anu. ROO M. t 
LIBRARY 
UNIY, OF mic APRIL, 1932 


the JOURNAL ¢ the 


NATIONAL EDUCATION 
ASSOCIATION 


The Superintendent, an Economist—Editorial ‘ ‘ , , , 
What Education Costs—William Dow Boutwell . . P , ‘ ‘ 108 
Ideas from the Washington Convention ; ‘ ‘ . 109 
Education as a National Enterprise—Robert Mowmand Mutchion . . ; 111 
Resolutions Adopted at Washington . ‘ , ; ; . 112 
The Superintendents at Mt. Vernon ‘ ‘ : , : 112 
Education, the Nation’s Safeguard—Charles H. Judd ‘ ; : ‘ ‘ 113 
Individual Counseling—Character Education : : : , : . 117 
Can the Monster Be Stirred?—David L. Crawford ; ; ; , ‘ 119 
Adjustment of the Concrete-minded Child—Caroline B. Zachry . ‘ ; 121 
For Thinking America . ‘ R , ‘ . 122 
Diagnosing Pupil Difficulties—Leo : - Srebeliner , ; ‘ . : 123 
Public Elementary and Secondary Education in 1930—Statistics ; : ‘ 126 
The Results of Planning—Harold F. Clark . ‘ ‘ - : ; ; 127 
Schools That Are Prophecies ‘ : ‘ . R ; . , 129 
Athletic Badge Tests for Boys and Girls , : . ; . , , 130 
Planning the Family Budget . ; ‘ : , : . ‘ ° 131 
Glimpses of Atlantic City Schools . , , ‘ ‘ ‘ 133 
Vitalized Group Study and Faculty Mettings , ‘ ‘ ? ; ‘ 134 
Mental Hygiene in the Journal . ; ; ; : , ; ‘ 134 
The Geneva Arms Conference ; a : . 135 
Intellectual Motivation at the College Sis —s McConn ‘ ; . 137 
Builders of Our Profession . ; ; : ; ; : ' ; . 139 
Notes and Announcements . , ’ , ; , ‘ . A-74 


Contents of previous issues of The Journal of the National Education Association can 
be found by consulting the Readers’ Guide and the Education Index in your library. 


Pusuisnep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE 
NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- 
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OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. 


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Editorial for April 1932 


The Superintendent, an Economist 


RESIDENT EpWIN C. BrooME in the 
program for the Washington con- 
vention had many significant and 
timely features built around the theme, 
“Education: our guide, and our safe- 
guard, and one of the chief sources of 
our spiritual life, our cultural growth, 
and our material power.” Especially 
helpful was that part of his program 
which dealt with the present crisis and 
public education. There were discussions 
by outstanding leaders that went to the 
very roots of the economic and financial 
situation which has seriously threatened 
the integrity of educational enterprise. 
For months preceding the convention, the 
Department of Superintendence had at 
work an able committee on school costs, 
under the chairmanship of Superintend- 
ent David E. Weglein of Baltimore. 
This committee submitted at the 
Washington convention a report cover- 
ing [1] the present emergency in school 
finance, [2] possible economies which 
may be effected, [3] apportionment of 
state school funds and possible sources 
of educational revenue for school pur- 
poses. This committee has come to grips 
with the plain fact that no large reduc- 
tions can be made in school costs with- 
out curtailing much-needed services to 
the children. The committee calls spe- 
cial attention to the fact that: 


Concern over this problem is not, and 
should not be, limited to the educational pro- 
fession. The effective and continuous function- 
ing of the schools is a matter of first impor- 
tance to the statesman, the business man, the 
parent, the manufacturer, and the public in 
general. Solution of the problems of school 
support calls for careful research, clear think- 
ing, and cooperative action by all groups, both 
within and without the profession. Our social 
heritage, our democratic form of government, 
and our present industrial civilization alike 
demand a continuously effective school sys- 
tem. Crippling the schools thru unwise re- 
trenchment, therefore, means an_ irreparable 
loss to American childhood, a lowering of 
national standards of culture, health, and 
efficiency, and a dangerous attack on the 
soundness of our democratic institutions. At 





the same time, the taxpayer has both a right 
and a duty to assure himself that his taxes 
for schools are being wisely expended. Intel- 
ligent economy, which means getting the max 


ILTON CHASE PoTTER, president of the 

Department of Superintendence for 
1932-33, is superintendent of schools at Mil- 
waukee, Wisconsin. 





imum return for every dollar spent, should 
characterize the school program both in pros- 
perous and adverse times. 

America has cause to be proud of the 
vision, enetgy, and integrity of her 
school administrators. No other phase 
of American life can show a higher level 
of performance and efficiency. With one 
person in every four giving his full time 
to the schools as pupil or teacher, we 
are spending upon this enterprise only 
$1 in every $33 of the national income. 

The best school superintendents of 
America have made themselves students 
of school finance, taxation, and social 
planning. They are burrowing deeper 
into the whole theory of the economic 
values. It becomes increasingly plain 


that if the vital services of government 
and education are not to be crushed by 
blind economic forces, not only super- 
intendents, but principals and teachers 
and members of boards of education and 
eventually citizens generally, must be 
made intimately familiar with the great 
economic facts and trends upon which 
the wellbeing of us all depends. It is a 
wholesome sign that many superin- 
tendents are economists. They are in a 
position to know that the real purpose 
of money is to enrich the human 
values—to build up, beautify, and en- 
noble human life. 

To get at the roots of present eco- 
nomic difficulties, it is necessary to give 
attention to a number of related prob- 
lems which influence the reservoirs from 
which taxes are drawn, including such 


issues as: 





The creation of fictitious realestate values 

Stock watering and writeups in utilities 

Stock exchange gambling and manipulation 

Costly crime, fostered by corrupt city poli 
tics and illorganized, uneducated police 

Corruption and “watered” salaries in busi 
ness and industry 


Parasitic industries selling valueless or 
harmful products 

The excessive concentration of buying 
power in cities 

The need for coordination of local, state, 


and national taxation 
City, regional, state, and national planning 
Coordinated industrial, 
business planning 


agricultural, and 


America has her own distinctive future. 
She is rich in human resources cultivated 
thru education. She is able to go far be- 
yond any other country. She can abolish 
poverty, provide economic democracy 
and security, and raise the standard of 
living. Her schools must move forward 
to a new effectiveness in the education 
of children and to the development of a 
comprehensive program for the education 
of adults. [Read H. G. Wells’ The Work, 
Wealth and Happiness of Mankind | 
—J. E. M. 


I CONGRATULATE the Department of Superintendence of the National Education Association most cordially 
upon the success of its conference just closing in Washington; and the nation upon the inspiration in the 
high service of education that flows out to the country from its deliberations. {'These serve again to remind 
our people that however the national economy may vary or whatever fiscal adjustments may need be made, 


the very first obligation upon the national resources is the undiminished financial support of the public 
schools. We cannot afford to lose any ground in education. That is neither economy nor good government. 


Yours faithfully, Herbert Hoover.—A letter to the new president of the Department of Superintendence, 
Dr. Potter, February 25, 1932. 


[ 107 ] 








aati. 





schools were not free. I wish we 

could have one day each year when 
every parent would be asked to pay the 
cost of the school’s services to his chil- 
dren for that day. 

If this were done I am sure that we 
would all think of school expenditures 
in a different light. Instead of talking 
about budgets calling for thousands of 
dollars we would think of our payments 
to teachers in the same terms as our pay- 
ments to the doctor or the dentist or the 
music teacher. Suppose you had to en- 
gage a tutor to teach your child in your 
home. Such service usually costs $1.50 
to $3 per hour. Have you ever thought 
to inquire how much it costs to teach a 
child in the public schools? 

I am going to ask you to imagine that 
a day on which each parent has been re- 
quested to pay the costs of his children’s 
training has been proclaimed. The Rob- 
inson family is discussing the situation 
at breakfast. 

“Dad,” says Jane, “don’t forget to 
give me some money for school today. 
You know this is the one day of the year 
we have to pay for school.” 

“Well, how much do you want, Jane? 
I’m afraid this is going to be pretty 
expensive. Teaching you geography and 
history and spelling and arithmetic and 
English isn’t exactly an easy job. Then 
there are your books and the janitor and 
coal.” 

“Tt’s not so much, Dad. In fact it is 
just about the price of a new golf ball. 
Fifty-one cents will be enough, Dad.” 

Yes, 51 cents is enough. That is the 
average daily cost of giving a modern 
American education to the average 
American child. Think of that when you 
drive the next golf ball into the rough. 
Think of it when you buy a box of 
candy. Think of it when you buy a pair 
of tickets to the movies. Think of it when 
you are talking about school budgets 
and salary cuts. Remember that. Amer- 
ican schools are run so economically 
that they will give your child books, a 
classroom, equipment, a playground, 
and a day’s instruction under a well- 
trained teacher, for the price of a golf 
ball or the cost of a box of candy. 

But not all of that 51 cents goes to 
the teacher. Of this amount she receives 
only 28 cents. That is all—28 cents for 
teaching one child for a day. 


| WISH that sometimes our free public 








Teachers Interpreting the Schools 


What Education Costs 


Let us imagine again. Jane with the 
51 cents that her father gave her to pay 
for her school day is entering Miss Net- 





EACHERS INTERPRETING THE SCHOOLS 
—To interpret the schools to par. 
ents and citizens is as much a part of 
the teacher’s work as the instruction of 
children. Our schools belong to the peo- 
ple; they will go as far and no farther 
than the people wish. {Every officer in 
the school system is an interpreter, 
but the teacher can do more than any- 
one else. The parents of the children 
you teach think of education and school 
in terms of you and your classroom. 
Do they understand the needs of the 
schools? Are you prepared to interpret 
your own work and that of your fellow 
teachersP Can you explain methods, 
objectives, and achievements? 








tie Black’s seventh grade geography 
class with 29 other boys and girls. 

“Good morning, children,” says Miss 
Black. ““You remember that I requested 
you to bring to school today enough 
money to pay the cost of teaching you 
geography during the next hour. 

“You may put the money on my desk. 
Leave only enough to pay the cost of my 
services in teaching you this one hour.” 

Now, how much do you think each 
child put on Miss Black’s desk? Just 
guess. Exactly 5 cents. How much would 
you pay a high-school girl for staying 
with the children in the evening? How 
much would you pay a man to fire your 
furnace? Of course, you may say the 
teacher instructs an entire class. True, 
but to her the 30 children are 30 separ- 
ate individuals demanding individual 
help and attention. 

For teaching a class of vigorous Amer- 
ican boys and girls for six hours each 
day; for preparing lessons the night be- 
fore; for checking papers and asking 
questions to make certain that each 
child has learned his geography and his- 
tory and spelling; for work as exhaust- 
ing and demanding as can be found in 
any profession, this able teacher receives 
$116 per month. This figure I use is a 
12-month average and like all other fig- 
ures I have used is based on both high- 
school and elementary-school data. 

Today many communities are asking 
their schools to help bear the burdens of 
the financial depression. The teachers 
have already responded with liberal 


{ 108 | 


gifts of money and services. Communi- 
ties are studying their schools and every 
other agency of government to discover 
what economies can be made to bring 
expenditures within the community’s 
capacity to pay... 

Parents owe it to their children to 
weigh carefully the many proposed 
methods of economizing in school ex- 
penditures. A false step here can cripple 
the fundamental services of the schools, 
In the years just ahead of us lie impor- 
tant problems. These problems cannot 
be solved by a blighted generation of 
imperfectly trained children. 

Among the factors bearing on school 
efficiency that communities will want to 
study is the teacher’s share of the school 
tax dollar. Contrary to general belief 
the teacher’s share of the school tax dol- 
lar has decreased steadily since 1890. 
Forty years ago we gave our teachers, 
who were men and women not nearly as 


_wellprepared as our modern teachers, 
two thirds of the school dollar. Today 


teachers receive but little more than half 
of the school dollar. What does this 
trend reveal? Perhaps it reveals that we 
are putting more trust in buildings and 
books and equipment than we are in 
teachers. 

Wise buyers know that there is really 
no such thing as a bargain. In the long 
run you get exactly what you pay for. 
The quality of ability attracted to teach- 
ing varies according to the rewards for 
teachers’ services. The quality ~ in- 
struction your child receives at school 
is governed by factors beyond the con- 
trol of the teacher—beyond control of 
the superintendent. It is governed in the 
last analysis by the share of the tax 
dollar which your community is willing 
to pay for teachers’ salaries. 

Both the United States Office of Edu- 
cation and the National Education As- 
sociation stand ready to supply you with 
vital information bearing on_ school 
problems. They are eager in this emer- 
gency to help citizens in their efforts to 
keep the quality of education available 
to their children up to the splendid 
standard democratic America demands. 
Let us all work together to keep our 
schools up to that standard—William 
Dow Boutwell, of the United States 
Office of Education, in a radio address 
from the studio of the National Educa- 
tion Association. 


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aw “ S 


— oO 





Ideas from the Washington Convention 


CRITICAL examination of the more 
A expert opinion and research de- 
voted to ability grouping indi- 
cates that decisive evidence is still lacking 
concerning its ultimate desirability — 
Fred C. Ayer, professor of educational 
administration, University of Texas, Aus- 
tin. 

There are scarcely a half dozen Amer- 
ican liberal colleges which devote them- 
glves thoughtfully and intelligently to 
providing a liberal education in terms of 
the conditions and needs of the twentieth 
century. The remainder of these colleges 
show vestiges of the liberal education of 
100 years ago, combined with a chaotic 
accumulation of other materials. This sit- 
vation is largely due to the dictatorship 
which research has succeeded in setting 
up in areas in which it should be the ser- 
vant and not the master—Thomas E. 
Benner, dean, college of education, Uni- 
versity of Illinois, Urbana. 

Graduation will come to depend on the 
passing of comprehensive examinations 
and the accomplishment of some consid- 
erable piece of independent work, instead 
of on the mere accumulation of course- 
cedits—Karl W. Bigelow, professor 
of economics, University of Buffalo. 

Special classes are provided nine times 
as often for the very slow as for the very 
bright—Roy O. Billett, specialist in 
shool administration, U. S. Office of 
Education, Washington, D. C. 

The educational world must awake to 
the need of character in teachers. When 
they do, high ideals will have more value 
than high degrees—Agness Boysen, 
principal, Lyndale School, Minneapolis. 

Despite its notable growth, secondary 
education is still highly selective, only 
half of youth being enroled, and the offer- 
ings are not appropriate to any respect- 
able fraction of the students —Thomas 
H. Briggs, professor of education, 


Teachers College, Columbia University. 
There is no greater responsibility that 
is put upon us individually or as a race 


b sass ser RETRENCHMENTS are 
made in public education should 
be made by the friends of children and 
not by those who would sacrifice the 
welfare of the schools to serve selfish 
ends or to promote their own political 
fortunes or those of their party, or who 
in this period of distress, seek to gain 
temporary and cheap popularity with 
the overburdened taxpayers by loudly 
denouncing the public school as costly 
and extravagant. Economies in the ad- 
ministration of schools are being made 
and possibly further economies may be 
effected, but they should be made only 
after careful and sincere study by those, 
both educators and laymen, who hon- 
estly believe in the truth of the theme 
of our convention, that education is “our 
guide, and our safeguard, and one of the 
chief sources of our cultural growth, 
and our material power.”—Edwin C. 
Broome, president, Department of Su- 
perintendence, 1931-32. 














than the proper use of leisure. Our leisure 
must take in two qualities; first, play in 
order to relieve strain, which must take 
the place of any artificial escape, and 
second, recreation to build up our bodies 
so that they will be prepared to meet the 
strain——George B. Cutten, president, 
Colgate University, Hamilton, N. Y. 
With few exceptions our states have 
not as yet accepted the duty, clearly 
placed upon them by specific provision 
of most state constitutions, of maintain- 
ing free public schools at the expense of 
the state government. Dependence upon 
a direct tax, placed upon tangible prop- 
erty, will not meet the situation. In my 
opinion, the most equitable means of 
securing the necessary financial support 
for education is thru the income tax.— 


Russell Dearmont, state senator, Cape 
Girardeau, Mo. 

As long as the great mass of the popu- 
lation is warminded there will be wars. 
If we can make the next generation peace- 
minded there will be peace—Lawton B. 
Evans, superintendent of schools, Man- 
chester, N. H. 

I look forward to the day when we shall 
have a system of adult education in every 
state which will reach every man and 
woman as we are now reaching every 
child, and the librarian will be as impor- 
tant a factor in that place as the formal 
teacher or lecturer, perhaps the most in- 
spiring factor—John H. Finley, editor, 
New York Times. 

Democracy is a struggle between pro- 
paganda and education: there is no third 
alternative-—Ross L. Finney, associate 
professor of educational sociology, Uni- 
versity of Minnesota, Minneapolis. 

Recent studies have shown that mate- 
rials may be organized so as to enable 
pupils to learn by themselves with great 
rapidity what is now laboriously taught 
by the teacher—Arthur I. Gates, pro- 
fessor of education, Columbia University. 

The public schools are the people’s 
schools and the people must know and 
understand the schools, otherwise the 
people will not support them. School su- 
perintendents are inclined to be idealists 
and optimists and to believe that the good 
work done in the schools will speak for 
itself. Unfortunately good work does not 
speak for itself. The schools need an ad- 
vocate with the people-—J. M. Gavinn, 
superintendent of schools, San Francisco. 

Children love to go to school and they 
worry when they think the door of the 
schoolhouse might be closed, contrary to 
some of the public superstition that pre- 
vails against that thought—Florence 
Hale, president, National Education 
Association. 





Section of photograph showing Department of Superintendence with President Hoover on the White House grounds. 


[ 109 } 








una: Cape 


ten 


ged 


Supervision is a democratic, coopera- 
tive enterprise in which the personality 
of the teacher must be recognized to the 
fullest—John S. Herron, principal, 
Lafayette Street School, Newark, N. J. 

Conclusions drawn from studies of P. 
R. Stevenson were that the size of class 
when considered alone is not the deter- 
mining factor in instruction. The total 
teaching load is the significant factor 
rather than the size of class—T. C. 
Holy, professor of education, Ohio State 
University, Columbus. 

Intellectual energies can be released by 
actual thinking in the classroom. Esthe- 
tic energies can be released by engaging 
pupils in creative artistic work. Social 
energies can be released by having pupils 
participate in all the activities of the 
school, including the governmental. Con- 
structive energies can be released by mak- 
ing and building things out of raw mate- 
rials Herman H. Horne, professor 
of philosophy of education, New York 
University. 

By educating man as a whole, you edu- 
cate him for leisure and for everything 
else. You turn him into the sort of man 
who can do a job he never did before 
whether in labor or in leisure—L. P. 
Jacks, Oxford, England. 

The power of the teacher lies in a sin- 
cere devotion to his calling, rich and fruit- 
ful scholarship, and not in a would-be 
technology —F. C. Landsittel, asso- 
ciate professor of education, Ohio State 
University. 

The teachers college must select for the 
profession teachers who are fitted by na- 
ture and education to make possible the 
ideal school of the future, cosmopolitan 
in interests, homelike in atmosphere, 
friendly in human relationships.—A. 
Grace Lind, principal, Johnson-Ban- 
croft School, Washington, D. C. 

We challenge anyone to point out in 
real life, outside of our penal institutions, 
anything remotely approaching homo- 
geneous grouping—James R. Me- 
Gaughy, professor of education, Teach- 
ers College, Columbia University. 

