental difficulty of many rural communities. Equally important is the unscientific and inequitable charac- ter of the general property tax, which, after all, carries the chief burden of gov- ernment in the United States. Not only do the budgets of local governments de- pend upon it, but a large part of the states’ revenues comes from it as well, thru the channels of these local govern- ments. It bulks far larger in the national budget than the federal income tax or other federal revenues. The heavier the burden it lays on the taxpayer, the more evident are its defects. It is, whenever possible, passed on to the consumer, thru rents. Being dependent on the socalled “value” of the property, it is not ad- justed to the size of incomes or profits or other measures of capacity to pay. A householder who is barely able to meet his expenses, or a farmer, or a business which is in the red has to pay as much on the “value” of land and buildings as a corporation which derives a fat income from use of an equivalent property. Measures must be taken to transfer a large part of the burden from property taxes to the more equitable and efficient sources of taxation, such as the income tax. Numerous states have begun experi- ments in this direction. Notable in Gov- ernor LaFollette’s remarkable message to the emergency session of the Wisconsin legislature this winter is the enunciation of the principle that “‘this emergency will be met as a community and that those who are best able to carry the burden shall carry a proportionate amount of it.” In pursuance of this policy, the Governor recommended “an appropriation of a sum sufficient to enable and re- quire every county in the state to reduce the tax upon general property one dollar per thousand dollars of valuation.” In order to pay the bill, increased state in- come taxes are recommended. And, of course, one of the prime requisites in en- couraging states to rely more heavily on income taxation is the enactment of a rebate of federal income taxes up to, say, 25 percent of the total federal tax, in such states as themselves employ income taxation. This would, of course, mean higher federal rates. But it would help to equalize the burden among the states. This crisis ought to lead to better planning of local development and of local taxation. That is the only lasting road to recovery for the local govern- ments. We can no longer go on in our customary heedless and haphazard course, expecting local property to pay the bill. For the end of that squeezing process is in sight. The orange is dry.— Reprinted from The New Republic with the permission of the publishers. HE GREAT NEED of America today is the need for vigorous and sustained planning by disinterested parties. business enterprises. Realestate speculators have created fictitious prices and have exerted steady pressure to destroy building requirements and zoning rules. Utility promoters have watered stock fabulously in the gas, electric light, and telephone fields. They have used their position of monopoly to collect excessive rates which are as inescapable as taxes. The excess profits of these utilities in your city would probably make up the deficit in the school budget. It becomes increasingly plain that the colleges, universities, and high schools must devote themselves to a study of the economic factors which are at work in our various com- munities today. [ | Much of the breakdown in government is due to an antecedent breakdown in our privately controled | | | reg vic onl nir gui ent wh tro op] did col sit the Social Planning and the Schools Planning in America HAro.Lp F. CLARK Professor of Education, Teachers College, Columbia University HERE IS one oLjection that is al- | raised when anyone mentions planning in this country—that it interferes with freedom. Planning is part and parcel of American life and has been in certain fields from the beginning. Almost the first act of our national gov- ernment was to plan the city of Washing- ton on a scale that gave promise of exciting the admiration of the entire world before the plan was finally fin- ished. In the past, America has always been willing to bring under social control and social planning whatever was neces- sary for the best interests of all the people. Conditions have changed now so that it is necessary to bring some addi- tional items under social control in order to achieve further economic and social progress. It can be shown that planning will not limit but will expand individual freedom. It can be argued that any planning in regard to work is interference with indi- vidual liberty but the plausibility exists only on the surface. It is only by plan- ning that any effective freedom can be guaranteed in regard to work in the pres- ent world. There was a time in the past when each individual had complete con- trol over the necessary equipment and opportunity for working. Before there was division of labor and when each man did all his own work, there obviously could be no unemployment and no neces- sity for social interference to guarantee the right to work. All that was necessary was for one to be left alone. Liberty was a negative conception and involved lack of interference. How completely changed conditions are today! The work of one man de- pends upon the action of someone ten thousand miles away. He, in turn, may be dependent upon another series of indi- viduals and forces. One may argue that each individual should be allowed to work or not to work without any social planning. It sounds reasonable but the Same conception of negative action that brought freedom in the past brings the Worst kind of slavery today. In fact, one might approach physical starvation and still have guaranteed to him the fact that no one would interfere with his working if he desired to work. If there is no work to be had, the words “liberty” and “individual freedom” are empty and meaningless. In millions of cases in the world today such is the situation. A substitute must be found for this negative conception of freedom. Not only must man be guaranteed that he will not be interfered with if he wants to work, but he must be assured of the opportu- nity to work when he wants to do so. This is a positive conception of liberty. It involves a change from an unplanned to a planned economic and social order. On no ground can planning be defended more justly and more vigorously than on the ground of effective freedom. Planning and coordination are neces- sary in the complicated world in which we are living today. No community that does not systematically and continuously make provision for this planning can hope to be a civilized unit. As part of the price of our progress, we have passed from an_ individualistic, irresponsible economic life to responsible economic and social organization. Will it be pos- sible to build this planned society? Upon the answer to this question depends the success of our social order. The changed conditions of living have forced a change of attitude regarding cer- tain parts of our physical environment. A generation or two ago surprise or ob- jection would have been raised against planning for such a thing as an adequate water supply. From time immemorial, it had been assumed that each individual could provide water for himself. It has been only a short generation or two since our highway system in the United States was, to a large extent, unplanned and uncoordinated. The great development of the automobile has been one of the fac- tors forcing the beginning of adequate planning regarding the highway system. Such things, important as they are, do not get at the root of the difficulty. They are attempts to solve or to relieve diffi- culties after they have arisen. In addi- tion, they are dealing with the simplest of our material problems. No community can be adequately organized unless it makes systematic and continuous pro- vision for all phases of its life. Let it be said once and finally, that this does not mean putting the activity under the control of the political govern- mental organization. In many cases that [85 ] would undoubtedly be an unwise move. But many phases of community life which could formerly be left to chance must be planned and developed system- atically. This applies not only to such physical matters as the layout of the city, streets, height of buildings, and housing standards, but to such matters as cultural, esthetic, and moral develop- ment and opportunity. The real test of community organization and leadership is doubtless going to come when these latter fields are entered. Will our com- munities be able to plan adequately these phases of life? It might be well to look at some of the fields in which planning has already begun. Much prejudice can be overcome by realizing that the concept of planning is already familiar in many fields of com- munity life and organization. The failure has come in the lack of any adequate philosophy and scheme back of the plan- ning and any systematic development for it. City planning in the United States has a fairly elaborate history. It is quite true that in the early days of the republic most of the cities grew any way they happened to grow. Even when they were laid out fairly carefully, conditions changed rapidly and plans that were adequate in one decade were quite inade- quate in a later one. No systematic pro- vision was made to keep changing plans at all times. One can only imagine what New York City might have been if planning bodies had been continuously in existence trying to make it the best possible place to live. Instead of what might have been, we have the chaotic and individual develop- ment which is characteristic of the city. It has led to situations which if antici- pated would not have been allowed to come into being. One has only to read parts of the report of the Regional Plan- ning Commission to see the almost in- credible difficulty that faces the city in its attempt to rectify mistakes made by lack of planning in the past. Most of the more important cities in the United States have set up some kind of planning commissions. The city of Washington from the very first was care- fully planned. The development of the World’s Fair in Chicago in the last dec- 86 ade of the nineteenth century did much to further one narrow phase of city plan- ning, that is, the socalled city beautiful. But the movement has scarcely touched the smaller communities and the open country. Changes have occurred with such amazing rapidity that planning is vitally needed in all communities. Not only must these new planning bodies deal with the same matters that inter- ested the old city planning commissions, but they must be much broader even on the physical side. Even now the best of the present city planning bodies are see- ing their task in a larger light. This is wellexpressed in the introduction to Volume I of the Regional Survey of New York when it is stated that no longer is the prime concern of planning bodies with the “city beautiful” but with the location of industry and trade centers, with housing conditions, planning of traffic, and the hundred and one other items that determine whether a city is to be wellorganized and a satisfactory place in which to live and to work. In city planning there is great room for development in many specific fields. Some of the most definite planning that has been done in American cities has been in connection with streets and traf- fic. Most of the streets, particularly in the older cities, were laid out for horse- drawn traffic. The first congestion was caused by electric streetcars and later by the automobile. It has been quite im- possible to undo many of the early con- ditions but American cities allowed con- ditions to go on and get worse long after it was evident that something would have to be done. Now a great variety of schemes is being tried to relieve the traffic situation. Almost no one questions the wisdom and necessity of attempting to plan in regard to streets and traffic. The force of tradition will doubtless cause us to continue to design our streets in general as tho we were still in the horse age. It might be well for each com- munity to draw up a plan of what it would be if it were being planned com- pletely from the beginning. It might provide certain standards to be worked toward as far as the street and traffic ar- rangements are concerned. Along with this development of streets and traffic conditions within the urban centers, there has gone a movement for highway planning on a state and national scale. There is scarcely a state today that does not have some form of highway de- partment that at least makes a pretense of planning the development of high- ways. These state plans are beginning to THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION be coordinated into a unified plan with the assistance of the federal government. One may well answer that long before conditions can be remedied the airplane, submarine, or some other invention will upset them again. All of this may be true but to accept it as an excuse for doing nothing means that the situation will chronically become worse. Such con- ditions make it all the more important that we plan not only for the present, but, as far as human ingenuity is able, to anticipate the future and plan for it. Most important of all is to keep chang- ing the plans in the light of any new evidence. Any American city that is on a water front has gone thru much the same ex- perience in regard to water-borne traffic as it has on land. For a long period the harbors or water fronts were sadly neg- lected. When feeble attempts were later made to regain control either in the in- terest of more efficient shipping or for esthetic or sanitary reasons, great diffi- culties were encountered. The approaches to most cities whether by water transpor- tation, by rail, or even by automobile road usually gave an unfortunate impres- sion. In most of these cases, the theo- retical battle has been won. It is largely a case of making the planning arrange- ments and carrying them out. We have the first indications of plan- ning in our school sytsem in regard to school buildings. Due to the efforts of a few able and enterprising people, the school buildings and grounds of the dif- ferent cities and school districts are be- ginning to be remarkably wellplanned. The public builds a five million dollar high school in Cleveland, a million dollar one in Dallas, and spends some incred- ible sum on one in Los Angeles. These buildings are planned to utilize the last inch of space. The corridors are just wide enough to allow the maximum num- ber of children using them to pass com- fortably; the window area is carefully planned to provide the proper amount of light. But in no city is there a plan of what these schools should be doing in terms of the economic needs of that community. The schools know no further than an abiding faith will take them as to how many people should be trained for any given occupation. We plan the buildings but we do not plan for what happens within them. Partly as a result of the original move- ment for city planning, there has been a substantial development in the plans for public buildings. This applies to the architectural development of the build- - March, 1932 ings themselves, and, to a certain extent, to the location and general arrangement of groups of public buildings. The devel- opment of the water front in Chicago, the civic center in Cleveland, the park- way in Philadelphia, and the projected civic center in New York are all indica- tions of this movement. The idea of planning is beginning to move on down to the smaller places and affect even ordinary public buildings. Admitting that the planning of the buildings js many times highly artificial and without any organic relation to the economic or social functions they should perform, and admitting that many times the buildings are copied from foreign environments and simply pasted upon the scene—even with all this, the planning undoubtedly has been of tremendous value. The idea simply needs expanding and clarifying. The attempt to plan the parks, play- grounds, and open spaces of our cities is one of the most hopeful developments in the whole field of planning. It was only a short generation or so ago that the parks acquired by American cities were more or less a matter of pure chance. Now at least some pretense is made to plan the amount of land that should be devoted to parks and, insofar as it can be done at this late date, to see that the land is properly located. Following close upon the development of city planning comes regional plan- ning. No sooner did a planning commis- sion attempt to plan for the development of a given city than it discovered that many of the problems of the city were problems of the surrounding region. This led inevitably to the concept of regional planning which is beginning to develop on a large scale. The work of the New York Regional Planning Commission is an illustration of what may be hoped from this type of concept, once it is put upon a permanent and systematic basis. Some of the problems to be overcome in regional planning are probably even more difficult than those to be overcome in occupational planning, but undoubt- edly attempts will be made and brilliant successes will result. Some forward-looking people had dis- covered even before the systematic de- velopment of regional planning that the problem of land planning was basic to much of our future progress. From the planning of cities and regions it is but a step to the concept of land planning on a national scale. The best answef cannot be given to many problems in city or regional planning unless some- thing is known of the general policies Vol. 21 of land territol sity of land o1 here Si rewarc large. It is that a closely upon | and la that tl tary bi of edt been ¢ The t school: quite might sonab! school lems | with t ican a zation tural they é efficie agrict diffic H \ healt titles paste chart Char clap Mar whos owin B Will for | her D eat toes she take brea teac mill ord S abo eigt aves ef oe YY SONS Vol. 21, No. 3 of land utilization in the entire tributary territory. This quickly leads to the neces- sity of some consideration of the use of jand on a national scale. The difficulties here seem almost insuperable but the rewards ‘are doubtless proportionately large. It is probably not too much to say that a solution to the farm problem is closely associated with or dependent upon some scheme of land utilization and land planning. It does not follow that this could not be done on a volun- tary basis. It would possibly take a type of educational activity which has not been dreamed of in the United States. The typical child that goes thru the schools in the rural districts comes out quite unconscious of the fact that he might contribute in establishing a rea- sonable type of land planning. The schools may be dealing with real prob- lems but they are certainly not dealing with the fundamental problems of Amer- ican agriculture and American land utili- zation. Many of the educators in agricul- tural regions still seem to think that they are living in an age when individual efficiency will solve the problems of agriculture. There are almost insuperable difficulties in this field but that makes the challenge all the more interesting. In this country there is the definite type of planning carried on by the Fed- eral Reserve Board. There is some at- tempt to adjust the operation of reserve banks to the financial needs of the coun- try. This clearly extends in a degree to the volume of money in circulation and doubtless at times extends to some con- sideration of the stability of the mone- tary unit. Many other attempts are being made in different parts of the world to establish a stable monetary unit. The very fact that such an organization as the Stable Money Association has been organized shows the need of planning as seen by some people. Even if we disagree with the possibility of achieving a rela- tively stable price level, it is important that the concept of planning has ex- tended to this. exceedingly difficult field. The last field in which many people would expect to find planning is private business. Probably from the time the first business was carried on, there has been some planning and organization of it. But the type of planning that is begin- ning to develop in some of the large private business concerns is probably of an entirely different type from anything which has preceded. As far as the atten- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 87 tion given to planning and the technics developed, it might be called a new art. The more forward-looking of the public utility concerns have long term plans for their expansion and development. Some of the automobile companies have developed very elaborate technics for gauging the probable demand for their products over short periods of time. Socially there is one tremendous inade- quacy in the planning of the automobile companies—failure to consider the needs of the rest of the community. This is especially true as regards the hiring and discharging of men. The automobile com- panies claim that great attention has been given to stabilizing the product. But when as simple a device as differen- tial price has not been tried we can well be skeptical of the claim. In many fields, however, the automobile companies have been leaders in looking forward and plan- ning for the future. Railroads in part by their very nature have been forced to adopt certain types of long-range plans regarding future betterments. A large part of the curriculum of any school that is going to function in the modern world must deal with the con- stant replanning of American social and economic life [Use this article in your classes.] How Would Your Pupils Rate You on Health? OW, SHALL we have the morn- N ing checkup on health habits? Charles, you have obeyed every health rule for the week, and that en- titles you to a gold star. Here you may paste it opposite your name on the health chart. Shall we all clap hands for Charles, children?” Yes, by all means clap hands for Charles and also for Margaret and even for little Sambo whose cleanliness is real if not apparent, owing to his native coloring. But how about the teacher’s gold star? Will the pupils clap enthusiastic hands for her? Let’s see how they might rate her according to the health rules. Diet—Did Miss Brown of room 4B fat two vegetables today besides pota- toes, preferably leafy green ones? Or did she eat plenty of salads but neglect to take a good helping of meat or a slice of bread? Those little songs Miss Brown teaches the children about the merry milkman, do they occur to her when she orders her beverages and desserts? Sleep—Then there is the health rule about sleep. Does Miss Brown average eight or nine hours of restful sleep out of the twenty-four? A great many teach- ers approach their professional career bankrupt of sleep. Four years or more of college with both ends of the candle diffusing a “lovely light” brings an accu- mulation of fatigue that, together with the burden of new professional duties, often brings disaster. Then, too, there is the teacher-insomniac who needs to make some practical experiments in physical fatigue, in mental control, and in mus- cular relaxation. Exercise—A recent survey of the health habits of 600 teachers in a widely distributed area showed that nearly 63 percent of them took no daily exercise other than that involved in getting to the classroom. Even in communities where there are no facilities for other forms of exercise, remember that the primitive form of locomotion known as walking is an exercise without peer. Daily walks of from two to five miles and occasional weekend hikes will react so favorably on the teacher’s classroom manner that the pupils will vote gold stars in proportion to mileage. ad Bd od 5d Mental health—Of equal importance in the teacher’s list of health rules are those that contribute to mental hygiene. Teaching makes heavy demands on the nervous mechanism and Miss Brown must accumulate a reserve that will carry her thru periods of emotional distress. To give in to fits of temper or of jeal- ousy, to introspection, or to feelings of injustice or selfpity is a practise that grows and jeopardizes health. The pupils, too, feel the teacher’s lack of poise and react unfavorably to the nervous tension in the atmosphere. The teacher who is serene under stress, enthusiastic under routine, sympathetic with her pupils rather than with herself, interested in human beings rather than in mere texts and exam papers will be voted a whole crown of gold stars when the pupils rate the teacher. And rate her they do constantly, not only in the class- room today but in terms of her influence on them thruout their lives. Make buoy- ant, surplus healthas contagiousas disease. Pupils are prone to reflect the attitudes of teachers. Teachers should see to it that pupils have good examples to copy. Mildred Whitcomb in Ohio Schools. Selfmanagement, the Basis of Citizenship Pe Ray LyMAN WILBUR Secretary of the Interior, Washington, D.C. ATE ONE EVENING I was sitting on a cliff looking down over a wild patch of woods and meadows in the California mountains. Suddenly a she-bear and two cubs came out of the brush into an open space. The mother