Prevention has continued to be a chief 
aim of visiting teacher work, prevention 
of failure, of social and emotional mal- 
adjustment, in individual children.— 





110 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


April, 1932 





Lois A. Meredith, visiting teacher, 
N. J. State Normal School, Newark, N. J. 
Problems in school finance of immedi- 





ye SITUATION demands teachers who 
are more than drill masters. The 
work of the teacher in our society must 
be measured by the degree of leadership 
which he is able to offer to young people 
in their attempt to understand our mod- 
ern complex social life. He must be a 
student of society as well as a student 
of human nature. He must seek to lead 
boys and girls in their attempt to think 
straight with respect to the most diff- 
cult problems with which men have 
ever had to struggle. He must seek to 
develop those ideals which will make 
possible the regeneration of our society. 
—George D. Strayer, professor of edu- 
cation, Teachers College, Columbia 
University. 











ate importance are [1] the investigations 
of retrenchment steps now being taken 
which promise to be real economies rather 
than sacrifices in educational opportuni- 
ties; [2] an investigation of the nature 
and returns on various levels of expendi- 
tures; [3] the development of standards 
for the reorganization of rural taxing and 
administrative units; and [4] the gather- 
ing of facts which will be helpful to legis- 
latures in the developing of more ade- 
quate state aid systems—Paul R. 
Mort, director, school of education, 
Teachers College, Columbia University. 
In too few instances has the school 
broken with the old textbook learning. 
The high school should contribute to 
making American minds critical of Amer- 
ican life. The school, admittedly an in- 
strument for social control, enforces the 
standards of present-day society and thru 
outside pressures contributes to the lag 
in social and political affairs—Jesse 
H. Newlon, director, Lincoln School, 
Teachers College, Columbia University. 
The goal of character education is the 
discovery or creation of a way of living 
which conserves and produces as many 
values as possible for as many people as 
possible over as long a time as possible. 
Any good curriculum is a character edu- 
cation curriculum. To the extent that a 
curriculum makes a sincere, intelligent, 


and courageous attack on the real prob. 
lems of living, it meets the requirements 
for character training—Mrs. John K, 
Norton, associate director of research, 
NEA, Washington, D. C. 

Unless educators furnish leadership in 
the present crisis it will come from the 
wrong source and will lead in the wrong 
direction. The demands for disastrous 
retrenchment at the expense of education 
do not come from the great mass of in- 
formed people. They come, generally, 
from selfseeking politicians, demagogs, 
the privileged few whose large incomes 
are temporarily reduced, and from those 
who are either ignorant or deceived— 
J. A. Stoddard, professor of secondary 
education, University of South Carolina, 
Columbia. 

By 1960 it is predicted that practically 
all the children of farmers will attend full- 
time schools to eighteen years of age, and 
that thirty to fifty percent will seek at 
least two years attendance at liberal col- 
leges—David Snedden, professor of 
education, Teachers College, Columbia 
University. 

Freedom to do independent thinking, 
to try experiments, and to carry out crea- 
tive activities should be given principals 
by superintendents——Paul C. Stetson, 
superintendent of schools, Indianapolis. 

Only within the last score of years has 
education in the large actually turned 
from the letter to the spirit—Herbert 
S. Weet, superintendent of Schools, 
Rochester, N. Y. 

There is one irreducible minimum for 
effective teaching. This one basic require- 
ment is good teaching. Such service can 
be expected only from men and women of 
broad training and high personal quali- 
ties. Such people are everywhere and 
always in demand.—David E. We¢- 
lein, superintendent of schools, Balti- 
more, Md. 

The most unfortunate person is the one 
who is all dressed up educationally and 
has no place to go. To have been prepared 
and then not be wanted is a tragedy. The 
duty of the school is to evaluate the child, 
to study society’s needs, and thru educa- 
tion to make the child fit in somewhere— 
Ray Lyman Wilbur, Secretary of the 
Interior. 





— NEW social psychology gives us ground to believe that the thrill of doing one’s part in a larger task may be made as powerful @ 
motive for work as doing the whole of a small job better than someone else. In the school of the future the altruistic thrill of 
participation should be used more often than the selfsatisfaction of egoistic successes in ranking one in the class, in having better | 


marks, accumulating more credits, more rapid promotions, more honors, more degrees than the other fellow. The pursuit of school 
distinctions which involve odious comparisons with most of our neighbors is strong motivation for sharpening the intellectual fangs 
and claws of a few, but it discourages the many and leaves all who learn in such regimen without adequate education in the apprecia- | 
tive ways needed for democratic cooperation—Henry Suzzallo, president, Carnegie Foundation for the Advancement of Teaching, N. Y- | 











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Education 


WISH this morning to insist upon a 
l paradox. The first half of it is that 

there is an educational system in the 
United States; and the second half of it 
is that the parts of that system should 
be independent of one another. 

There is an educational system in the 
United States. The separate origin of its 
yarious parts has obscured the fact of its 
existence. We have heightened the im- 
pression of its nonexistence thru that 
mutual disdain with which we have cus- 
tomarily treated one another. That you 
have asked the presidents of two pri- 
vately endowed universities to address 
you on education as a national enterprise 
suggests that we here today, at least, 
realize that our work is interdependent, 
that our financial interests are identical, 
and that our problems are the same. In 
this sense—the sense of joint occupation 
ina common enterprise—we are all parts 
of the educational system of the U. S. 

Our work is interdependent. The uni- 

versities may develop ideas in higher 
education of striking symmetry and 
beauty; they are futile unless they pene- 
trate the public schools. At seventeen, or 
eighteen, or nineteen, the student is, from 
my point of view at least, far too old to 
efiect radical changes in his habits and 
attitudes. The schools may experiment to 
their hearts’ content; their accomplish- 
ment must fall short of complete success 
if they are unable to dislodge the ancient 
prejudices of universities. Even privately 
endowed universities have been able to 
restrict the scope of high schools man- 
aged by their own departments of educa- 
tion thru solid indifference to their work 
and rigid adherence to requirements 
framed as tho they did not exist. There 
is, moreover, a twilight zone between the 
college and the high school, the zone of 
general education. We do not know what 
to do with it. We shall never find out un- 
less we are prepared to engage in a co- 
operative attack on its problems. The in- 
tegration of the elementary school and 
the high school has resulted in great sav- 
ings of time and money. Only thru simi- 
lar integration of the high school and the 
college can the problems of general edu- 
cation be solved. 

Our financial interests are identical. Jf 
the schools are cut to pieces this year, the 
state universities will be next year. If the 
Schools are crippled now, the colleges 
will be later, either thru reductions in 


as a National Enterprise 


their funds or thru gross defects in the 
preparation of their students. If our work 
is interdependent the universities cannot 
without protest watch a major operation 
performed on the schools which, to judge 
by its present rate and direction, seems 
more likely to kill the patient than to 
profit him or the community. The presi- 
dent of the University of North Carolina 
has taken a position for which he de- 
serves the thanks of everyone in educa- 
tion. He has said that since the univer- 
sity is part of the educational system of 
the state, it must receive in this emer- 
gency the same financial treatment as the 
public schools. This position is as sound 
as it is courageous. In selfdefence the 
universities must defend the educational 
system of which they are a part. 

Undoubtedly in the hysteria of infla- 
tion the schools, like the colleges and 
universities, did some things that they 
can now do without. But the things that 
communities propose to do to them in the 
hysteria of economy far surpass the wild- 
est aberrations of bullmarket days. We 
hear a great deal about frills. What are 
frills? Teachers’ salaries appear to be 
frills in some cities. The health of school 
children is a frill in others. Since night 
schools are a frill in one community, we 
close them and throw 75,000 people into 
the streets. The plain fact is that the 
schools are under attack because it is 
easier to get money from them than it is 
to correct the fundamental iniquities and 
antiquities of local government. Only a 
people that had no conception of the 
place of education in its national life 
could contemplate the ruin of the next 
generation as the best remedy for gov- 
ernmental insolvency. .. . 

I must at this point insist on the sec- 
ond half of my paradox: the parts of this 
system must be independent of one an- 
other. Because students at different 
stages require different treatment, sep- 
arate organizations of specialists have 
grown up, each designed to care for the 
special needs of students at a given stage. 
Each of these organizations requires com- 
plete freedom to work out its own pro- 
gram. It must devote itself to meeting 
the needs of its students rather than to 
meeting the demands of some other or- 
ganization. 

One reason why there is confusion in 
universities as to the function of the 
junior college, the senior college, and the 


[111] 


graduate schooi, is that no one of these 
groups has had this freedom to work out 
its own program. The tendency is always 
for the organization above to regard the 
organization below as merely prepara- 
tory to its own efforts. The organization 
above, therefore, will always seek to 
dominate the organization below in order 
to secure students who will fit readily 
into its machinery. But it must be clear 
that as long as the junior college is con- 
troled by the senior college and the 
senior college by the graduate school, no 
one of them can make its full contribu- 
tion to the advance of education in 
America. No educational institution can 
flourish unless it is free to determine its 
own ideals and its own methods of 
achieving them. 

It must follow that the public schools 
must have this freedom. The forces of 
experiment and progress latent in them 
can never be released if they are com- 
peled to think chiefly of meeting the re- 
quirements imposed upon them by insti- 
tutions of higher learning. Jf one thing is 
clear it is that the primary purpose of the 
high school is not to prepare students for 
the colleges and universities. By behaving 
as though it were, the colleges and uni- 
versities repress the high schools, and to 
that extent weaken themselves by weak- 
ening the educational system to which 
they themselves belong. The great task 
of educational administration in America 
is to take the organization above off 
the neck of the organization below. Our 
slogan must be cooperation, and not 
domination. 

The problems of education are more 
complex and baffling than they have ever 
been before. The elaborate structure that 
has been rapidly erected is in danger 
from misunderstanding without and dis- 
agreement within. Much of the mis- 
understanding without results from the 
discord within. If we can envisage an 
educational system in the United States, 
built on cooperation and not on rigid 
central control, if we can grant to each 
organization that independence which its 
full development requires, we shall illu- 
minate the educational scene for our 
people and for ourselves and in the light 
of a new day perform our common task. 
—Robert Maynard Hutchins, president, 
University of Chicago, in an address be- 
fore the Department of Superintendence, 
Washington, D. C., February 25, 1932. 










































PRETO 








Resolutions Adopted at Washington 


r ‘HE NEED for a continuance and 
extension of national educational 
leadership in the present economic 

crisis by the National Education Associa- 

tion, the Department of Superintendence, 
other departments of the National Edu- 
cation Association, and the United States 

Office of Education was the first topic dis- 

cussed in the report of the Committee 

on Resolutions which was adopted by the 

convention on Thursday, February 25. 

Other resolutions included those call- 
ing for adjustments in the social studies 
curriculum; economies in governmental 
administration which will not cripple 
services to children; increased financial 
support of the U. S. Office of Education; 

a study of the report of the President’s 

Advisory Committee on Education which 

was termed “‘a state paper of first impor- 

tance,” its proposals being concurred in 
by the convention; increased emphasis 
upon citizenship training; instruction in 
history and other social studies which 
presents impartially the factors and in- 
fluences operating in domestic and world 
affairs; continued vigorous and impar- 
tial enforcement of the entire Constitu- 
tion and a reaffirmation of “our belief in 
the principles of the Eighteenth Amend- 
ment”; the influence of the Department 
of Superintendence to be directed toward 


HE PROGRAM Of the sixty-second an- 
[ua convention of the Department 
of Superintendence fittingly recog- 
nized the bicentennial of George Wash- 
ington’s birth. The feature of this rec- 
ognition was the never-to-be-forgotten 
ceremony on the great eastern piazza of 
Mt. Vernon. Thousands of educational 
leaders of the nation gathered on the lawn 
overlooking the sun-bright waters of the 
placid Potomac as the caravan of 125 
buses, specially chartered for the occa- 
sion, discharged its passengers at the Vir- 
ginia end of an eighteen-mile line of 
vehicles which began at the convention 
meeting place in Washington. 
Convention guests were greeted by the 
Mt. Vernon Ladies’ Association, the or- 
ganization responsible for the preserva- 
tion of this sacred shrine, and by Colonel 
Robert Lecky, Jr., who expressed a wel- 
come from Governor John Garland Pol- 
lard of Virginia. 


the realization of the ideals of the “Chil- 
dren’s Charter” adopted by the White 
House Conference on Child Health and 
Protection; boards of education and su- 
perintendents of schools to maintain even 
closer relationships with parent-teacher 
organizations and acknowledge their 
splendid spirit of cooperation and helpful- 
ness; school administrators to “gain and 
keep the confidence” of their respective 
communities thru “increased efficiency 
of the school system, the impartiality of 
its officials, and the far-sightedness and 
justness of the policies of boards of edu- 
cation” and recommended for all cities, 


large and small, the establishment of a 


department of public relations; the 
Lay Relations Committee of the Depart- 
ment of Superintendence to formulate 
methods of procedure which “will give to 
the active members of the Department of 
Superintendence the same adequate pro- 
tection now afforded to the members of 
the legal and medical profession”; the 
schools to promote only those enter- 
prises which represent the best interests 
of the children in their charge and to re- 
fuse “to allow them to be exploited in 
any way whatever” by outside organiza- 
tions; the discouragement of district, 
state, and national contests, and even- 
tually their abolishment unless of proved 


The Superintendents at Mt. Vernon 


The great white mansion with its trim 
green shutters stood out sharply against 
the blue sky of a perfect day. Early 
arrivals saw cordons of soldiers and ma- 
rines, their bright uniforms and equipage 
flashing in the mellow sunshine, take their 
places as a guard of honor along the ivy- 
clad wall which leads to the tomb of the 
Washingtons. Against this simple mound 
among the cedars, already piles of floral 
wreaths bespoke a nation’s homage to the 
Father of Our Country. 

The program began with the first radio 
broadcast ever originating from Mt. Ver- 
non. Under the auspices of the Depart- 
ment of Superintendence, it carried, par- 
ticularly to the boys and girls of America, 
many of whose school superintendents 
stood before the microphone, a sense of 
the spirit of reverence which marked the 
historic occasion. President Edwin C. 
Broome, and Superintendent William J. 
Bogan of Chicago, standing where Wash- 


[112] 






social and educational benefit; the set- 
ting up of standards by which schoo] 
administrators can measure the value of 
requests for the observance of special 
days and weeks; the promotion of world 
understanding including indorsement of 
the World Federation of Education As. 
sociations for its program toward this 
end; the commendation of the Depart. 
ments of Secondary School Principals, 
Elementary School Principals, and 
Classroom Teachers of the National 
Education Association, stating that “if 
education is to realize its ideal as one of 
the ‘chief sources of our cultural and 
spiritual life’ it will be realized only thru 
the type of services rendered by the 


sivel} 
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principals and teachers in the buildings I 
and classrooms of our public schools”; ] asse 
paid tribute to school people who have | four 
gone steadily forward in spite of the } fron 
handicaps of the economic crisis; ex- § eact 
pressed gratitude to the city of Washing. | js 1 
ton, to the press, to the radio systems, and } tim 
to Superintendent Ballou and his assist- } tion 
ants for their hospitality and kindness. F proc 
President Broome was commended “for § tion 
his inspiring leadership and for the high | sys' 
plane upon which he planned and con- 
ducted the meeting.” [Copies of resolu } js e 
tions will be sent on request. They ap | wa: 
pear in full in the Official Report. ] me! 
cre 
ser 
mu 
flor 
ins 
ington often stood to-greet his guests, . 
spoke to the nation of the significance of 
the ideals of Washington for our youth. “1 
President Hoover and Mrs. Hoover - 
with their entourage of cabinet members, 
congressmen, service officers, and the bi- 
centennial commissions were joined by . 
President Broome and Miss Florence ce 
Hale, president of the NEA, in a proces = 
sion to the tomb, where these representa- hi 
tives of America’s educators, and Presi . 
dent Hoover laid floral tributes on the ti 
sarcophagi of George and Martha Wash- be 
ington. 
Afterward President Hoover spoke to va 
the Department of Superintendence from i. 
the great porch. That none did honor t0 ” 
our first President more appropriately . 
than the nation’s educators was the theme 
of President Hoover’s brief address. “To | 4, 
you more than to anyone else we entrust J, 
the translation of Washington to our chik | |, 


dren,” the President said. 






Set- 
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Education, the Nation’s Safeguard 


CHARLEs H. Jupp 


Dean, School of Education, University of Chicago 


O worps of mine can express the 
N necessity of universal education 
in a country like ours as impres- 
sively as do the words of George Wash- 
ington. In his farewell message addressed 
to the people of the United States near 
the end of his second term as president, 
he said: “Promote, then, as an object 
of primary importance, institutions for 
the general diffusion of knowledge. In 
proportion as the structure of a govern- 
ment gives force to public opinion, it is 
essential that public opinion should be 
enlightened.” 

I am sure that every member of this 
assembly accepts the statement of the 
founder of this republic as a commission 
from a great commander. It lays upon 
each of us the obligation to do whatever 
is necessary to promote education in 
times such as these, when all the institu- 
tions of our national life seem to be in 
process of re-evaluation and reconstruc- 
tion—none more so than the educational 
system. 

The command of George Washington 
is even more urgent today than when it 
was first issued, for we find the govern- 
ments of all countries giving ever in- 
creasing attention to education. We ob- 
serve the revolution which brought com- 
munism to Russia and find that schools 
flourish under the new regime as major 
instruments of social control. We observe 
the dictatorship of Italy, removed in 
theory and practise as far as possible 
from communism, and we note once more 
that education is the instrument used by 
the dictator to guide youth into the new 
ways approved for national life. We see 
the ancient civilizations of Western Eu- 
trope, crippled by war and disrupted by 
economic stress and storm, opening new 
schools for the common people, making 
higher education free to increasing num- 
bers, looking to the future for happier 
times when educated democracies shall 
be better able to cope with the problems 
of organized society. Even the Orient, 
aroused from its long lethargy, is organ- 
izing schools for the masses, seeking thru 
education to overtake the Occidental 
world. 

When all the peoples of the earth are 
beginning to realize that a free universal 
education is the only sure guaranty of 
Civilization, shall we falter and withdraw 





from an educational program which has 
been one of the characteristic features 
of our democracy? There can be but one 





ce FINANCIAL DESPOTISM—How the 
concentration of material wealth 
paralyzes buying power among the 
masses is suggested by a simple calcu- 
lation which anyone can verify for him- 
self. There are in the United States to- 
day some twenty concerns with assets 
each of more than a billion dollars. It 
is wellknown that money at a moderate 
rate of interest compounded regularly 
doubles itself within ten years. In a 
decade one billion dollars becomes 2 
billion; in a second decade, 4 billion; 
then 8 billion; then 16; 32; 64; 128; 
256; 512; and by the end of a century 
more than a thousand billion dollars— 
or nearly three times the total present 
national wealth of the United States. 
Is it any wonder that these staggering 
aggregations of wealth rolling on like 
mighty snowballs paralyze rural life, 
destroy the towns, eat up the reservoirs 
from which taxes are drawn, and leave 
the individual not only bereft of buying 
power, but the slave of forces which he 
can hope to control only thru the col- 
lective action of an energetic govern- 
ment P—J.E.M. 





answer to that question. We are gath- 
ered here today to counsel together for 
the better organization of American edu- 
cation, and our counseling shall not be 
in vain. 

The present emergency has done much 
to teach the American people that all 
their institutions are interrelated. There 
has been some disposition in times past 
to think of schools as detached institu- 
tions. Leaders in commercial, industrial, 
and political life have seldom considered 
it to be important for them to spend time 
and energy in improving schools. School 
people have too often looked upon busi- 
ness and politics as subjects entirely out- 
side the circle of their interests. The eco- 
nomic crisis has made us all aware in a 
new and vivid way that schools are a part 
of the general social order and that the 
curriculums of schools and their methods 
of dealing with pupils are largely de- 
termined by the conditions of life out- 
side the schools. 

Let us state in concrete terms the situa- 
tion which now confronts this country. 
The industrial system has built cities. 
More than half the population of the 


[113 ] 


United States has been crowded into lim- 
ited spaces. These spaces are not ade- 
quate to provide children with the op- 
portunities which nature intended they 
should have. A recent canvass of con- 
ditions in 257 representative cities re- 
vealed the fact that in the seven years 
from 1921 to 1928 the percentage of per- 
sons living in one-family houses de- 
creased from 58.3 to 35.2. The narrow 
confines of an apartment, or even of a 
house, on a thickly populated street do 
not permit the children to play and work 
as they should if they are to develop 
normally. The city has erected schools 
as a part of its building program. Mark 
that not a word is said for the moment 
about what is provided in the program of 
instruction. School buildings are abso- 
lutely essential factors in the solution of 
a city’s housing problem. As mere devices 
to keep children off the streets, school 
buildings are necessary. There could be 
no cities if there were no schools to sup- 
plement the narrow living quarters occu- 
pied by the majority of the people of this 
country. 

Are present-day schoolhouses too lav- 
ish in their equipment? The industrial 
system of the United States has erected 
great factories and warehouses. It has 
developed an elaborate system of high- 
ways. It has amassed great fortunes. This 
same industrial system has an obligation 
to erect for the young people schoolhouses 
which furnish ample light and air and 
space for study and play. Cities have 
taken something away from human be- 
ings, especially youthful human beings 
who are in process of developing. Cities 
must provide adequate substitutes for 
that which they have taken away. With- 
out a school around the corner from 
every block of city apartments, the apart- 
ments would be intolerable. Let us be 
clear and explicit in our dealings with 
industrial leaders. Schools have a right 
to a substantial part of the earnings of 
industry. 