bear looked back at each cub and evi- dently gave instructions that they should follow close at her flanks until they were again under cover. One cub started to wander off and was called back two dif- ferent times, but the third time the mother took a quick turn and slapped him until he rolled head over heels for fifteen or twenty feet. He then scrambled to his feet and ran up close to his mother, staying there until they disappeared. I have often wondered why it was that bears manage to get along so well, in spite of guns and traps and scarcity of food and a world of difficulties that have been brought to them by man. Evidently they are brought up according to bear laws and learn how to be bears. Each one of us has just the same kind of a problem to face as we go from youth to maturity. Each of us controls a body machine and has a brain for that pur- pose, as well as to connect us up with the world of reality. Each of us must learn to handle himself, to go on his own power, to be a selfstarter, to do many automatic things. Each one must thru instruction or experience develop his own rules for the care of himself and of his own conduct. The period when we go from youth to maturity is the most inter- esting and important of all. It is a great thing to grow up, get new knowledge and new sense of power. After watching thou- sands of young men and young women I have learned to have confidence in those who have learned selfmanagement and selfcontrol. We are born with impulses and emotions that uncontroled would carry us frequently to disgrace and dis- ease. We are tempted many times: Based on a study of a lot of abnormal people, many normal persons seem to think that selfindulgence makes character, creates respect in others, and develops health. Nothing could be farther from the truth. The wise young person is the one who can learn by the experiences of others. Those who have to try everything once are sure to be damaged in the process. It is not common sense to be foolish. Just at present our youth are facing a period of transition and are’ breaking away from old standards and conceptions of life. They see about them freedom of conduct, which is easy to copy but which is full of peril to follow. Youth faces dan- ger willingly but intelligence and obser- vation should show us that a sane, whole- some, and useful life inside of a living body requires the same kind of protec- tions for it that we place about our auto- mobiles so that they will operate effi- ciently and properly. In this somewhat troubled period, each young person must face one question that has been before most young people thru- out human history. Human beings long ago discovered certain drugs and chemi- cals, among them a group that are known as narcotics and anesthetics. These in- clude alcohol, ether, gasoline, cocaine, opium, and the like. One of the long, hard struggles of mankind has been to master these valuable agents. Each has its proper place. Administered and used by experts, they are great servants. Mis- used and selfadministered they often lead to bad habits and degradation. They have the unfortunate quality of clouding personality or uncovering human attri- butes that are normally held under con- trol. The principal difficulty with the use of alcohol is that its effect upon a person involves others. When one person is no longer able to manage himself, others must manage him. Wher families are in- volved, others suffer from the effects of the drug. Society as a whole must pay the full price for any misuse of these chemi- cal substances that materially affect the central nervous system, consciousness, and personal responsibility. In the social struggle against alcohol, the commonest of these drugs, this coun- try has passed certain laws and has placed a clause in the Constitution of the United States. This is a country which depends upon majority rule. Until a ma- jority by proper course has determined that these Constitutional provisions and these laws are not desired, it is the proper function of a citizen to obey. Certainly no young citizen beginning his life career can consider that he is managing himself well if he begins by violation of any law of his country. I realize that there is much publicity about alcohol and prohi- [88] bition but there is also a great deal ¢j intellectual shallowness in meeting th social and legal questions involved. Sa as it may seem, in spite of great liter. ture, music, fine plays, sports, and family life, we have a lot of people with empty minds that are never comfortable unles they are filled up with alcohol. They have always been such people and » doubt there will continue to be, by youth in making its choice certain ought to strive for the thing that is stron instead of that which is weak. One hate to be what is called a “‘goody-goody” bu one can obey the law and do the sensibk thing without feeling that way about it I have often noticed that those wh are the most careless in their habits hay been the first to praise those who tak good care of themselves such as the men bers of the football squad who obey tk training rules. I am convinced, too, tha many of our boys and girls today boas of breaches of conduct and pose as rathe devilish in order to show people that the; have grown up and are quite worldly. h their hearts and in their real attituds towards themselves and in most of thei conduct they are decent, sane, and think ing of a future career full of interest ani noble action. My suggestion, then, to you is to loi these questions right in the eye and nt allow yourselves to be fooled by thos about you and have the courage not ti join in unless you wish to do so. No on can make you drink unless you want tt. You must do your own swallowing. Yo must remember, too, that some of t must obey the Constitution so that whet future tests of it come, as they sutél will, we can fight with clean hands asi not have our strength stolen away by tht knowledge that we belong among thos who make personal decisions as to wht! laws to obey. The sense of having vit lated laws seems to create a strong emt tional reaction against them as a metho! of selfjustification. Much of our preset! agitation comes from stinging 0d sciences: Manage yourself in that way whict leaves no regrets and no scars, and lil will give you selfsatisfaction, comfot and happiness.—In an address before th National Women’s Christian Tempe ance Union, Washington, D. C. NA po high-s¢ the wi ing hei of wor did no the pe back i for the door. would slippec into h ment, to,” a lower pearec The f cil ab I went si And v w Sayin; “Heav And t It is t And ( “Hea p And t And 1 Will ; In lowit was lunc teac trou clas of tl Unf esse ers ; to 1 duc ent ma of am; top poe ] tha Dot 1 of Sai Ta: mil) pty les their hink- t and - Took d not thos ot t0 D ont nt to. d life nfort, re the CAROLINE B. ZACHRY Mental Health in the Classroom Personality Adjustment of the Superior Child Director, Mental Hygiene Institute, State Teachers College, Upper Montclair, N. J. seventh-grade group was preparing poems and articles for its junior high-school magazine. In a corner by the window a girl of thirteen sat chew- ing her pencil. So far as any visible signs of work were concerned she apparently did nothing until the last few minutes of the period. When the bell rang she stood back in the corner of the room waiting for the other children to pass out of the door. When she was certain that she would not be observed by them, she slipped a wrinkled, untidy-looking paper into her teacher’s hand with the com- ment, “You may read this if you care to,” and hurried out of the room. In the lower left hand corner of the paper ap- peared the drawing of a grotesque figure. The following lines were written in pen- cil above it: [ A PROGRESSIVE CLASSROOM a Heaven’ I went to church one day, and God sat by my side, And we laughed at the preacher and the people with their prayer books Saying prayers to a God so far away. “Heaven is pearl-paved,” said the preacher, “and gold, And the angels sing His praises on their harps. It is there that you and I will some day go.” And God laughed and said to me, “Heaven is a broad field and a brook, » And the lean, scarred, beaten horse And the houseless cur and the hunted deer Will go there with Me.” In that same seventh grade, the fol- lowing incident occurred. The teacher was returning to her classroom after the lunch period. She was met by another teacher who said, “Your class is in trouble. Some ink was throwzf from your classroom window and spattered on one of the teachers who was walking below.” Unfortunately the teacher’s mental proc- esses followed a course to which teach- ets are all too prone. She tried to decide to which member of her class this con- duct was most likely to belong. She entered the room prepared to settle the matter with a red-headed boy and two of his close companions. To her utter amazement as soon as she opened the topic with the class, the author of that poem ‘rose and said, “‘I threw the ink.” ee no story illustrates better “an this, the principle set forth by men- 1 . ‘ Doub tdlished in Creative Youth by Hughes Mearns. y, Doran & Co. tal hygiene that we should not deal with symptomatic behavior but go back of the symptoms and look for the cause. At first consideration it seems unlikely that one could find causes, biological and environ- mental, that would account for such varied behavior in one thirteen-year-old girl. Almost any teacher would have been tempted to deal relatively gently with that particular incident when she con- sidered that it was a first offense perpe- trated by a frail little girl with a superior intellect. However, the incident could not be overlooked, and to have dealt with it without considering the child’s total personality picture, would not have been an adequate procedure. Let us consider the situation briefly from the angle of a child guidance clinic. Obviously space will not permit all the details that would be forthcoming in such a study. We can only touch briefly on the most important factors. On the side of her physical makeup we find that altho her general health was good, she was very small of stature, and quite undersized for her age. An observer ac- customed to dealing with children would probably guess her age at about eleven years. Without being pretty, her appear- ance was very attractive, tho decidedly frail. On the biological fact of intelli- gence we have the information that at the chronological age of thirteen, her mental age was eighteen. In other words she rated on the superior adult level at the age of thirteen years. On the envi- ronmental side we find an exceptionally good home. The parents were of superior intelligence and education, and most wise in the handling of their children. The child went to a progressive school and had every opportunity that her par- ents could give her for the development of her high ability. Her intellectual in- terests were varied and she was enthusi- astic about all of her subjects. Altho she did not play a conspicuous part socially, she was well liked by the other pupils and had several companions among a few girls who had tastes and abilities similar to hers. She was considered a good friend by the members of this group, but had not been fully accepted by a mischievous group she admired. In the light of these facts—what is the purpose of this behavior? The conversa- {89 ] tion with her teacher immediately fol- lowing the incident of the ink, throws definite light on her purposes, both con- scious and unconscious. The teacher talked with the girl alone, and found that she did not attempt to excuse her- self in any way except to make the statement that altho she deliberately in- tended to throw the ink she had not in- tended to hit any one and did not know that the teacher was walking below. The teacher then asked the direct ques- tion, “Why did you do it?” She was astonished at the insight that the child’s answer revealed. She said, “I wanted to know what it would feel like to be bad. I have never been bad.” The motive back of that symptomatic behavior was very clear. Here was a child seeking social approval, trying to gain the attention and the approbation of her group by being like them. Altho she went to school with many superior children her intellectual attainments were not understood by all of them. Her poetry was entirely above the heads of many of the most popular members of the group. The comment made by one of the boy editors of the magazine to the teacher is indicativé of the feeling of many members of the group. He said, “We don’t understand her poetry. If you think it is good we will publish it.” Adult approval is satisfying to a youngster as far as it goes but far more important is the approval of contemporaries. This girl was too small physically to achieve to any marked degree in athletics. Her group was one that indulged in a degree of healthy mischief in which she had had no part. Intellectually far superior, physically smaller, her social adjust- ment to the group was not satisfying to her. She craved that attention and the approval of her group which is essential to all of us and she tried out ways of gaining it. During her junior high-school career this girl made a satisfactory all- round adjustment. Let us examine for a moment the fac- tors which are essential in the person- ality adjustment of the superior child— factors that were present in the environ- ment of the girl just described. [1] The environment must give the child an opportunity to make proper use of his su- 90 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION perior abilities and to attain satisfaction thru using them. [2] It must give him the opportunity to see and respect the abilities of people whose endowments run along quite different lines from his own. He must have an opportunity to see that individuals with types of ability different from his have a definite part to play in the scheme of things and that the comple- tion of any worthwhile endeavor involves the use of varied skills and talents. [3] The atmosphere of the group endeavor should provide him with a feeling of security so that he will not build up snobbishness around his abilities as a defense mechanism against some of his shortcomings. The secure individual who attains satisfaction from his own endeavors, at the same time respecting the contributions made by other people, will not become a snob. What type of classroom provides the environment just described? A classroom in which the curriculum is set up in terms of group purposes—purposes broad enough to call for the abilities and interests of all of the members of the group. In the incident just described the author of the poem had the oppor- tunity to write poetry that was of value to the class magazine. At the same time during the classmeeting in which the children were discussing the magazine, she had the opportunity to appreciate the value of the work done by the child who could draw illustrations, by the mechanically-minded youngster who could not write poetry or even stories, but who could set type and print the magazine. She also learned that there was a place for the less imaginative, less creative, and more matter-of-fact type of writing that was required for news items and the like. She realized, too, that unless the class had members who showed ability as business managers, who were good at keeping accounts and making budgets, there could be no maga- zine. . In the course of their junior high- school experience the same class insti- gated and carried out a number of projects which called for a variety of talents and abilities. Two pageants were produced by the class in which the value of the work done by the class carpenters and electricians was just as real and just as recognized as the value of the work done by the children who were gifted in music, language ability, and art. The class realized that it took all of these abilities to produce the whole satisfac- torily, and it is an easy next step to help them realize that it takes all these types of abilities to carry on in our industrial civilization. The principles set forth above in re- gard to the environment in which the superior child can make the most ade- quate all-round adjustment were, in the case given above, held by the parents as well as by the school. At the time of the two incidents described, the girl March, 193) under discussion was aware of the valug of the other pupil personalities about he and was reaching for a broader soci adjustment. The narrow group of girk so like herself was not fully satisfying to her and we see beneath her attemp, “to be bad” a very healthy growth jp her social interests and a reaching oy toward the next level of adjustment. Home and school provided the oppor. tunity for her to gain in a constructiye way the social approval she sought. On incident of this was noticed by th teacher when the class was particularly interested in animal stories. They val- ued the girl’s experience with animak and her ability to take good care 9 them on her father’s farm won the re spect of many of the boys who visited the farm with her brother. In conclusion two generalizations may be mentioned which follow the point oj view expressed in this article: [1] An adequate school guidance program must be concerned with the total developmen of all pupils, thus including the highly endowed and privileged child. Its emphasis should k preventive and educative rather than curative [2] The total personality development the superior child can be best provided for i a school situation most nearly like life, that i a situation in which people of varied ability are working toward ends worthwhile to them as a group. By inference this article attempts tof point out some of the dangers to the superior child of homogeneous grouping too narrow) conceived. Useful Books for Homes, Schools, and Libraries HE HABIT of reading and high standards of taste are supremely important. Schools exist to deepen the love of learning. The following lists will be useful for teachers of reading and English, for parent-teacher workers, and for librarians. [1] The Bookshelf for Boys and Girls, list of selected books. R. R. Bow- ker Co., 62 W. 45th St., New York. Single sopy, 10 cents; 100 copies, $6. [2] Graded List of Books for Chil- dren. New revision, compiled by Nora Beust, published by American Library Association. A list of 1250 titles, $2. [3] Recreational Reading for Young People, books to bridge the gap between child and adult reading. Booklist of about 500 titles selected by the School Libraries Section of the American Li- brary Association, 520 N. Michigan Ave., Chicago, Ill. 50 cents. [4] Everyland, a reading list on inter- national understanding, prepared by the School and Children’s Department of the Newark Public Library, Newark, N. J. 1931 edition. Single copy, 5 cents; 100 to 200 copies, 3 cents; 500 or more, at rate of $25 per 1000. [5] Boys and Girls Around the World, a booklist-poster of about 100 titles divided into age groups. Published by Bookshop for Boys and Girls, 270 Boylston St., Boston. Single copy, 10 cents; 100 copies or more, 5 cents. [6] Children’s Books from Twelve Countries, a list of 300 titles, published by the American Library Association, 520 N. Michigan Ave., Chicago, 50 cents. [7] Rapidan River School Library List [President Hoover’s School], in- cludes 58 book titles most popular among rural and mountain children. Available from American Library Association, 5 cents. [8] A List of Travel Books for Young Readers, books on America as well as foreign countries. Issued by Child Study Association of America, 221 W. 57th &. New York. 5 cents. [9] A Standard Catalog for High School Libraries, published by the H.W. Wilson Company, 958 Univ. Ave., N.Y. [10] Books for Home Reading {a High Schools and Junior High Schooh issued by the National Council of Teact ers of English, 211 W. 68th St:, Chicago. Each list, 20 cents; 15 cents in quantity. [11] Novels Too Good to Miss, titles suitable for older children. Four lists i booklet form, compiled by F. K. ¥. Drury. Published by H. W. Wilson Co, 950 University Ave., New York. 3 cents; 100 copies, $18. [12] Realms of Gold in Children’ Books, compiled by Mahony and Whit ney, published by Doubleday, Dota Co., Garden City, N. Y. $5. [13] Five Hundred Books for the Senior High School Library, published by American Library Association. A bast list for first purchases. 75 cents. th 510 fu ag tic tic me git di ot: ve Ine the rly ted naj t of gram meni owed d bk ative it ol or it at is bilit them pts to fi perior rowl\ EACHERS who attended the Minne- apolis meeting will remember Max Zimpel of Germany who brought the greetings of his country on that occa- sion. “Learn or perish’ is especially force- ful in the matter of health in the machine age with its sedentary indoor occupa- tions. This article suggests how one na- tion is seeking to meet that problem. HE LOVE of wandering from place to ¢ pert has become so strong in the German youth that everywhere one meets merry parties of young men and girls, groups of children and school expe- ditions, all with rucksacks on their shoul- ders, often carrying musical instruments and singing their tramping songs, enjoy- ing to the full the glories of days in the open air. Such mental and physical bene- fit is derived from this intimate contact with the countryside, that every encour- agement is given to the movement by the authorities. To meet the needs of these thousands of young wanderers, a widespread system of Youth Hostels has been established. After a strenuous day in the open air it is possible to find good and simple ac- commodation, with congenial company, at a cost which makes a walking-tour holiday possible for everybody. There are some 2200 hostels thruout Germany, which are used to the extent of millions of visits a year. Many of the hostels are extremely fine buildings, providing beautiful common- rooms, dormitories, cooking facilities, and fully equipped washing accommoda- tions. Some are newly built in excellent modern style; often they are found in German Youth Goes Walking The inviting charm of a German countryside old and historic buildings in which Ger- many abounds; sometimes they are simply two or three rooms in a school or inn. But always they are clean, and offer bed and blankets with somewhere to wash and cook. The rules of the hostels are few and simple, made for the benefit of all. There is no service. “Help yourself” is the watchword of the wanderer. The hostels are run on lines of perfect simplicity. Order and good conduct are essential and the regulations of the warden must be carried out. The hostel must be left clean and tidy; smoking and alcoholic liquors are prohibited. In the holiday season you are not expected to stay more than one night but you may do so provided no new arrivals wish to use the hostel. The hostels are essentially for the benefit of youth of both sexes. Older peo- ple, however, may use them if they are members; but young wanderers under 20 years of age have preference up to 7 p. m. There seems to hang over all a great spirit of friendship. This feeling is fostered by the entire absence of any political or religious bias in the hostels association. The hostels are used by groups of every possible shade of class and opinion. Commercial travelers, ordi- nary summer tourists, and similar people are not admitted—the hostels are not hotels. To obtain admittance, identification papers are required as follows: [1] For young wanderers of 20 years of age and under, a lodging ticket, 20 cents. [2] For individual wanderers over 20 years a membership card, $1.50. [3] For conducted groups and school- parties consisting of at least two boys or girls and one responsible leader, a lead- er’s pass for the leader, who must not be less than 16 years of age. All passes, which must be obtained in advance, have to bear a photograph of the owner officially stamped, unless he is in possession of a passport containing such .a photograph. Everyone staying in the hostels must use a simple kind of sleepingbag instead of bedlinen. This can be bought from the association and can be carried from place to place, or it can be hired at each hostel for a few pennies.—Max Zimpel, Frank- furt, A. M., Germany. World Goodwill Day, May 18 Civilization Again at the Crossroads HE VISION of a world at peace and liberated for an unending growth of knowledge and power is worth every danger of the way.