Let us consider the situation from an- 
other point of view. Formerly, industry 
protected many children and housed them 
in its factories. The protection which it 
gave was, to be sure, sometimes a fraud 
because it exploited children and profited 
by their cheap labor. As industrial proc- 
esses became increasingly complicated, 







































































2 ewer) Sr 


114 





THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 








April, 1932 


industry found it less and less profitable who say that the American schools are dustry. Even the elementary grades haye 
to keep children in factories. Of late years: failures. There are the smug exploiters of « been obliged to change the content of 


industry has not wanted children; it has society who have been driving commu- _ their courses in the effort to keep pupils § 
shut its doors to them. Sometimes it has nities to the brink of ruin by their interested and alert. The institutions of 
offered to the public the pretense that it greed and selfseeking. They have refused higher education have expanded their 
is filled with the spirit of philanthropy. to adopt new taxing systems. They have curriculums to include commerce and for. 
Many a law compeling children to attend _ refused to study social movements. They estry, agriculture and engineering, and 
school has been passed in the name of have been parsimonious with the schools, many other lines of information and 
charity when it was in fact a law exclud- and they have had the effrontery to pass training which were wholly absent from 


ing children from industry. 
Go, if you will, today with the youth which the schools have been trying inthe ago. 


who has completed the curriculum of an effort to prepare society for its new day. Sonie of the additions to school pro- 
elementary or secondary school, or, for There are the exasperating critics who grams of instruction have been made be. 
that matter, of a college, and see him in belong to our own fraternity, seekers cause new bodies of knowledge have 
the market place or at the door of the after a little cheap notoriety, carping and accumulated in recent years. It should 
shop offering his services. See him ask complaining but doing nothing to clarify not be overlooked, however, that the 
for a place in the world of productive the situation. Jf the worst that our critics impulse which stimulates man to seek 
labor. You know how his application is say were true, there would still be ample new bodies of knowledge originates in 
received. More than five million young ground for pride in what has been modern civilization itself. Knowledge 
people were added to the school popula- achieved. 
tion of the United States during the Very little imagination is required to Every development of modern life has 
decade frorn 1920 to 1930. Each decade frame an accurate picture of what has compeled the curriculum of the schools 
from 1880 to the present, the population been happening. A short generation ago to expand. 
of our high schools has doubled. Since _ the upper grades of the elementary school Of course, the introduction of new 
1900 the population of institutions of and the whole high school were attended courses has been slow. Even today some 
higher education has increased fourfold by limited numbers of pupils, all of whom schools are unable to offer suitable in- 
—from 285,000 to more than 1,200,000. were seeking the same kind of education. 
This social migration is not due to the The majority of the young people of the 
caprice of youth. Great fundamental country were leaving the schools before staff of a state school survey, to visit a 
forces have been operating in American they reached the seventh grade and were small rural high school. I climbed up a 
society. Those forces originated in an finding their places in industry. The steep hillside and found some eighty or 
industrial system which has substituted community found it comparatively easy ninety pupils in a school building which 
machines for human hands and has be-_ to support schools because the attend- had no equipment but fixed desks and 
come so complex and exacting that it no ance was small, especially at the upper _ bare walls. The rooms of this school were 
longer needs or desires the labor of young levels. Then came the change, not pri- obviously intended for textbook courses. 
marily in the schools but primarily in There were three teachers, including the 
The veritable avalanche of human life the industrial and social systems. Great principal, a young and _ inexperienced 
which has descended on the schools has_ numbers of pupils of an entirely new 
precipitated in these institutions a whole type were sent to school. Teachers were continuous uproar. I stayed until school 
series of problems more momentous for called on to conduct classes made up of was dismissed, or, perhaps I should say, 
the welfare of the country than are any young people who had no slightest inter- until the session broke up for the day. 
of the problems which have come with est in the traditional subjects. Altho the I sat down with the principal and asked 
the present economic crisis. This crisis is teachers had not been trained by society him what was the matter. He answered 
a symptom of a new social order. The to give instruction in new subjects, they 
schools have been struggling for a gen- _ willingly tried as best they could to meet ested in their studies. “What are they 
eration to prepare for this new order, the situation forced upon them. Many interested in?” I asked. The answer was 
while those who lead in the operations teachers equipped to teach Latin or 
of our modern machine industry have mathematics tried to organize courses in heard. “What are they interested in?” he 
given little or no heed tothe change which English and science and the arts. Society, replied. “The bus ride.” The bus ride 
has been impending for years. The be it repeated, made no adequate pro- took those children out of their squalid 
schools have sought to adjust themselves vision for the reception in the schools of 
to new conditions of life. They have exer- the young people whom it crowded into 
cised an ingenuity of invention far be- those institutions. It was the teachers highways. It took them up the hillside 
who met the situation, not the industrial and deposited them in a place where 
How well we remember the arrogance system. The United States Office of Edu- society unfortunately had made no ade 
with which business vaunted itself before cation is authority for the statement that 
October, 1929. How often we were ex- the high schools of 1890 taught nine sub- ciety sent them where there was none of 
horted to learn from business manage- jects whereas the high schools of today the thrill of the bus ride, where there 
ment how to conduct schools. The fact include in their programs as many as 
is that business was then and is today two hundred and fifty subjects. It is no dustries which they were eager to entef. 
far less effective in rendering genuine wonder that some of the new courses are They were not interested. Who was to 
service to the nation than are the schools. open to criticism. They are emergency blame—the three teachers, the tradi 
I confess that I am filled with resent- measures intended to provide for young _ tional subjects of the curriculum, or the 
ment when I hear the criticisms of those people who have been pushed out of in- industrial and social systems which sent 


people. 


yond that of industry itself. 


adverse judgment on the experiments their programs of instruction a generation 


grows in response to the demands of life, 


struction to their pupils. I remember 
going some years ago, as a member of the 


college graduate. The school was ina 


by saying that the pupils were not inter- 


one of the most revealing I have ever 


homes. It gave them companionship. It 
carried them along one of industry’s new 


quate provision for their reception. So 


were no contacts with the productive it 


' 
-— mee tn am  -em- co 24h @ @ te 





»f the 
isit a 
up a 


>” he 


ualid 
ip. It 


llside 
vhere 


ne of 
there 
re in- 
nter. 


radi- 
r the 
sent 


vadjusted to that purpose? 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





115 





to the school erected for one purpose 
young people who were absolutely un- 
/Restless, uninterested pupils express 
emphatically, thg not intelligently, the | 
demand of society for a new program of/ 
instruction/ A new program of instruc- 
tion Cannot be developed in a day or a 
year. It requires the highest intelligence 
to prepare new courses adapted to the de- 
mands of a new type of life. Not only 
so, but, when schools begin to experiment 

in the organization of new courses, it al- 
ways happens that some members of the 
older generation charge the schools with 
being full of fads and frills. In the city in 
which I live there has been much criti- 
cism of the schools because an industrial 
high school for girls teaches millinery. A 
very good way to answer this criticism 
would, in my judgment, be for the city 
to require the persons who object to mil- 
linery to interest the girls in that indus- 
trial high school in a traditional subject 
of unquestioned respectability, such as 
Latin or trigonometry. 

The schools stand between the genera- 
tion which is passing out and has no ade- 
quate understanding of the new social 
order and the oncoming generation, 
which is eager to take its part in the 
world and unwilling to be bound by the 
fetters of a narrow program conceived 
and established ina day when machin- 
ery was new and cities were uncommon. 

I have perhaps spent more time than I 
should in discussing the past. Our meet- 
ing today is far more concerned with the 
future than it is with society’s failure to 
recognize its duty to young people. Our 
present task is one of consolidation and 
organization, of improvement and am- 
plification, of education. 

After all, there is a hopeful possibility 
of inspiring American society with en- 
thusiasm for a new educational program. 
The individual parents of this country 
are eager to provide their children with 
opportunities which were denied to them- 
selves. The increase in school population 
is the aggregate result of many a domes- 
tic conference in which it was decided 
that the family must_make a sacrifice in 
order that its younger members might be 
equipped as fully as possible for success 
in life. Even when the parents who send 
their children to school pass thru the 
period of emotional disturbance which 
always attends the paying of taxes, they 
are eagerly desirous of securing advan- 
tages for their children. If we can keep 
the parent as taxpayer fully conscious of 
his duty as a parent, adequate support 
can be secured for the schools. 


A striking exhibition of the funda- 
mental American attitude teward edu- 
cation has been furnished during the 


) past few months by the citizens of the 


state of North Carolina. That state, 
which recently passed a new school law, 
has witnessed some fifteen referendums 
on school support. Each of these referen- 
dums was initiated for the purpose of re- 
ducing local taxes. Each referendum was 
made possible by a petition signed by 25 
percent of the voters of the district. The 
campaigns which preceded the referen- 
dums were so clear in the issues which 
they presented that every one of the 
referendums resulted in a vote favorable 
to the continuation of local taxes and the 
maintenance of the schools. 

With the assurance which such exam- 
ples supply, school administrators can 
wellafford to attack with new courage 
and zeal the problems of the schools. We 
have not yet reached the highest levels 
to which we can attain. We have de- 
veloped many new courses to meet the 
needs of modern life. We can now ask 
whether it is possible to make the present 
courses better and whether it is desirable 
to introduce into the curriculum new 
courses which will add essential elements 
to the program of instruction. 

I believe that we can reorganize in- 
struction in high schools and colleges so 
as to provide more compact and therefore 
more useful courses. I venture the rough 
estimate that the two hundred and fifty 
subjects now taught in the high schools 
of the United States can be reorganized 
into some ninety or a hundred substan- 
tial courses. At the college level the pro- 
cess of rearranging the contents of 
courses has made rapid progress in recent 
years. Orientation courses, or general- 
survey courses, as they are sometimes 
called, have gathered up the scattered 
findings of specialists and are presenting 
to students the essentials of large fields 
of knowledge. The curriculum of the ele- 
mentary school has been reorganized in 
such an efficient way that the lower 
grades cover adequately the rudimentary 
subjects. The upper grades are detach- 
ing themselves from the lower school and 
are taking on the pattern of the high 
school. All these changes are alike in 
that they are consolidating and system- 
atizing the courses which were invented 
to meet the needs of present-day society. 
The reorganization thus hopefully begun 
calls for the best intelligence of our pro- 
fession. Not only so, but it is our duty 
to show communities how important it 
is for the young people of the nation that 
time and energy be expended in this 








labor of reconstructing the curriculum. 

Boards of education are in the habit 
of spending public money on teaching. | 
They do not always understand that 
there is a function of the educational sys- 
tem quite as important as teaching, that 
is, the function of collecting materials to 
be taught and of arranging these mate- 
rials so as to make them most valuable 
to pupils. If the world were static and if 
a subject of instruction once introduced 
into the school program could always be 
taught in exactly the same way genera- 
tion after generation, schoolboards might 
possibly be justified in asking teachers 
to devote all their energies to mere rou- 
tine teaching. We all know, however, 
that the world is not static and that the 
schools cannot be content to repeat the 
same materials year after year. There- 
fore, school boards must be persuaded to 
provide for constant and vigorous re- 
organization of materials of instruction. 
My recommendation, therefore, is that 
we enlist the cooperation of communities 
thru their representatives on the boards 
of education in a better organization of 
the school program. I have tried to lay 
foundations for a campaign looking to- 
ward this better organization by point- 
ing out that society is responsible for the 
present state of the schools and that so- 
ciety in general is obligated to cooperate 
with school people in perfecting educa- 
tional institutions and adjusting them to 
the needs of modern life. 

If I could have my way, I would bring 
it to pass that the leading citizens of 
every community would come together 
and discuss education, not as a political 
or financial issue but as one of society’s 
greatest undertakings. I do not believe 
that the community as a whole realizes 
its obligations to schools. If we of the 
schools have been remiss in not seeing to 
it that the schools receive adequate pub- 
lic attention, let us resolve today that we 
will be more active in bringing together 
the leaders and informing them with re- 
gard to the experiments thru which we 
are reorganizing the schools. 

May I make a second recommenda- 
tion? Man has been so busy compeling 
the material world to serve him that he 
has not taken time to understand the 
social institutions which he has invented. 
Especially is it true of our own nation 
that we have expended our energy in pio- 
neering. We have swept across the con- 
tinent and mastered its physical re- 
sources. Today we are discovering that 
the material resources which we have 
accumulated may be our destruction un- 
less we learn what government is and 


116 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





what transportation and communication 
do to human beings. We do not know 
what money is and how it determines the 
progress or lack of progress of nations 
and of the world. 

It would, of course, be foolish to hope 
that we can overcome our ignorance re- 
garding social institutions and social 
forces in a day. It is even more foolish to 
omit from the program of our public 
schools the study of social institutions. 
We teach pupils in the elementary schools 
to compute taxes, but we do not tell them 
about taxes. We teach pupils-in the high 
schools the history of ancient states and 
their problems, but we dare not discuss 
the urgent present-day problem of who 
shall own public utilities in the cities of 
the United States. We seem to be afraid 
that some local banker or board member 
or the Federal Trade Commission will in- 
terfere if we discuss public utilities. The 
Federal Trade Commission has indeed in 
recent years practically banished the 
topic of public utilities from the high 
schools of the United States. I do not 
have the honor of acquaintance with the 
gentlemen of this commission, but I 
am quite sure that the Federal Trade 
Commission is not so constituted that 
it can be trusted with the power to deter- 
mine either positively or negatively what 
should be taught in the schools. 

My recommendation is that we who 
are directly responsible for the schools 
be the first to recognize the obligation to 
introduce the young people of America to 
a fuller. knowledge of social institutions 
than is now supplied by American edu- 
cation. If I had my way, I would bring 
it to pass that the center and core of the 
school curriculum at every level would be 
instruction regarding the social order. I 
would teach pupils when they use num- 
ber, that they are enjoying the advan- 
tages of one of the greatest intellectual 
inventions that the race has ever per- 
fected. When they study science, I would 
have them learn that knowledge is the 
product of long cooperative labor. When 
they study literature, I would have them 
realize that they are being initiated into 


April, 1932 





the ideals of the civilization of which 
they are a part. 

It is no simple task to transform 
the curriculums of the schools into the 
instruments for the spread of social 
mindedness. I have referred to experi- 
ments in other lands. Communism has 
laid its hand on youth and has shown 
its determination to dominate society by 
compeling thinking to follow prescribed 
lines. Dictatorship has organized youth 
to perpetuate its undemocratic rule. It is 
our opportunity and our duty to evolve 
a plan of education that will provide 
every individual with that broad training 
which leads to freedom of the type 
guided by insight and understanding. If 
the freedom which our form of society 
boasts as its greatest virtue is to be con- 
served and fostered, our people must de- 
pend not on a political doctrine incul- 
cated by drastic compulsion, but on en- 
lightenment. 

I have argued with such vigor as I can 
command for a consolidation of the 
school program and for the introduction 
of a new core into the curriculums of all 
schools. What I have advocated cannot 
be accomplished by any single school 
system or by any loosely integrated or- 
ganization. This Department meets year 
after year, bringing together agencies 
which have great potential influence. 
After our meeting we scatter, and as sin- 
gle administrators we are comparatively 
ineffective in reconstructing the curric- 
ulum or improving the attitude of the 
public toward schools. 

Representatives of the natural sciences 
were able during the war to organize a 
foundation which has been powerful in 
promoting the cultivation of all the stud- 
ies that have to do with material things. 
The schools of this country need an edu- 
cational foundation which shall be the 
center of cooperative studies and of co- 
operative action. This foundation, if it 
is to be effective, will require resources 
at least as large as those now devoted to 
the promotion of the natural sciences. 
Should not this Department be energetic, 
together with other educational organi- 


zations, in bringing into being an educa- 
tional foundation the functions of which 
will be the study of the internal problems 
of the schools and the development of a 
clear understanding of the relation of the 
schools to industry, business, and _poli- 
tics? What the educational system of this 
country needs is organized and informed 
leadership. 

It is futile to wait for the government 
to move if the representatives of educa- 
tional administration exhibit no power 
of concerted action. It is futile to dupli- 
cate efforts at scattered points. The wis- 
dom of educational leaders must be 
focused, and their influence must be 
strengthened thru cooperation. 

If we say to pupils that the cultivation 
of intelligence is their highest privilege 
and duty, is it not doubly our obligation 
to organize for the purpose of bringing 
the highest intelligence to bear on our 
tasks? 

In every part of this nation individual 
school administrators are struggling to 
meet as best they can an emergency 
which threatens the institutions we serve, 
There is a very general lack of under- 
standing on the part of the people of the 
United States of the unique character of 
their educational system. We have come 
to a time of stress illprepared to meet its 
demands. The emergency has revealed to 
us weaknesses which we must correct. 

Only thru concerted action can we 
effectively carry out the injunction of 
our great leader: 

“Promote, then, as an object of pri- 
mary importance, institutions for the 
general diffusion of knowledge. In pro- 
portion as the structure of a government 
gives force to public opinion, it is essen- 
tial that public opinion should be en- 
lightened.” 

[This address was delivered at the 
second general session of the convention 
of the Department of Superintendence, 
February 22. It was received with appre- 
ciation and applause. There were many 
requests for copies to be given school 
board members. High-school teachers 
may use this material in their classes. ] 





HEN a former American ambassador issued recently a list of sixty-four economic “rulers” of 

America, he presented some impressive names and provoked a lot of discussion. Despite their power 
and prominence, however, the list was far too long. Our economic government is not oligarchic; it is more 
nearly monarchic. There are not sixty-four “rulers” of America; there are only a very few. In fact two 
names today loom larger probably than all the other sixty-two combined. These names are J. Pierpont 
Morgan and John D. Rockefeller. {Strictly speaking, it is not Morgan and Rockefeller who rule, but the 
“groups” of which they are the heads; but in the groups these men are outstanding. Morgan rules as an 
organizer and banker, Rockefeller as a stockholder. Of the two, Rockefeller has more wealth, Morgan 
more power.—From “Moving Toward Monopoly” by Laurence M. Hughes in Scribner’s, February, 1932. 








1932 


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Character Education 


Individual Counseling 


NY COMPREHENSIVE program of 
A character education includes not 
only activities which involve 
entire groups of children at one time but 
also activities which affect but one indi- 
vidual at a time. Supplying special ex- 
periences and the opportunity for their 
interpretation by class or school groups 
is taken for granted. School people in- 
creasingly are recognizing that there is 
need also for systematic provision for the 
study and guidance of individual boys 
and girls in the direction of the adopted 
objectives of character education. 

As the child develops from infancy to 
adulthood, he needs to learn to make a 
great many adjustments to the environ- 
ment in which he finds himself. The 
regular school is set up to meet at each 
age level the needs in adjustment which 
are most common at that level. Thus, 
speaking very generally, the kindergar- 
ten-primary unit aids children to adjust 
to group life; the elementary grades give 
children the socalled fundamentals of 
modern life in groups; the junior high 
school helps the child thru the period of 
early adolescence and aids especially in 
the choice of vocation; the senior high 
school provides further training in the 
direction of the vocation; the college 
gives advanced general education and 
training on the professional level. 

Thruout the school period, however, 
there are children with special needs not 
met by the regular organization. They 
may be old for their grade, young for 
their grade, unusually mature mentally, 
or physically handicapped. Or these chil- 
dren may be those in whom some malad- 
justment has continued and grown over 
a period of years until it stands out con- 
spicuously. Such cases may require any 
one or a combination of several types of 
adjustment—personal, social, instruc- 
tional, or administrative. The number of 
children with special needs of one sort 
or another is probably very large when 
considered over the entire school life of 
the child. Practically every child requires 
distinctive study and treatment at some 
time during his school career. 

Youth needs helpful counsel more 
urgently today~than ever before. The 
rapidly increasing complexity of modern 
life introduces new problems and accen- 
tuates old ones which must be met by 
each new generation. Changes in the 
industrial order complicate the choice of 
an occupation ; wise vocational guidance 


Ao 
yy 


is needful. Larger and larger proportions 
of all types of pupils continue into the 
junior and senior high schools, making 
them ever more heterogeneous; the cur- 





UPERINTENDENT A. L. THRELKELD, of the 
Denver schools, chairman of the commission 
on character education, which prepared the 
Tenth Yearbook of the Department of Superin- 
tendence from which this statement is abridged. 


riculums of these schools are highly dif- 
ferentiated, and increased freedom of 
election is afforded the pupil; as a con- 
sequence, skilful educational guidance 
is called for. The standards of right con- 
duct appear to be shifting, and assuredly 
are in frequent conflict; ethical and per- 
sonal guidance is demanded. The cur- 
rent attention to the study and adjust- 
ment of individual boys and girls in 
American schools may well be expected 
to continue to grow. 