—H. G. Wells. Fanart crossexamination of any world disaster, of any serious inter- national understanding, or of any misfor- tune befalling an individual almost in- evitably leads to the realization that it was caused by someone’s ignorance or someone’s selfishness. Even a casual glance at the history of mankind shows the play of these two forces—selfishness and ignorance—in molding the destinies of nations. Civili- zation has too often gone blindly ahead under the leadership of individuals whose motives have been selfish. This type of leadership has been possible because the masses have been ignorant and _ indif- ferent. Mistrust and suspicion among nations, conflicts for expanding markets and more territory, exploitation of backward peoples, extensions of political domina- tions or influence—these situations which lead to misunderstandings and even wars would cease to exist if the attention of the peoples of the world were concen- trated on the furtherance of altruism and enlightenment. Today we find civilization again at the crossroads. Which road will be taken— the one of altruism and enlightenment and resulting goodwill, or the old one of selfishness and ignorance with the inevi- table misunderstandings? The schools of this country and of other nations will de- termine, in a large measure, which road civilization is to follow. It is necessary for us to become “in- ternationally-minded” in the sense of gaining a knowledge and appreciation of other nations if we are to cope with unprecedented scientific advance, new and unparalleled developments in inter- national finance, farreaching changes in diplomatic procedure, and the malad- justments resulting from the contintous impact of different social and cultural groups. F | | | | | HE WORLD needs education in order To further world understanding and goodwill and to foster an appreciation of the contributions of other nations to AUL MonroE of Teachers College, Columbia University, is president of the World Fed- eration of Education Associations. This inter- national organization originated Goodwill Day in 1924 and has sponsored its observance each year. humanity’s welfare, World Goodwill Day is observed in the schools each year on May 18. It is appropriate that especial emphasis should be placed upon it this year because of the fast moving current of international affairs and the critical necessity of a more enlightened world citizenry. This observance on May 18 commem- orates the first peace conference which took place amid the beautiful mural paintings of the reception hall in the pic- turesque “House in the Woods” near The Hague, in the Netherlands, on May 18, 1899. World Goodwill Day may be fittingly observed in the schools by the use of the following suggestions: [1] Dramatic presentations. [2] Re-enactment of a Pan-American Congress or other international gathering. that there may be a better estimation of true values. It is not easy to assemble facts. It is not easy to draw deductions. It is not easy to distinguish between the accidental and the essential. In the complications of modern civilization these are becoming more and more difficult. If world problems are to be solved, it will be thru greater application, thru more education, thru a deeper faith, and a more complete reliance upon moral forces.—Calvin Coolidge. [3] Narration of efforts for peaceful settlement of international disputes starting with the first Hague conference in 1899. [4] Special study or exposition of the Pact of Paris [Kellogg-Briand Pact]. [5] Analysis of a daily newspaper to determine how much of the news is strictly international and how many of the other items have an international significance. [6] Reports by geography or economics classes to show the economic interdependence of nations. [7] Speeches appropriate to the day by stu- dents, faculty members, or local civic leaders, [8] Essay contest, using such subjects as “His- tory of Peace Movement,” “Origin and Signifi- cance of Pact of Paris,” “The World Court.” [9] Recreational events using the favorite sports of different nations. [10] Special reports by civics and _ history classes. [11] Oratorical contests or non-competitive declamations. [12] Presentations of native costumes, folklore, music, and cultural aspirations by foreign students. [13] Exchange of letters and other mediums of goodwill with the students of other countries. [14] For the younger students—story telling, games, simple drama, and pictures of the chil- dren of other lands. The observance will find its greatest emphasis in the schools, but various out- side agencies will participate, and in some communities joint sponsorship with civic or patriotic organizations may be desir- able. Business men’s organizations, such as Rotary International, will feature Goodwill Day this year; and numerous civic clubs, patriotic organizations, study groups, and religious bodies will arrange special programs to emphasize goodwill and better understanding between na- tions. World Goodwill Day is sponsored by the World Federation of Education Asso- ciations and the member organizations of the Federation in the different coun- tries. Many school administrators and teach- ers will wish to distribute material in their schools. For this purpose, reprints of this page may be secured at cost. Ad- ditional information concerning Goodwill Day may be obtained by writing the Division of Publications, National Edu- cation Association, 1201 Sixteenth Street, Washington, D. C. 2 ac Spo a on a ——— Additional copies of this page may be secured from THE JoURNAL of the National Education Association, 20 for $1; $4 per 100; $30 per 1000. [92] te tk al to cr cr in op tr an gr ge sh ge: ho thi ca] lea ch: era rat all life SOL Sat noise of trafficking mart permeate the most remote oneroom school and strike the ear of rural youth with a fascinating sound. Legions of country- bred young people each year respond to the appeal and seek their fortune in the cities. It must be so. Modern farm ma- chinery and modern farm science have reduced the number of workers neces- sary to feed the nation. Each year this stream of vigorous, in- telligent recruits replenishes the ranks that man industry and business. They are a gain to urban life. They are not a total loss to the farm. The migration in- creases the army of consumers and de- creases the surplus of rural workers. It is the unintelligent process of select- ing those who remain on the farm which operates to weaken the resources of coun- try life. The most energetic, courageous, ambitious youth fill the first ranks of this great exodus. Confident, strong, intelli- gent, these youth have no fear of the sharp competition that characterizes con- gested centers. They eagerly seek the op- portunity for attainment which the great American legend says is the reward of honesty and thrift and struggle. Thru this continuous elimination of the most capable, the farm loses its potential leadership. If this selective process continues un- challenged in practise for successive gen- erations, the rural population will degene- rate into a distinct class comparable in all respects to European peasantry. Rural life needs its share of the best human re- sources which the nation can develop. Satisfactory adjustments of the eco- ic ROAR of factory wheel and the - rr there are em- pire builders—farmers— will be the successors of the tailroad builders, automobile giants, and steel kings of today.— W alter B. Pitkin. Helping the Farm Child Find the Right Job nomic, social, and cultural problems of rural living are no less difficult and no less important to the welfare of the na- tion than freedom from Old World tyr- anny or the abolition of slavery were in their day. These adjustments call for the leadership of genius. They will not be made by the weak or mediocre who choose agricultural pursuits for the very reason that they lack the qualities of in- itiative and ability which leaders must have. A first responsibility of the rural school is to inspire youth with an appreciation for the great opportunities in rural life. In the eagerness to avoid “determinism in education” some rural educators have failed to emphasize farm opportunities. For fear of exploiting children by keep- ing them on the farm, they have some- times led young people to go into city occupations which might seem to give a greater dollar opportunity but which, measured in terms of happiness and op- portunity to rear a family under whole- some conditions, are far less favorable than in the smaller community. The rural school of tomorrow will devote its atten- tion to the guidance of those adapted to rural occupations as well as to those best fitted for city life. Vocational guidance—William James said, “In order to become in- terested in an occupation, get informa- tion about it.” There are unlimited but frequently neglected opportunities to in- terest young people in country life. Courses in rural schools may profitably include the study of biographies of men and women who have achieved distinc- tion for outstanding service in farming James Reid, originator of Reid’s Yellow Dent Corn. and related occupations. Back of the de- velopment of every type and variety of fruit, grain, and livestock, there is an in- spiring story. They challenge the highest type of ability and quicken the spirit of the most energetic and courageous. Agri- culture has played a significant part in the growth of our nation. The opportunities of the future are in- comparably greater than those of the past. The best service our rural schools can render the nation will be to aid in the selection of some of its most capable young men and women for leadership in the new day on the farm. Rural teachers who are interested in developing plans for vocational guidance for their pupils will find help in the fol- lowing: Hatcher, O. Latham. Guiding Rural Boys and Girls. McGraw-Hill Bk. Co., N. Y. 1930. $2.50. Edgerton, Alanson H. Vocational Guidance and Counseling. Macmillan, N. Y. 1926. 213 p. $1.60. Among the many helpful reference books for pupils are: Dexter. How Harper, N. Y., Kitson, Harry Right Vocation. $2.50. Proctor, William Martin. Vocations. Hough- ton Mifflin, Boston, 1929. 382 p. $1.48. Rosengarten, William. Choosing Your Life Work. McGraw-Hill, N. Y., 1924. 323 p. $2.50. Among helpful pamphlets for pupils are: Careers—A series of 11 pamphlets published by the U.S. Dept. of Interior, Office of Educa- tion, Washington, D. C. 5c each. Choosing A Vocation. The University of the State of New York, Albany. A series of 21 pamphlets. Distributed free. Be Somebody. Wigent, Zella. International Harvester Co., Chicago. 1930. 8c. to Find the 1929. 202 p. Courtesy, International Harvester Co. States and othe units 1 United States Alabama Alaska r Estimated number of teachers in 1932 Jan. 1, 1931 216,188 152 Membership in National Education Association Growth of Education Associations Membership in State Association | Percent Relative Rank Life membership Percent Relative Jan. 1, of teachers | rank in ae = Jan. 1, Jan. 1, of teachers rank 1932 members Jan. 1, size 1931 1932 | members Jan. i, 4 1932 1932 groups! Jan. 1, Jan. 1, | | 1932 1932 | 1931 1932 | 4 5 6 7 8 9 10 1 12 13 220,149 23.07 4,120 4.742 | 711,263 74.75 , 188 118. 243° 1 | E-1 2 Arizona. . 3,515 2.604 |} 2.683 76.33 4 } D-2 40 Arkansas 13.552 876 | 755 5.57 $2 C-13 72 California 40,365 23,615 24,731 61.27 6 A- 1 349 Canal Zone 186 46 | 36 Colorado 9,911 4.680 | 4,766 Connecticut 11,011 Ors | 1,937 Delaware 1,568 983 1,051 Dist. of Columbia 2 e. Florida ‘4, 956 2,063 2,090 Foreign : 213 204 Georgia 19,546 2,567 y oy 4 I | Hawaii 2,362 2,630 2,669 Idaho... Illinois - F Indiana. . 26,168 6,364 | 6,519 lowa 26,021 3,324 3,634 Kansas 20,100 | 3,294 3,567 Kentucky 16,950 1,613 1,579 Louisiana 2 Maine 6,699 1,547 2,125 Maryland 9,124 2,102 2.059 Massachusetts 27,270 | 4,828 | 4.801 Michigan.... 37,002 14,541 | 14,103 Minnesota 23,281 4,540 4,424 Mississippi | 18,331 669 569 Missouri | 25.062 3.097 | 4,425 Montana : | 6,701 1,014 | 935 Nebraska 2 Nevada.........| 877 803 | 694 New Hampshire. 3,377 378 515 New Jersey | 27,846 10,333 10,359 | New Mexico 3,757 637 676 New York | 82,659 10,481 11,461 North Carolina ,249 North Dakota 10,062 836 924 Ohio... Li 45 183 26,469 | 24,859 Oklahoma | 20,160 2.135 2,460 Oregon. . 4,245 2,808 3,003 Pennsylvania 61,994 24,363 26,794 Philippine Islands| 28,319 125 | 127 Porto Rico 4,730 A ase 364 Rhode Island 4,893 | 345 | 386 South Carolina 13,569 | 1,286 | 1,075 South Dakota 9,582 | 1,264 4.233 Tennessee | 18,595 2,029 1,776 Texas... | 44,161 S300 4 3,570 LS See 4,991 2,807 2,639 Vermont. .. 3,207 417 | 403 Virgin Islands. 123 8 | 8 Virginia 18,181 2,107 2,546 Washington 11,604 4,355 3,942 West Virginia 20,122 2,403 2,535 Wisconsin. . 22,059 4,344 4,764 Wyoming ; 2. 952 19.35 22 2 oe 48.09 10 D- 5 53 17.59 28 C- 2 44 67.03 5 E- 3 17 3. 3 17.48 29 C- 3 56 sedis MS An kano oaceummiios 11 1.65 | 41 | C-6 64 113. D- 1 133 24.91 18 B- 112 13.97, | 34 B- 92 17.75 25 B- 61 9.32 43 C- 38 31.72 17 D- 28 22.57 20 D- 35 17.61 27 B- 87 38.11 13 A- | 87 19.00 23 B- 67 3.10 54 | «=C-14 22 17.66 26 B- 6 89 95 D-13 79.13 3 | E2 3 15.25 32 D-12 13 37.20 -s i wee | se] 17.99 24 | D-10 36 13.87 = -) he 234 | 5.15 53 B-11 70 | 9.18 44 c-9 | 49 | 55.02 7 A- 2 369 12.20 40 | B-10 64 41.28 | 12 D- 6 a | 43.22 11 | A-3 co) aaa “45 55 B-12 22 | 7.70 49 D-17 24 7.89 48 D-16 12 7.92 47 | C-il 21 | | 12.66 37 | D-14 42 9.55 42 C-7 45 | 8.08 46 | A-7 238 52.88 | . | 27 12.57 39 «=| «Dts 13 6.50 50 E- 5 8 14.00 33 C- 5 56 33.97 | 15 S. % 42 12.60 38 «=| «2BeO 56 21.60 2126] «CB-3 ‘ 32.24 16 D- 7 26 713,240 1 14,1732 12,4232 -. Bsavbenwars Rep ta aA Ree oe 48 3,105 2,891 82.25 26 | 8 ,000e 4 8,000 | 59.03 40 37,686 | > hse hits Cotte whee eisai tie wiebacied 1. «ae 60 8,409 8.625 | 87.02. | 20 50 11,035 10,812 98.19 7 23 1,481? 1,548? 98.72 5 54 7, 4208 7,9777 | 66.72 36 12 er ee fe eee reo ee ee Ds coca 66 | 15,5002 15,500 79.30 | 30 133 122 832 41 104 18, 267 18,708 | 71.90 32 | 68 17,842 17 ,640 87.76 18 44 13 ,374° 13, 8862 81.92 27 | 6,768 6,931 103.463 | : ie 41 4,250% | 4,832? 52.96 44 101 18,914 | 19,5006¢ 71.51 33 111 32,543 | 32,609 88.13 16 + n~ -_ = ’ 78 15,073 15 ,000e 64.43 38 26 11,9828 7,9118 3. 48 104 24,231° 24,2148 96.62 v 30 5,130 5,207 77.70 31 3 ° 4 $63 563° | 64.20 39 17 | 2,837 2,847 84.31 25 170 28 ,000 28,7788 103.353 | 2 33 2,909 3,170 | 84.38 | 24 284 43 ,750'° 45,7739 55.38 | 42 72 18,125? | 16,0002 | 66.01 374 59 4,995 5,052 | 50.21 45 418 40'881 | 41.870 | 92.67 3S 70 “| 18,8094 20,061° | 99.51 3 | 59 6.859 6,807 93.57 11 386 60,439 | 60,956 98.33. | én me 6 6 Edi eeewuwe bicGtedergs sPecicsmsicses ] aon ee ee ae eee 13. | 4,100e | °4350e | “88.90 15 24 10,3048 | 11,102* | 81.82 28 40 9,359 8,427 | 87.95 17 63 | 95300e | 10,0648 54.12 43 256 21,1542 | 21,2168 48.04 “ o 28 | = 5,012 4,959 | 99. 36 4 13 | 2,861 2,710 | 84.50 23 ee eee ae eee enn ual 74 «| 16.4208 | 15,9022 87,46 19 41 | 10,988 11,096 95.62 10 66 | 13,7628 | 14,0128 69.64 35 | 18;500e | 18.900 28 | 3,100 1,372 | 46.46 47 THs table shows the growth of professional organizations and indicates the relative standing of each of the states with respect to membership in both national and state asso- ciations. The total membership in the National Education Association was 216,188 on January 1, 1931, and 220,149 on January 1, 1932. This latter figure is 23.07 percent of the 954,215 teachers in the United States and territories. The life membership in the National Education Association on January 1, 1932, was 4,742. The figures for state associations for Janu- ary 1, 1931, show a membership in these asso- ciations of 711,263. This figure for January 1, 1932, is 713,240, which is 74.75 percent of the 954,215 teachers in the United States and territories. In the United States in 1930, 21.76 percent of the teachers of the country were enroled in the National Education Association; in 1931, 22.57 percent were enroled; the cor- responding percent for 1932, given at the head of column 5, is 23.07. The percent of teachers enroled in state associations in 1930 was 74.03; in 1931, 74.27; and in 1932, 74.75, the percent given at the head of column i12. The preceding percents are based upon figures of the U. S. Office of Education as to the number of teachers in each state in 1929-1930. The figures of column 2 include teachers, princi- $8, supervisors, and administrative officers. e figures for state associations are based on signed reports from offices of those associa- tions. e The letter ‘‘e’’ indicates that the figure is an estimate. 1 Column 7 enables each state to compare its membership achievement with that of other states in its size group. The states marked ‘‘A’’ have 30,001 or more teachers; those marked ‘‘B’’ have 20,001 to 30,000; **C’’ 10,001 to 20,000; ‘‘D’’ 2,061 to 10,000; ‘‘E’’ 2,000 or under. 2 Membership in colored state teachers asso- ciationisanestimate. Figure includes enrol- ment in both white and colored associations (separate organizations). 3 The percents in excess of 100 percent are accounted for by the fact that members are enroled among; teachers in private schools, institutions of higher learning, and laymen. 4 Figure does not include members enroled in statewide organizations for colored teachers. 5 Figure is estimate for 1931. Does not in- clude members enroled in statewide organi- zations for colored teachers. 6Includes enrolment in both white and colored associations (separate organizations). 7Membership in white association is an estimate. Figure includes enrolment in both white and colored associations (separate organizations). 8 Figure includes enrolment in both white and colored associations (separate organiza- tions). Figures for colored association mem- bership are for 1930. ° Figure for 1931. 10 The rank of the New York State Associa- tion is lowered by the fact that New York City teachers at present work largely thru local organizations. There are approximately * 32,000 teachers in New York City. perple fronte Great our fi havin energ’ from | childr Th profes well a Ne for us profes ferent work every The ¢ the N cause ment: I hav ; at us are g mon | ourse organ coope Ev ters 1 to co even sacrif age t and ¢ year its d HERE Is an old saying that it is an Ti wind that blows nobody any good. This year we are facing more perplexing problems than have con- fronted the world at any time since the Great War. This is particularly true in our field of education where we are all having to give of our best ability and energy to keep educational standards from being lowered and the future of our children from being overshadowed. This ill wind has brought us, as a profession, an opportunity for good as well as a charge to greater toil. Never has there been such a chance § for us to show how effective we are as a profession. This is a time to forget dif- § ferences in position and rank, and to work loyally for the best interests of every member of the teaching profession. The entire nation has great respect for the National Education Association be- cause of its past and present achieve- ments and because of its large numbers. I have found that the public is looking at us keenly and hopefully to see if we are going to work together for the com- mon good, and also to see how much we ourselves respect our great professional organization and how zealously we are cooperating to maintain its standards. Every day brings to NEA headquar- ters many expressions of determination to cooperate by renewing memberships, | even tho such cooperation may mean sacrifice. These letters give untold cour- age to every member of the NEA force, and especially to your president in this year which is so critical and exacting in its demands. I wish it were possible to | | A Message from President Florence Hale thank every one of you for these very definite expressions of confidence. Will you not let this say to you how much I | prema HALL is one of the most treasured historic shrines in America. Every teacher who has not done so will wish to visit it while in Philadelphia enroute to the Atlantic City meeting. do appreciate it; and let me assure you that I will unremittingly offer every assistance I possibly can give during these coming months, as I have been endeavoring to do in these past weeks. Every Sunday night for six weeks, radio programs have been broadcast on the networks of the National Broadcasting [95] Company to interest millions of people in the needs of education. This is a time when we have reason to be thankful for this wonderful invention of the radio by which we can arouse public sentiment in behalf of the children. I want especially to urge you to be- gin to make your plans now to attend the Atlantic City meeting. Ffforts are being made to have our program this year as practical, as helpful, as profes- sional, and as inspirational as at any time in the history of the organization. Special attention will be given to new methods and modern irends. Ways and means to help you financially when you go back home will be presented by the best authorities that can be found. I need not speak at length of the beauties of Atlantic City, for most of you are already acquainted with this attractive resort of the seaboard. To be president of the NEA during this year entails great responsibility as well as great privilege. I know that you who so generously gave me this great honor at the splendid meeting at Los Angeles last summer, will wish to help make this the best year the Associa- tion has ever enjoyed and also to aid in convincing the nation that we are a profession, and that we have courage and perseverance to meet the challenge of the times. One of the most effective ways in which you can aid this program is to come to the Atlantic City meeting and contribute to a professional zest and determination that will win the re- spect and consideration of the nation. oe As the many places in Philadelphia associated with our nation’s earliest days are the chamber in which the Declaration of _Independence was signed [left] and the little room in which tradition says Betsy Ross presented the first flag to George Washington [right]. Begin now to plan for the Atlantic City convention, June 26-July 1, 1932. The United States Office of Educatig, Our Laggard Report Cards S THE school report card a conspicu- ample space may be allowed on report a million elementary and _ high-schog | ous laggard in modern education? cards for parents to make comments of _ teachers is being organized and release Miss Rowna Hansen, specialist in incidents occurring at home which they thru School Life. Analysis of the sup kindergarten-primary education, United consider helpful information for the ply and demand for senior high-school States Office of Education, who has just teacher. Here is a fertile field for the elementary, and junior high-schoj finished a study of report cards used in contribution of the psychologist and so-_ teachers, with specific data for each 515 American cities, says they are be- ciologist. Indeed, here is a means of aid- state, appears in the January, February hind the times. Judged by their own fa- ing the present general interest in char- miliar marks of doom, four out of every acter education which may be said to five report cards would be rated ‘“‘F.”’ evolve from the work in conditioning the The trouble is that most report cards behavior of young children.” are reporting school life as it went on about the period of the Spanish-Amer- ican War, not the present. The tradi- tional arithmetic, history, geography, spelling, and deportment A-to-F report card fails to render a true report be- OBJECTIVES cause it does not reveal the school’s new sear Rural-School Instruction [Bulletin I. As an Individual—Personal approach to pupil behavior or the 1. Has good health habies 1931 No. 18, price 10 cents], se school’s provisions for individual differ- 2. Obeys promptly and cheerfully forth significant programs worked ott T 3. Does the right thing, whether told or not . . . ae ences. Nor do many report cards con- a. in Minnesota, Missouri, North Dakota tribute to the new trend toward close 5. Takes pride in his work and Idaho, which should be helpful teacher-parent cooperation in training : hen nage county superintendents, rural schol§‘’ the child.“‘A report card,” declares Miss 8. Completes what he begins teachers, and other persons intereste Hansen in her study, Report Cards for ©. Hise critical attitude toward bis work in better rural education. Kindergart d Elementary Grades || ™, A¢ Member of the Group— Social Maj reys directed by the Offie garten an ementary rades . Cooperates with the group in work and play.|..../..../.... aw Sue reyes Swen y ue [Office of Education Leaflet No. 41, | of Education are reviewed in Chapte Government Printing Office, 10 cents], 20 of Bulletin 1931 No. 20, Biennid “could become a cooperative home and . Does his part in keeping the school attractive.|....|.... eo Survey of Education in the Uniti school record of each child’s develop- yee lage ORR States, 1928-30, [price 10 cents]. ment.” Fifteen examples of cards are : —e | Another advance biennial survey reproduced in her report which is de- | eee eee chapter is Secondary Education, Chap voted to progressive innovations. | Thia pupil has shown a special interest in ter 3 of Bulletin 1931, No. 20, [pric Commissioner of Education William | See tees sg ay pat as shown a special ability for.......-.------------- | 10 cents]. This bulletin tells the nur — Cooper, in pointing out the need | seseeanaae ve Seca ber of high schools and pupils, ani or better report cards, says, “Only a traces trends in such developments 4 small proportion of the report cards ‘ the reorganization movement, grow now issued by the schools to parents in- ive of report card used in Schenectady, in junior colleges, importance of pt: corporates statements of children’s be- —— vate secondary schools, interest in cur haviors in specific situations, such as Progressive high-school libraries riculum revision, articulation of unit ‘tackles difficulties fearlessly,’ ‘asks for —Last year Dr. B. Lamar Johnson trav- which offer especial difficulties for s¢ help only when necessary,’ ‘sees essen- led 10,000 miles to visit 44 high schools ondary schools, and progress of th tials in things to be made or done,’ ‘pays which had been selected for their out- National Survey of Secondary Educ attention when others are talking and standing use of the library as a teaching _ tion. does not interrupt.’ ‘Deportment,’ ‘con- aid. He tells in the January issue of Homemaking Education, Chapter 60 duct,’ and ‘effort’ still predominate as a School Life, official journal of the Officeof Bulletin 1931 No. 20, [price 10 cents) summary of a child’s social conduct in Education, the forward-looking solutions shows present trends, mentions impt school. In addition to a rating of school of high-school library problems which he tant events of interest in the field © activities, the report card from one _ discovered in Denver, Seattle, Winston- home economics, and reviews outstané school solicits parent cooperation and Salem, Atlanta, Bronxville, Philadelphia, ing studies completed or in progress. — dignifies home activities by rating lists and elsewhere. His article is one of a Other new Office of Education publ: of home duties such as ‘washing dishes,’ series giving preliminary findings of the cations are: Bibliography on Educalit ‘taking care of the baby,’ and ‘taking National Survey of Secondary Educa- of the Negro, 1931 No. 17, [price care of the furnace.’ The parent checks _ tion. cents]; Guidance Leaflets—Music, NM progress and attitudes in these home Teacher supply and demand— 17, and Veterinary Medicine, No. I duties just as does the teacher in school The National Survey of Teacher Train- [5 cents each. Order from Superintet J duties. Altho such unification of the jing is now publishing important facts dent of Documents].—William Dor rating of child growth may not be prac- discovered. Information supplied by in- Boutwell, editor-in-chief, Office of Edt ticable for most communities, at least quiries answered last year by nearly half cation. [96] and March issues respectively. New publications—“Improvemey in country schools is greatly to be & sired,” says United States Commission of Education William John Cooper, “Procedures used in one state to a | celerate programs are of interest ty PROGRESS IN HABITS, ATTITUDES "AND CHARACTERISTICS those confronted with similar educz- tion in other states.” Certain Stat Programs for the Improvement ¢ work to the individual needs of the child and his home and community life are finding it easier to interpret the schools to citizens. Only by intelligent and constant adaptation and interpreta- ti can schools make the progress nec- esary to realize their great aims. One opportunity is always open to teachers —to know personally the parents of all children in their charge. Teachers have much to learn from the homes, even the poorer homes where the struggle is hard. Readers are invited to send material jor this page. Elementary schools—With a fund built up by the Parowan teachers of Biron District, Utah, who have given a »Brercent of their salaries for unemploy- Biment, a beautifying plan for school grounds is underway. Shrubs from the ‘Pmountains are used in planting. ~ Dan River rural high school in Pitt- Psylvania county, Virginia, has an open- air theater for commencement and other community gatherings. It was built almost entirely by labor donated by the local chapter of the Future Farmers of America, 4-H clubs, patrons, and other groups. ‘Ina large percent of the rural schools of Hughes county, Oklahoma it is neces- sary that teachers have at least a life certificate. ' High schools—The Lynn, Massa- chusetts Classical high school plans to have teachers visit the homes of all pupils whose marks in one or more sub- jects are near failing. Gettysburg, Pennsylvania high school in June 1931 gave its first vitalized commencement in the form of a pageant on the theme, mastery of the tools, technics, and spirit of learning, as sug- gested by the state’s ten-year program lor commencements. Winfield, Kansas high school gives credit for graduation for citizenship- eld olf ‘taining activities. stant Every high-school library in the state s, [| Washington, irrespective of size, must come under the direction of either 4 fully trained librarian or a teacher- librarian with a minimum of 6 weeks of training, Colleges and universities — Pro- ibition as a government problem is a ; Pecial course offered in the political Science department of Ohio Wesleyan University the first semester of 1931-32. Sirk which are adapting their 00 £5 & duct r 60 ents) An Index of Educational Progress Schools That Are Prophecies Leaders of both sides of the question addressed the class. After formal presen- tation of his case, each speaker sub- AMES N. PRINGLE, commissioner of education for New Hampshire since September, 1930, is encouraging cooperation between home and school. He says: “Give the parents a share in understanding the ideals and purpose of the school.” mitted to a cross examination from the students. Yale University has eliminated the Latin and Greek requirements for the bachelor of arts degree. At Bricks Junior College, a North Carolina institution for negroes, two new curriculums have been introduced—one in secretarial studies and one in prenurs- ing education. Howard University, Washington, D.C., as a result of the White House Confer- ence, is introducing courses for colored nursery-school teachers. Teachers colleges and normal schoois—The San Jose, New Mexico training school is experimenting in the teaching of bilingual children. Spanish speaking children are taught in Spanish for one period each day. Marshall College, Huntington, West Virginia has appointed a faculty com- mittee to investigate the vocational guid- ance programs of the high schools of the state. City departments of education— Boys and girls of the teen age in Milwau- {97 ] kee schools, who of their own choice are reading worthwhile books and magazines, are recognized and given distinction at a public meeting. Every school in Raton, New Mexico has a study course for parents in connec- tion with the parent-teacher association. Every school in Rockingham, Ver- mont, has been approved by the state de- partment as being superior or standard. County departments of educa- tion—County choruses, sponsored by the music division of the state depart- ment of education, have increased rapidly in Missouri since their inauguration in 1929, Thru the state superintendent of South Carolina, permission has been granted for conducting health education institutes for teachers in any county where requested. State departments of education— State programs for the improvement of rural-school instruction in Minnesota, Missouri, North Dakota, and Idaho have met with a high degree of success. The story of these state programs is told in U. S. Office of Education bulletin 1931, No. 18. The 1931 North Dakota legislature raised the minimum certification require- ment for teachers from 12 weeks of sum- mer school to one year of professional training in a recognized normal school. Mississippi has provided an assistant for county superintendents and also au- thorized employment of county primary supervisors. Florida has passed a law permitting the establishment of county libraries. Education associations—The Port- land, Oregon Grade Teachers Association has a study class in school finance and the state school tax program. The Michigan Education Association plans to make a complete collection of early American textbooks. An association of elementary school principals for New York state has been reestablished. Its committee on educa- tional progress is working in 3 groups, one division studying the elementary school library. The Wisconsin Teachers Association and the University of Wisconsin Radio Station are cooperating in a program for education thru the Wisconsin School of the Air. The programs are broadcast over a stateowned station, without advertis- ing or propaganda. Vitalized Group Study and Faculty Meeting ACH YEAR the March issue of THE E JourNat of the National Educa- tion Association publishes the count of membership, as of January 1 of the current year. The result, 220,149, ap- pears on page 94. Did you wonder dur- ing 1931 if the national Association would make a gain in membership that year? The gain, nearly 4000, was made— surely a fine tribute to the confidence teachers have in the value of the Asso- ciation. The same intelligent interest in the state education associations is shown as teachers in the several states held the line or increased the membership. In the 220,149 membership of the Na- tional Education Association are more than six thousand 100 percent schools and that means as many thousand prin- cipals or superintendents at the head of those schools who are interested in the advance of the profession. Principal Guy A. Durgan of the Boynton School in Detroit thinks that teachers’ meetings should be for teachers—a place where teacher problems can be presented and solved in the interest of child growth. His article, reprinted in part below, is from the 1931 yearbook of the elemen- tary principals of the Michigan Educa- tion Association. “The purpose of a teachers’ meeting is to improve instruction and, as such, becomes one of the principal’s most im- portant duties. “Some of our meetings of the past con- sisted largely of publishing notices of meetings or of the presentation of the principal’s ideas on school management to his staff. The purpose of this meeting was the solution of the principal’s ideas while the teachers’ problems were ig- nored. Thus, it resolved itself into a principal’s meeting. There was nothing in this type of meeting to arouse interest and enthusiasm and the meeting became an unpleasant duty to the teacher. “Fortunately, this type of meeting is being replaced by one which has for its aim the solution of teachers’ instruc- tional problems. The problem of mak- ing the teachers’ meeting accomplish its purpose has been of considerable concern to me. Such questions as the following must be answered: ‘How can I get teach- ers to present their problems?’ ‘How can I get teacher participation in the discus- sion of these problems?’ ‘Will these prob- lems be solved in the interest of the child?’ ‘How can I unify the thought and action of my teachers in the solution of our problems?’ This article is the writer’s answer to these questions and is based upon a serious attempt to make his teachers’ meetings a place where teacher problems can be presented and solved in the interest of child growth. “Teachers are aware of their problems and are willing to present them if they feel the principal is sincerely interested in helping and will permit the group to discuss these problems and arrive at a solution rather than have the principal arbitrarily settle them. Teachers may be requested at the beginning of the term to state in writing any problem or problems they wish to submit for consideration. These problems can be grouped under a suitable number of subjects and each made the topic for discussion in some teachers’ meeting. A schedule of these meetings may be posted so that teachers may be prepared to present their ideas to the group. “Teacher participation in conference discussions is most desirable. It gives a teacher the satisfaction of knowing she has an important part in determining school policies. “Wide and varied experiences can be applied to the solution of problems. Teachers will take an active part in dis- cussions if they are fairly sure their ideas will meet with open-mindedness on the part of the principal. They should be made to feel that their ideas are valuable and that disagreement in the group is natural and really desirable if it stimu- lates them to further study. “The use of committees encourages and makes possible a more detailed study of a topic. The committee report can be used as the basis for the general discus- sion in the meeting with the committee members as leaders. To lead a discus- sion requires considerable preparation and is a responsibility which teachers are pleased to accept. “All school problems should be solved in terms of accepted educational objec- tives. For a teaching group to obtain a common knowledge of these objectives in teachers’ meetings would require more time than is available. A more effective way would be to have the group request the reporting committee to state the edu- cational principle which guided it in reaching its conclusion. The principal should be familiar with suitable refer- ences and prepare a convenient bibli- [98 ] ography for his teachers. I am convince that careful consideration of the folloy. ing points is necessary on the part of the principal in order to attain satisfg. tory teachers’ meetings: “Consideration of teachers’ problems, , knowledge of objectives and educational prip. ciples, maximum teacher participation, vol. tary attendance at meetings, use of committe: for solution of problems, an adequate biblog. raphy for each subject presented, schedule ¢j meetings and subjects to be discussed.” It is intensely interesting to study edy. cation thruout the nation and bring int the columns of THE JOURNAL significan material from different localities. Her is something from the North Carolin Teacher, December 1931: Teachers in a number of the local units ¢ the Association have asked for suggestions fer a program of study which will give them i- formation about the present school situatin in North Carolina and will enable them t answer some of the questions which parent and other citizens are asking about the schook The Association suggests the following: [!) study present school situation in state and b- cality; [2] study new school law in state an local application; [3] study the present setw§ of state government and its relations to schoo now and in future; [4] study records of a-§ didates for legislature and other places; [ study work of the Association, its preset budget, immediate program, and goals as et bodied in its platform; [6] cooperate wit parent-teacher organization on programs it community meetings. A recent publication of the NEA& “Teachers Professional Organization: A Syllabus for College Classes and Othe Study Groups.” This pamphlet of # pages is timely for groups such as thos in North Carolina who wish to stu() their state and local conditions. It givé a teaching outline of the national as ciation from which a parallel study @ state and local organizations can made. It contains sources of matetil for study, as to books, pamphlets, # ticles. It was prepared for classes! education and for study groups in ins tutes and teachers’ meetings. Those use it will have greater pride in the se ice and achievements of local, state, al! national professional organizations. _ Articles selected by many readers # the January JouRNAL, are: First, “For Every Child an Education”, @ torial; second, “Social Adjustment and | Education” by Caroline B.Zachry ; third, “We Planning is Necessary” by Harold F. Clath N ] b ir decre of re due t logica chine are I struct and V It | swing where food, less 1 shoul nical time. come: We voted but t ticipa by M schoo rural girls Altog recre; gagec thing quent moto cours arour sport phon quen possi And | § 4 > | § i | & — — soe | ee oe lun. thers og. le 0} American Leisure been a decrease in the average work- ing day of about three hours. This decrease promises to grow for a number of reasons. One reason, particularly, is due to what we economists call techno- logical unemployment; whereby the ma- chine, the time-study, the great merger, are moving down upon the industrial structure and displacing working men and women at an unprecedented rate. It is quite obvious that the only long- swing solution for a situation like this— whereby we can produce the necessary food, shelter, and clothing in less and less time—is that the hours of labor should also follow the curve of the tech- nical arts and that men should work less time. The use of leisure, accordingly, be- comes increasingly important. We see much of America’s leisure de- voted, not to first-hand participation, but to second-hand, or third-hand par- ticipation. A recent study has been made, by Mr.Lehman and Mr. Witty, of 13,000 school children in Kansas, children both rural and urban. They included boys and girls from ten to sixteen years of age. Altogether some 200 forms of play and recreation were listed. The children en- gaged in over 200 different sorts of things, but among the twelve most fre- quent were: reading the funny papers, motoring [which means at that age, of course, that somebody else drives you around], going to the movies, watching sports, listening to the radio, playing the phonograph. Six of the twelve most fre- quent forms were mechanized, were im- possible to engage in without machines. And I call this particularly to your at- [' THE LAST GENERATION there has tention, the most frequent form for both boys and girls at all ages was reading the funny papers. HE TRAINING OF THE HUMAN PLANT per animal life is sensitive to environment, but of all living things the child is the most sensitive. Sur- roundings act upon it as the outside world acts upon the plate of the camera. Every possible influence will leave its impress upon the child, and the traits which it inherited will be overcome to a certain extent, in many cases being even more apparent than heredity. { The child is like a cut diamond, its many facets receiving sharp, clear im- pressions not possible to a pebble, with this difference, however, that the change wrought in the child from the influ- ences without becomes constitutional and ingrained. A child absorbs environ- ment. It is the most susceptible thing in the world to influence, and if that force be applied rightly and constantly when the child is in its most receptive condition, the effect will be pro- nounced, immediate, and permanent.— Luther Burbank. We have here in the whole country something in the order of thirty million radio listeners a night. Fifty million peo- ple pass weekly thru the gaudy doors of our moving picture palaces. Thirty- five million copies of tabloids and news- papers are distributed every day, and fifteen million copies of the popular magazines make their rounds every month. Our pleasure motoring bill runs to the astounding total of five billion dollars a year. Our whole bill for recreation [play, Wholesome play means health, vigor, normality, cooperation, ait ail very broadly defined] I have calculated at twenty-one billion dollars, which is about one-quarter of the national in- come. The battle is on between people who know something about the essential values of life, and the high-pressure fra- ternity who want to pack leisure full of jumping-jacks. On one side, you have participating forms—mountain climb- ing, camping, gardening, naturizing, sun- bathing, swimming, amateur acting, and books, good books. On the other side, you have second and third-hand forms: clicking turn- stiles, Roman-stadia, burning up the roads, Hollywood, jazz, Coney Island, comic strips, wood-pulp confessions, and books, bad books—compounding the stresses and strains of our day-by-day work to a large extent. In the field of commercial and mechanized goods, there are a number of very amusing and interesting things to do. We do not want to abolish this whole twenty-one billions of turnover. It is a case of selection, of proper bal- ance, of not lettting the high-pressure fraternity rush us, force us too hard. Here in the United States we are like children with new toys, and must go thru a period of picking them to pieces, of examining them, of admiring them. In the end we are coming out on the right side, but it is going to be a long struggle. We are up against twenty-one billions of dollars devoted to commer- cializing and mechanizing our leisure time.—Stuart Chase, Labor Bureau, New York, N. Y., in the Pittsburgh School Bulletin. [99] on Character Education and the Curriculum ‘Ts TENTH YEARBOOK of the De- partment of Superintendence which was distributed at the convention in Washington in February is one of the best of a series of admirable cooperative studies. It covers the entire field of char- acter education. The material on this page is abridged from Chapter VI. A good curriculum must center in the field of the social studies—A curriculum which is continuously reconstructed, which involves the cooperation of teachers, pupils, and society at large, and which faces reality with sincerity, intelligence, and courage, must center in the field of the social studies. It is in this field that the problems of life are directly attacked. All other elements of school curriculums, of what- ever value, can be related to the one general problem of how people may best live together and as individuals. It is in answer to this question that the social studies are addressed. It is in answer to this question that the contributions made by the physical sciences—physics, chemistry, mathe- matics, and the like—are to be properly used. It is in answer to this question that the most constructive use can be made of the contribu- tions from the field of the fine arts. It is in answer to this question that a widened program of adult education becomes imperative. It is in this field that all pupils develop their atti- tudes, form their concepts, and acquire habits of study and thought which make it possible for them to deal intelligently with the prob- lems of current living. It is clear that the field of the social studies, thus broadly considered, becomes the focus of our thinking in a program ef curriculum making that aims at the develop- ment of real character. Illustrative social problems demanding im- mediate attack—A few of the specific problems in the field of social studies which come to mind for immediate attack, thru the sincere, intelli- gent, and courageous cooperation of all citizens, young and old combined, will here briefly be presented. It is a list of social problems such as would come to the mind of any citizen who reads the papers critically. The list needs only to be presented to show the existence of vast areas for study which as yet lie undiscovered by school curriculums in general. Government—The new industrial era, with all its implications, makes countless new de- mands upon government which are tremendous in their scope and significance. Not only the traditional forms and functionings of govern- ment should be taught, but special attention should be given to the development of" intelli- gence with reference to the new functions which government must inevitably assume in order to meet the new demands. Taxation—Socialized activities, such as the maintenance of roads, schools, more extensive forms of government, playgrounds, parks, or- ganized charity, and the like, have made a new interpretation of taxation inevitable. Taxation is implied in any type of socialized activity. The more civilization develops in terms of group living, the more demand there will be for taxation as a method of supporting these activities. International relations—The world has be- come economically, intellectually, morally, and politically interdependent to a much greater degree than ever before. Now, an idea ex- pressed in any part of the world immediately becomes the possession of the entire world. Even with this greatly increased interrelated- ness, humanity still finds itself unable te think except in terms of a provincialized type of na- tionalism. War, as the chief defender of national security, war in terms of narrative accounts, causes, battles, dates, methods, victors, con- quests, constitutes the oldest story of the class- room. But war in its real réle of suffering, devastation, and as a possible destroyer of civilization is yet to enter the stage of school curriculums. A new technology, developed by the inventors of the machines of war, and the interrelatedness of nations have created a situa- tion in which war takes on a new significance. Hence the need for a more thoro study of war has become imperative. Indeed, without such study, civilization itself might perish. Health and disease—No person living in con- tact with his fellow man can regard his own health or lack of health as his own business without the possibility of inflicting disease and suffering upon others. The individual cannot expect to attain and to maintain good health in a community that permits unsanitary con- ditions, whether in terms of impure water sup- ply, inadequate sewer facilities, inadequate playground and recreational facilities, improper housing, or carelessness in the individual him- self with reference to his physical condition. Unemployment—The machine age has pro- duced a life in which a new invention may, over night, throw thousands of persons upon the labor market. The result is misery perhaps equal to that of the days when cholera, the black death, or smallpox intermittently swept over the world, or when the fruits of man’s labor were literally confiscated in taxes for the support of medieval monarchs. The factors con- tributing to unemployment need to be studied in order that they may be controled to the end that every person may enjoy his right to work. Production versus consumption—The golden age of which the centuries have dreamed be- comes suddenly a physical possibility but at present only a possibility and an ironical one; for man, at least for the time being, appears to have neither the intellectual vision nor the magnanimity of soul to bring it into being. Is