It must be recognized that there is a 
wide range in the activities which may be 
called individual counseling. They vary 
greatly in the complexity of the prob- 
lems involved and in the thoroness with 
which they are handled. At one extreme 
are such activities as the endeavor of the 
teacher to investigate and treat the situa- 
tion of Johnny’s stealing a pocketbook 
from Marie, and the effort of the prin- 
cipal to develop a better attitude toward 
school on the part of Earle and his father 
and mother. At the other extreme is the 
exhaustive case study of a problem child 
which may consume the equivalent of 
months of time for the psychiatric social 


[117] 


worker, attendance officer, and others 
concerned. These illustrations are alike, 
however, in that the purpose is re-educa- 
tion in the direction of adopted character 
objectives, and the method is individual 
as contrasted with group. 

The function of counseling should be, 
not alone the correction of maladjust- 
ments which have already developed, but 
also the prevention of maladjustment in 
normal individuals. As in the practise of 
medicine, the emphasis must be placed 
on keeping healthy people healthy—if 
healthy is defined broadly enough to 
mean physically, mentally, and emotion- 
ally vigorous and balanced. The adjust- 
ment of problem cases is an important 
part of the counseling program, but it 
should never be allowed to overshadow 
the constructive assistance often neces- 
sary to normal persons. 

Individual counseling, as the term is 
used here, includes all types of study and 
treatment of individuals as such. A great 
deal of the work ordinarily done by the 
following specialized workers will be con- 
sidered to be individual counseling; edu- 
cational and vocational counselors, visit- 
ing teachers, deans of boys and girls, 
psychologists, attendance officers, school 
physicians, school nurses, ‘psychiatrists, 
psychiatric social workers. In addition, 
much of the time and energy of teachers 
and pupils is properly directed into simi- 
lar channels. 

The assumption is that every teacher 
and principal will, to some extent, use 
individual counseling as an aid to char- 
acter education, but that also, partic- 
ularly in the larger school systems, there 
will be available professional counselors 
|The term counselor is used here to re- 
fer to all workers in the school system 
who specialize in individual study and 
treatment of pupils.| who have had spe- 
cial training and experience which fit 
them to work on the more difficult cases. 

Types of problems best met by 
individual approach—Obviously the 
cases where the individual approach is 
most useful are those where the individ- 
ual differs materially in some significant 
regard from the others who are with him 
in the same school group. This difference 
may be either in the degree to which the 
individual is attaining the goals sought 
in character education, or in conditions 
which seem likely to influence his char- 
acter development. 

There are many such cases. Some of 



















118 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





April, 1932 





them are: the girl who is moody and over- 
sensitive; the child who is inordinately 
selfish; the pupil who experiences success 
in every activity in which he engages; the 
child who deserves encouragement for 
the way in which he utilizes his oppor- 
tunities; the boy who sells his birthright 
for a mess of pottage—who sacrifices 
large future benefits for small present 
conveniences; the pupil whose achieve- 
ment is slight in relation to his capacity 
for achieving; the person who feels him- 
self to be unpopular; the high-school or 
college student who spreads himself over 
too many activities; the child who “hates 
school”; the bully; the quarrelsome 
child; the person who has very strong 
prejudices; the child who cannot decide 
on what vocation to choose; the child 
who wishes to prepare for a vocation such 
as the practise of medicine when the 
chances of success are very much against 
him; the child who has temper tantrums; 
the child who has no regard for property 
rights; the child who does too much day- 
dreaming; the child who comes from a 
home where the income is inadequate for 
the necessities of life; the child from a 
broken home; the truant; the child with 
a serious handicap, such as poor hearing 
or an orthopedic defect; the child with 
defective speech. 

The majority of the cases cited assur- 
edly differ from other members of the 
school classes in which these children are 
found. On the other hand, certain of the 
cases mentioned, as, for example, the per- 
son who has very strong prejudices, are 
commonly found among many pupils in 
every grade, and therefore may properly 
be studied and treated by the provision 
of appropriate experiences and interpre- 
tation to whole classes at a time. Never- 
theless, individuals with very strong 
biases and prejudices differ greatly 
among themselves as to what: lies behind 
these prejudices. In addition to the 
group treatment of such cases, there is 
need for diagnosis of the causes of each 
individual case and for specific guidance 
and treatment on the basis of this diag- 
nosis. 

Organization of the school coun- 
seling program—The counseling pro- 
gram did not spring full-born from the 
forehead of any educational leader. 
Rather has it been developing by slow 
and devious routes without a definite, 
consistent plan. Each type of professional 
counselor has entered the system in re- 
sponse to a need for certain services. Each 
type was backed by a different group 
within and without the schools. Thus, 


medical men generally advocated the in- 
troduction of school nurses but had no 
share in the beginnings of vocational 


Fe YOUR PERSONAL LIBRARY—A con- 
tinuing study of outstanding educa- 
tional issues is provided in the annual 
yearbooks of the Department of Super- 
intendence. These outstanding, coop- 
eratively-produced volumes are: 

First Yearbook, 1923, The Status of 
the Superintendent. Out of print. 

Second Yearbook, 1924, The Elemen- 
tary School Curriculum. Out of print. 

Third Yearbook, 1925, Research in 
Constructing the Elementary School 
Curriculum. $2. 

Fourth Yearbook, 1926, The Nation 
at Work on the Public School Curric- 
ulum. $2. 

Fifth Yearbook, 1927, The Junior 
High School Curriculum. $2. 

Sixth Yearbook, 1928, The Develop- 
ment of the High School Curriculum. 
$2. 

Seventh Yearbook, 1929, The Articu- 
lation of the Units of American Educa- 
tion. $2. 

Eighth Yearbook, 1930, The Superin- 
tendent Surveys Supervision. $2. 

Ninth Yearbook, 1931, Five Unifying 
Factors in American Education. $2. 

Tenth Yearbook, 1932, Character 
Education. $2. 








guidance in the schools. Those types of 
counseling departments which were di- 
rected by energetic, capable persons with 
ability in “selling” their departments 
grew more rapidly than did those other 
departments which were not so fortu- 
nately led. 

As a consequence of such a history, the 
counseling program in most school sys- 
tems is not wellintegrated. For example, 
the work usually done by deans may be 
omitted entirely in a school where there 
is no dean and where the vocational coun- 
selor may have emphasized educational 
and vocational guidance to the virtual 
exclusion of those elements of personal 
counseling which are outstanding in the 
work of a dean. In addition to such gaps 
in the program, there may also be much 
overlapping. Vocational counselors, at- 
tendance officers, and psychologists may 
all work on problems of substantially the 
same type. In some cases there may be 
jealousy and interdepartmental strife. In 
any event, unless the program is wellor- 
ganized, the contacts between the coun- 
selee and the various professional coun- 
selors may be badly coordinated. Too 
frequently when there are several agen- 
cies active in a case, the program of study 
and adjustment is not integrated as it 
should be around the person counseled. 


The ideal organization of the services 
of child study and adjustment cannot be 
stated positively or finally, for both gen- 
eral school organization and our knowl- 
edge of the principles of counseling are 
continually changing and developing. 
Furthermore, cities of different size wil] 
be served best by different schemes of 
organization. Likewise schools of differ- 
ent size and type need different organiza- 
tions of counseling service. 

Principles of organization of counsel- 
ing service—Some tentative principles to 
be kept in mind while planning or ap- 
praising an organization of counseling 
services may be stated as follows: 


[1] In a good counseling program, the pri- 
mary consideration is the greatest present and 
future good of the counselee which is consistent 
with the welfare of the school and society asa 
whole. Every other factor in the situation, in- 
cluding the observance of mass standards and 
requirements, the desire of a particular agent 
or agency for prestige, and the comfort and 
convenience of the worker, should be subordi- 
nated to the welfare of the child. 

[2] In a good counseling program, the basis 
of action in any individual case is all the facts 
of every type bearing on the case, or at least 
as many of them as can be secured. 

{3] A good counseling program, regardless 
of the size of the school or city, provides for all 
phases of individual study and adjustment— 
including physical, mental, emotional, social, 
educational, and vocational analysis and treat- 
ment. 

[4] A good counseling program provides for 
using every classroom teacher, as far as may be, 
as a student of the needs and problems of the 
individual pupils under his care. 

[5] A good counseling program provides for 
some specialization on the part of the profes- 
sional counselors concerned, in order that diag- 
noses and treatments may be founded most 
surely upon unquestioned facts and upon theo- 


ries of child-study accepted by the leaders in 


each field. 

[6] A good counseling program utilizes as 
many sources of information about each case 
as are needed but, in order to integrate the pro- 
gram around the child, employs only one or 
at most very few agents in the actual conduct 
of the treatment of any one child. 

[7] A good counseling program is unified and 
coordinated under one person. In the small sys- 
tem, this may be the superintendent himself. In 
the medium-sized system, an assistant superin- 
tendent or supervisor may be assigned this task 
in addition to his other duties. In the large 
system, the importance of the activity of indi- 
vidual counseling warrants the assignment of 
a staff officer to this function as his sole respon- 
sibility. 

(This material is abridged from chapter 10, 
of the Tenth Yearbook of the Department of 
Superintendence. The commission on character 
education of the Department of Superintend- 
ence of the National Education Association 
which prepared the Tenth Yearbook includes 
A. L. Threlkeld, Chairman, Bertie Backus, 
George S. Counts, Frank N. Freeman, Charles 
B. Glenn, Paul T. Rankin, Belle M. Ryan, 
Goodwin Watson, and David E. Weglein.] 













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t of 
0n- 


10, 
t of 
cter 
-nd- 
tion 
ides 
kus, 
arles 
yan, 


Can the Monster Be Stirred ? 


we wonder when visiting that fasci- 

nating country whether the monster 
can be stirred. On the periphery he is 
stirred now; in fact, he is greatly agi- 
tated. Students and their kind are milling 
about, trying to do something about the 
Manchurian affair provided it does not 
involve physical danger to themselves. 
But this is merely the twitching of some 
surface muscles while the monster sleeps 
on, for the masses of China’s people 
sarcely know what is going on outside 
the little home circle of each. 

There are some leaders now rising up to 
declare that the monster can be awak- 
ened, that the masses of people can be 
stirred into national action, and serious 
efforts are under way to prove it. That 
these masses constitute something like a 
quarter of the whole human race does not 
deter these leaders, for they are delight- 
fully idealistic and nothing seems to dis- 
courage them—not even the fact that 
there are hundreds of millions of illiterate 
individuals to be reached before the mon- 
ster can be stirred into anything like a 
program of constructive activity. 

If this means the promise of better 
times ahead for the common man in 
China, one is tempted to remark that it 
has been a long time in coming. For thou- 
sands of years the common man has pa- 
tiently toiled: building the Great Wall 
many hundreds of miles in length, to say 
nothing of numerous other walls smaller 
in comparison but actually no mean task 
in themselves; building beautiful palaces 
and temples with astounding feats in 
transporting heavy blocks of granite and 
marble and an incredible amount of carv- 
ing of stone and wood; terracing thou- 
sands of hills and leveling the plains for 
tillage of crops. Thru all this the toiler 
has been considered merely a pair of 
hands. He was not expected to share in 
the better things of life which the upper 
ten percent took unto themselves, and 
this is still true of the masses. But perhaps 
there is a light breaking thru for him and 
it may mean the opening to a larger life. 


[ CHINA really is a sleeping monster, 





Davin L. CRAWFORD 


President, University of Hawati, Honolulu 


This is the real significance of the move- 
ment called “mass education” and of 
other related movements which do not 
officially travel under that name. 

What is generally known in China as 
“mass education” was started by Dr. 
James Yen in 1925 as an effort to decrease 
the appallingly great illiteracy in that 
country. At first the plan included only 
an organized teaching of 1000 Chinese 
characters to as many common folks as 
could be mobilized for study at odd times 
when their regular work permitted, the 
theory being that all that China needed 
was to dispel illiteracy and all her other 
difficulties would disappear. [‘‘Making 
New Citizens for China” by James Yen 
was published in the November 1928 
JourRNAL. ] 

Four barriers—A few years of ex- 
perience, however, proved this to be a 
fallacy and the plans were changed, for it 
was found that merely teaching the 
people to read a little was not meeting 
the whole problem but only one-quarter 
of it. A careful analysis showed that there 
are four chief barriers preventing the 
masses of Chinese people from attaining 
the successful position which Dr. Yen and 
other leaders think they ought to occupy. 
The original plan for mass education 
would remove only one of the four. 

The first of these four barriers is igno- 
rance, dense and dark. This does not 
mean total ignorance about all things, for 
the Chinese peasant farmer is really an 
intelligent fellow within his own sphere 
of activity and is as successful as anyone 
could reasonably be expected to be in the 
circumstances—tilling the soil well, get- 
ting relatively excellent yields, meeting 
his daily problems with enough success to 
have enabled his kind to persist as a peo- 
ple thru more centuries than any others 
have in recorded human history. Not- 
withstanding this, they are ignorant to an 
appalling degree. Ability to read a little 
would help greatly but even so there 
would have to be some way of giving them 
the right things to read, written in the 
particular 1000 characters selected out of 


the many thousands for which the Chi- 
nese language is famous. 

The second barrier is poverty, and abil- 
ity to read would not be much of a help 
for that. In fact, it would probably make 
the masses more painfully aware of their 
poverty and thus make their lot seem 
worse instead of better. So to the original 
campaign against illiteracy there were 
added several features designed to help 
the farmer or villager increase his pro- 
ductivity and thus improve his economic 
position. As the great majority of these 
masses of people are farmers, obviously 
it would be necessary to help improve the 
farming methods thru scientific experi- 
mentation and agricultural instruction 
and demonstration. 

The third great barrier was seen to be 
disease, which is due largely to under- 
nourishment and is really a part of the 
poverty problem, for these people are liv- 
ing right at the borderline of existence 
much of the time. Disease takes a great 
toll, the infant mortality being in some 
places as high as 90 percent. Therefore, 
the “mass education” plan must be ex- 
tended to include as much protection 
against these ravages as possible. This 
means better sanitation in their crude 
little homes, more knowledge about the 
principles of nutrition, and campaigns 
against certain prevalent diseases. 

But a fourth barrier was noted, in some 
ways more difficult to deal with—lack of 
cooperation among the people. This is a 
thing not easily corrected for it has to do 
with their habits of thinking and their 
inbred suspicions of each other but some- 
how it must be met. By the organizing of 
cooperative societies for credit, for mar- 
keting, and perhaps for such farming 
operations as would be benefited by coop- 
eration, it is thought that the value of 
cooperation can be impressed upon the 
people and this very fundamental weak- 
ness of the Chinese correspondingly 
helped. 

The experiment—To explore the 
way in this huge problem, one county has 
been selected as typical of the country 


has 2669 members in the Association, 307 more than the number of public-school teachers. 


Miss CRAWFORD is one of Hawaii’s 133 life members in the National Education Association. The territory 











































































































































































































































































































































































































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ae 


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SATS neghexicte 


gS ats | anal emarmr lege 


120 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





and a number of workers under the lead- 
ership of James Yen are concentrating 
their efforts there to learn by experience 
how the larger task should be attacked 
thruout the whole country. This county 
has a population of 400,000 inhabitants, 
living in 472 villages. All the rural popu- 
lation of China lives in villages. These are 
sometimes merely a cluster of little huts 
but more commonly they are miniature 
cities with some form of village govern- 
ment and often with an enclosing wall to 
protect the inhabitants against bandits 
and marauders. Small shops are main- 
tained in all these villages, for the selling 
of food and minor household supplies, 
but the larger buying and selling takes 
place in a few chief centers in the county. 

Each farmer’s holding of land is small, 
sometimes pitifully so. In the most fertile 
parts of the Yangtse River valley it is said 
that the population is over 6000 people 
per square mile, which means that the 
average family [of between 5 and 6 peo- 
ple] has about one-half acre from which 
to make a living. When one deducts the 
areas occupied by the villages and by irri- 
gation canals, roadways, boundary ridges, 
and by the ubiquitous grave mounds, 
there is less than a half acre for each fam- 
ily. In the county used by Dr. Yen for his 
experiment the population is less dense 
because the land is less productive, but 
competition is no less severe. Not only is 
there competition between man and the 
elements, but between man and his de- 
parted ancestors who still continue to 
occupy land and exact a heavy toll from 
the meager income of the living. 

Three approaches to the task are being 
made: thru schools, social groupings, and 
the homes. The schools are simple affairs 
—a bare room borrowed or built for the 
purpose wherein a small crowd of adults 
gathers for an evening or when it is pos- 
sible to be spared from the day’s work. 
This small crowd is a class which meets 
on some kind of schedule during a period 
of four months, for this is the duration of 
one course and another group is waiting 
to form another class. In these four 
months, adults are supposed to learn to 
read 1300 characters in 96 lessons. The 
original quota of 1000 characters has 
been increased to 1300. Their reading 
lessons give them valuable information 
on agriculture, health, and citizenship. 

Later, when they have caught up with 
the task, it is planned to direct this 
schooling toward the children rather than 
adults, but just now the children are 
waiting their turn. It is almost wholly an 
adult education movement thus far and 
probably will remain so for some time. 





To follow up the work of the schools it 
is necessary that the “graduates” be given 
something to read which is written in the 
1300 characters they have learned. So, 





— —_ —s 


_ the current emergency 
re-emphasises the fact that the | 
financing of public education is a re- 
sponsibility which should involve the 
technical advice of experts in taxation, 
the cooperation of professional school 
people, and the educational policy of 
the public, 


Be it resolved, That the Department 
of Superintendence recommends that 
there be constituted in every state a 
group of citizens, including expert econ- 
omists, competent school people, and 
representative laymen, to make a care- 


ful study of the existing system of tax- 
ation, and 


Be it further resolved, That since a 
comprehensive national study of school 
finance is under way under the direction 
of the United States Office of Education, 
the utmost cooperation should exist be- 
tween such groups as may be estab- 
lished in the several states and the 
National Survey of School Finance.— 
Special resolution adopted by the De- 
partment of Superintendence, February 
2a, 192. 











newspapers, pamphlets, and books are 
being turned out as rapidly as possible. 
The purpose of these is twofold—prac- 
tise in reading and enlargement of their 
field of knowledge. 

Three sets of books are being issued— 
for farmers, urban people, and soldiers. 
Soldiers are a conspicuous part of the 
present social and economic structure of 
China and constitute a particularly seri- 
ous problem. 

The other two approaches to the task 
are much like the extension service of 
America: helping the farmer to improve 
his economic position by cooperation with 
his neighbors and by taking advantage 
of such scientific helps as are available, 
and helping the homemakers to improve 
their living conditions without increasing 
the costs beyond income. 

The temptation is to throw excessive 
funds into this work in order to demon- 
strate the more effectively what can be 
done in a typical county but the leaders 
are aware that unless the costs are mod- 
erate the work will not be extended to 
other parts of the country for it could not 
be afforded. Accordingly, the costs are 
kept as low as possible, altho it is recog- 
nized that in the initial experiment the 
costs are bound to be higher than in a 
larger undertaking with standardized 
methods. The work in this first county is 





April, 1932 





costing nearly $50,000 [U. S. gold] per 
year, the funds for the enterprise com- 
ing chiefly from friends in the United 
States. 

Other efforts—The work of James 
Yen is not the only effort being made to 
improve the lot of the common man in 
China. Missionaries for many decades 
have been devoting themselves to this 
task and perhaps it is not unfair to say 
that undertakings like Dr. Yen’s are 
largely the byproduct of the work of the 
missionaries. 

Another quiet leader in this field of 
work is Dr. Ta Chen, professor of sociol- 
ogy at Tsing Hua University in Peking, 
With the help of his associates this man is 
conducting an extensive experiment in 
social reorganization and regeneration in 
an industrial district in the Shanghai re- 
gion, bringing education to the masses 
and helping them to help themselves. 