it unreasonable to hope that the same genius which has accomplished such wonders in productive technics can accomplish com- mensurate results on the side of distribution, use, and appreciation, or that education can cause humanity to become human? Is it un- reasonable to hope that education can establish the ideal that the machine must be regarded as a source of public good as well as of mere money profits? Education—The traditional concept of edu- cation as a preparation for life, a thing that begins at 6 and ends at 21, has been supplanted by a realization that education and life ap one. The education of the individual, both general and vocational, is of the same duration as life itself. School life will begin with th nursery school and extend to include adu education in various forms. Ownership—The conception of private prop. erty as something that “I may do with as] please” must give way under certain conditions to a sense of social responsibility or trustee. ship if capitalism is to show itself worthy of survival in the new order. This new concep. tion of ownership demands an_ enlightene understanding of thrift. Social protection — insurance, pensions — Hoarding was the only means offered by th agrarian civilization for providing security for old age, illness, and the rainy day. The ney civilization, without causing any lessening ia either the desire or the need for security ha made hoarding an impotent aid in times of adversity. Hence society has evolved vario systems of insurance, pensions, and the like, as methods by which all, working together, may secure mutual protection. Fine arts and the esthetics—The great phy- sical possibilities of the present civilization ar in themselves far from satisfying to the norma human being. The urge for the beautiful isa fundamental one in all humanity. The demo- cratic spirit of the new civilization demands that the finer things of life be made available to al people. Caste systems of society have, relatively speaking, been broken down and with then | must go systems which tend to perpetuate cul tural and educational aristocracies. Fine paint ings and masterpieces of statuary are not tob placed on pedestals in museums and halls + cluded from the gaze of ordinary men. Fine values are to be breathed into the whole of liv- ing, and every walk of life is to be made beauti- ful. The esthete who goes into ecstasies over the canvas of a Raphael and is blind to the ugl- "ness of many sections of our modern cities and to the hideousness of want and misery on th part of large numbers of his fellow men is a tually wanting in culture. [Other problems discussed—Other speciit problems in the field of the social studies at presented in this chapter, each supported by one or two of the issues implied. These prob lems include prohibition, farm relief, sex, hom life, and religion.] Conclusion—In substance, the. premise o this chapter is that any curriculum that make a sincere, intelligent, and courageous approad to the real problem of living is a character edt- cation curriculum. As a subsidiary to this ge eral suggestion, it is asserted that the good ct riculum must have its center in the field of t# social studies, because it is in this field th the problems of living are directly at The problems listed have been presented as illustrations of the type of questions must be dealt with in the field of social scien A curriculum which brings to youth a of sciousness of the problems of life, some unde standing of these problems, a sense of responsibility in contributing to their so a reasonable degree of technical efficiency procedure, and a rich personal life in harmol with the good of others, is achieving the of character education. T Educat partme at Balt sixty it publica followi ination of seve the sco’ ists in United In su umes h great v titles a compet. ject of ance be In th given b the cla: mental, able st speciali | books | particul cuild si are mai ents or search | cluded widest sidered Each changes given t Pervisic is little ers and intensir sult th School the sim in Sche Histo BAC Social a7 27 6 YF reste Heas =. ReFroeceobewzwerl ESlceS= i ess dl z SaSFR ¢ & as s BAEESSREREE SSS & Sixty Educational Books of 1931 HIS LIST is prepared annually for the American Library Association and THE JOURNAL of the National Education Association in the Teachers’ De- partment of the Enoch Pratt Free Library at Baltimore. It is not an easy task to select sixty items out of, this year, more than 700 publications in the field of education. The following list is the result of careful exam- ination of all of these items, and the study of several hundred reviews, together with the scorings and comments of many special- ists in various educational fields thruout the United States. In such a short list, many excellent vol- umes have to be omitted, some of them of great value. In some cases, the number of titles available under a subject makes the competition greater than usual, and one ob- ject of the list is to keep a wellrounded bal- ance between the various fields. In these annual lists, attention has to be given both to the books written primarily for the classroom teacher, and the more funda- mental, but usually less interesting, and us- able studies and scientific surveys made by specialists. Brevity requires the omission of | books on several related subjects. This is particularly true of the numerous books on cuild study for parents. Among such books are many which are aimed primarily at par- ents on the one hand, and at scientific re- search specialists on the other. The books in- cluded in the list are thought to meet the widest need among teachers. Those con- sidered especially useful have been starred. Each year these lists show interesting changes in current interests. The attention given to educational administration and su- pervision is more marked than ever. There is little on rural-school teaching. All teach- ers and students of education who are doing intensive research in any subject should con- sult the complete list of titles appearing in School and Society for March 18, 1932, and the similar extensive lists that have appeared in School and Society since 1927. History, Principles, and Philosophy of Education BAGLEY, W. C. Education, crime, and Social progress. 150p. 1931. Macmillan. $1.20. A stimulating and good argument for some of the values attached to the older methods of class work. Dr. Bagley connects the prevalence of crime and disrespect for laws with the new freedom to pow LIST is one of the out- standing annual services of THE JoURNAL. It is known and valued around the world. For making this service pos- sible the readers of THE JOURNAL are indebted to Jo- seph L. Wheeler and his as- sociates in the Enoch Pratt Free Public Library of Balti- more, Md., and to the hun- dreds of experts thruout the country who cooperate with them each year. This is the eighth time THE JOURNAL has presented this annual feature. do as one likes and study what one likes, and he pleads for what he suggestively calls ‘‘disciplined freedom.” *MESSENGER, J. F. An interpretative history of education. 387p. 1931. Crowell. $2. A departure from the traditional history of edu- cation, dealing with movements, trends, and the de- velopment of ideas, rather than with individual dates. Written in an interesting style, the book leads the reader from the earliest days to the pres- ent, giving him an insight into the whole process of education. *RUGG, HAROLD. Culture and educa- tion in America. 404p. 1931. Harcourt. $2.75. An analysis of the American state of mind today. Discusses the educational needs of this country and how they are to be met. Gives a comprehensive sur- vey of the opinions and motives of philosophers, scientists, psychologists, the outstanding thinkers who have helped form America’s present cultural status, and describes the type of education essen- tial for an American culture. SNEDDEN, DAVID. Towards better edu- cations. 427p. 1931. Teachers College, Colum- bia. $4. A critical analysis of current problems of covrdi- nating purposes and methods of education. According to Dr. Snedden, too much attention has been paid to methods without considering the worth of aims and objectives. Suspicious of slogans, he insists that edu- cators know where they are going, make up their minds as to what the goal is, to justify it, and then to “‘watch their step.” Administration and Supervision BARR, A. S. Introduction to the scientific study of classroom supervision. 399p. 1931. Appleton. $2.50. Summarizes the vast literature, experimental and critical, grown up in the field of supervision during the last twenty years. Emphasizes the three fields of supervision; namely, advice upon matters of instruc- tion, development of new materials, and methods of instruction. Its analyses and bibliographies make it indispensable to supervisors. CARPENTER, W. W., and RUFI, JOHN. The teacher and secondary-school administra- tion from the point of view of the classroom teacher. 460p. 1931. Ginn. $2.40. A detailed analysis and discussion of the respon- sibilities of the teacher to the administration of the high school, and the relationships and opportunities beyond the routine of classroom teaching. Intended for use as a text in college classes in the training of secondary-school teachers, but equally helpful to teachers and principals. EDMONDSON, J. B., ROEMER, JO- SEPH, and BACON, F. L. Secondary school administration. 483p. 1931. Macmillan. $2.25. Discusses the place of subjects such as school clubs, guidance programs, extracurriculum activities, and health and physical education, helping the ad- ministrator to allocate them in the curriculum. Im- portant differences in the administration of the large and small high school are brought out, also the situation of standardization of high schools in rela- tion to college entrance requirements. *ENGELHARDT, FRED. Public school organization and administration. 595p. 1931. Ginn. $3.60. An adequate answer to the need for an extended general textbook giving an introductory course in administration. Treats important phases of organiza- tion of school boards, officers and teachers, person- nel and supervisory problems, and fiscal procedures. Includes topics for study with teaching exercises, selected bibliography, and list of school surveys. Author emphasizes importance of thoro supervision of personnel and teaching. The section on library administration shows some serious misconceptions. Admirably suited to the young administrator. NATIONAL EDUCATION ASSOCIA- TION. DEPARTMENT OF SUPERIN- TENDENCE. Ninth yearbook: five unify- ing factors in American education. 543p. 1931. The Association. $2. Sets forth the way in which practices in pupil pro- motion, community relationships, education of teach- ers, finance, and educational principles may con- tribute to a wellrounded program of education. This report completes the work started in 1926 by the Commission on the Articulation of the Units of American Education, hei SCHOOL district should buy a few good professional books each year for its teachers. Larger schools should buy every book in this list that relates to their work. Public libraries in cities and county libraries in rural districts will be glad to cooperate. Too much emphasis cannot be put on having the books near at hand. These are busy days and teachers are busy people. A chance half hour with a book that happens to be Rear at hand may bring new companionship with some great creative spirit. Many times blessed is the teacher who is able to browse frequently thru the rich and rapidly expanding literature of education. _ New book friends are sure to appear and old book friendships deepen into that settled companionship which really makes a book a part of one’s life. The cost of books is small indeed as compared with the cost of main- taining a school and paying the salary of a teacher. School districts which are generous in supplying these | Professional tools reap the reward in more masterful teaching. a [ 101} 102 REAVIS, W. C. and others. The elemen- tary school: its organization and administra- tion. 571p. 1931. Univ. of Chic. Press. $3. The management of the school is a big task re- quiring ability that is directing and encouraging as well as administrative and executive. These authors have listed the myriad things that eat up a prin- cipal’s valuable time, and they show how efficient principals dispose of such office interferences in order to keep supervision uppermost, thus getting effec- tive teaching done in each classroom. *SWIFT, F. H. Federal and state policies in public school finance in the United States. 472p. 1931. Ginn. $3.80. Gives a knowledge and evaluation of existing prac- tices in public school finance drawn from fifteen years of research. Necessity for such a book is seen by the author's statement that “at no time in our history have revenues for school been disbursed in a manner likely to realize sufficient returns.’’ Useful for university courses and for administrators. Curriculum DAVIS, S. E. Teaching the elementary curriculum. 549p. 1931. Macmillan. $1.75. Covering the entire field of the elementary curric- ulum in a highly practical way, this book defines modern objectives and methods of achieving them. Short chapters on each of the school subjects give motives, teaching procedures, testing programs, and contrast of old methods with modern ones. Empha- sizes what the pupil is accomplishing rather than what the teacher is doing. *STEVENS, M. P. The activities curric- ulum in the primary grades. 440p. 1931. Heath. $2. A simple, direct, and exceedingly practical book dealing with all aspects of the curriculum based on activities; how it works and how it differs from a subjectmatter curriculum. Discusses the curriculum as a whole but chiefly valuable for its typical units of work, described at length. Conduct and Character Formation HADDOCK, LAURA. Steps upward in personality. 357p. 1931. Professional & Tech- nical Press. $3.25. A book of subjectmatter that gets at once to the point, giving the teacher concrete, practical and stimulating material for developing character in high school students, thru forty lessons worked out by means of the unit plan. Helps the student think out important personal problems, and challenges his own ideas. Lengthy bibliography and references. McLESTER, AMELIA. The development of character traits in young children. 126p. 1931. Scribners. $1.25. In simple, nontechnical form, the author gives a record of children’s free discussions of the moral principles involved in their work and play. Situa- tions involving truthfulness, friendliness, respect for property, and the like are described and the tech- nics for handling them are explained. Altho not a scientific study, the book is one of the most help- ful of its kind. Child Study BOLTON, F. E. Adolescent 506p. 1931. Macmillan. $3. Meets a longfelt need for more scientific knowl- edge in the field of adolescent education. Analyzes adolescent traits, emphasizing the fact that'the years of early childhood are not any more important than those of adolescence from the standpoint of habit formation and character building. Discusses educa- tion in terms of adolescent needs. education. MORGAN, J. J. B. Child psychology. 474p. 1931. Smith. $4. Based on the latest scientific data, this book is an attempt to present in an orderly fashion, verified THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 193) facts from the vast recent literature available. Ma- terial is drawn from the expert’s own child-clinic experience. Filled with a commonsense philosophy and practical suggestions. EW PROFESSIONAL READING— The reading of teachers and other educators must be | absolutely modified by recent | world experience. {No one is as seriously affected in his oc- cupation, trade, and profes- sion by the world’s upheaval —civic, social, and economic —as is the teacher. {The physi- cian must spend nights and days reading the discourses of the biologist, the chemist, the physicist, and other experi- mentalists. But the teacher’s reading must keep him in- formed regarding every dis- covery, invention, and crea- tion everywhere by every- body. He must know every revelation in nature and hu- man nature. {There are more new things known in the last decade than any teacher could have known ten years ago. "There is no greater attain- ment in professional education for teachers, old and new, than to know what to read and how to read the books born out of the world’s achievements since 1928.—A. E. Winship in Journal of Education. MURCHISON, C. A. ed. A handbook of child psychology. 7llp. 1931. Clark Univ. Press. $5. The eleventh volume of the International Univer- sity Series on Psychology is a collection of articles by various authors in the field of child psychology. Written for students already acquainted with child psyehology, thus avoiding the disadvantages of a highly specialized monograph or of a popularized elementary textbook. WHITE HOUSE CONFERENCE ON CHILD HEALTH AND PROTECTION. Abstracts and addresses of committee re- ports, edited by K. Glover and H. Moses. 365p. 1931. Century. $2. Presents addresses and digests of reports of the main sections of the Conference on medical service, Public health service, Education and training, and The handicapped. Embodies the Children’s Charter which establishes main objectives for activities deal- ing with care and protection of children, It summar- izes a great amount of valuable information and sound advice on a vital question by experts, pre- facing a series of detailed volumes, two of which are included in the present list. Educational Psychology *CALDWELL, O. W., SKINNER, C5 and TIETZ, J. W. The biological basis y education. 534p. 1931. Ginn. $2.72. A nontechnical treatment of the biological {gq underlying some of the present problems in educ. tion. As most books on biology are written 4, biologists, this book organizing biological Materiy to present a background for education, is practi the first in its field, presenting a wealth of recen, discovered biological data interestingly. GIFFORD, W. J. and SHORTS, C, p Problems in educational psychology. 72) 1931. Doubleday, Doran. $3. An orderly selection of excerpts from the writ of most of the leading authors in the field of ej. cational psychology. Combines analysis and the oy method in selecting and organizing the subjeq matter. Makes available a body of significant gj helpful material which otherwise would be less reg. ily accessible. PITKIN, W. B. The art of learning. 4% 1931. McGraw-Hill. $2.50. In a world of changing conditions people muy continue to learn after they leave school; to do thy they must first have grasped the art of how y learn. Professor Pitkin has founded his instruction on solid facts. Method is emphasized and the ready is supplied with material for selftraining. *THORNDIKE, E. L. Human learninf 206p. 1931. Century. $2.25. Dr. Thorndike, one of the world’s foremost oh chologists, presents the results of some of his recer scientific studies relative to how man learns. Tk last two chapters are devoted to the evolution ¢ learning and its future possibilities. The authe states [good news!] that man will probably len more as time goes on and learn it more quickly a comfortably. TROW, W. C. Educational psycholog 504p. 1931. Houghton Mifflin. $2.80. A book on child adjustment for teachers or stv dents with an elementary knowledge of psycholog Gives both the scientific and practical elements ¢ educational psychology, emphasizing the adjustment of the entire personality of the child to both schoi and life situations. Organizes the material so th the vital connection between separate systems @ psychology is apparent. *WHEAT, H. G. The psychology of th elementary school. 440p. 1931. Silver, Bu. dett. $2. “This book seeks to encourage teachers to stu the subjects of the school,’’ emphasizing repeatedl that the subject itself often provides its own solutit to the problem of method. Every page has challen = ing questions and the style is highly interesting. 4 full chapter is devoted to each of the regular schol subjects. School programs, individual differenct and pupil interests are also treated. Educational Tests and Measutt ments *PINTNER, RUDOLPH. _Intelliges* testing: methods and results. New ed. 55% 1931. Henry Holt. $2.40. Because of the increased interest and work int measurement and testing of intelligence, Profes# Pintner has revised and almost completely rewrittt his earlier edition on the subject. Practically all eu ing material of any significance is reviewed or releft to in this volume, making a convenient source of it formation on every phase of this subject. TIEGS, E. W. Tests and measurement for teachers. 470p. 1931. Houghton Millis $2.40. Describes the use of tests and testing procedu® in the solution of educational problems which dene on the background, interest, and method of ‘ teacher. The nature and concept of measurement, ordinary uses to which the results of measw! - may be put, and the construction, administratio#, © interpretation of tests are discussed. Bibliograph of available tests are given. READ TO STRENGTHEN YOUR MIND AS YOU EAT TO STRENGTHEN YOUR BODY. W rese Co and | been in th catio! classi allel Sex#tf2 S27 FSeree + it sth rolog}. nts 0 thet vol. 21, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 103 Exceptional Children SCHEIDEMANN, N. V. The psychology of exceptional children. 520p. 1931. Houghton Miffin. $3.25. ; Assembles in a systematic way the results of ex- tensive observations and experiments with problem children. The teacher is shown how to meet situa- tions in an adequate way. Suggested procedures for each type of exception together with case studies of each type, are a most useful inclusion of the book. Educational Research WHITNEY, F. L. Methods in educational research. 335p. 1931. Appleton. $2.25. Combines the features of a handbook of instruction and a source book in educational research. Aim has been “to develop a conception of the scientific method in the field of education, to aid the beginner in edu- cational research to attain some skill in gathering, classifying, and interpreting objective material.” Teachers and Teaching Methods *BRUECKNER, L. J., and MELBY, E. 0. Diagnostic and remedial teaching. 598p. 1931. Houghton Mifflin. $2.75. A much-needed book covering the field of tests and measurements in the elementary school. Gives primary consideration to the ways in which test pro- cedures have modified our classroom instruction to fit the individual needs of the pupil. Describes the nature and function of different standardized tests, explaining how to measure progress and to diagnose peculiar difficulties. CASE, R. D. The platoon school in Amer- ica. 283p. 1931. Stanford Univ. Press. $3. Attempts to give briefly the history of the platoon- » school movement, to describe the system, its organi- zation and philosophy, and to explain. in detail the functions of its departments under varying conditions. Presents the features of the modern progressive school, Preschool, Kindergarten, and Ele- mentary Schools WHITE HOUSE CONFERENCE ON CHILD HEALTH AND PROTECTION. COMMITTEE ON THE INFANT AND PRESCHOOL CHILD. Nursery education: a survey of day nurseries, nursery schools, and private kindergartens in the United | States. 187p. 1931. Century. $2. Based on an extensive investigation of institutions for the education and training of young children, in- cluding day nurseries, nursery schools, and private kindergartens. Gives fundamental principles in train- ing of the preschool child, minimum standards re- Quisite for such institutions, and helpful recommen- dations for the wage-earning mother. A badly needed compendium of facts and principles inter- Preted from the social as well as the educational viewpoint. Secondary Education COLLINGS, ELLSWORTH. Progressive teaching in secondary schools. 528p. 1931. Bobbs-Merrill. $2.40. gonsed on Kilpatrick’s doctrine of purposive ac- Jvity, it presents a complete view of what this theory a How to introduce various activities, guide, firic and carry them thru with growing boys and ’ form the body of the book. Collings also gives tome of his valuable knowledge on proj i projects, with Practical illustrations. Reading, Writing, and Languages “BAKER, F. M. The teaching of French. 286p. 1931. Houghton Mifflin. $2. The first textbook for some time to be devoted ex, clusively to the teaching of French. Incorporates the newer knowledge of psychology and methods. Lays down the essentials of good classroom procedures and points out the usefulness of different technics and testing procedures. Many of the suggestions are equally applicable to other foreign languages. OW MANY of these books have you readP One school officer says that every teacher should average a book a month during the school year. Another, who has exam- ined this list, says that every educational worker should have read at least one out of each ten. Another facetiously notes that more time spent reading professional literature and less on children’s written work would help the teacher to make the school more a gar- den of growth and less the seat of the taskmaster. This generation of teachers is working in the dawn of a great educational awakening. Education moves ahead in the greatest advance of the cen- turies. These books are the chronicles of that advance for one year. The teacher who can combine a generous reading of them with close observa- tion of children and the life of the community will go far to- ward “finding himself” and claiming the larger joys of the profession. COLE, R. D. Modern foreign languages and their teaching. 598p. 1931. Appleton. $3. This inclusive work has grown out of the report of the Modern Foreign Language Study. It is based on scientific investigation and presents both sides of disputed questions, containing a summary of the best that has been written in the field of teaching French, German, and Spanish. Covers objectives, newtype courses and methods, vocabulary, reading, grammar, supervision, and the like. *DOLCH, E. W. The psychology and teaching of reading. 261p. 1931. Ginn. $1.80. After directing the teacher’s attention to the im- portance of inspiring children to want to learn how to read, the author develops some of the various motives children have for reading and shows how the teacher may utilize them. Phonics, wordstudy, vo- cabulary difficulties, silent reading, and tests are a few of the subjects discussed. *SEELY, H. F. Enjoying poetry in school. 267p. 1931. Johnson Pub. Co. $2. The author feels that the approach to literature in the high school should not be fundamentally different from what it is in life, and suggests points of view, attitudes, and activities which will help the teacher in presenting poetry in such a way that students may enjoy it with the teacher. Has originality and imagi- nation. SMITH, D. V. Class size in high school English. 309p. 1931. Univ. of Minn. Press. $2.50. Practical treatment of the effects of large or small classes on learning ability of pupils. Describes con- crete useful methods and shows how they may be adapted to different size classes. Includes account of all class size studies that have appeared so far, giving an analysis of trends in the subject. Mathematics and Science BRESLICH, E. R. Problems in teaching secondary-school mathematics. 348p. 1931. Univ. of Chic. Press. $3. A criticism and correction of mathematics teaching of the traditional type. Deals with problems that oc- cur in teaching of specific topics, and is based on the findings of testing and research of the various methods in use. Endorses the theory that units of a subject should be mastered, illustrating the best ways of achieving this. *CURTIS, F. D. Second digest of in- vestigations in the teaching of science. 424p. 1931. Blakiston. $3. A second volume of a great number of scattered and important investigations in the teaching of science in the elementary, secondary, and college field. Prob- ably the most useful single volume summary now available. Each report includes a statement of the problem, the methods pursued, and the findings. Pre- ceding the studies is an excellent resumé of the status of research in science teaching. SCHAAF, W. L. Mathematics for junior high school teachers: a professional subject matter text. 439p. 1931. Johnson Pub. Co. $2. Rich in subjectmatter, this book combines what is to be taught, why, and how it should be taught. Fills a very definite need in giving a treatment of subject- matter, presentation of backgrounds of appreciation, discussions of aims and values, and explanation of teaching procedures. Geography and Social Studies MERRIAM, C. E. The making of citizens: a comparative study of methods of civic training. 371p. 1931. Univ. of Chic. Press. $3. What is civic loyalty and what are the means used by nations to train it? Professor Merriam compares eight national systems of civic education, showing that regional political feeling is growing weaker. If present trends continue, the coming citizen will be far better equipped than his predecessor for well- rounded political behavior. The subject is considered from a broad viewpoint of principles and social con- sequences, and the book has permanent importance. *STORM, G. E. The social studies in the primary grades. 596p. 1931. Lyons and Car- nahan. $2.50. Written to meet the needs of the classroom teacher both in subjectmatter and in method, this significant and stimulating book aims to present the principles, content, and technics of teaching the social studies. Sample lessons, books for the teacher and child, and sources of illustrative material, form part of the generous array of information herein contained. THRALLS, Z. A., and REEDER, E. H. Geography in the elementary school. 441p. 1931. Rand McNally. $2.40. Presents the viewpoint that geography is a science of relationships, and discusses the method of helping students discover them. The authors have endeavored to synthesize method and subjectmatter. They present the subjectmatter and sources for a number of units, with a wealth of suggestions for introducing and de- veloping these effectively. SPEND ONE PERCENT OF YOUR INCOME EACH YEAR FOR CAREFULLY SELECTED BOOKS. 104 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1932 Art, Music, and Drama DYKEMA, P. W. Music for public school administrators. 178p. 1931. Teachers College, Columbia. $1.75. A careful condensation, giving the place of music in the curriculum, a survey of courses from the primary grades thru the senior high school and dis- cussions of music supervisors and instructors. Valu- able and timesaving particularly to the administrator who has not had much contact with school music. *LEMOS, P. J. The art teacher. 491p. 1931. Davis Press. $8. Lemos, the editor of School Arts Magazine, holds always in mind the need of the grade-school art teacher and supervisor. He covers here a multitude of problems in drawing, painting, craftwork, corre- lating other class projects, modeling, and the like. These are offered with a profusion of most appro- priate illustrations, with appended lists of helpful classified materia!. *MURSELL, J. L. and GLENN, MA- BELLE. The psychology of school music teaching. 378p. 1931. Silver, Burdett. $2.40. Primary aim of the book is to help the working teacher, but also makes available to readers, the en- tire field of scientific findings in nontechnical language. Unique in that it treats thruout creative projects, leading the child to build his own tunes and compo- sitions. Discussion questions and bibliographies. PELIKAN, A. G. Art of the child. 123p. 1931. Bruce Pub. Co. $3. Emphasizes the joy of the average child in creating, unhampered by constant supervision, and pride in good workmanship, in working out a chosen problem well, according to direction. Consists mainly of re- productions of work done in elementary grades ac- companied by pointed, sympathetic remarks and sug- gestions as to ‘‘How.”’ Vocational and Industrial Education EASTERN COMMERCIAL TEACH- ERS ASSOCIATION. Fourth yearbook: modern methods of teaching business sub- jects. 301p. 1931. The Association. Banks Col- lege, Philadelphia, Pa. $2.50. This yearbook takes up the principles of education as they apply to the teaching of business. Gives demonstration lessons in business subjects, teaching of penmanship, and a section on training in use of office machines. Highly practical in suggesting im- provements in the technic of business teaching. SEARS, W. P. The roots of vocational edu- cation: a survey of the origins of trade and industrial education found in industry, edu- cation, legislation and social progress. 310p. 1931. Wiley. $2.75. After tracing the subject from early days thru the industrial revolution, and mechanics institutes, up to modern school and factory instruction, the author shows the influence of organized labor, the part played by social agencies, including the Masons and the Moose, and the more recent developments under federal and state guidance. An interesting story, well documented. Health and Physical Education BROCK, G. D. Health thru projects. 268p. 1931. A. S. Barnes. $2. An attempt to lead away from the old restrictive health course of study and hygiene textbeok into projects of everyday situations and real life activities. Wellorganized, each chapter being divided into dis- cussions, points of emphasis, aims, and projects. Many charts, graphs, questionnaires, and a valuable reference list at the end. *NASH, J. B. Administration of physical education. 491p. 1931. A. S. Barnes. $3. Contains a large variety of helpful information and ideas for those interested in the administrative side of physical education. Includes chapters on plans of physical education plants, standard equipment, class- ification of activities and of children, training leaders, and establishing departmental policies. Thought-pro- voking questions and bibliographies at the chapter ends. | Ways This List Is Used | NDIVIDUAL teachers use it to discover the professional books of the year which they should examine, read, or buy. 2. Instructors in teachers colleges refer their students to these annual lists to encour- age free reading. _ 3. Persons in charge of pro- fessional libraries for teachers use it as a check list in making up purchase orders. 4. Librarians in public libra- ries use it as a buying list for | their teachers room. | 5, Librarians in teachers col- leges check their last year’s purchases with it. 6. Librarians in _ foreign countries and instructors of foreign students in America use it to keep in contact with educational writings in this | country. 7. Directors of extension | courses for teachers study these lists to discover new ma- terial for reading courses. 8. Editors use it to seek new ideas for their magazines. Extracurriculum Activities *FRETWELL, E. K. Extracurricular ac- tivities in the high Houghton Mifflin. $2.75. According to the author ‘“‘wherever possible extra- curriculum activities should grow out of curriculum activities.” This work shows clearly and practically the method of handling extracurriculum work in secondary schools. Examples from best programs carried on in a number of schools are cited. School government, publications, and athletics are discussed as part of activity programs. school. 552p. 1931. Rural Education NATIONAL SOCIETY FOR THE STUDY OF EDUCATION. Thirtieth year- book, part I. The status of rural education. 272p. 1931. Public School Pub. Co. $2.50 cloth; $1.75 paper. Report of a survey of fundamental importance, covering the present rural economic situation, the character of rural school plants, courses, teachers, methods, and pupils. Curriculum, supervision, and administration receive very full attention. The volum is highly useful to administrators, but contains les of practical suggestion on classroom method, Higher Education *ECLLS, W. C. The junior college. 833, 1931. Houghton Mifflin. $4. A survey of the entire junior college field by a outstanding authority. Will be read by the genergj educated public as well as by classes studying the development, the present status, and probable future relations of this recent educational unit to the stand. ard colleges and universities in America. First book since 1925 on this new movement in education, GRAY, W. S. ed. Recent trends in Amer. ican college education. [Proceedings of the institute for administrative officers of higher institutions, Vol. III.] 253p. 1931. Univ. of Chic. Press. $2. Twenty-four widely known educators presented these chapters at the third Institute for Administr. tive Officers of Higher Institutions in 1931. Each . describes significant plans and methods at individusl colleges under the heads: reorganization of the junior college, of the senior college, and comprehen sive examinations and tests. A very valuable birds. eye view. Adult Education JACKS, L. P. The education of the whole man. 155p. 1931. Harper. $1.75. Dr. Jacks deplores the exaggerated emphasis the acquisition of “hearsay and booksay” knowledg and pleads for an education that encourages every man to develop his one talent—the vocation of « good citizen. The future lies in the development ¢ personality by training the body equally with the mind and the imagination and sympathetic attitude along with both, for the enjoyment of the leisure that is becoming more freely available. LORIMER, FRANK. The making of adult minds in a metropolitan area. 245p. 1931 Maemillan. $2. The author contends that the making of adult minds is the most fundamental educational task of the day. In this survey he has tried to discover the effect d adult educational activities upon the lives of men and women, to determine how much adult education there is, and what new steps should be taken in its 4 velopment. His conclusions are encouraging and svf- gestive. Visual and Radio Education *MACLATCHY, J. H. ed. Education o the air: second yearbook of the institute for education by radio. 301p. 1931. Ohio State Univ. Press. $3. A thoro presentation of the current situation d educational broadcasting. Invaluable for its bread of information and the contributions of people from America and abroad. Includes treatments on policies in administration and research studies in radio edt cation. Sets forth practical ways in which radio bs been made a factor in classroom teaching. Special Education WHITE HOUSE CONFERENCE ON CHILD HEALTH AND PROTECTION COMMITTEE ON SPECIAL CLASSE. Special education: the handicapped and tht gifted. 604p. 1931. Century. $4. Presents the findings of the most thoro investi” tion that has yet been made of the provisions for te education of the handicapped and the gifted child, * cluding of course, the part that the state and co® munity do and should play in the problem. , concrete suggestions to guide further progress ” special schools and classes for the training of @ ceptional children. 7 BETTER PART of every man’s education is that which he gives himself, and it is for this that a good library should furnish the opportunity and the means.—James Russell Lowell. ; se thet must cause organi aggrar servic’ the ch be in 7 th Febru: memb ary J Ariz CALIF Leavitt Disti Cathari ILLIN Lewis. INDIA KENT Mary MIN? Missi NEBR New Graff, | Nort On10 ster. OKLA sell R. PENN John R Thomas PHIL! Salgado Sout Ten» Vinci Wisc C. Kno ( T Hi th tional was p Missou Cairo fello nue, Conne New 7 tary, Vircin rres =. SS FeSes on On re for tion o sreadth e from policies dio bas Builders of Our Profession HE CORNERSTONE of our profession is 7 to the public, and everything that we do as a great professional group must be justified by a clear benefit to the cause in which we are enlisted. We are not organized for individual profit or for group aggrandizement, but solely to promote our service to see to it that the education of all the children of all the people is what it should be in a great democracy.—W. C. Bagley. New Life Enlistments HE NUMBER of life members enroled in ; National Education Association on February 1 was 4860. The following life members have been reported since the Febru- ary JOURNAL. ArizoNa—Minnie Roseberry. CaLirornia—George H. Geyer, Bess L. Leavitt. District or Cotumpia—Laura D. Shackelford, Catharine R. Watkins. ILurinois—Margaret L. Lewis. INDIANA—Lacey L. Shuler. KentucKY—Viola M. Ernst. MarYLAND—Rose Erdman. Minnesota—Julianne Korhonen. Mrs. Baumann, Florence T. Missournt—George W. Hanson. NesraskA—J. T. Anderson. New YorkK—Mrs. Anna M. Gemmill, George E. Graff, Olga Schwab, J. Lee Sweeney. North Dakota—Edith Van Middlesworth. Oxn1o—Mrs. Allie Torrance, Nellie Grover Web- | ster. OxtaHomMa—O. R, Bridges, Mrs. C. S. Bush, Rus- | sell R. Spafford. PENNSYLVANIA—Blanche Foster, Edith Mehaffey, ' John R. Moore, Albert Charles Norton, Harold C. Thomas, Sarah M. Walton. PHILIPPINE IsLANDS—Josefa Casanas, Gabriel Salgado. South Carotina—George D. Grice. TeNNesseE—R. B. Binnion. Virncintia—Harry E. James. Wisconsin—Ruth Bahlert, Eben E. Born, William C. Knoelk, Frank J. Lowth, M. C. Palmer. Completed Enrolments Yn FOLLOWING SCHOOLS have completed their 100 percent enrolment in the Na- tional Education Association since the list was published in the February JOURNAL. Thirteen Years Missourt—Sedalia, Horace Mann, Mark Twain. Twelve Years AnizoNA—Mesa, Union High. Cauirorniuu—Berkeley, Le Conte; Long Beach, J. C. Fremont. IuNois—Rock Island, Washington Junior High. Missourt—Sedalia, Broadway, Jefferson, Smith- Cotton Junior-Senior High, Washington, Whittier. New Yorx—Mt. Vernon, William Penn. Eleven Years Cattronnta—Berkeley, Cragmont, Hillside, Long- fellow, McKinley; South Pasadena, Marengo Ave- Due. NNECTICUT—East Hartford, Burnside. Ew York—Mt. Vernon, DeWitt Clinton Elemen- tary, Robert Fulton, Hamilton. RGINA—Lynchburg, White Rock. Ten Years Curonnta— Berkeley, Washington, Willard Junior Sen Glendale, Magnolia; Los Angeles, Utah treet, Geno Sterling, Franklin, Junior High, Lincoln, , nior High. Man Burlington, Oak Street Elementary. ear Orono, Birch Street, Grammar, High, Web- OURI—Sedalia, Sedalia Public Schools, Broad- way, Je erson, Horace Mann, Smith-Cotton Junior- New , High, Mark Twain, Washington, Whittier. New Yost’ —Kearny, Franklin, Nathan Hale. cle ORK—Mt. Vernon, Columbus, Jefferson, Lin- N—Portland, Joseph Lane. Nine Years Ca.irorniA—Berkeley, Beach, George Washington. Hawatt—Honolulu, Territorial Deaf and Blind. ILLiNoIs—Maywood, Irving. INDIANA—Huntington, Huntington Public Schools, Central, High, Lincoln, Horace Mann, Riley, State Street, John Tipton. New JersEY—West New York, Public Number 1. Oun10—Cleveland, Mt. Auburn Training. PENNSYLVANIA—Corry, Corry Public Schools, Con- cord, Fairview, Harding, Homemaking, Industrial, Junior Elementary, Junior High, Senior High, Spe- cial Teachers, Washington. West VirGinta—Clarksburg, Morgan. WrYomMING—Lincoln County, District Number 2. Eight Years ALABAMA—Birmingham, Powell. Ca.irorNiA—Berkeley, Columbus, Emerson, Whit- tier; Los Angeles, Third Street; South Pasadena, Lincoln Park. FLoriwa—Dade Junior High. Hawan—Hilo, Junior High. IpaAHo—Pocatello, Jefferson. ILLinois—R ockford, P. A. Peterson. INDIANA—East Chicago, Garfield; George W. Julian Number 57. MASSACHUSETTS—Revere, Theodore Roosevelt. MicHIGAN—Grand Rapids, Coit. NEBRASKA—Omaha, Jackson. Ou10—Cuyahoga County, Cuyahoga County Public Schools, Beechwood, Berea Public Schools, Brook Park, Central, Fair Street, High, Bratenahl, Brecks- ville, Brooklyn Village, Butternut Ridge, Chagrin Falls Elementary, Chagrin Falls High, Coe, Dover Elementary, Dover High, Fairview High, Forest View, Garnett, Gates Mills, Giles-Sweet, Inde- pendence, Mayfield Center, Mayfield Central High, Mayfield Road, North Olmstead High, North Royal- ton, Oakville, Olmstead Falls, Orange, Parkview High, Parma Public Schools, John Muir, Pearl Road, Henry J. Schaaf Junior High, Senior High, State Road, Thoreau Park, Richmond Heights, Solon, Strongsville, Valley View, Warrensville; Findlay, Findlay Public Schools, Adams, Bigelow, Detwiler, J. C. Donnell Junior High, Firmin, Glen- wood Junior High, Howard, Huber, Lincoln, Me- Kee, Senior High, Special Teachers and Super- visors, Strother, Vocational, Washington; Logan County, Logan County Public Schools, Bellecenter Village, Bokescreek Rural, DeGraff Village, Harri- son Rural, Huntsville Village, Iron City Rural, Jefferson Rural, Lake Rural, Monroe Rural, Perry Rural, Quincy Village, Rushcreek Village, Stokes Rural, Washington Rural, West Liberty Village, Zane Rural. OrEGON—Lakeview, South; Portland, Beach, Couch, Rose City Park. PENNSYLVANIA—Carbon County, East Mauch Chunk University; Long County, Hialeah Elementary and Indiarapolis, Borough Public Schools, Grade, Junior-Senior High; Palmerton, Palmerton Borough Public Schools, Delaware, Franklin, Hazard, Junior- Senior High, Special Teachers and Supervisors; Pottstown, Pottstown Public Schools, Adams, Bu- chanan, Franklin, Garfield, Grant, Hamilton, Han- cock, Jackson, Junior High, Lincoln, New Grade, New Madison, Old Madison, Richards, W. W. Rupert, Senior High, Union, Van Buskirk. TENNESSEE—Shelby County, Shelby County Public Schools, Arlington Junior High, Arlington Ele- mentary, Bartlett High, Bartlett Elementary, Bolton Elementary, High, Brunswick, Capleville Elementary, Capleville Junior High, Coleman, Cheerfield, Collierville Elementary, Collierville High, Cordova Elementary, Cordova Junior High, Ellendale, Forest Hill, Frayser, Gragg, Industrial, George R. James Elementary, George R. James Junior High, E. E. Jeter Elementary, E. E. Jeter Junior High, Kerrville, Levi, Lucy, Mace- donia, M. C. Williams Elementary, M. C. Williams High, Millington Elementary, Millington High, Oak- ville, Rosemark Elementary, Rosemark Junior High, Whitehaven Elementary, Whitehaven High, White Station. Utran—Jordan School District, Jordan Public Schools, Bingham Central, Bingham High, Bluffdale, Butler, Copperton, Crescent, Draper, Granite, Herriman, Highland Boy, Jordan High, Lark, Midvale, River- ton, Sandy, South Jordan, Union, Upper Bingham, West Jordan. West Vircinia—Grafton, Grafton Public Schools. Bolton Seven Years Ca.irorniu—Berkeley, Thousand Oaks; Davis, Gram- mar, Joint Union High; Glendale, Cerritos, Thomas A. Edison, Benjamin Franklin, John C. Fremont, Horace Mann, John Marshall, John Muir, Verdugo Woodlands; Long Beach, Atlantic Avenue, Lincoln, Los Cerritos, Horace Mann, McKinley, John Muir, Naples, Theodore Roosevelt, Temple; Los Angeles, Loreto Street, Miramonte; Oakland, Lincoln; Pasadena, John Muir Technical High. {105 ] Hawat—Honolulu, Kuhio; Maui, Kihei, Wailuku Elementary, Wailuku Junior High; Oahu, Kailua, August Ahrens. ILttinois—East St. Louis, Cannady; Evanston, Dewey; Robinson, Township High. KENTUCKY—Louisville, John Marshall, McFerran. MASSACHUSETTS—Norwell, Center Primary. Missouri—Kansas City, Greenwood. New YorKk—Binghamton, Binghamton Public Schools, Open Air Number 7, Open Air Number 9; Mé. Vernon, Longfellow, Nichols Junior High. On10—Perrysburg, Perrysburg Public Schools, Ele- mentary, High. OrEGoN—Marshfield, Harding. PENNSYLVANIA—A bington, Abington Township Public Schools, Glenside-Weldon Junior and Grade, High, Highland, Junior and Grade, McKinley, North Hills, Overlook, Park, Roslyn; Carbon County, Packerton Independent Schools, Junior High; Nazareth, Junior High; New Kensington, New Kensington Public Schools, First Ward, Ridge Avenue Junior High, Second Ward, Senior High, Third Ward. SoutH Daxota—Belle Fourche, Belle Fourche Pub- lic Schools, Departmental, High, Lincoln. Texas—Dallas, Vickery Place. Utan—Salt Lake City, Uintah. WASHINGTON—S pokane, Logan. West Vircinta—Browns Creek District, Big Four, Big Sandy, Browns Creek, Burke, King-Carswell, Erin-Roderfield, Hemphill Capels, Keystone, Kim- ball, Marytown, Mohegan, Twin Branch, Vivian, Welch Grade, Welch High, Welch Junior High; Clarksburg, Linden. Six Years Ar1zona—Chandler, High School District. CALirorNiA—Dinuba, Dinuba Public Schools, Gar- field, Jefferson, Lincoln, Roosevelt, Washington; Galt, Joint Union High; Long Beach, John Dewey Vocational, Thomas A. Edison Junior High, Lowell, Signal Hill; Los Angeles, Brooklyn Avenue, Rig- gin Avenue; Pasadena, Daniel Webster. Hawau—Honolulu, Washington Junior High; Kauai, Koloa, Mana; Maui, Honokawai. ILLINoIsS—Cicero, Woodrow Wilson; Rockford, Turner. MAssacHusetTts—Revere, Henry Waitt. MIcHIGAN—Dearborn, Dearborn Public Schools; Ionia, Emerson, Jefferson; Monroe, Monroe Public Schools, Boyd, Christiancy, Junior-Senior High, Lincoln; Saginaw, Salina. MINNESOTA—Minneapolis, Washington. Missourt—Kansas City, Hyde Park. New Jersey—Camden, Senior High; Kearney, Wash- ington. New YorK—Mt. Vernon, Washington Junior High; Rochester, John W. Castleman Number 40, Lincoln Park Number 44. On10—Sycamore, Sycamore. Orecon—Portland, Portsmouth. PENNSYLVANIA—Clairton, Clairton Public Schools, Fifth Street Junior High, Fifth Street, High, Miller Avenue, Shaw Avenue, Short Street, Walnut Street Junior High, Walnut Street; Jersey Shore, Jersey Shore Public Schools, Broad Street, High, Walnut Street. VirnciniA—L ynchburg, West End. WASHINGTON—Kent, Valley. Five Years CauirorNiA—Glendale, Eugene Field, Thomas Jeffer- son; Long Beach, Jane Addams; Los Angeles, Fletcher Drive; Pasadena, Junipero Serra; Sas Diego, Central, Ocean View. Hawat—Honolulu, Kalihiwaina, Lincoln, Royal, Waikiki; Maui, Haleheku, Kaupakalua, Hamakuapoko, Honokohua, Puukolii, Spreckels- ville; Oahu, Kahuku, Benjamin Parker, Moanalua, Helemano, Waiahole, Kawailoa. ILttinois—Rockford, Brown. INDIANA—Martinsville, South. Matne—Machias, Washington State Normal. MicHiGaAN—Detroit, Edgar Guest. MINNESOTA—Minneapolis, Pierce, Whittier. Missourt—Kansas City, Foster Opportunity. New Jersey—Camden, H. B. Wilson; Ridgefield Park, Ridgefield Park Public Schools, Grant, High, Manoa, Washington Irving, Lincoln, Roosevelt, Special Teachers. New Yorx—Mf. Vernon, DeWitt Clinton Junior High, Wilson Elementary; Rochester, Lewis H. Morgan Number 37. Oxnto—Alliance, Alliance Public Schools, Franklin Number 2, High, Mahoning Avenue Number 7, North Lincoln Number 10, North Park Number 1, Park and Broadway Number 5, Riverside Number 11, Seneca Number 3, South Freedom Avenue Number 9, South Liberty Number 12, South Lin- coln Number 8, State Street Junior High Number 6; Canton, Fairmount; Champaign County, Wayne Rural; Cincinnati, Kennedy; Cleveland, Case- Woodland, Mt. Pleasant. Orecon—Portland, Eliot. PENNSYLVANIA—Pittsburgh, Bellefield Girls Trade. 