Nanking University is doing a signifi- 
cant piece of work for the farmer. Thru 
the researches of Dr. Buck, whose wife is 
the author of the famous book, The Good 
Earth, a great fund of information is 
being zathered to show just what is the 
status of farming in central China and 
what is the economic and social environ- 
ment in which the average farm family 
lives. 

Using as a basis this work of Dr. 
Buck’s and some equally valuable re- 
searches in crop improvement being car- 
ried on by the agronomy staff, the exten- 
sion division of Nanking University is 
developing an effective service which 
reaches out to farmers even hundreds of 
miles away, giving them practical assist- 
ance and guidance in cultivation methods 
and control of crop diseases and pests, 
and especially in the increase of their crop 
yields thru better seed. In some districts 
there has been an increase of fifty 
percent in the yields of rice and other 
crops due to the seed selection of this 
university. 

It looks as tho better times may be in 
store for the masses of China, provided 
one remaining barrier can be removed— 
organized banditry and plundering by 
socalled armies which often are not dis- 
tinguishable from the bandits. Perhaps 
the result of this mass education will be 
to develop so great a demand for good 
government that the present chaos will be 
reorganized along sound lines, thereby 
ultimately stamping out banditry. Per 
haps the masses will eventually work out 
their own salvation. If they do, it will be 
in a Chinese way—not American or Rus- 
sian. The monster will then, indeed, be 
awake and doing. 


om. ah othe aoe = 








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per 
m- 


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> to 
1 in 


iI be 
‘eby 
Per- 
out 
1 be 
Rus- 


HE CHILD that we have before us 
Ts consideration this month is a 

contrast in many ways to the child 
we considered in last month’s JouRNAL. 
Both children were studied when they 
were in the junior high school. The boy 
we are considering has been mentioned in 
other articles of this series. He was re- 
ported for study on the basis of attention- 
getting behavior in the classroom. Thru- 
out his junior high-school career he had 
been known to the teachers as a clown 
and had been a constant source of dis- 
turbance in the classroom. His case his- 
tory reveals the following problems: 
show-off behavior, teasing, disobedience, 
rebellion against authority in school, cut- 
ting classes, evasion of responsibility, 
failure in school subjects, grade repeti- 
tion, lack of interest, nervousness, and 
sensitiveness. 

Walter’s elementary-school history re- 
veals the fact that he repeated the 
sixth grade and that his scholarship and 
conduct record became increasingly lower 
during his elementary-school period. At 
the end of the seventh grade in junior 
high school he failed in arithmetic, his- 
tory, English, and hygiene, and was not 
promoted. During his second repetition 
of the seventh grade he failed in art, his- 
tory, geography, arithmetic, and English. 
During this repetition he received a B in 
gymnasium and C in music, manual arts, 
and penmanship. The principal has a 
record of the notes sent to him by the 
teachers complaining of Walter. The rea- 
sons given by the teachers for reporting 
him are as follows: “fooling in class,” 
“continual disorder,” “disturbed class 
after being warned,” “yelled out when an- 
other boy pinched him,” “noisy, silly re- 
marks,” “general nuisance.” Finally he 
was found smoking cigarets in a shed 
during school hours and was suspended 
by the principal. At the mother’s request 
the boy was reinstated at the close of the 
period of suspension; later he was ex- 
pelled. 

According to the Binet test he places in 
the lower level of the normal group. He 
did especially well in tests requiring vis- 
ual imagery and scored on the 18-year 
level. He seemed alert, interested, and 
gave his best attention to this type of 
test. He appeared to have special diffi- 
culty in work with numbers. Each time 
digits were presented there appeared to 
be a definite blocking and hesitancy, fol- 
lowed by a random answer. Fluctuating 


Mental Hygiene in the Classroom 


Adjustment of the Concrete-minded Child 


attention and restlessness appeared in 
connection with these tests. There was 
more evidence of concentration and in- 





W: SHALL never succeed in edu- 
cating all the children of all the 
people till we first succeed in establish- 
ing in the minds of our people the basic 


truth that labor is not a curse, but a 
blessing, and that it is not the purpose 





of an education to free a child from the 
necessity of labor when he is grown, 
but that its end and aim is to fit him so 
that he can do to perfection the work in 
this world that he undertakes or is set 
to perform.—William Hawley Smith. 











terest on tests of ingenuity and concrete 
planfulness than on any of the others. 
His definitions in the vocabulary test 
were at an immature level. In associa- 
tion, apparently stimulated by one of the 
test questions concerning the hanging of 
a man, Walter said, “Lots of times peo- 
ple want to end it all if they don’t get 
their own way or something. I feel that 
way myself sometimes.” 

The physical examination revealed an 
apparent malfunctioning of glands in the 
endocrine system which seemed related 
to his small stature and delayed puberty. 
The psychiatrist found that this was a 
family characteristic and that the men 
in his family developed normally tho late. 

His home life has always been happy. 
His father demands obedience but is 
companionable. His older brother has al- 
ways been a close friend. Walter has 
never been confidential with either his 
father or his brother about his inner 
thoughts, tho he is not ill at ease with 
them. His mother is conscientious in her 
care of her children and has been sympa- 
thetic with them. The home is comfort- 
able and in a good neighborhood. It was 
visited several times by those interested 
in Walter’s problem and the concensus of 
opinion was that it seemed a stable home 
providing the children with security and 
intelligent understanding, with one ex- 
ception. The parents tended to overpro- 
tect Walter and looked upon him as a 
younger child, giving him few opportu- 
nities to do independently the things that 
are usually permitted boys of his age. 

In looking over the above data we 
can at least venture an hypothesis as to 
the causes of Walter’s behavior and sug- 
gest possible treatment. Like our su- 
perior child, his behavior was motivated 


{121 ] 


by the desire to secure attention and ap- 
proval from his contemporaries. Also like 
our superior child, he had never achieved 
recognition in athletics because of his 
small stature. Unlike our superior child, 
he did not have the ability to attain rec- 
ognition and approval on the basis of 
academic success or creative endeavor. 
He had the ability to achieve with his 
hands in mechanical work but his school 
placed its emphasis on academic achieve- 
ment and provided no opportunity to 
succeed along the lines pf his ability, so 
he strove to gain attention thru clowning. 

He had not completed the eighth grade 
so technically he was not ready for the 
vocational school in his state. What did 
the educational system hold for him 
which would really fit him for life in a 
democratic society? His present school 
placement was certainly making for a 
disintegrated personality. He was in a 
position where he could not achieve even 
a minimal degree of success. Had he been 
given any chance during his seventh- 
grade experience to achieve in the type 
of thing in which he really had ability 
and any opportunity thru success to gain 
the approval of his teacher and his class- 
mates, it is probable that his whole 
seventh-grade behavior would have been 
different. His response to the treatment 
planned for him sybstantiates this hy- 
pothesis. 

Fortunately a wide-awake, progressive 
principal of a vocational school made up 
largely of teachers who are really con- 
cerned with individual adjustment, de- 
cided to take this boy on the recommen- 
dation of a child guidance clinic, altho 
he had not passed his eighth-grade work. 
Thru the clinic the principal recognized 
that the boy’s intelligence was average, 
that he was cooperative, and had a pleas- 
ant personality. They believed that if he 
were given a chance to work where he 
had a real possibility of succeeding, he 
would make good. 

In this new situation his adjustment 
far exceeded the expectations of the child 
guidance clinic. Walter showed eager- 
ness for his work and was conscientious 
from the start. In a short time he had 
charge of one shop and was responsible 
for giving out and checking up the tools. 
Over a period of two years in this new 
situation he was never considered a be- 
havior problem. 

What are the implications of this case 
for the public school? A large percent 


— 


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122 THE JOURNAL OF THE NATION 








of our population is concrete-minded and 
works best with its hands. Upon this 
group is our industrial civilization based. 
It is a serious question whether or not 
this group should be separated and edu- 
cated by a special type of school empha- 
sizing only the concrete, the mechanical, 
and the practical. Such procedure seems 
inconsistent with a philosophy of educa- 
tion which proposes to develop well- 
rounded individuals. Specialization in 
work, the trend of our materialism, tends 
to group people too closely and leads to 
a lack of breadth of view, cooperation, 
and appreciation of the rest of society. 
But even granted that the vocational 
school may always be the best place for 
this type of child, it is important to con- 
sider what happens to him during the 
eight years before he is ready for voca- 
tional school. Can we not say of the ad- 


For 


HAT CAN BE learned from other 

\X/ depressions? What are the 

causes of unemployment? How 
can the unemployed prepare themselves 
for new lines of work? What can be 
learned from the Russian plan? Can the 
labor market be organized? What about 
the farmer? What shall we do with our 
leisure time? How can depressions be 
avoided? What have banks to do with it? 
Why a gold standard? Are taxes too 
heavy or too light? 

Those who are reading good books on 
these questions are thinking more clearly 
and talking more intelligently about 
them. Here are a few good books, hon- 
estly wiitten. They are only samplings. 
There are many others, and pamphlets 


too, and new ones are appearing every 
day. 


America weighs her gold by James H. Rogers. 
1931. Yale. $2.50. A popular interpretation of 
the international gold situation and the eco- 
nomic forces and policies responsible for it. 

America’s way out by Norman M. Thomas. 
1931. Macmillan, $2.50. A “program for democ- 
racy.” 

Business adrift by Wallace B. Donham. 1931. 
Whittlesey House, McGraw-Hill. $2.50. —and a 
plan to anchor it. 

The economics of money, credit, and banking 
by F. Cyril James. 1930. Ronald Press. $4. 

The epic of America by James T. Adams. 
1931. Little,“Brown. $3. The story of the aban- 
donment by a rich and powerful people of the 
ideals of their hard-pressed and high-minded 
ancestors. 

Fields of work for women by Miriam S. 
Leuck. 1926+ Appleton. $2.50. Professional and 


occupational opportunities for high-school girls 
and college women. 


AL EDUCATION ASSOCIATION 





April, 1932 





justment of this concrete-minded child 
the same thing that we said of the adjust- 
ment of the superior child—that he can 
best be provided for in a school situation 
most nearly like life—a situation in 
which people of various abilities are 
working toward ends worthwhile to them 
as a group? Let us be frank. A concrete- 
minded child is looked upon by the aver- 
age academic teacher as being an inferior 
person and his transference to a voca- 
tional school is often considered a step 
down in the social scale. These facts are 
damaging to his personality adjustment. 
Why is he still forced to contend against 
such discrimination? First, schools and 
their curriculums are built on a tradi- 
tional conception of what the school 
should be; they go back to the period 
when work with the hands was looked 
down upon. If the school curriculum were 


based on life as it is, rather than life as it 
has been, this child would not have diffi- 
culty in finding his proper place. Second, 
some teachers’ academic interests com- 
bined with their social failures tend to 
make them intellectual snobs. 

Altho this child was treated by a men- 
tal hygiene clinic, his problem was almost 
entirely one of school handling. The 
psychiatrist pointed out the reasons for 
his small stature and delayed puberty, 
but the important treatment was carried 
out by the teachers in the vocational 
school. This case gives us good reason 
to repeat that effective mental hygiene 
on the preventive level must be carried 
out by the classroom teacher for every 
child in his group.—This is the sixth of 
a series of articles by Caroline B. Zachry, 
director, Mental Hygiene Institute, State 
Teachers College, Montclair, N. J. 


Thinking America 


How to spend your money by Ernest McCul- 
lough. 1931. Cape & Smith. $2. Sensible advice 
on apportionment of income and on investments. 

Major forces in world business depression by 
National Industrial Conference Board. 1931. 
Nat’l. Industrial Conf. Bd. $1.50. 

Making farms pay; a way out for owner and 
tenant by Cornelius J. Claassen. 1931. Macmil- 
lan. $2. The first book treating group manage- 
ment of farms. 

The menace of overproduction, its cause, ex- 
tent, and cure edited by Scoville Hamlin, 1930. 
Wiley. $2.75. Overproduction with its resultant 
unemployment is an evil but seventeen indus- 
trialists and economists differ about the reme- 
dies proposed. 

Middletown, a study in contemporary Amer- 
ican culture by Robert S. and Helen M. Lynd. 
1929. Harcourt. $5. Civilization in America as 
portrayed by the dissection of a typical small 
city. 

My life work by Robert L. Cooley and others. 
1930. McGraw-Hill. v.1. Building and metal 
trades. $1.75. v.2. Office and store occupations. 
$1.50. v.3. Printing and servicing trades. $1.50. 
v.4. Representative industries. $1.75. 

New roads to prosperity; the crisis and some 
ways out by Paul M. Mazur. 1931. Viking. $2. 
“The day of opportunity is still at its dawn, but 
the days of opportunism must be ended.” 

New Russia’s primer by Ilia I. Marshak [M. 
Tlin, pseud.]. 1931. Houghton. $1.75. A com- 
plex plan made simple and dramatic. 

Our mysterious panics, 1830-1930, a story of 
events and the, men involved by Charles A. Coll- 
man. 1931. Morrow. $2. Shows how human 
human beings are. 

Out of the depression—and after, a prophecy 
by Stuart Chase. 1931. 27p. John Day. Paper, 
25¢. 

Piatiletka; Russia’s 5-year plan by Michael S. 
Farbman. 1931. New Republic. Paper, $1. Pre- 
sented clearly and succinctly and illustrated with 
camera studies. 

The problem of unemployment by Paul H. 
Douglas and Aaron Director. 1931. Macmillan. 
$3.50. Extent and costs; varieties—seasonal, 


technological, and cyclical; the development of 
employment offices and unemployment insur- 
ance systems. 

Reducing seasonal unemployment ; the experi- 
ence of American manufacturing concerns by 
Edwin S. Smith. 1931. McGraw-Hill. $3. Many 
cases show how regularization of sales and pro- 
duction have promoted economies and steadied 
employment. 

The rise of American civilization by Charles 
and Mary Beard. 1930. Macmillan. 1 vol. ed. $3. 
The whole circle of American life—economic, 
social, political, agricultural, industrial, intel- 
lectual. 

Some folks won’t work by Clinch Calkins. 
1930. Harcourt. $1.50. For those readers who 
wish to get close to the experiences and feelings 
of the unemployed. 

Taxation in the modern state by Alzada P. 
Comstock. 1929. Longmans. $2. Changes in tax 
systems and developments in tax administration 
since the war. 

Unemployment as a world problem edited by 
Quincy Wright. 1931. Univ. of Chicago Press. 
$3. Nine distinguished lectures by an English- 
man, an Irishman, and a German. 

Vocational selfguidance; planning your life 
work by Douglas Fryer and others. 1925. Lipp- 
incott. $3. A discussion of twenty-one of the 
“business professions,” each by a man of experi- 
ence in his field. The introduction is intended 
as a guide to self- and job-analysis and furnishes 
tests. 

The way out of depression by Hermann F. 
Arendtz. 1931. Houghton. $1. Good presentation 
of the case for international bimetallism. 

The way to recovery by Sir George Paish. 
1931. Putnam. $2. The way out of the depres- 
sion as seen by a great English economist. 

Your job and your pay; a picture of the world 
in which we work by Katherine H. Pollak. 1931. 
Vanguard. $2. Intended to stimulate workers’ 
interest in labor problems. [Use this list pub- 
lished by the American Library Association to 
build up your school library and for special 


classes and courses. Keep your curriculum upto- 
date. ] 








n- 
Ist 
he 
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Better Teaching of Arithmetic 


Diagnosing Pupil Difficulties 


have shown. that 


NVESTIGATIONS 
l arithmetic is one of the most diffi- 


cult subjects in the elementary 
school. The causes of this condition have 
been systematically analyzed, and tech- 
nics for diagnosing the specific factors 
that result in the failure of a particular 
pupil to make satisfactory progress have 
been devised. In this article a statement 
of the causes of failure in arithmetic will 
be given and technics which the teacher 
may employ to diagnose the difficulties 
of pupils will be described. The discus- 
sion will be limited to the computational 
phases of arithmetic instruction. 

The essential technical background of 
a person who wishes to make a diagnosis 
of difficulties in arithmetic includes: 


A knowledge of types of behavior which are 
evidences of underlying causes of inability not 
only in arithmetic but in related subjects such 
as reading, and the analytical ability to observe 
and interpret these manifestations of difficulty ; 
an adequate technic for bringing to the surface, 
facts concerning the nature of the pupil’s dis- 
ability or methods of work which otherwise 
would not be noted; a thoro knowledge of the 
factors underlying the development of arith- 
metic ability and the ways in which these fac- 
tors operate; a knowledge of the specific skills 
and controls which constitute the hierarchy of 
habits needed for successful work in arithmetic; 
and a knowledge of what remedial measures to 
apply when the diagnosis has been made. 


Some of the factors that contribute 
to failure to master arithmetic processes 
are of a permanent kind; others are 
temporary in character and can easily 
be obviated. These contributing factors 
vary widely from pupil to pupil and may 
appear in various combinations. 

/ Lack of mentality or native ability is 
undoubtedly the greatest single cause of 
failure to learn. In most schools. teachers 
now have access to records which show 
the mental level of the pupil as deter- 
mined by intelligence tests. Such infor- 
mation is invaluable in making a diag- 
nosis. However, altho a low mental level 
often is associated with inferior arith- 
metic ability, it must be recognized that 
sometimes pupils of relatively high men- 
tality fail to make satisfactory progress 
in arithmetic due to other factors which 
must be analyzed. 

/ Physical handicaps often seriously in- 
terfere with the development of power 
in arithmetic. The undernourished, ane- 
mic, fatigued child cannot make the sus- 
tained effort required. Defects of vision 
and hearing are, obviously, serious 


handicaps. Incipient illness may sap the 
vitality of the pupil. Fortunately the 
careful examination by the school physi- 
cian can locate these faults and steps can 
be taken to remedy the condition. 
“Emotional factors such as fear of the 
teacher, dislike for the subject,or a faulty 
relationship with others in the group, 
may result in the development of a con- 
dition which will lead to unsatisfactory 
growth in arithmetic. Pupils with such 
emotional maladjustments may make 
little effort to master the subject. They 
may exhibit little or no initiative in their 
work. They may be unwilling to ask the 
teacher for help on difficult points and 
hence flounder helplessly and hopelessly. 
Often they fail to stick to the task at 
hand and their attention is easily dis- 
tracted by minor interruptions. Much of 
this kind of interference with learning 
can probably be prevented by providing 
interesting situations in which the pupil 
will be impelled to active participation 
because he sees how what he is learning 
functions. If the right attitude between 
teacher and pupil exists, the pupil will 
regard the teacher as a counselor and 
guide in rich educative experiences. 
_Faulty attitudes of the pupil toward 
his school work are often due to unsatis- 
factory environmental conditions, such 
as strained relations in the home, indif- 
ference of parents toward his success in 
school, broken homes, and the like. Dis- 
honesty, untrustworthiness, and other 
undesirable moral traits often develop in 
such situations. Obviously it is the duty 
of the teacher to be familiar with the 
social background of the pupils in her 
class in order that she may intelligently 
analyze the needs of each individual 
and make necessary adjustments of in- 
struction. In many school systems, social 
agencies are available which will aid the 
teacher to determine the conditions in 
the home and elsewhere which contrib- 
ute to pupil failure in their school work. 
Social and psychological clinics, educa- 
tional clinics, and hospital classes have 
been established with considerable suc- 
cess. However, the relatively small num- 
ber of such clinics means that most 
teachers must study their own pupils 
and apply insofar as they are able those 
diagnostic procedures which have been 
devised by educational science. It 
is their duty to become increasingly 
familiar with these technics thru the 


[ 123 ] 


study of the published reports of diag- 
nostic studies. 

Pedagogical factors over which the 
school has some control often contribute 
to the failure of pupils to make satisfac- 
tory progress in arithmetic. Instruction 
may be unskilfully done; the materials 
of instruction may be inadequate and 
poorly constructed without considera- 
tion of the known difficulties the subject 
presents; instruction may be by mass 
methods and not individualized, a con- 
dition which results in the development 
of many faulty, inefficient habits of 
work by the pupils; difficulty with some 
process such as long division may be due 
to weakness in some more basic skill, 
such as inability to multiply or to sub- 
tract, which should have been mastered 
before long division was taught, rather 
than to general weakness in the process; 
the subjectmatter taught may be too 
difficult for the pupil to master; it may 
be set up in an uninteresting and un- 
attractive manner; due to excessive ab- 
sence or to transfer from one school to 
another, there may be big gaps in the 
pupil’s knowledge of processes. Many 
similar illustrations of conditions which 
may result in unsatisfactory growth will 
readily occur to the reader. Almost all 
of them can be obviated. An important 
and integral part of any diagnostic and 
remedial program is to make certain 
that pupils are using as wellmotivated, 
efficiently organized, and wellgraded 
materials of instruction as it is possible 
to procure and that effective teaching 
procedures are employed in the class- 
room. However, due to other factors that 
are beyond the control of the teacher, 
there will be pupils who will fail to make 
satisfactory progress. In such cases the 
teacher must attempt to diagnose the 
difficulty, that is, to identify and to de- 
termine the nature of the deficiency or 
weakness. 

The approach to diagnosis of arith- 
metic difficulty may be either thru 
measurement and general observation or 
thru the use of more refined and special- 
ized clinical methods. For purposes of 
discussion, three kinds of diagnosis may 
be differentiated: general, analytical, 
and _ psychological. 

By general diagnosis is meant any 
procedure which will give the teacher a 
general picture, not a detailed one, of 
the pupil’s ability in arithmetic. For ex- 


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124 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





April, 1932 





ample, the results of such survey tests 
as the Stanford Achievement Test yield 
scores which can be interpreted to show 
the general level of the pupil’s ability 
in arithmetic. However, such scores do 
not reveal his ability to solve examples 
in fractions or decimals, or on which of 
the four fundamental processes he may 
be deficient, normal, or superior in abil- 
ity. Tests of this kind merely enable the 
teacher to select those pupils whose per- 
formances are below standard so that 
their work can be more carefully ob- 
served and systematically analyzed to 
determine specific deficiencies and faults 
and what steps should be taken in the 
remedial program. 

The purnose of analytical diagnosis is 
to enable the teacher to determine the 
specific phases of arithmetic in which 
the pupil is deficient. The basis of an 
analytical diagnosis may be a pupil’s 
performance on a series of carefully con- 
structed diagnostic tests, each of which 
yields a measure of the pupil’s ability in 
a single phase of arithmetic. Such a 
series may include separate tests in each 
of the four fundamental processes in 
whole numbers, fractions, or decimals, 
or exercises in which any one process 
is broken down into the major or the 
specific skills which constitute it. By 
means of analytical subject tests of this 
kind, the teacher can locate the particu- 
lar process or specific skills in a process 
in which a pupil may be deficient. An- 
other kind of diagnostic test consists of 
a wide variety of types of examples in 
a particular process, such as subtraction 
of fractions, for which there are at least 
fifty-three different types of examples 
each containing a different combination 
of skills. Such exercises are very valu- 
able to the teacher when a process is 
first being taught since the results of the 
liagnostic tests enable the teacher to 
determine what types of examples the 
pupils have not learned to solve. Fur- 
thermore, the analysis by the teacher of 
the differences between the types of ex- 
amples included in such comprehensive 
exercise shows the kind of examples 
there should be in practise exercises if 
potential difficulties due to lack of famil- 
iarity with particular types are to be 
obviated. The method of analytical 
diagnosis reveals the processes in which 
a pupil is deficient or the specific phases 
of a process which may be the source of 
difficulty. However, these results yield 
only a partial diagnosis, since the 
teacher must in addition determine the 
causes of the difficulty by more pene- 


trating technics than such tests provide, 


| 
especially in the ¢ase of pupils whose 
work exhibits serious weaknesses. A 
pupil’s score on a test may show that he 
is much below standard in ability in 
some process but it does not reveal the 
causes of this condition. The assignment 
of practise exercises to strengthen weak 
spots without a careful study to deter- 
mine the causes of difficulty may be 
worse than useless, since faulty habits 
that exist may be strengthened thereby. 

By psychological diagnosis is meant 
any procedure the teacher may use to 
identify the more subtle causes or nature 
of the difficulties located by the analyti- 
cal tests. To be able to make a satisfac- 
tory psychological diagnosis, the teacher 
must know the possible causes and 
symptoms of maladjustment, the most 
common faults that have been found to 
exist in the work of pupils, various 
methods of making the diagnosis, and 
the use that can be made of data in 
various school records and the reports 
of special workers, such as the school 
physician or the social worker. Some 
simple technics useful to determine the 
causes of difficulty will now be de- 
scribed. 

Thru observation of the pupil at work 
or play, the teacher can learn much con- 
cerning the pupil’s social behavior as 
well as his work habits. Faulty proce- 
dures such as counting, dawdling over 
the assigned work, lack of interest or 
effort, visual defects, and the like, can 
thus be readily discovered. 

Thru an analysis of the pupil’s writ- 
ten work, the causes of many errors can 
be determined. For example, in the sub- 
traction example, 81—37=——42, the pupil 
obviously did not know the correct an- 
swer to the combination 11—7. This is 
shown by the partial answer, 2. In the 
example, 962—783==189, the cause of 
the error is not so obvious. Did the pupil 
forget that he had borrowed from the 6, 
or was his error due to giving the incor- 
rect remainder in subtracting 8 from 15? 
An analysis of the written work does not 
reveal the mental processes of the pupil 
at each step of the solution. They may 
have been involved and uneconomical 
but this is not evident from what is 
written on the paper. In the example, 
6 and one third minus 1 and five sixths 
=3 and five eighteenths, it is not pos- 
sible to determine what the cause of the 
error is. In an analysis of approximately 
2500 errors in addition of fractions, it 
was possible to determine only two thirds 
of the errors by examining the written 
work. These data suggest that while the 
first step in any diagnosis may well be 


an analysis of the written work to deter- 
mine where possible the cause of the 
error, more penetrating methods must 
be used when the cause is not revealed 
by such an examination. 

The chief weakness of this technic is 
the lack of reliability of the diagnosis, 
In many doubtful cases, the examiner is 
forced to make inferences as to the na- 
ture of the difficulty which may be in- 
correct, as illustrated in the second ex- 
ample above. More penetrating technics 
must be used to determine the causes of 
difficulty not apparent from the analysis 
of the written work. 

A technic of diagnosis which may be 
used in such cases has been developed 
by Courtis and has since been employed 
in many of the investigations of causes 
of difficulty in arithmetic processes, 
namely, the analysis of the oral re 
sponses of the pupil as he works the 
example aloud. The examiner in using 
this technic merely asks the pupil to 
state aloud the mental steps he may take 
in solving the example and the language 
he may employ. This plan may be sup- 
plemented by sympathetic questioning 
to locate faults the pupil may not be 
conscious of. These technics enable the 
examiner to note any roundabout, in- 
volved, or otherwise faulty habits of 
work which may be the basis of the 
difficulty. A teacher who has never had 
a pupil whose work is unsatisfactory 


give the steps in the solution of an ex- - 


ample aloud, can hardly be aware of the 
strange tricks and peculiar methods of 
thinking such a pupil has. For example, 
the study of pupils deficient in arith- 
metic by Buswell and John reveal the 
following faults of pupils in grades three 
to six in carrying in column addition: 


Added carried number last; forgot to add the 
carried number; added carried number irregu- 
larly [sometimes first, sometimes last, sometimes 
in the middle of an example] ; wrote the number 
to be carried; carried the wrong number [sum 
28, wrote 2, carried 8]; carried when nothing 
to carry; wrote carried number in the answer; 
added the carried number twice; subtracted the 
carried number. 


It is apparent that such faults cannot 
be detected by test scores or analysis 
of the written work. They must be 
searched out by technics that are more 
clini¢al in nature. Such faults as those 
listed above can only be remedied by 
pointed remedial teaching. Every teacher 
should study the procedures involved 
and apply them so that they may be 
effective elements of his technical pro- 
fessional equipment. A knowledge of the 
faults that have been revealed by psy- 


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Vol. 21, No. 4 





chological diagnosis will impress on the 
teacher the necessity of seeing to it from 
the beginning that effective procedures 
and economical thought processes are 
mastered by the pupils. It is known that 
many pupils whose tests scores are up to 
standard are working at much below 
their optimum levels because of the in- 
effective methods they employ. Stand- 
ardized diagnostic tests and _ record 
blanks containing the most common 
faults of pupils in each of the four fun- 
damental processes in whole numbers, 
fractions, and decimals are available. 

The use of such clinical methods in 
teaching and diagnosis brings to class- 
room instruction the same refinement of 
technics that is found in other profes- 
sions, such as medicine. No one would 
think of submitting to treatment by a 
physician who used such random meth- 
ods of diagnosis as were employed by 
medical science a few generations ago. 
Modern clinical medicine uses diagnostic 
devices which determine with precision 
what the cause of the difficulty is and 
in the light of such information pre- 
scribes the remedial treatment. The pro- 
fession of teaching may be raised to 
higher levels if increased use is made of 
diagnostic technics such as have been 
described and if teachers consciously 
try to avert the development of faulty 
habits and systematically seek to deter- 
mine the causes of difficulty apparent 
of pupils making little progress. 

The procedure to follow in making a 
clinical diagnosis may be summarized 
as follows: [From Diagnosis and Reme- 


On the beach at Atlantic City. Should not every child average at least seven hours per week in the sun and open air? 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 125 





dial Teaching by Brueckner and Melby. 
Houghton Mifflin, Boston. 1931] 


[1] The teacher should give a survey test to 
secure an initial picture as to the status of the 
class as a whole. 


[2] The teacher should make a careful analy- 
sis of the work on the test to locate the obvious 
deficiencies or the types of exercises most fre- 
quently solved incorrectly by the class. 

[3] The teacher should then select for careful 
study those pupils whose work was considerably 
below the standard in one or more of the proc- 
esses. Usually not more than ten percent of the 
pupils in a class will need much study. The stu- 
dents should be given the ordinary assignment 
of work to be done at their seats, so that all may 
be profitably occupied. 


[4] After the class has begun to work on the 
assignment, one pupil who has been selected for 
special study should be called to the teacher’s 
desk. The pupil should be told that the purpose 
of the teacher is to help him to determine the 
cause and nature of his arithmetic difficulties 
and he should be encouraged to assume a coop- 
erative attitude in the undertaking. The teacher 
should think of his part of the examination as 
being like that of a physician who is making a 
clinical diagnosis of the cause of the illness of 
an individual. The purpose of the diagnosis by 
the teacher should be the location of faulty 
methods of work, lack of knowledge on the 
part of the pupil, and other possible causes of 
inefficiency of work. At this step the teacher 
should not attempt to remedy the situation by 
teaching correct procedures. 

[5] The teacher should next select a standard- 
ized diagnostic test in the process to be investi- 
gated, such as the Buswell-John or Brueckner 
tests, or, if they are not available, should use 
some similar set of examples prepared for the 
purpose. Usually only one process at a time 
should be studied, to avoid fatigue on the part 
of the pupil. 

[6] The teacher should explain to the pupil 
that he will make it easier to diagnose his diffi- 
culties if he will do his work aloud, so that the 





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teacher may observe his procedure. The teacher 
should illustrate the method by working one 
or two typical examples. Pupils readily respond 
to these directions and demonstrations, espe- 
cially if the teacher has created the right attitude 
and if the examination is conducted in a friend- 
ly, helpful spirit. 

[7] As the pupil works the teacher should 
make notes of the types of faults that are dis- 
covered. Such a record is facilitated by the use 
of the record blanks that are prepared on certain 
of the standard diagnostic tests. It is obvious 
that the teacher must have a firsthand apprecia- 
tion of the various kinds of errors that may be 
discovered and of their symptoms. Sometimes 
the pupil stops in the middle of an example and 
apparently is blocked by some difficulty. By 
careful questioning the teacher should make an 
effort to get the pupil to tell what his mental 
processes are during the period of apparent in- 
activity. Altho the method of securing the pupil’s 
testimony as to his mental processes may not be 
a wholly reliable one, due to his inability to 
describe them accurately, an observing teacher 
with insight can usually secure quite a vivid 
picture of what mental activity takes place 
The length of the time required for a diagnosis 
will, of course, vary according to the extent and 
nature of the faults discovered in the pupil’s 
work. The average time required for a single 
process is between fifteen and thirty minutes. 

[8] When the work of the test has been com- 
pleted the teacher should carefully analyze the 
notes taken during the examination and sum- 
marize the findings of the diagnosis. These may 
be recorded on the standardized blank, on the 
pages of a notebook in which records of a diag- 
nosis are kept, or may be filed in some other 
convenient form for reference. 

[9] The necessary reteaching and remedial 
work should then be undertaken in the light 
of the findings of the diagnosis. 


| This is the sixth of a series of articles 
by Leo J. Brueckner, College of Educa- 
tion, University of Minnesota, Minne- 
apolis. | 


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Public Elementary and Secondary Education in 1930 


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





Number of 












































Number of pupils Percent of Average Value of all Value of Expenditures Expenditures 
pupils enroled in average daily pupils number property used school for public per pupil en- 
States in publicele- | attendance in enroled of days for public | property | elementary | roled in public 
mentary and | public elementary which schools | elementary } per and elementary and 
secondary | and secondary attend were in and second- | pupil secondary } secondary 
schools schools daily session ary schools enroled schools ¢ schools 
1 2 3 4 5 6 7 8 9 
mae a saa ee 2 we a we 
Continental United States 25,678,015 21, 264, 886 82.9 172.6 |$6, 211,327,040 | $242 |$2, 320,776,036 $90.38 
| | 
Alabama 622,988 473,553 76.0 150.0 55,635 ,090 89 | 21,657,857 34.76 
Arizona 103 , 806 75,969 73.2 175.1 17,914,326 173 10,878,167 104.79 
Arkansa<¢ 456,185 330,825 72.9 149.4 38,217,950 84 14,148,155 31.01 
California 1,068 , 683 908 , 765 85.0 178.3 427,909,411 400 148,816,078 139.25 
viorado 240,482 190,742 79.3 180.0 62,147,540 258 24,555,281 102.11 
Connecticut 319,453 274,482 85.9 183.7 111,494,568 349 35,741,255 111.88 
Delaware 42,360 36,255 85.6 } 183.0 11,290, 862 267 5,108,186 120.59 
District of Columbia 80,965 68,312 84.4 } 173.6 30,224,587 373 12,666,081 156.44 
Florida 346,434 267 ,042 77.1 | 154.4 79,826, 066 230 18,533,721 53.50 
Georgia. 713,290 538,271 73.8 148.0 51,200,389 72 18,676,829 26.18 
Idaho 120,947 | 98,479 81.4 162.6 24,106,667 199 10,326,210 85.38 
Illinois... . 1,395,907 | 1,203 ,537 86.2 | 188.4 441,075,353 316 154,740,774 110.85 
Indiana 667,379 | 596,416 89.4 | 173.4 160,439,184 240 63 ,329, 806 94.89 
lowa 554,655 | 465 ,O5i 83.8 | 175.9 123 ,307 , 362 222 50,757,133 91.51 
Ee re re 431,166 364,801 84.6 | 169.8 | 92,232,351 214 38 , 843 , 407 90.09 
| 
Ee reer 588,354 432,862 73.6 | 165.0 48 ,057 ,372 82 22,973,665 39.05 
SE ree 434,557 349,594 80.4 | 151.0 55,328,518 127 21,835,855 50.25 
Re ee oe 154,455 138 ,043 89.4 | 179.0 32,654,172 211 11,185,706 72.42 
Maryland 277,459 | 235,555 84.9 186.1 55,741,316 201 24,672,143 88.92 
Massachusetts 759,492 | 675,676 | 89.0 | 183.3 243 ,063 ,424 320 86,891,313 114.41 
} } 
Michigan 970,582 | 844,967 87.1 185.6 338,675,700 349 119,457,501 123.08 
Minnesota 551,741 456 , 836 82.8 180.1 158,899, 830 288 51,789,778 93.87 
Mississippi 595,449 | 436,162 73.2 | 133.4 43,919,500 74 17,395,052 29.21 
Missouri 656,073 | 576,417 87.9 180.5 } 151,439,993 231 56,470,043 86.07 
Montana 120,337 105 ,327 87.5 173.5 30,416,023 253 13,678,881 113.67 
| 
Nebraska 325,216 259,188 79.7 175.2 81,835,361 252 27,142,345 83.46 
Nevada 18,041 14,977 | 83.0 178.9 5,876,038 326 2,755,034 152.71 
New Hampshire 74,240 | 65 , 966 88.9 179.0 18,487, 801 249 6,935,522 93.42 
New Jersey 792,012 | 662,961 83.7 188.4 292,728,594 370 117 ,633 ,537 148.52 
New Mexico........ 102,084 76,216 74.7 172.2 12,563,138 123 6,799,409 66.61 
New York 2,141,479 1,866,243 87.1 187.5 871,228,178 407 361,512,754 168.81 
North Carolina 866 ,939 672,895 77.6 154.3 110,421,315 127 37 301,084 43 .03 
Ruertm EPmOte. .....506. 169,277 148,614 87.8 165.7 39,876,647 236 16,453,171 97.20 
Ohio... 1,277,636 1,141,324 89.3 179.2 409 ,649 , 302 321 145 ,910,353 114.20 
Oklahoma 682,650 470,090 68.9 173.3 89,975,124 132 30, 867 , 706 45.22 
Oregon... ee Te ee 202,595 155,166 76.6 182.9 51,985 ,092 257 19,616,351 96 .83 
a er ee 1,937,433 1,661,128 85.7 181.2 512,424,820 264 184,238,972 95.09 
Serer 118,704 102,584 86.4 175.3 32,614,300 275 13,259, 880 111.71 
OE ROPE. 0. kc cece ns 469,370 348 ,482 74.2 147.0 41, 284,326 88 15,332,324 32.67 
ee Tree 165 ,624 138,635 83.7 178.5 39,617,298 239 15,304,063 92.40 
IN 5 ions oad er alee 627 , 747 481,962 76.8 163.2 53,932,508 86 22,880,371 36.45 
SI SEE eee nee 1,308,028 1,073, 847 86.6 146.0! 206 , 257 ,538 158 78,323,048 59.88 
CS ee a ee ear een 138 ,046 120,573 87.3 372.3 29,704,113 215 11,643 ,061 84.34 
I ng aeve wane eke a 65,976 57,975 87.9 172.1 12,523,067 190 5,663,229 85.84 
MD $0 i wo aaa nemadaees 562,956 452,567 80.4 164.1 68,553,725 120 23 ,636 »186 41.99 
ae 344,731 278,520 80.8 179.4 83,878,496 243 33,612,352 97.50 
ee 395,505 350,046 88.5 165.7 74,653,553 189 28,242,563 71.41 
|. 564,022 473,258 83.9 179.2 169,651,775 301 54,092,429 95.90 
a a ee 54,505 47,730 87.6 161.3 16,387,377 301 6,491,415 119.10 
Outlying Possessions: 

Alaska PEG SOL r ae 3,436 2,899 84.4 176.2 1,110,0002 3238 449 312 130.77 

OTST EL PRC Te, Pentre cn ES, Eades Fe rr pee ee ee Ae os eese pee 
OT See 7,003 6,070 86.7 207 .6 323 , 4802 463 378, 864 54.10 
SSS ee 3,683 3,532 95.9 203 .0 108 , 430 29 54,587 14.82 
|) ee ae 71,657 68,510 95.6 169.0 13 ,081, 898 183 5,638,215 78.68 
Philippine Islands.......... 1,121,233 1,008 ,904 90.0 192.0 23,744,137 21 14, 497 , 483 12.93 
SN od wing aia-8-¥ gos 221,248 | 193 , 396 87.4 191.2 10,392,926 47 5,299,450 23.95 
Virgin Islands : 3,061 | SS ae | 190.0 82.500 27 109,758 35.86 




















HE above table gives pertinent figures as 
to public elementary and secondary educa- 


tion in 1930 for the various states and terri- 
tories. 


You may obtain the figures for your state by 
reading the table as follows: In Alabama there 
were 622,988 [column 2] pupils enroled in pub- 
lic elementary and secondary schools; on the 
average 473,553 [column 3], or 76 percent 
[column 4] of these were in daily attendance. 
In this state schools were in session on the 
average of 150 days during the year. The 
estimated value of all property used for public 
school purposes was $55.635,090 [column 6], 


or $89 [column 7] per pupil enroled. The 
amount expended for this type of public edu- 
cation in Alabama in 1930 was $21,657,857 
{column 8], or $34.76 [column 9] per pupil 
enroled. 


From inspection of the figures above we see 
that there is a wide discrepancy among states 
as to educational opportunity offered, e. ¢., 
the average number of days schools were in 
session ranges from 188.4 days in New Jersey 
to 133.4 days in Mississippi; the value of 
school property per pupil enroled varies from 
$407 in New York to $72 in Georgia; states such 
as New York and California expended approxi- 


mately 5 times as much per pupil enroled in 
public elementary and secondary schools as 
do such states as Georgia and Mississippi. 