106 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 193) —————— ee Four Years CALIFORNIA—A naheim, Katella; Hayward, Tennyson; Huntington Beach, Elementary; Long Beach, Edi- son, Franklin Junior High, James A. Garfield, Longfellow; Los Angeles, Aldama, Salesmanship Division; National City, Monument; Pasadena, James A. Garfield, San Rafael, George Washing- ton; Whittier, South Whittier. CoLorapo—Colorado Springs, Cheyenne Mountain. Hawatt—Honolulu, Kaaawa, Robello, Wailae; Maui, Huelo, Paia; Oahu, Pearl City, Waipahu. IpAHo——Boise, Lowell. INDIANA—New Castle, New Castle Public Schools, Omar Bundy, Charles S. Hernly, Holland, Junior High, Benjamin S. Parker, Senior High. KaNnsas—Garnett, Longfellow; Wichita, Lowell, Washington. MicHIGAN—Detroit, McKerrow. MINNESOTA—Pipestone, Indian. Missourt—Kansas City, Irving, Webster. New Jersty-—-Camden, Fetters; Delanco, Delanco Public Schools, Hickory Street, Walnut Street. Oxn10—A shtabula, Station Avenue; Canton, Stark; Columbus, Chicago Avenue; Marion County, Marion County Public Schools, Agosta, Caledonia, Clari- don, Grand Prairie, Green Camp, Kirkpatrick, La Rue, Martel, Meeker, Morral, Pleasant Township, Prospect, Waldo. OREGON—Portland, Chapman. Texas—El Paso, Lamar; Texarkana, Akin. Vircinia—Norfolk, Campostella Heights. Three Years ALABAMA—Birmingham, Moore, Seventeenth Avenue. ARIZONA—Phoenix, Junior College, Union High. CALiFoRNIA—Chico, Chapman, Chico Vecino, Nord Avenue, Salem; Glendale, Columbus, Home (Special Teachers) Department, Special Teachers and Supervisors, Eleanor J. Toll, Woodrow Wil- son; Long Beach, Starr King, Willard; Los An- geles, Rockdale, Valley View, Woodrow Wilson; San Bernardino, Burbank, Cajon, Lincoln, Urbita; San Diego, Benjamin Franklin, Garfield, Andrew Jackson. Connecticut—East Hartford, South Grammar. Districr or CoLtuMBia—Washington, John F. Cook. Hawatt—Hilo, Haaheo; Kauai, Eleele, Hanamaulu, Olohena, Anahola, Kekaha, Kilauea, Koolau, High, Lihue, Makaweli, Waimea Junior High; Kukui- haele, Kukuihaele; Maui, Kamehameha III, Haiku; Oahu, Wahiawa. MAsSACHUSETTS—W hitman, Dyer. MICHIGAN—Detroit, Fairbanks; Saginaw, Continua- tion, MONTANA—Great Falls, Franklin. NevaDA—Elko County, Jarbidge District School. New Jersty—Bernardsville Borough, Basking Ridge, Liberty Corner; Camden, Broadway. New Mexico—Raton, Raton Public Schools, High. New YorK—Mount Vernon, Nathan Hale, Part Time, Special Teachers & Supervisors; Poughkeepsie, Morse; Spring Valley, Lakeside. On1o—Champaign County, Jackson Rural; Cleveland, Central High, Union; Maple Heights, Bedford, Maple Heights Public Schools, Clement Drive, High, Maple Grove; Marion County, Marion Township, Richland Township; Rawson, Rawson Public Schools, Grade, High; Rootstown, Town- ship Public Schools. OreEGoN—Portland, Atkinson, Holman, James John, Maplewood, Sitton. PENNSYLVANIA—Hempfield Township, Hempfield Township Public Schools, Armbrust, Blanks, Bovard, Brush Creek, Coulter, Edna, Grapeville, Hannastown, Harrold Consolidated, Harrold Junior High, High Park, Huff, Kamerer, Kennedy, Lin- coln Heights, Luxor, Mt. Odin, New Stanton Con- solidated, New Stanton Junior High, Ocean Mine, Pleasant Valley, St. Clair, Thomas, Weaver's Old Stand, Wendel; Lewistown, Junior High; Phila- delphia, Shawmont. Two Years ALABAMA—Birmingham, Minor. ArIZONA—Chandler, School District Number 80. President, FLORENCE HALE Joy Eimer Morcan, Editor CALIFORNIA—Chico, Linden, Rosedale; Elsinore, Union; Emeryville, Sutter; Glendale, Balboa, Glenoaks, Mark Keppel; Orange County, Savanna; La Jolla, Elementary; Lakeside, Grammar; Long Beach, Burnett; Los Angeles, Burnside Avenue, Central Avenue, Graham; National City, National City Public Schools, Monument; Pasadena, Luther Burbank, Alexander Hamilton; Riverside, Inde- pendiente; Roscoe, Hansen Heights; San Diego, Lincoln; San Francisco, Emerson; Yreka, High. Connecricut—East Hartford, South Burnside. FLorwwa—St. Petersburg, Childs Park. Gerorcia—A tlanta, Smillie; Fulton County, Lena H. Cox, Hammond, Hemphill, R. L. Hope, Lakewood Heights, Perkerson, Alonzo Richardson. Hawau-—Honolulu, Aliiolani, Kapalama, Palolo, Puuhale; Kauai, Haena, Hanalei, Huleia; Oahu, Waianae, Watertown. ILLinois—Cicero, Cicero; Evanston, Miller; Stock- ton, Stockton Public Schools. INDIANA—East Chicago, Harrison. Matne—Bucksport, Luman Warren. MaAssacHuUSETTIS—Gloucester, Maplewood. MINNESOTA—Minneapolis, Lowell. Missourt—W ebster Groves, Goodall. MoNTANA—Great Falis, Great Falls Public Schools, Emerson, Franklin, Hawthorne, Junior High, S. D. Largent, Lincoln, Longfellow, Lowell, McKinley, Roosevelt, Senior High, Washington, Whittier. NeEBRASKA—Omaha, Harrison. New Jersey—Bergenfield, Warding, Washington; Bogota, Bogota Public Schools, Public Number 1, Public Number 2, Public Number 3; Gloucester County, Centre Square, Mantua, Repaupo, Wenonah; Hillside, Elizabeth, WHurden-Looker; Newark, Elliott Street. New York—Mt. Vernon, Industrial Arts; Roches ter, Lakeview Number 7. NortH Carovina—Halifax County, Halifax County Public Schools. NortH Daxota—Fargo, Washington. Oun1o—Canton, West North; Cleveland, Robert Ful- ton; Grand Rapids, Grand Rapids Public Schools; Pomeroy, Central; Sandusky County, Sandusky County Public Schools, Gibsonburg, Helena, Townsend Township, York Centralized; Spencer, Chatham Public Schools; Warren, Horace Mann. OreEGoN—Monmouth, Oregon Normal; Ontario, Ontario Public Schools; Portland, Franklin Pri- mary, Lents, Marysville, Peninsula. PENNSYLVANIA—A bington, Cedar Road; Berwick, Fairview Avenue, Fourteenth Street; Carbon County, Carbon County Public Schools, Aquashi- cola Grade, Ashfield Grade, Audenried Grade, Banks Township, Beaver Meadows Borough, Bow- manstown Borough, Coxeville Grade, Franklin Independent Grade, Franklin Independent High, Franklin Township, Kidder Township, Leviston Grade, Lower Towamensing Township, Mauch Chunk Township Public Schools, East End Grade, Hauto, Junior-Senior High, New Columbus Grade, West End Grade, East Mauch Chunk Borough Public Schools, Grade, Junior-Senior High, Packer- ton Independent Schools, Elementary, Junior- Senior High, Packer Township, Parryville Borough, Tresckow Grade, Weatherly, Borough, Elementary, Junior-Senior High, Weissport Borough, West Bow- mans Grade; Delaware County, Upper Darby Dis- trict Junior High; New Kensington, Martin, Valley Heights; Philadelphia, Pennypacker. Uran—Salt Lake City, Hawthorne. VERMONT—Bellows Falls, George Street; Ludlow, Black River Academy, High Street, Woodward. VirciniA—Richmond, Robert E. Lee. WASHINGTON—Vancouver, High. West VircintA—Bluefield, Beaver High. Current Year ALABAMA—Birmingham, Lakeview, Ramsey High. ARIZONA—Somerton, Grammar, Grammar (Colored). CALIFoRNIA—A valon, Avalon; Berkeley, Continua- tion High; Daly City, General Pershing; Emery- ville, Anna Yates; Fullerton, Orangethorpe; Glen- dale, La Crescenta, Lincoln, Montrose; Long Beach, Columbia, Lafayette, Seaside, Supervisors & Di- rectors; Los Angeles, Bridge Street, California “The Jieusned.of the N ational Education Association Published monthly, except July, August, and September, by the National Education Association of the United States History Division, Grant, Grape Street, Gravois Avenue; Ocean Beach, Ocean Beach; Pacific Beach Junior High; Pasadena, Andrew Jackson, Libra, & Physical Education Department, James Madi Roosevelt; Rancho Santa Fe, Rancho Santa Fe: Rialto, Junior High; San Bernardino, Arrowheat Jefferson, Metcalf, Washington; San Diego, Alice Birney, Luther Burbank, John Muir; San Fe Granada; Siskiyou District, Happy Camp High. Stanislaus County, Hart, Jones, Keyes, 1 Mountain View, Rising Sun Joint, Shiloh, Stan. islaus, Tegner, Washington; Tustin, Tustin Ele mentary Schools. Connecticut—Bridgeport, Roger Sherman; New Castle County, Newport (Colored). FLorina—Dade County, Miami Shores Elementary Hawatt—Honolulu, Cummins, Lanakila, Maemae. Maui, Kahului, Vocational, Keahua, Lanai City Junior High, Lahainaluna High, Makawao, Ulupa. lakua, Puunene, Keokea, Waihee; Oahu, Ewa, Andrew Cox Junior High. ILLINOIS—Alton, Lincoln; Cicero, Lincoln; East $, Louis, Bluff View, Edgemont, Harding.. INDIANA—I ndianapolis, Public Number 37. lowa—Burlington, Horace Mann Junior High, Oa Street Junior High. Kansas—Coffeyville, Coffeyville. Maine—Bath, Center Street, Dike, South Street; Bucksport, Spofford Junior High; Caribou, High Street, South Main Street; Castine, Eastern State Normal; Freeport, Grammar, Grove Street Pri mary, Rural Schools; Hiram, Town; Limestone, Primary; Pownal, Rural Schools; Saco, Union Number 7; South Portland, South Portland Public Schools, Knights of Pythias Hall, Knightville, Roosevelt, Thornton Heights, Westbrook Street, — Yarmouth, Grammar, Junior High, West ain. MAssAcHusETts—Orange, Central Junior High, Cheney Street. MICHIGAN—Muskegon, Paul S. Moon. MINNESOTA—Minneapolis, Calhoun, Corcoran, Lym dale, Horace Mann, Walter Page, Riley, Windom, Wester, Elementary & Missourt—Kansas City, Orphan Boys; St. Louis, § Riddick. Nevapa—Yerington, Barrett. New Hampsnuirt—Hanover, High. New Jersey—Gloucester County, Emlin, Ferrell, Harrisonville, High Street, Jefferson, Mullica Hill; Margate City, Granville Avenue; Rumson, Rum son Public Schools; Somers Point, Somers Point: Wildwood, Glenwood Avenue Number 2. New York—Mt. Vernon, High, Medical Department, F. W. Pennington, Wilson Junior High; Potsdam, High; Poughkeepsie, Poughkeepsie Public Schools, Clinton, Christopher Columbus, Continuation, Elsworth, Franklin, High, Kreiger, Lincoln, Liv ingston, Morse, Smith, Special Teachers & Super visors, Warring; Rochester, Horace Mann Number 13; South Glens Falls, Spring Street. Oxn1o—Akron, Mt. Hope; Alliance, Parkway Boul vard Number 13, Part-time Continuation, Speri#l Teachers & Supervisors: Cincinnati, Heber: Dunkirk, Dunkirk Public Schools; Litchfield, Litchfield; Pomeroy, Sugar Run; St. Bernarl High; Staunton, Township High; Sugar Grov, Berne Union. ; OKLaHoMAa—Oklahoma City, Taft Junior High, Wes wood. OrrcoN—Portland, Ainsworth, Arleta, Beaumont Bovs Pre-Vocational, Brooklyn, Buckman, Hill, Collins View, Department of Research, Fail: ing, Fulton Park, George, Girls’ Polytechnic, Glee: haven, Gregory Heights, Highland, Holloday, Hué- son, Irvington, Joseph Kellog, Kennedy, Kerns. Linnton, Mills Open Air, Mt. Tabor, Multnom# Normandale, Rigler, Roosevelt High, School i the Deaf, Sellwood, Sunnyside, Terwilliger, Vern John Vestal, Willbridge; Salem, Englewood. PENNSYLVANIA—A lverton, East Huntington To High; Berwick, Berwick Public Schools, Street, Fairview Avenue, Ferris Heights, Fou teenth Street, High, Market Street, Orange Street Harrisburg, State Department of Public Instr tion; New Kensington, Fifth Avenue, Fourth Ave [Continued on page A-61] Secretary, J. W. CRABTREE The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, | committee reports, and other regular publications of the Association. The payment of $100 gives the privileges of the $5 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. et once any change of address, giving old as well as new address. a THE JOURNAL is a member of the Educational Press Association of America and is published in accordance with the standards of that organizatiol Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Offices: 1201 Sixteenth Street N. W., Washington, D. C. ee a ee a . One dollar of each membership fee is for a year’s subscription to THE JOURNAL Advertising rates on application. to receive the Proceedings, Members are kindly requested to report | Acceptance fof Harotp A. ALLAN, Business Manager Vol. — Eas FrTaer oe ~~ ak Vol. 21, No. 3 CULTURAL TRAVEL IN EUROPE A delightful summer of travel through the Old World—combined with certain educational goals—here is reason enough to lure us down to the sea in ships! To fully realize the many educa- tional and cultural benefits of travel is the high purpose behind the group of Educational Tours offered by the Intercollegiate Travel Extension Service of the American Express Company. Points that will appeal to intelligent travelers: a cultural subject for each tour: art—music—psy- chology—social welfare, and many others interesting itineraries worked out with special ref- erence to the subjects emphasized on each tour educational directors who are authorities in their fields as well as experienced travelers an opportunity to gain academic credits on most of the tours CHOOSE: MUSIC LOVERS TOUR ... Educational Director, Prof. E. V. Moore, University of Michigan . . . Sailing on the “OLYMPIC” July 1, visiting: England, Holland, Germany, Austria, Belgium, France, returning on the “HOMERIC” Aug. 24... price $798. EDUCATION STUDY TOUR .. . Educational Director, Dr. Thomas Alexander, Teachers College, Columbia University .. . Sailing on the “GENERAL VON STEUBEN” June 30, visiting: France, Belgium, Holland, Germany, Austria, Czecho-Slovakia, returning on the “EUROPA” Sept. 7... price $760. SOCIAL WELFARE TOUR .. . Educational Director, Dr. Thomas Alexander, Teachers College, Columbia University, as- sisted by Mr. John W. Taylor of Raleigh Public Schools . . . Sail- ing on the “GENERAL VON STEUBEN” June 30, visiting: France, Belgium, Holland, Germany, Austria, Czecho-Slovakia, returning on the “EUROPA” Sept. 7 . . . rate $760. AGRICULTURAL TOUR .. . Educational Director, Dr. C. E. Ladd, Associate Dean of Agriculture, Cornell University .. . Sailing on the “OLYMPIC” July 1, visiting: England, Scotland, France, Belgium, Holland, Denmark, Germany, returning on the “PENNLAND” Sept. 4... price $800. EUROPEAN INDUSTRIES TOUR .. . Educational Director, Prof. N. C. Miller, Rutgers University .. . Sailing on the “WEST- ERNLAND” July 1, visiting: Belgium, Germany, Switzerland, Italy, France, returning on the “LAPLAND” Aug. 29. There is an extension tour to England of 7 days. Those taking it will return on the “BALTIC” on Sept. 5. Cost is $681 for the main tour, and $88 for the English Extension. ARCHITECTURAL TOUR .. . Educational Director, Prof. W. M. Campbell, University of Pennsylvania . . . Sailing on the “CONTE GRANDE” June 28, visiting: Gibraltar, Sicily, Italy, Switzerland, France, England, returning on the “STATENDAM” Sept. 3... price is $882. ART TOUR . . . Educational Director, Prof. Charles Richards, Oberlin College . . . Sailing on the “OLYMPIC” July 1, visiting: England, Belgium, Holland, Germany, Switzerland, Italy, France, returning on the same steamer Aug. 30... rate is $775. PSYCHOLOGICAL RESIDENTIAL STUDY TOUR ... Edu- cational Director, Prof. Henry Beaumont, University of Kentucky .+. Sailing on the “WESTERNLAND” July 1, visiting: Belgium, Germany, Austria, Switzerland, France; the group will reside in Vienna for one month and attend the University there. (Lectures in English.) Return on the “MAJESTIC” Sept. 6... cost $645. TEAR OUT THIS ANNOUNCEMENT, CHECK THE TOUR WHICH INTERESTS YOU, WRITE YOUR NAME AND ADDRESS HERE, AND MAIL. LITERATURE WILL BE SENT YOU PROMPTLY! EARLY BOOKINGS ARE IM- PORTANT! | AMERICAN EXPRESS COMPANY , 65 Broadway, New York (or the American Express Office nearest to you) American Express Travelers Cheques Always Protect Your Funds THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION and 4.000 square miles of the mightiest Canadian Rockies ASPER Park Lodge offers unique vacation oppor- tunities... Athousand milesof roads and trails through a vast tract of mountain splendor. A championship golf course. Warmed outdoor swimming pool. Mountain climbing... And fishing, too! Maligne, an exquisite mountain lake and one of the finest breeding zrounds for brook trout on the American continent, is open for fishing for the first time this year. 1932 rates at Jasper Lodge from $8.00 per day, American Plan. Season June 1 to Sept. 30. Canadian National offers direct connections from all points in the United States ...Write for booklets about ae Park and the Triangle our of the Rockies. CANADIAN NATIONAL The Largest Kailway Syren int CA merica. BOSTON ST. PAUL 186 Tremont St. 83 East Fifth St. BUFFALO DETROIT PITTSBURGH SAN FRANCISCO 420 Main St. 1523 Wash'g'n Bivd. OFFICES 365 Fifth Ave. 648 Market St. CHICAGO DULUTH MINNEAPOLIS PORTLAND, ME. WASHINGTON, D.C. So. Michigan Ave. 430 W. Superior St. 634 Marquette Ave, GrandTrunkRy.Sta. 901- 15th St., N. W. CINCINNATI KANSAS CITY NEW YORK PORTLAND, ORE. LONDON, ENGLAND 49 E. Fourth St. 705 Walnut St. 673 Fifth Ave. 302 Yamhill St. 17-19 Cockspur Street LOS ANGELES PHILADELPHIA ST. LOUIS SEATTLE 1329 Fourth Ave. 607 So. Grand Ave. Mention Tue Journat when writing our advertisers. 1422 Chestnat St. PA Ris. FRANCE 814 No. Broadway 1 Rue Scribe Sb Glorious outdoors...the comfort of spacious, uncramped living... swimming...dancing...deck sports ... Sightseeing in foreign ports. co BY SEAto California O hum drum when you go to Cal- ifornia this way! It’s great to play all the way when traveling from Coast to Coast. A wonderful outing full to the brim with fun and good fellowship. Deck sports, swimming in open air pools, dancing, gay parties, or a good book in a quiet, sunny corner. Panama Pacific liners make the run in the record time of 13 days. New, and lavishly appointed, they offer you ac- commodations comparable to those of the best transatlantic liners. And the food? Panama Pacific food and service are unsurpassed anywhere on the seas. Regular sailings from New York to Havana, Panama Canal, San Diego, Los Angeles and San Francisco. Accommo- dations for First Class and Tourist passengers. Circle Tours To California One way by water, via Panama Pacific Line, one way by rail with choice of route. Round trips from home town back to home town. Low summer fares. Ideal vacation trip. FASTEST, LARGEST, FINEST LINERS in New York-California service Panama Pacific Line *ALL NEW STEAMERS- INTERNATIONAL MERCANTILE MARINE COMPANY 30 Principal Offices in the U. S. and Canada. Main Office, No. 1 Broadway, New York. Authorized S.S. or R.R. agents everywhere. THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION Notes and Announcements This issue of THE JOURNAL is go- ing into the mails during the convention of the Department of Superintendence in Washington. The report of that con- vention will appear in THE JOURNAL for April. President Florence Hale is mov- ing forward with her plans for the At- lantic City convention June 26-July 1. There is every promise of a large attend- ance at this meeting. Teachers need the help of the Association today as never before. They need the wisdom that comes from conference and discussions in order to stabilize the schools and make them better. They need the change of scenery after their hard year of work. Large num- bers will drive thru in their own auto- mobiles, visiting places of interest within driving distance of Atlantic City. At- tendance at a great convention is a sound investment in personal growth. Secretary J. W. Crabtree, whose vigorous leadership has carried the Asso- ciation thru one crisis after another, sent out early in February a final appeal to leaders in the Association to support the organized profession in its supreme efforts to hold the lines of educational progress. Secretary Crabtree suggests: We want you to appoint a committee com- posed of your best to canvass your teachers for additional members. We want you to inspire the committee members with the need of every bit of help they can give. Let them know that this is an SOS call. Tell them that the breakdown in education is more serious than after the war. Let them know that it is up to the organized profession to save education in this depression if it is to be saved. Let them know of the great service the Association is rendering and that further help of teachers is now necessary to con- tinue standards and salaries and to be ready at sunrise to again promote the interests of the profession. How inexpensive schools are—$1 in every $33 of the national income in the United States is spent upon schools to finance the fultime activities of one person in every four of the total popu- lation of the country. The crisis in education is making it increasingly plain that teachers must make themselves students of the eco- nomic forces that underlie depressions and prosperity. The terrific inflation of real estate, utilities, and the other values that underlie our economic wellbeing, combined with an outworn system of taxation, has placed government activi- ties and the schools in serious jeopardy. Mention Tur Journat when writing our advertisers. Add new color to cheek.,: sparkle to eye... years to life. Outdoor adventure... new personalities ... new experiences build beauty, charm. Go independently. Or join a money: | saving all-expense tour with ex- perienced escorts, friendly fellow travelers. Best accommodations, Just like a big house party. Mountain saddle trails, friendly wild animals, Pacific Ocean beaches... ski, coast, climb, fish, cruise, dance at romantic chalets, Yellowstone Park (thru historic new Gallatin Gateway); dude ranches; Butte; Spokane’s lakelands; Seattle, Tacoma, adventure ports; Mt. Rainier, Mt. Baker; wild Olympic Peninsula Portland; Columbia River Gorge; Puget Sound cruises to old-Englisb Victoria, Vancouver, on to Alaska Round trip fares—lowest ever. Return via California, Colorado—n0 extra cost. Take the new OLYMPIAN The Electrified, Scenically Supreme Trail Roller-bearing Transcontinentd Queen. Marvelous, sootless, cinder less riding ease. Over the Belts Rockies, Bitter Roots, Cascades by day. Open observation cars. World famous meals by George Rector Let us help you plan— urite GEO. B. HAYNES Passenger Traffic Manager 809 Union Station Chicago, Ill. Ohe MILWAUKEE a ~—, “4 Rockies ‘0 the S March, 1932 Vol. 21, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The best way to protect the schools — Teachers, principals, and superintendents will do all in their power during these critical years to protect the schools against everything that will hamper and destroy their indispensable services to childhood. Few projects can be more effective than this—that every teacher will visit the home of every child under his charge to talk over that child’s welfare with the parents. Hoarding—You can help to stop hoarding. Every child knows what hap- pens when he ties a string tightly around a finger. Hoarding has a similar effect on the economic life. It stops the flow of money and cuts off the vital activities of production, distribution, and use of the materials of life. The National Educa- tion Association has joined other forces in the nationwide effort to end hoarding. Study the problem in your community and help to establish intelligent attitudes and practises. Consider the safety of pos- { tal savings, savings banks, and building and loan associations. t0 Dates to be remembered— a April 14—Pan American Day. For informa- 8 tion write to Florence Brewer Boeckel, di- rector, Education Department, National Council for Prevention of War, 532 17th ” | St., N. W., Washington, D. C. = May 18—World Goodwill Day. ow June 20-25—Meeting of American Home Eco- ast nomics Association in Atlanta, Georgia. June 26-July 1—Convention of the National iid Education Association at Atlantic City, New id Jersey. nce Education vs. training —Let us think, speak, and write of the education . of teachers rather than the training of te, | ‘teachers. Dr. Judd says that we train ie, | animals but educate teachers. ula; Be Necrology—Dr. Michael Vincent O’Shea—of lish the State University of Wisconsin, and a noted ska. educational leader—died of a sudden heart at- tack January 14, 1932. . Dr. Hugh Clark Pryor, of Teachers College, Pittsburg, Kansas, and a life member of the NEA, died December 19, 1931. Sarah Comly Norris Bogle, assistant secre- | tary of the American Library Association, died a January 11, 1932. Dr. James Alexander Beattie, educator and e minister, died December 24, 1931. Eva M. Jones of Shelbyville, Indiana, was teaching her forty-seventh year when she died _" on December 22, 1931. } Student pilgrimages to the na- tional capital—Each year thousands of students make a pilgrimage to our national Capital as one of the final enter- Prises of their senior year. This is a Seat opportunity for teaching citizen- ship and an appreciation of the histori- background of our national govern- [Continued on page A-58] /, es....Lake Louise Banff...in one epochal tour plan TOPPING at the same castle hotels as royalty. Motoring the same stupendous “behind the scenes” route. Dancing to the same enchanted orchestras. Climbing, trail riding, exploring, luxuri- ating at the same romantic alpine chalets. All on a mere sixty dollars—with no snootier clothes than you own right now. If that isn’t some- thing to get excited about, we give up. And you can come any time, stay over anywhere, stop off enroute to the coast—it’s all described and the daily doings pictured in a neat folder called ““614 Glorious Days in the Canadian Rockies.”” No matter what you thought of doing, this summer— don’t, until you’ve seen that folder! Phone your travel agent and ask for it right now, or write Canadian Pacific’s nearest office, Dept. A. NEW YORK: Madison Ave. at 44th St. CHICAGO: 71 E. Jackson Boulevard SAN FRANCISCO: 675 Market Street Glorious Days in the CANADIAN ROCKIES ALL EXPENSES Lake Louise (at top) is blue, jade, peacock- colored, sophisticated—while Emerald Lake is pure emerald, and rustic. You see wild moose, elk, bear cubs, along 124 motor miles of sun-striped forest, wild Kicking Horse Canyon, Great Divide — 2 National Parks. Canadian Pacific Hotels AND BREWSTER TRANSPORT CO. {Gray Lines} Ask also about All-Expense Conducted Tours to the Coast. Going: Grand Canyon and California or Yellowstone and Columbia Highway or Glacier National and Mt. Rainier—also Alaska. Returning: Banff and Lake Louise—64 Glorious Days in the Canadian Rockies. Mention THe Journat when writing our advertisers. A-58 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 193 | 3° a mile TO EUROPE --. including meals and be-th —on famous liners UROPE—the great adventure, and now so easily attainable at the low Tourist Class rates. Such jolly good times all the way over and back—and in Europe, this year you can do so much for so little money. Your American dollar goes farther than it has in years. Surely the year of years to see Europe economically. *106., NO CLASS DISTINCTION on the Tourist Class liners de luxe, Pennlandand Westernland. Their entire former Cabin accommodations (top class) are devoted exclusively to Tourist. The only steamers of their kind in the world. Also delightful Tourist Class on such famous liners as Majestic, world’s largest ship; Olympic, Homeric, new Georgic and Britannic, Belgen- land, Lapland and many others. Several sailings each week to the principal ports of Europe and the British Isles. Send for fascinating literature describing our Tourist Class in detail. 