The data given in this table are based on 
figures of the United States Department of 
the Interior, Office of Education, and are for 
the school year 1929-30. 


1 Statistics for 1928-29. 
2 Statistics for 1927-28. 


3 Property value for 1927-28 divided by enrol- 
ment fur 1929-30. 

4 This figure includes expenditures for cur- 
rent expenses and capital outlays. It does 
not include payments for debt services. 














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The 


NE of the most important results 
() of proper planning would be that 

enough of everything could be 
produced. It is impossible to overempha- 
size the importance of the fact that for 
the first time in the world’s history so- 
ciety has the productive capacity to turn 
out enough goods for everyone. The diffi- 
culty in America at the present time is 
not that we cannot produce but that 
various maladjustments keep us from 
producing. Proper planning would elimi- 
nate these maladjustments. This one rea- 
son is quite enough to justify the schools’ 
of the United States giving a portion of 
their time to the question of social and 
economic planning. 

Proper planning would also bring about 
a much better division of the total 
amount of wealth that is produced. In 
many cases the socalled earned incomes 
in the United States are largely the result 
of monopolistic advantages and special 
privileges. In other cases lack of oppor- 
tunity and lack of education prevent one 
from competing on a fair basis for many 
desirable positions. Our American eco- 
nomic system assumes a_ reasonable 
equality of opportunity. There was a 
time when this assumption was more or 
less justified. Most of the people lived on 
farms and most occupations were open 
to everyone. Now it will take definite 
planning to continue this approximation 
to equality of opportunity. 

Another result of planning would be 
more intelligent consumption of the 
wealth that is produced. There are few 
fields in American life that would repay 
larger dividends in terms of social wel- 
fare than more adequate information in 
the field of consumption. It would take 
definite planning to bring this about. 

Adequate planning would go far to- 
ward abolishing unemployment. The 
assumption can no longer be made that 
the individual, unaided, can find work 
and the proper work. Unless we are to 
have chronic and perhaps increased un- 
employment and all of the distress that 
goes with it, there will have to be a type 
of planning that has been undreamed of 
and unthought of in the economic world 
of our ancestors. Many people in the 
world today seem to think it is necessary 
to make work. There is something to be 
said for this position after a society al- 
lows itself to get into a period of serious 
depression such as 1931 in the United 
States. However, the world needs all the 


Social Planning and the Schools 


Results of Planning 


energy that is available. There is more to 
be done in the world than can possibly 
be done in any time that concerns the 
present generation. The difficulty is not 
that there is nothing to be done but that 
the maladjustments in our economic life 
have too many people attempting to do 
certain kinds of things, being thrown out 
of work, and upsetting the balance of the 
entire economic machine. The only long- 
term answer is an answer in terms of 
planning. 

Closely allied with this fallacy is the 
fallacy that it is necessary to destroy or 
to throw away goods or commodities to 
buy new ones in order to bring about 
prosperity. The destruction of wealth 
never increases the economic welfare of 
the world. This does not mean that the 
substitution of a better machine or a 
better house is not desirable. It emphatic- 
ally means that it is not necessary to 
buy new goods or commodities as long 
as the old ones are satisfactory, simply to 
bring about prosperity. If the change 
increases efficiency, that is another 
matter. A part of this same fallacy is the 
assumption that war creates prosperity. 
During the World War there was tre- 
mendous destruction cf wealth in the 
world. There was a scarcity of working 
people left, wages were higher, and some- 
thing that looked like prosperity to many 
people existed. Actually the world was 
destroying its ¢apital goods, and the 
date of payment was rapidly approach- 
ing. The maladjustments created by the 
war are undoubtedly a major cause of 
the economic difficulties at the present 
time. In the modern world it is the up- 
setting of economic balance that is per- 
haps the most serious factor disturbing 
economic welfare. Of all such factors war 
is perhaps the greatest. It destroys 
wealth, leaves the people in the world 
poor, and—worst of all from the eco- 
nomic standpoint—creates maladjust- 
ments in the overexpansion or under- 
development of certain industries that 
it takes decades or perhaps generations 
to remedy. 

Another important result of planning 
is that it would go far to bring about 
correct occupational distribution. Pro- 
fessor Carver of Harvard University said 
the most important duty of society is the 
redistribution of human talent. He is 
speaking as an economist and a man in- 
terested in social welfare. We would do 
well to ponder his words because in the 


{127] 


hands of the school rests largely this re- 
distribution. If it is poorly done, occupa- 
tional maladjustments of a most serious 
order will exist. All other factors together 
will probably be powerless to make so- 
ciety prosperous and a satisfactory place 
in which to live. If the schools perform 
this duty well a society will be built that 
can stand almost any social or economic 
strain. Certainly from the economic and 
perhaps also from the social standpoint 
there is no more important duty of 
American education than to see that it 
does play an intelligent part in the 
proper redistribution of human talent. 

Proper planning would go far to make 
the income of the nation as large as pos- 
sible by correct occupational distribution 
alone. Moving people from lowpaid to 
highpaid occupations would enormously 
increase the total income of the country. 
At the present time millions of people 
are working at relatively poorly paid oc- 
cupations and are doing work which in- 
creases the wealth of the country very 
little. By proper education and training 
a large proportion of these people could 
be moved to fields where the production 
would be much larger and the wealth they 
would create enormously greater. They 
would receive a much greater return and 
the total income of society would be far 
larger. Perhaps the strongest justifica- 
tion for free public education lies in this 
field. 

Planning is perhaps the fundamental 
solution to the farm problem in the 
United States. It involves some planned 
and controled distribution of farm prod- 
ucts. This necessitates setting up a whole 
series of cooperative organizations that 
by some means will be able to get con- 
trol of the amount produced. The Secre- 
tary of Agriculture in an article some 
months ago said that the farmers would 
be better off if they would raise four 
bushels of wheat where they are now rais- 
ing five. From our standpoint it would 
be far better to have four farmers where 
we now have five, raising wheat to the 
full capacity. If American agricultural 
life were properly planned this would be 
possible. 

If the rural schools really want to 
make the greatest contribution to the 
solution of our agricultural problems 
they will immediately change a large 
part of their curriculum from the pres- 
ent nonfunctional material to material 
dealing with the building of cooperatives 








ig 


Se 


ee ee 


exits 


i 
"ab 


128 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





in American rural life. These cooperatives 
must extend into almost every phase of 
agricultural life and look forward to the 
remaking of the whole system. The co- 
operatives must include not only produc- 
tion enterprises but distribution and con- 
sumption as well. Perhaps even more im- 
portant than any of these, they must in- 
clude and provide for a whole range of 
cultural, social, and esthetic activities, 
which are nonexistent in American rural 
life. It is difficult to see how many of 
these things can be provided in an indi- 
vidualistic competitive agricultural so- 
ciety. Our rural schools must definitely 
face the problem of whether they are 
willing to play their part in the replan- 
ning and remaking of American agri- 
culture. 

Just as the curriculum in the rural 
schools should be changed to deal quite 
largely with the problems involving rural 
planning and cooperation, just so the cur- 
riculum of the city elementary and high 
schools should be changed to deal largely 
with the problems involving the replan- 
ning and remaking of urban life. There is 
no reason why the instruction in fine arts 
in our urban schools should not deal with 
the problem of making beautiful cities, 
not only beautiful streets, but beautiful 
living quarters and working quarters for 
the entire population. It is all right 
to study the architecture of Athens, of 
Rome, or of Florence, but it should be 
studied to throw light upon and to pro- 
vide suggestions for changing American 
traditions rather than studied as a pri- 
mary aim in itself. For students special- 
izing in fine arts there might be some 
justification for studying Athens as an 
end in itself but certainly for most stu- 
dents such a study would not function in 
any fashion. There are perhaps few, if 
any, American cities that are significantly 
different because of the fine arts instruc- 


tion that has gone on in the public 
schools. If the fine arts teachers in 
America really faced the problem of re- 
planning and remaking America as the 
most beautiful society that has ever ex- 
isted, it could probably be accomplished 
within a generation. 

The same position could be taken re- 
garding practically every subject in the 
urban elementary or secondary school. 
If education is to become the vital and 
dynamic force that it should, it will have 
to begin to consider the possibility of re- 
planning and remaking American life in 
all its phases. 

Proper planning can remake practic- 
ally every phase of American life. The 
schools could play a dominant part in 
bringing about this planning. Before this 
can be done, however, there must be a 
change of attitude on the part of the 
teacher. There must be developed a 
theory of conscious control and an at- 
tempt to direct a society toward the ends 
which we consider desirable. At the pres- 
ent time we are being directed by a mul- 
titude of forces, many of which would not 
be admitted as desirable. 

If American public education at- 
tempted to deal with these issues it would 
vitally affect American life. The ends or 
goals in most cases can be fairly well 
agreed upon. There might be great differ- 
ences of opinion as to how they are to be 
reached. In that case, it would be far bet- 
ter to present a variety of viewpoints and 
of methods of solution. There is every 
reason to think that if all of the better 
solutions were presented that a good, if 
not the best, solution would gradually 
work itself to the fore. There are many 
difficulties in dealing with such problems 
as are here presented. If the schools can 
find means for dealing with these prob- 
lems, they should become most effective 
instruments for the conscious remaking 
of the present social order. A most 


April, 1932 


vital kind of education would result, 

John Dewey says, “Any education that 
calls itself progressive must deal with the 
social problems of the present day.” And 
what is even more important, he main- 
tains, “If we are to build a culture that 
has any vitality,” and consequently if 
the schools are to have a real vitality, 
“this culture and this education must 
grow out of, and be a part of, the indus. 
trial order in which we live.” Will the 
teachers of America accept the great 
challenge of attempting constantly to 
replan the economic and social life of 
America so that our country will become 
a better place in which to live? 


A few good references: 


M. Ilin—New Russia’s Primer—Perhaps the 
most elementary and easily read book on 
planning. Will be enjoyed by all elementary- 
school teachers. Boston, Houghton, Mifflin, 
1931. 


Harold F. Clark—Economic Theory and Cor. 
rect Occupational Distribution—Deals with 
the duty of the schools in planning occupa- 
tional distribution and is simple enough to 
be read by teachers, principals, and super- 
intendents. Bureau of Publications, Teachers 
College, Columbia University. 1931. 


A. B. Donham—Business Adrift—Very popuiat 
book dealing with the necessity of planning 
American business. Especially good for school- 
board members. New York, McGraw-Hill 
Book Co., 1931. 


Harlean James—Land Planning in the United 
States—Should be read by everyone inter- 
ested in rural education. Deals with the neces- 
sity of planning the use of land. New York, 
Macmillan. 1926. 

J. M. Clark—Social Control of Business—A 
somewhat technical book giving a very fine 
discussion of the necessity of planning our 
business life. Somewhat difficult but will re- 
pay careful reading. University of Chicago. 
1926. 


[This article has been taken largely from 
Economic Theory and Correct Occupational 
Distribution by the author.]—This is the third 
in a series of articles by Harold F. Clark, pro- 
fessor of education, Teachers College, Colum- 
bia University. 





The beautiful Adirondacks would furnish a delightful side-trip for teachers attending the Atlantic City Convention, June 26-July 1. 














ty, 


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the 


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nited 
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learned discover new truths but how 

much better to diffuse the truths al- 
ready discovered amongst the multitude. 
—Horace Mann. 

Readers are invited to send material 
for this page. 

Elementary schools—Twenty ru- 
ral schools in Finney County, Kansas 
paid $10 each in 1930-31 for the services 
of a music supervisor who visits four 
schools a day for one hour each once a 
week. A music festival was given at the 
close of the first year of supervision in 
which 400 children participated. 

Grass Creek school in Hot Springs 
County, Wyoming has been designated 
the first superior school in the state. 
Equipment, teaching personnel, educa- 
tional program, and community coopera- 
tion are among the points achieved. 

Senior high schools—The junior 
and senior high-school cafeterias of Bal- 
timore, under the direction of the home 
economics department, are carrying on 
an educational program in regard to 
food values and school lunches. 

In the junior high schools of Topeka, 
Kansas a course in world relations fol- 
lows a half year of community civics in 
the business-science curriculum. 

The Newport News, Virginia high 
school vitalizes its commencements by 
having a unified theme for the program 
selected by the class with these stipula- 
tions: the topic shall deal with a vital 
school or community problem or project; 
it shall be interesting and informative to 
patrons. Extracurriculum activities, 
school libraries, and the seven cardinal 
objectives of education are among topics 
used. 

Colleges and _ universities—The 
University of Pittsburgh now offers the 
degree of doctor of education, requiring 
a different type of research than the doc- 
tor of philosophy degree. 

Provision has been made by state law 
for the establishment of .a bureau of vo- 
cational guidance and mental hygiene at 
the University of Florida. 

Kentucky Wesleyan College at Win- 
chester, by unanimous recommendation 
of the faculty and by action of the board 
of managers, announces the discontinu- 
ance of football as an intercollegiate ac- 
tivity and in its place will substitute a 
program of required physical education 
for every student. 


[ IS WELL when the wise and the 


An Index of Educational Progress 


Schools That Are Prophecies 


Teachers colleges and normal 
schools—For three years, Northeastern 
Teachers College, Tahlequah, Oklahoma 





—s L. BaILey, commissioner of educa- 
tion for Vermont since September 1931, is 
with 
provement program of the state. 


continuing vigor the rural-school im- 


has been sponsoring a supervisory pro- 
gram in the 15 counties which it serves, 
to help rural teachers improve classroom 
instruction. 560 of the 865 schools in 
these counties participated in 1931-32. 
The district supervisor works directly 
with county superintendents. The pro- 
gram varies to meet local conditions but 
in general three things are undertaken 
in each county: two standardized tests 
are given twice each year; group meet- 
ings are planned and conducted; sug- 
gestions and helps in teaching are mailed 
to all participating teachers. 

The Glassboro State Normal School 
in New Jersey is planning this year to 
have an interview between every student 
and a faculty member before the en- 
trance examinations are taken, to deter- 
mine whether the applicant has the per- 
sonal qualities which make for success 
in teaching. 

Potsdam, New York Normal School is 
shaping its entire athletic program and 
constructing its new recreation field on 
the principle of wholesome participation 
for each student with excessive athletics 
for none. Bd Bd Sd 

City departments of education— 


[126 ] 


Fresno, California school children are 
planting a memorial grove of 500 trees, 
dedicated to George Washington. Each 
class is planting one tree. 

The schools of Atlanta, Georgia have 
a plan whereby eacl’ schoolroom in the 
city has a citizen for a sponsor who visits 
the class, is passed on from grade to 
grade, and becomes wellacquainted with 
the children. The sponsor is selected be- 
cause of his interest in a particular age. 

County departments of education 
—Mechlenburg County, North Carolina 
leads the counties of the state in the 
amount of education which the rural 
white teachers have—an average of 3.9 
years beyond high school. 

Local doctors in Washington County, 
Iowa are conducting classes in first aid 
for rural teachers. 

The county superintendents of Idaho 
held their second annual school confer- 
ence in June 1931. They discussed 
county educational problems and pro- 
fesional organization. 

State departments of education— 
Rural schools in Montana meeting cer- 
tain comprehensive standards as _ to 
length of term, equipment, qualification 
of teacher, and other items are exempt 
from state seventh- and eighth-grade 
examinations for promotion to high 
school. 

By the 1931 legislature of North Car- 
olina, all public schools of the state de- 
pend directly on the state for support 
during six months of the year. Expenses 
for a longer period are borne by cities 
and counties. 

School administrators of Pennsyl- 
vania are making a study of teachers in- 
stitutes as to efficiency, costs, and pos- 
sible substitutes for the inservice training 
of teachers. 

The minimum preparation for teach- 
ing in rural and graded schools of Ver- 
mont is two years beyond high school. 

Education associations—The Ohio 
Education Association will aid the 
county superintendents of the state in a 
comprehensive rural-school survey, cov- 
ering a period of two decades. 

In place of sectional roundtable dis- 
cussions, the Lake Superior, Wisconsin 
Education Association last October ob- 
served demonstration teaching in the 
training school of the state teachers col- 
lege at Superior. Discussions with the 
demonstration teachers followed. 








RAIN YOURSELF to observe the 

physical condition of the children 

under your charge. Notice also the 
physical condition of the people about 
you. Note the effects of the peculiar con- 
ditions of today’s life—the inability of 
many people to maintain wholesome 
posture, to stand comfortably for any 
length of time. Note the spread of nerv- 
ous troubles affecting the trunk nerve 
centers of the back, legs, and arms. The 
vigorous outofdoor work of an earlier 
day developed muscular cushions. Peo- 
ple stood tests of physical endurance 
which would exhaust most men and wom- 
en of this sedentary, indoor age. Under 
the new conditions physical education 
and outdoor exercise as a part of the 
school routine assume an imperative and 
inescapable importance. 

As measurable standards to show 
growth, development, and progress, the 
Athletic Badge Tests for Boys and Girls, 
prepared by the National Recreation As- 
sociation, are widely used. The thoughts 
embodied in the badge tests are: 


Every boy ought to be physically efficient. 

Every girl should have poise and control over 
her body. 

Every boy and every girl should be able to 
attain a minimum physical standard. 

Every boy and girl passing the test is 
authorized to wear this badge, which stands 
for physical efficiency. 

Boys and girls from every part of America 
are passing the same tests and wearing the same 
badges. 


The boys and girls who are physically effi- 
cient are preparing themselves for efficient 
citizenship later. 

To raise the standard of physical efficiency 
among the girls of America is to give greater 
freedom, beauty, and power to the women of 
America. 


Athletic badge test for boys—The 
National Recreation Association has 
adopted the following standards as a test 
of athletic ability for boys : 


First test: 
1. Either pull-up [chinning] 4 times 
Or rope climb [using both hands 


and legs] 12 feet. 
2. Standing broad jump 5 feet 9 inches. 
3. Either 60-yard dash 9 seconds. 


Or 50-yard dash 8 seconds. 
4. Either baseball throw [accuracy] 
3 strikes out of 6 throws at 40 feet. 
Or baseball throw [distance]. .130 feet. 
Second test: 
1. Either pull-up [chinning] 6 times. 
Or rope climb [using both hands 
and legs] 16 feet. 


2. Either standing broad jump 6 feet 6 inches. 


Or running broad jump 12 feet. 
3. Either 60-yard dash 8 seconds. 
Or 100-yard dash 1324 seconds. 
4. Either baseball throw [accuracy] 
3 strikes out of 5 throws at 45 feet. 
Or baseball throw [distance]. .195 feet. 
Third test: 
1. Either pull-up [chinning] 9 times 
Or rope climb [using hands only] 
16 feet. 
2. Either running high jump. .4 feet 4 inches. 
Or running broad jump 14 feet. 
3. Either 220-yard run 28 seconds. 
Or 100-yard dash 1234 seconds. 





Athletic Badge Tests for Boys and Girls 


4. Either baseball throw [accuracy] 
3 strikes out of 5 throws at 50 feet, 
Or baseball throw [distance] . .220 feet. 
Or 8-pound shot put 28 feet. 


Both of the badge tests, directions for 
the tests, certification blanks, badges, or 
additional information may be obtained 
from the National Recreation Associa- 
tion, 315 Fourth Ave., New York, N. Y, 
Copies of an attractive pamphlet giving 
full information about the tests may be 
had from the Superintendent of Docu- 
ments, Government Printing Office, 
Washington, D. C., at five cents per 
copy. 

The tests have proved valuable in 
drawing the attention of thousands of 
boys and girls to their own physical con- 
dition. They stimulate habits of exercise 
and healthful living because of the prep- 
aration involved in passing the tests. One 
of their special advantages is that they 
may be given in isolated rural commu- 
nities as well as in cities. The equipment 
is very simple. Any responsible adult, in- 
cluding parents, may give the tests. Con- 
sequently, they have been especially use- 
ful to rural-school teachers who some- 
times have too few boys and girls to 
make up athletic teams. 

When certified by adults as having 
passed the tests, boys and girls are eligi- 
ble to receive badges or certificates issued 
by the National Recreation Association 
at ten cents and three cents apiece. 








Balancing and rope climbing, two features of the athletic badge tests for both rural and city schools 








{ 130 } 





tease 
want 
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et. 


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ion 


have ever seen you wear.” 