30 Principal Offices in U.S. and Canada. Main Office, No. 1 Broadway, New York. Authorized agents everywhere. WHITE STAR LINE RED STAR LINE international UTMOST OCEAN SERVICE Mercantile Marine Company [Continued from page A-57] ment. These visits will be of particular significance this year, 1932. Their effec- tiveness can be greatly increased by care-. ful preparation. The study of a few good books may increase the educational ad- vantages and pleasure of the Washington trip with less expense than any other means. The following list of references is supplied by Miss Louise Green of Wash- ington, D. C. Persons wishing a longer list and those interested in securing hotel accommodations and guide service may obtain help by writing Miss Green, 3101 P Street, Washington, D. C. LORADO TAFT WILL HEAD A STAFF OF EMINENT AMERICANS ONA EUROPEAN 1 OUR SUMMER OF 1932 $485 INCLUSIVE PRICE OTHER TOURS VISITING FIVE COUNTRIES $317 AND UP INCLUSIVE PRICE Illustrative Material—[1] Guide to Wash- ington. Rand McNally, Chicago. $.50. Illus- trated; interesting facts of the important things in the city. [2] The Capital of Our Country. National Geographic Society. Washington, D. C. $3. Beautifully illustrated with views of public buildings, parks and gardens, statues, and homes. [3] National Geographic Magazine issues of November 1931 and May 1928. Washington, D. C. $.50 each. Beautifully colored pictures of places of interest in Washington; stories and pictures of the life at Mt. Vernon in George Washington’s time. [4] Guide Book, Washington Cathedral, Bi- centennial edition. Washington, D. C. $.50. Pic- tures of the Episcopal Cathedral, its lovely gar- den, shrines, and historic mementos. [5] A Guide to the Franciscan Monastery. Washington, D. C. $.25. A collection of pictures of the various shrines of the Catholic monastery and its beautiful garden. [6] Costumes of the Mistresses of the White House. Rose Hoes. 1410 20th St., N. W., Wash- ington, D: C. $.75. Pictures of figures in the Smithsonian collection with description of the dresses and how acquired by the Museum. Books—[1] Your Washington and Mine. L. P. Latimer. Scribners, N. Y. $2.50. Contains in the one volume historic sketches of the city and its public institutions. [2] Mt. Vernon, Washington’s Home and the Nation’s Shrine. Paul Wilstach. Doubleday, Doran, Garden City, N. Y. $3. A detailed ac- count of the famous mansion and the family of George Washington with fine illustrations. [3] Washington, D. C., the Nation’s Capital. F. M. Fox. Rand McNally, Chicago. $2. A col- lection of short, true stories from the days of the Indians to the present; illustrated. [4] Washington, Past and Present. Charles Moore. Century, N. Y. $5. The author is chair- man of the National Commission of Fine Arts. BUREAU OF UNIVERSITY TRAVEL 21 Boyd St., Newton, Mass. A DAY “AMEX TOURS Travel indepen- dently, all plansare made in advance. Go abroad on date andship you prefer. Your “TRAVA- MEX™ tour begins in Europe. Choose from 10 fascinating itiner- aries. From 15 days for $133 to 35 days at $332.50. (Not including ocean voyage.) Send for flexible. Send fa Booklet 63. Booklet U, AMERICAN EXPRESS Travel Service If you prefer aney corted trip, herear 31 tours, interes ingly and carefully planned, and priced to fit modest iv comes. As follows 25-day tour $274, 42-day tour $4. (Including steam ship fare.) Sight seeing is comptt hensive; accomm dations pleasant, and arrangement 65 Broadway New York 23,000 “ctienrs Foremost Student Tours: 250 all expense tours, 26 to 9% Days, $235 to $690: Small rties. First class ore motor travel. New Tour ist Cabin. Organized Enter tainment. Send for booklet: COLLEGE TRAVEL CLUB 154 BOYLSTON ST., BOSTON, Mas 5 COUNTRIES—ALL EXPENSES See Scotland, England, Holland, Belgium, France. Steamship fare, rail and mote travel in Europe, hotels, meals and sightseeing included. 70 day tour, 9 countries, 6,000 miles motor, $860. THE TRAVEL GUILD, IMGs, if? N. Michigan, Chicago; 521 Fifth Ave., New You UNIVERSITY VACATION TRAVEL 7 EUROPE You will see more. You will have a better time. You will have finer leadership. The cost is no greater. College credits avail- able, if desired. Write for Booklet THE AMERICAN INSTITUTE OF EDUCATIONAL TRAVEL A department of the oldest, most efficient travel organization, 587 Fifth Avenue, New York Consult the originator of Student Tours and specialist in economical European Travel for the intellectual elite. Benefit from Dr. Keller’s experience with 15,000, satisfied guests. ‘‘Your aspirations are ours. KELLER TRAVEL CLUB 551 Fifth Ave, N. Y. Write for Booklet D Mention Tue Journat when writing our advertisers, Vol. 2 Ha' Good’ ever W munity any Pp peace é tus O. World tions, I ters bu Associ ture en the We World session gustus the Wo ciation: on the : extensi backgr with su cant in pects a let at 1 be proc of Educ St., N. Ohi three | celebra ington mc.. | ship los Prol In his mittee Directc Bureau collecte Over to lieu of Wise bt bringin remark tion an Unit in Sup health home- May I 1932, | State a of Nor SSEBBES FR 2SRERES Bite Pat Se We Vol. 21, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-59 Have you made plans for World Goodwill Day ?—Let us all do what- ever we can to create that world com- munity of culture which must underlie any permanent achievements in world ace and world organization. Dr Augus- tus O. Thomas, secretary-general of the World Federation of Education Associa- tions, now has his offices in the headquar- ters building of the National Education Association. Dr. Thomas is accepting lec- ture engagements, the proceeds to go to the World Federation. A guide to the study of disarma- ment—As an aid for teachers and stu- dents in following the activities of the World Disarmament Conference now in session at Geneva, Switzerland, Dr. Au- gustus O. Thomas, secretary-general of the World Federation of Education Asso- ciations, has prepared a 16-page booklet on the subject. This publication contains extensive information relating to the background of the conference together with suggestions for studying this signifi- cant international assembly in all its as- pects as it proceeds. Copies of the book- let at 10 cents each or $1 per dozen may be procured from the World Federation of Education Associations, 1201 Sixteenth St. N. W., Washington, D. C. Ohio Bicentennial plans—The three phases of the Ohio Bicentennial celebrations are the use of George Wash- ington tests; pilgrimages to Washington, D.C.; and a George Washington scholar- ship loan fund. Prohibition bureau pays its way— In his testimony before the Senate Com- mittee on Manufactures on February 2, Director Woodcock of the Prohibition Bureau, stated that considering the fines collected and the useful materials turned over to departments of the government in lieu of materials which they would other- wise buy, the Prohibition Bureau is now bringing in as much as it costs. This is a temarkable achievement in administra- tion and puts this unit aboveevery similar unit in the country in its effectiveness. Support your community child health program: It protects your ome—This is the slogan chosen for May Day, National Child Health Day, 1932, by the May Day committee of the State and Provincial Health Authorities ofNorth America. How to keep yourself informed— he National Committee on Education Y Radio, composed of the representa- ves Of nine great organizations, issues ach week for those who are interested in [Continued on page A-61] t “| hadn't being SICK” How discouraging is the period of convalescence, when the unpaid bills keep piling up and there is noth- ing coming in with which to pay them. A single ill- ness or accident often dissipates the savings of many years—all because the teacher “hadn’t fig- ured on” being disabled. How different everything is when the postman brings a monthly check from the =. Us) “Your letter, with the enclosed check,” writes Anna B. Kennedy, Brookfield, Mass., “came as a delightful Christmas present, just as I was feeling in the depths because of hospital, nurse and surgeon bills, money. press my appreciation.” No Place in the Budget for Doctors’ Bills Many a teacher, like Anna Irene Jenkins, Los Angeles, Cal., enjoys such good health as to make it seem unnecessary to provide for doctors’ bills. Fortunately, however, she did make T.C. U. provision. We quote from her letter: “I deeply appreciate your courtesy in caring for my claim. I am so used to being well I had left no place in my budget for doctors’ bills, and your check was certainly a Godsend.” You Aren’t Half as Sick When You’re Sick Under the T. C. U. Umbrella TEAC EARN $ 1° you know that you can earn $250 amonth this summer? Do you know that after you qualify, you to say nothing of a substitute earning my school Words are wholly insufficient to ex- To the T. C. U., Lincoln, Summer have the opportunity to go ahead to a bigger position with more income— and with bright prospects for permanent! work? @ There are a few openings in this national organizalion, in business over twenty years, for teachers of personality and education who are interested this summer in exchanging their usual profitless leisure for a vacation of business experience and Address: S. L. Weedon Co., Dept. 1-B, 2036 E. 89th St., Cleveland, O. figured on Get on the T. C. U. Payroll Before It Is Too Late Our records for many years prove that one teacher in five suffers enforced idleness and loss of salary every year because of Accident, Sick- ness or Quarantine. Your turn may come— it often does—when you least expect it. Before it is too late—get your name on the “T. C. U. Payroll.” Enjoy that comfortable feeling of knowing that the Teachers Casualty Underwriters stands ready to guarantee you an income when your regular income is cut off by reason of Accident, Sickness or Quaran- tine. Just fill out and mail the coupon. We will then mail you full particulars of how we pro- tect teachers. Please do it to- day. Teachers Casualty Underwriters 624 T.C. U. Building, Lincoln, Nebr. FREE INFORMATION COUPON 624 T. C. U. Building, Nebr. I am interested in knowing about your Protective Benefits. Send me the whole story and booklet of testimonials. Address (This coupon places the sender under no obligation) m1 & Ko 1 5 0 per month growing income. @ Teachers with normal school or col- lege training (and at least two years of teaching ex- perience) are desired. This position gives an opportunity to travel, to be associated with congenial people, and the chance to make an income of from $250 to $500 a month. A thorough training is given to all those selected, with a guaranteed income fo siart. Please give information as to age, education, experi- ence, and time you can work this vacation. thi: Mention Tue Journat when writing our advertisers. A-60 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION With the LEICA Camera and its 5 interchangeable lenses, you can quickly and easily obtain abun- dant illustrative material for your lectures at low cost. Action pic- tures, panoramic views, portraits, even stereoviews and microphoto- e graphs are easily made with the CLCaL LEICA. It is the perfect copying camera, for it makes clear repro- ‘whatteieensall Paceane and the ductions of drawings, maps, UDIFA Projector Simplify Your Teaching Problems with the photographs, paintings, manu- scripts, etc. The New Focus- ing Copy Attachment de- signed for use with the LEICA makes copying simpler, quicker and more accurate than ever before possible. The UDIFA Projector projects on a screen any picture you take with the LEICA Camera. Double frame size, giving four times the illumination of the standard single frame projected picture. Write to Dept. 58 for FREE BOOKLET Describing the LEICA Camera and UDIPFA Projector tne CRUISE TO ALLE UROPE MEDITERRANEAN AND NORWAY The economical way to Europe this summer. Low rate covers everything . . . shore excursions, hotels . . . guides, etc. li2 COUNTRIEes 54 DAYS S.S. LANCASTRIGA From New York July 2nd—One ship throughout. *590v . Send for literature . . . Your local agent or All expenses included . . [RANK tOURIST CO. 542 FIFTH AVENUE, NEW YORK CITY CUNQARG LINE 25 BROADWAY, NEW YORK CITY March, 19% Vol A Challenge to the Work in perfect reproduction of SOUND...IN PORTABILITY --- IN PRICE The HOLMES Sound-On Film Portable Projector is available at a price within the reach of all. ‘675 The lightest, most compact, simplest to operate pro- jector ever built. HOLMES silent Projectors now in . The use can be equip- Weight The ped for sound-on only film at small cost. 57 Ibs. tere serv The HOLMES needs no introduction. It is known and used th F799 world over. Write for full information. tal HOLMES PROJECTOR COMPANY; ** 1811 Orchard Street, Chicago, Illinois “" exte mak how YOUR PRINTING [& mat is your representative. It reflects your judgment ide: and character. Naturally, therefore, you should @ top select your printer as carefully as you would a § cati individual to represent you. are N OUR PLANT : T : . : ; Pio fully appreciates the confidence our clients m y pose in us when they ask us to produce their Pro printing. Each and every job—from a calli @ , card to a million copies of a large magazine—i Eo: given the same attention. It will be to your at I vantage to get information from us regardins i 4» your next order for printing. S Pro S Among the publications from our presses are Thi The Journal of the National Education Asso- ciation, The National Geographic Magazine, The American Federationist, The American De Rifleman, and the Daughters of the Amer can Revolution Magazine. th fir tin JUDD & DETWEILER, INC. Master Printers on to WASHINGTON, D. C. It Mention Tue Journat when writing our advertisers. 93) NY dgment should yuld an nts if ce. their calling zine—is our at garding ve e, Tr \ Vol. 21, No. 3 Senne eee nnn nn nrc ccc cc ccc cn ccc ee ec LL aE [Continued from page A-59] this great problem a bulletin on education by radio. Persons wishing to follow this great issue will be placed on the mailing list to receive this bulletin regularly with- out cost. Recent numbers include: An Open Letter to Members of Congress [V. 1, N. 36] How Does Your State Stand? [V. 1, N. 37] The Battle of Radio Armaments [V. 1, N. 38] Educational Functions of Radio [V. 1, N. 39] The World’s Oldest Educational Radio Station Carries On [V. 1, N. 40] Radio Administration—At Home and Abroad [V. 2, N. 1] Canadian Educators Speak [V. 2, N. 2] Commercialized Radio to be Investigated [V. 2, N.3 nae Radio Examiner Proposes to Interfere with Education in Ohio [V. 2, N. 4] American Education Week will be observed November 7-13, 1932, under the sponsorship of The American Legion, The United States Office of Education, and The National Education Association. These three organizations have been in- terested in its success since the first ob- servance in 1921. In recognition of the 200th anniversary of George Washing- ton’s birth, a joint committee of these organizations has selected for the 1932 American Education Week theme: The Schools and the Nation’s Founders. The extensive celebration of this anniversary makes this an appropriate year to show how our schools have kept alive the as- pirations for human liberty and have made citizenship a realization of the ideals of our forefathers. Day by day topics around which the American Edu- cation Week program will be organized are: Monday, November 7—The Homes of the Pioneers. Tuesday, November 8—The Schools of the Pioneers, Wednesday, November 9—Two Centuries of Progress in New World Schools. Thursday, November 10—The Schools and Equality of Opportunity. Friday, November 11—The Schools and American Ideals. Saturday, November 12—The Schools and Progressive Living. Sunday, November 13—The Schools and the Things of the Spirit. Three counts against tobacco— David Starr Jordan said that we have three main counts against tobacco. “The first is that it contains a poison, nico- line, which, in small quantities, is a nerve Mitant under the guise of nerve quieting. ‘+ « Tobacco does mischief to every- one that uses it. Our second count is that '0 young boys it does far greater harm. retards development and prevents ma- turity. consumers of tobacco soon lose considera- tion of the rights and comforts of others. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Our third is this, that They pollute the air almost every- where and in a greater and greater de- gree.” The best scientific inquiry leaves no doubt as to the evil effects of tobacco. Schools are now omitting from their sub- scription lists magazines which carry to- bacco advertising. OES the opportunity to earn $500.00 or more this Sum- mer appeal to you? THEN—Read the following and send the coupon. For 37 years we have employed from 100 to 200 teachers each Summer. They have made money —many of them have given up teaching to enter our business permanently, and many others have returned Summer after Sum- mer for what they call a money- making Compton Vacation. Our teachers last Summer aver- aged approximately $50.00 per week for the entire vacation. We know what qualified teachers can do this summer, and will guaran- tee expenses for the entire vaca- Mention Tue Journat when writing our advertisers, To WoMEN TEACHERS WHO WANT TO MAKE MONEY THIS SUMMER SEND COUPON FOR COMPLETE DETAILS A-61 [Continued from page 106] nue, Mt. Vernon, Parnassus Junior High; Phila- delphia, Henry C. Lea; Pittsburgh, Sterrett. SoutH Daxota—Belle Fourche, Washington. Texas—Houston, Love; Texarkana, Whitaker. VERMONT—North Westminster, Gageville; minster, Westminster. VirciniA—Bristol, Jefferson; Norfolk, George Wash- ington; Richmond, Grace Arents, Chimborazo, Ginter Park. West VirciniA—Abney, Phillips; Beryl, Beryl; Big Chimney, Big Chimney; Glen Hedrick, Beaver Graded; Sullivan, Sullivan. WIsconsIN—M ilwaukee, Vocational. tion period to those teachers who meet our requirements. No specialized experience is re- quired. You earn while you learn. What training you need we supply. Only successful teachers be- tween 25 and 40 years of age, who have had two years or more of Normal School or college training and three years of successful teaching experience, can be con- sidered. Preference will be given to those of highest qualifications who can start earliest and work longest. Very likely there will be thou- sands of teachers looking for posi- tions this Summer. Make your plans now. Write at once for the facts. Send the coupon today. Get full information; then decide. ! F. E. COMPTON & COMPANY, Dept. 93, ! Compton Bldg., 1000 N. Dearborn St., Chicago, Illinois 1 Gentlemen: I am interested in one of the posi- 1 tions you have open for the summer vacation. ; Please send complete details. Ds Ow sida ctasanerieeisadinwel Age D (iné i: pnéeind chad eaphhs aakhaanees No. of years spent in College... .or Normal. . . Facts About Name of College or Normal the House of Compton i opeiies Cantintnamnetimnmadiie ; Russtasendesver reser csesccenes pass their own building, pic- | PENIS 0 5s 60 Seesasccdssoecvedons ; above. Business i SEEN acnctecctrdothwaeeasaudanes a oa a a Gj 2 ; Ihavehad....... years of teaching experience. .S.—Foreign A iesinEng- '! My school closes...................0000eee land, Italy, Seach Ailes, Aus- |! I 7 k fro tralia and Philippine Islands. can wor ee ee West- THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION March, 1932 _— THE YATES-FISHER TEACHERS’ AGENCY PAUL YATES, Manager 620 South Michigan Avenue, Chicago Telephones: Harrison 2642, Harrison 2643 MOST EFFICIENT Easiest-to-Operate of all SCHOOL PROJECTORS : ; ALBERT 46TH YEAR.—Executives and teachers for all ” “ kinds of Public School work, and men and For “TALKIES TEACHERS AGENCY _. semaneenen women for good positions in State Teachers’ e : Colleges, Universities, and Private Schools, in 25 E. Jackson Bivd., Chicago good demand. Many thousands have secured 535 Fifth Avenue, New York. PROMOTION through this Agency. Why 415 Hyde Building, Spokane. not you? Write today. FREE— write for Victor Film Directory. Tells where to “Buy, Rent and Borrow 16 mm Films.” Manufactured by VICTOR ANIMATOGRAPH rs TEACHERS OUR SERVICE IS NATION-WIDE CORPORATION Davenport, lowe as AGENCY 4 ICAGO - Distributed by Experienced placement authorities in charge of every phase of educational activity. Our work includes © MASTER NATIONAL THEATRE positions from college executives to primary and kindergarten teachers. Excellent librarians, secretaries, “16 MM SUPPLY CO teachers of physical education and home economics are on our lists. Write for information. OJECTO ' Address 839 Steger Bldg., Chicago, Illinois. PROJECTOR se sranches in All Principal — Cities : for showin a ieee a — 30 Application Photos—S1.50 Fo best resulls send unmounted, origi ‘ ; nal photograph, with $1.50, and we will mail you, the same day your order is received, 30 finest quality reproductions in size (214 x 3%4) and style pre- ferred by Boards of Education. 15 copies for $1.00. Satisfaction guaranteed. We return your original unharmed, FULTZ STUDIOS, Dept. 2, 15 East 39th Street. Kansas City, Mo. HOLDEN Book Covers Springfield, Massachusetts varieties hardy Iris, the garden's most artistic beautifiers, including Ambassa- deur, the most richly colored Iris, gorgeous and fragrant, each labeled and all post- paid for only $1. Six orders only $5. Flora) Booklet Free. A. B. Katkamier SELF-KEYED ARITHMETIC CARDS EF AGH cteuins iS cinpe contains 4 operations the work is individual A | ' @ corrections are personal records are reliable pupil's own work 1 0 0 O correcting efficiency satisfaction Macedon, N. Y. Catalog School Slides 100 sxmrrience Back of its Scholarship and Contains listing of 44090 Edu Sov 1k; Sulbeoed Peemerreee Coe cational slides including Science, Set II. Self-Keyed FRACTION Cards. Geography, Literature, Travel, Set -HI. Self-Keyed DECIMAL Cards. Kindergarten, etc. 65 Cents a Set (Ss:3*) Write for Free Copy to Set Postage Prepaid Victor Animatograph Co. School Aids Co., 38 Lee Ave., Brooklyn, N. ¥. Accuracy That is why The Mer- riam-Webster is the “Supreme Authority”; is the most widely used reference work 292 Victor Bidg., Davenport, lowa March, April, May and June are excellent months for PICTURE STUDY. Let your pupils become familiar with some of the WORLD'S GREAT PAINTINGS through in the world; is uni- the use of versally accepted in ‘The Perry Pict ares the courts, colleges, schools, and libraries. WEBSTER’S NEW INTERNATIONAL DICTIONARY The “Supreme Authority” Just Off the Press Tenth Yearbook DEPARTMENT OF SUPERINTENDENCE CHARACTER ori 2 = Sgdorheme ns en ae a Every State that has adopted an una- bridged dictionary for use in its schools has chosen exclusively The Merriam- Webster. Nearly 100% of all schoolbooks are based on the New International for pronuncia- tion, spelling, compounding, and division of words. The Colleges voted overwhelmingly in favor of Webster as the standard of pronunciation, in answer to questions poe by the Chicago Woman's Club. GET THE BEST! Write for Free richly illustrated pamphlet with sample pages of The New International. G. & C. MERRIAM COMPANY: Springfield, Massachusetts The Angelus Millet Especially helpful in Language, Literature, History and Geography. Prices assorted as desired: ONE CENT SIZE. 3 x 3%. For 50 or more. TWO CENT SIZE. 5% x 8. For 25 or more. A larger TEN CENT SIZE. For 5 or more. All postpaid. Send 50 cents for 25 Art Subjects, or 25 for children, or 20 of life of Washington and 5 art subjects we have selected. Make the most of the George Washington Cele- bration. An excellent chance for language and history work with Perry Pictures illustrations. “Found nothing better duri 16 cents in my years of public schoolteack | | Catalogues coin or ing to stimulate interest than stamps, 1600 miniature illus- the Perry Pictures.”’ trations. Awarded Four Gold Medals. The Perry PicturesCo., Box 4, Malden, Mass. Mention Tue Journat when writing our advertisers. EDUCATION 535 pages Price $2. In this yearbook a difficult task is at- tempted—the task of presenting a dis- cussion of character education as a func- tion of the schools in a way that will promote rather than hinder such educa- tion. DEPARTMENT OF SUPERINTENDENCE, National Education Association 1201 Sixteenth Street N. W. Washington, D. C,