“Ves,” Jane replied, “I just 
teased and teased Dad for it. He didn’t 
want me to have it, but I finally got it 
out of him. It cost twenty-five dollars.” 

If Jane had undersiood the scientific 
spending of her father’s income, would 
she have been willing to take twenty-five 
dollars from a week’s salary that was 
perhaps not much larger, and see it go 
for a single dress? Would she have made 
her parents unhappy by wanting more 
than her share of the income? If the 
members of Jane’s family had been 
familiar with the proper budgeting of 
the income, had frankly discussed and 
accepted it, family harmony would have 
been increased and ideals of worthy 
home membership established. 

Planning ahead to get ahead— 
Most people call a spending plan for the 
future a budget. The budget idea is not 
new. Almost 400 years ago Hugh Rhodes 
in his Boke of Nurture gave housewives 
this advice: “Don’t spend more than 
your income.”’ The United States gov- 
emment and all wellmanaged business 
firms depend on budgets to help reduce 
unnecessary or unwise expenditures. In 
the same way a family which plans its 
expenditures and keeps a record in order 
to know how well the plan is being car- 
ried out and where it might be improved 
has some control over its future. The 
budget will help the family decide [1] 
whether it is receiving the greatest value 
in exchange for money used; [2] whether 
its members are living a wellrounded and 
balanced life at the same time. 

Underlying all there is need for a clear 
understanding of the goals for which the 
family is striving. Will purchase of an 
automobile mean the reduction of ex- 
penditures necessary for family health 
and security? Will buying a home make 
impossible an adequate education for the 
children? Above all it is well to remem- 
ber that “there are many things, attrac- 


Ji that is the prettiest dress I 











Learning Units on Home and Family 


Planning the Family Budget 


tive in themselves, for which money may 
be spent that have no bearing on effec- 
tive living.” 


ee 





Sp GREAT NEED just now is for long- 
time planning, for budgets of in- 
come and expenditure which cover not 
a year but a decade or a life. Inthis way 
children learn to weigh the larger and 
more remote values and to make sacri- 
fices of present whims in the interest of 
future welfare. {It is as easy toplanthe 
expected life of 70 years as to build a 
building of 70 rooms. It can be broken 
up into units of 10 years or 5 years each; 
special points can be emphasized during 
these various units. Up to 20 years— 
schooling ; 20 t~30—establishing a home 
and family ; 30 to 40—years of thrift and 
financial planning; 40 to 50—transition 
years with children in college; 50 to 60 
—rounding out a career; 60 to 70—the 
sunset years, which should be the hap- 
piest of all. Of cours., not every detail 
of the plan need be worked out. The 
plan, like life itself, must be a living 
thing. But there will be surer achieve- 
ment and happiness if more time is 
spent in planning and less in trying to 
overcome the handicaps of carelessness 
and ignorance. 














Families differ in their ideals just as 
truly as their circumstances differ. Leon 
C. Marshall in The Story of Human 
Progress describes the lifetime plan of 
an immigrant Rumanian family which 
came to America twelve years ago and 
settled on a thirty-acre farm in Michigan. 


The ideal of this family is a good education 
for the children. It has meant hard work and 
the saving of every penny to carry out this 
ideal but the group is succeeding. The brother 
and the older sister have gone thru the local 
high school and they are now working their 
way thru the State Agricultural College. . 
The younger sister, who is now in the high 
school, helps the father and mother with the 
farm during the winter months. During the 
summer they all raise fruit and vegetables for 
sale to nearby towns and to automobile tour- 
ists who drive by. 

The fact that this family group has made 
up its mind that the children shall have as 
full access as possible to the stored-up knowl- 


edge of the race gives them a standard for judg- 
ing all their acts. Shall they take a pleasure 
trip? Not if it costs too much and will cut 
down the money for schooling. Shall the girl 
get a new dress? Upon the whole, the old one 
will do, and the boy’s books will be expensive 
this autumn. If some act will help the family 
realize its ideal, it is called good policy; if it 
will not, it is called bad policy. Each member 
of the family guides his conduct according to 
the effect it will have on the group ideal. 


How to budget the family income 
—There is danger of making the family 
budget so difficult and complicated as to 
discourage its use. The purpose of a 
budget is to make family spending in- 
telligent. The simpler it is the more 
likely it is to be followed year after 
year. It should be sufficiently elastic to 
adapt it to the changing circumstances 
of the family. It should bring out points 
of strength and weakness in the family’s 
habit of spending. This leads us to the 
question: What is a sensible living pro- 
gram as expressed in the terms of a 
budget? 

It is not essential to use a highly de- 
tailed classification of expenditures. In 
the beginning a simple monthly account- 
ing by the following plan will enable a 
family with an average income of $2400 
to tell its money where to go instead of 
asking where it went. Students and 
teachers wishing to plan more detailed 
records should send for the Department 
of Agriculture pamphlet, Planning and 
Recording Family Expenditures |Gov- 
ernment Printing Office, Washington, D. 
C., 5 cents]. 


[1] Save ten percent [$20] or more of in- 
come out of the pay check first. Then allow 


Monthly 
Expenditure Percent 


i ee $50 25 
Shelter scatince stecet 50 25 
Clothing 25 12% 
Operating expenses 25 1214 
Recreation and advancement 30 15 


[2] Always consider necessities first. Wise 
selection comes after thoughtful planning. 








ee BROOKLINE, Massachusetts schools teach budgeting from grade five thru high school. The value of 
this training in preparing young people to meet life situations is evidenced by the experience of a senior 
girl at Brookline high school who was obliged to leave school before graduation, owing to the serious illness 
of her mother. Suddenly confronted with household cares and financial management to which she was not 


accustomed she reported after three months that she found it “easy and interesting” because she was apply- 
ing the same principles to household financing that she had been taught to apply to her small allowance 
while in school. 


—————— 





5 ee Nn 


- 
¢ 








w 
|} & 


13! A poor budget is better than no budget. 
A record of last year’s mistakes will prevent 
similar errors. 

{4] Your standard of living must be deter- 
mined by your income, not by other people. 
Keeping up with the Joneses has wrecked many 
a home. 

[5] Cultivate reverence for the simple things 
of life. Seek the realities, not the shadows. 
Cultivate the inward pleasures of the mind 
rather than the external show. Those friends 
are best for you who estimate you for what 
you are rather than for what you have. 


How to make the budget work— 
To keep within the limits suggested by 
the budget, thus enabling the family to 
enjoy a wellbalanced life, requires skill 
and training. Consider, for example, the 
item of food. Henry Harap in The Edu- 
cation of the Consumer points out that 
there is evidence of great money waste in 
the selection of foods for the American 
table. The fats and meats, which are 
relatively high in cost, are consumed in 
excess of the health standard, while the 
legumes and potatoes, which are rela- 
tively low in cost, are underconsumed. 
The scientists have discovered much 
about nutrition but it remains for the 
teachers to convert that knowledge into 
food habits. The American family must 
be taught to reorganize its habits of food 
consumption if it is going to get the re- 
quired nutriment for the money it can 
afford to spend. The relative costs of 
food and their relative nutritive .values 
are rarely learned in the daily routine 
of home management. It is important 
therefore that they be taught in school. 

When statistics tell us that only about 
10 percent of the persons living at the 
age of 65 have sufficient property to sup- 
port themselves without working or re- 
ceiving assistance, the need for thrift 
education cannot be denied. Saving looks 
to the future. It enables the family to 
achieve its plan, to buy the things it 
wants, to have money ready for the 
“rainy day” that few escape, and to en- 
joy the present without fear of penniless 
old age. Families often assume that their 
income or salary is too low to permit a 
significant amount of saving. But the 
workings of compound interest will 
transform a relatively small sum in- 
vested regularly into a surprisingly large 
amount in a few years. For example, 
$100 invested each year at 5 percent 
compounded semiannually will accumu- 
late to $1277 in ten years, to $3370 in 
twenty years, and to $12,419 in forty 
years. 

Students and teachers will be inter- 
ested in calculating their “financial age” 
by consulting the table on this page, 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


April, 1932 





which has been quoted from How Old 
Am I Financially? by Charles Mills 
De Forest | American Provident Society, 
51 Madison Avenue, New York, N. Y.]. 


How old are you financially? If you 
are 20 years old and earn a fair salary 
but have reserves of only $49.89 your 
“financial age” is only 15 years—you 
are 5 years behind schedule in your prog- 
ress toward financial independence. 


A fair margin A good margin 
Age of savings of savings 


15 $49.89 $99.89 
20 328.34 607.85 
25 1400.60 2607.85 
30 2482.07 4525.83 
35 4271.36 7632.84 
40 6714.09 12281.00 
45 9948.54 18820.00 
50 14184.00 27715.00 
55 19672.00 39582.00 

26610.00 55318.00 
65 35001.00 75000.00 


| By Charles Mills De Forest.] 








This book will help you to answer such 
questions as the following: Will I have 
enough money saved for security in old 
age? Have I enough insurance to protect 
my dependents? What should I save 
each year on my income? Can I afford 
to buy on the instalment plan? Is my 
budget an index of balanced living or 
am I spending too much on nonessen- 
tials? 

The characteristics of thrift and wise 
economic habits so essential to the suc- 
cess of every family are not easily ac- 
quired in adulthood. Children should 
learn early in life the full meaning of 
thrift, economy, and _ sacrifice. They 
should acquire a sense of what economic 
responsibilities in life will be. The Thrift 
Committee of the National Congress of 
Parents and Teachers urges that every 
child by the time he is five or six years 
old should be allowed to earn small sums 
of money, a part of which he should be 
encouraged to save. He should be taught 
early in life that the comforts he enjoys 
—the very home in which he lives—have 
been made possible by the labor and 
selfsacrifice of others and that he too 
must prepare himself to meet economic 
responsibilities. If the schools are to edu- 
cate for life they cannot ignore the most 
important problems of life. 

The rights of the family in an eco- 
nomic world—tThe mass of our fellow 
citizens—with a family income averaging 
some $2000—can achieve a comfortable 
standard of living only by a thoro knowl- 
edge and use of the principles of wise 





financing. But under our present eco. 
nomic system there are thousands of 
families unable to provide even the ne. 
cessities of life. With millions of work. 
less men on the streets, overproduction 
and underconsumption rampant, with the 
waste of natural resources ever more ap- 
palling, and the business cycle running 
unchecked in a wild orbit of its own as 
remote from human control as a lunar 
eclipse—the need for revising the pres- 
ent unplanned economic system seems 
reasonably plain. We are no longer at- 
tempting to dignify this confusion by 
what Charles A. Beard has termed the 
“myth of rugged individualism.” We are 
beginning to demand that society thru 
government and education shall under. 
take to plan economic effort to provide 
the ordinary citizen with the necessities 
and reasonable comforts of life. 
Gradually we are coming to realize 
that every child has, in the words of the 
Children’s Charter, ‘‘the right to grow 
up in a family with an adequate stand- 
ard of living and the security of a stable 
income as the surest safeguard against 
social handicaps.’’ Every family is en- 
titled to adequate health and medical 
service, to a minimum standard of food, 
clothing, and shelter; to educational op- 
portunity for all its members. Every 
family is entitled to earn according to the 
gifts of its members and to be reason- 
ably protected against the emergencies 
and disasters of life. The presence of 
huge fortunes in a society where many 
families are unable to provide sufficient 
food to maintain health is a blot upon 
any civilized people. The best leaders in 
this country are now convinced that it 
is far cheaper for society to provide in 
advance for these rights than to pay the 
costs of breakdown when individuals and 
families become totally dependent. 
The various plans advanced to provide 
these minimum rights for every family 
should be familiar to the student and 
teacher. The world today is an economic 
world and it is the students in our schools 
today who will shape its future. They 
will design the homes, plan the towns 
and cities, vote the taxes, make the laws, 
manage our organizations. Teachers have 
the opportunity to plant in their minds 
ideals of an economic system which will 
have as its final objective to enrich hw 
man life, to foster worthy home life, t0 
build up and ennoble community life. 
They should understand that money is 
not an end in itself but when wisely used 
is a means toward realizing and enjoying 
the highest, finest things in life —E.C. 

















Glimpses of Atlantic City Schools 


— VocaTIONAL ScHooL.—Building a playhouse for a kinder- oa VocaTIONAL ScHoot—A practical course in acetylene 
garten class is a good way to learn useful skills. welding, a much-used process in modern industry. 


Y THE shining big sea water”—Nature has provided a unique ASSACHUSETTS AVENUE ScHOOL—A 


school-paper _ staff 
playground for Atlantic City school children. 


around the editorial table, a project in learning. 


ré om \aw 


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a 

: 


AER Te * 


es cramer 


WO THOUSAND Atlantic City boys and girls form a “living flag” in the world’s largest auditorium, where 


the nation’s teachers will gather June 26-July 1 for the 70th annual convention of the National Educa- 
tion Association. Plan early to include this convention in your vacation arrangements. 








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Vitalized Group Study and Faculty Meetings 


HILE the annual convention of 
\X/ the Department of Superintend- 
ence is in session, the March is- 
sue of the NEA JourNat is being printed 
and mailed. The April JouRNAL is the 
one which contains some of the excellent 
material presented at that convention. 
Many schools, in planning faculty meet- 
ings for the year, reserve one date when 
the material for discussion is drawn 
from this great meeting. Thousands of 
schools are represented by one or more 
faculty members who attend this conven- 
tion and who can add interest by a per- 
sonal report. The addresses by Charles 
H. Judd and Robert M. Hutchins in this 
issue are statements of importance to 
American education today. Most of us 
know more than we put in practise. The 
inspiration and ideas which educators 
get from a national gathering can be a 
source of growth and improvement in 
every community where they are studied 
and adapted to local conditions. 

Faculties which are studying one 
theme for a year or a semester, such as 
character education, mental hygiene, so- 
cial planning, interpreting the schools, 
will find articles on these subjects in this 
issue. 

Schools which begin this month to use 
the NEA Journat and their own state 
education association journal as a basis 
for group study will have experiences on 
which to make next year’s plans. K. R. 
Blackeslee, writing in Oregon Education 


Journal, says: 
Mental 


HE JOURNAL has presented a great 

body of material in the field of 

mental hygiene. Beginning in Octo- 
ber 1928, a series of articles on the sub- 
ject has appeared each year. The writers 
have been wellinformed in their field and 
in close touch with classroom teaching. 
The series for the four years are as 
follows: 


1928-29 by Daniel W. La Rue, State Teachers 
College,. East Stroudsburg, Pennsylvania, 
who wrote on personal growth of teachers 
thru mental hygiene. 

1929-30 by J. Mace Andress, Boston School of 
Physical Education, on mental health in the 
classroom. 

1930-31 by Clara Bassett, the National Com- 
mittee for Mental Hygiene, on the child and 
mental health. 


In considering the general faculty meeting 
many problems are raised which cannot be an- 
swered dogmatically. When shall the faculty 
meeting be held? Some say before school; 
others, at a luncheon; some advocate dropping 
the last period of the day once in two weeks; 
some hold them after school; and others hold 
the meetings in the evening. A good plan is 
to hold them at the time the majority of the 
faculty wants them. Who shall preside? Some 
meetings must be handled by the principal but 
the wise principal will emulate his best teacher 
and allow the faculty to carry out its ideas. 
This is the supreme test of leadership. Teachers 
object to faculty meetings in which the prin- 
cipal attempts to lecture on his ideas of super- 
vision. The faculty meeting must be a coopera- 
tive enterprise, every teacher contributing. It 
must come from a felt need; it must have life. 


The plans followed by various schools 
over the country have points which may 
be suggestive for others: 


Our faculty meetings are held at 7:30 in 
the morning by vote of the faculty. We have 
tried many different hours but find that the 
early morning meeting is the most productive 
of good results. Every other meeting’ is in 
charge of one of the teachers. Absolutely no 
time is taken out for the giving of announce- 
ments. These announcements are all typed. I 
once made a vow while trying to take notes on 
the notices which were being read by my prin- 
cipal at a faculty meeting, that if ever I should 
become a principal, no teacher of mine would 
ever have to waste a part of the faculty meet- 
ing period in note-taking—Dwight Shaw 
Davis, principal, Orange, Massachusetts. 

We have had at least one faculty meeting 
each month this year. At these meetings, each 
member is prepared to speak on a topic se- 
lected from an educational magazine. After the 
reports a roundtable discussion follows with 
all participating. We feel some good comes 


from each meeting—V. R. Wilcox, superin. 
tendent, Hardy, Nebraska. 

We began our group faculty meetings jp 
October, 1931 and a great deal of interest has 
been aroused. Our plan so far is to carry one 
central continued theme thru all our meetings 
with a special article and one dealing with 
current problem. Our subject this year is “the 
child-centered school.” We use the NEA 
JouRNAL, Elementary School Journal, Journal 
of Educational Method, Indiana Teacher, and 
professional books for our references and ma- 
terial. All meetings have discussion periods so 
all members may share their opinions.—Ger. 
aldine King, Michigan City, Indiana. 


Recent NEA publications, useful for 
group study and varied in content, are: 
[1] The Principal and His Community, 
the 1932 yearbook of the Department 
of Elementary Principals; [2] Agencies 
Contributing to Rural Education, a bul- 
letin of the Department of Rural Edv- 
cation, February 1932; [3] The Com- 
mittee on School Costs, a report of the 
Department of Superintendence, Febru- 
ary 1932; [4] Administrative Practises 
Affecting Classroom Teachers: part 1, 
The Selection and Appointment of Teach- 
ers; part 2, The Retention, Promotion, 
and Improvement of Teachers, research 
bulletins, January and March 1932. 

Articles selected by many readers in 
the February JouRNAL, are: 


First, “Character Building, A Community 
Enterprise,” by Francis C. Rosecrance; second, 
“The Art of Living,” by Henry Turner Bailey; 
third, “The Unconquerable Spirit of the 
Teachers,” editorial; fourth, “Shall Wages 
and Salaries Be Reduced,” by W. M. Leiserson; 
fifth, “Mental Hygiene of the Classroom 
Teacher,” by Caroline B. Zachry. 


Hygiene in the Journal 


1931-32 by Caroline B. Zachry, State Teachers 
College, Upper Montclair, New Jersey, on 
the problem child and mental health. 


Any one of these series of articles 
would make a valuable booklet of the 
type commonly used in teachers insti- 
tutes. They have been referred to as the 
most notable body of material which has 
appeared on this subject for teachers. 
These articles now available in school 
and personal libraries are a source of 
study for many teachers. The plan of 
securing opinions from readers each 
month as to their choice of JOURNAL arti- 
cles has shown a strong and continuing 
interest in mental hygiene. The article 
on this subject ranks high each month. 
First, second, or third among two dozen 


[ 134] 


or more articles is the usual rating. Men- 
tal hygiene is practical help for teachers. 
It makes for a better understanding of 
children and teaching. It helps teachers 
to a better understanding of themselves. 
It is interesting because it is personal and 
human. Mental health is quite as impor- 
tant as physical health. The knowledge 
and practise of mental hygiene by teach- 
ers has a profound effect upon their 
pupils, themselves, and their teaching. 
Reader interest is so strong that we 
hope to continue this feature in 1932- 
33. THE JOURNAL will welcome sugges 
tions as to authors, subjects of articles, 
themes to be developed, phases to em- 
phasize which you think would be help- 
ful. Send your suggestions to the editor. 


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HE WORLD FEDERATION OF EpDUCA- 

TION ASSOCIATIONS at its confer- 

ence in Denver in July, 1931 
adopted a resolution supporting the Ge- 
neva Conference and recommending that 
material be prepared which could be used 
by students and teachers in the schools 
for a living study of this great enterprise 
in world planning. The following is 
abridged from material prepared under 
the direction of Augustus O. Thomas, 
secretary-general of the World Federa- 
tion. Additional copies of the material 
on this page may be had from the World 
Federation, 1201 16th St., N. W., Wash- 
ington, D. C. 


[1] The call for the conference—The call 
was issued nearly a year ago by the League of 
Nations under whose auspices the conference 
is held. 

{2] The basis of the call—The call is pur- 
suant to Articles 8 and 9 of the League of 
Nations covenant. It was understood at the time 
of the Versailles treaty, when Germany was 
stripped of her military and naval forces, that 
eventually consideration would be given to the 
reinstatement of Germany to the society of 
nations on a more equal basis with the other 
nations. The idea prevailed that this would be 
done by a general attempt at reduction of the 
means of war on the part of the other nations. 

[3] The covenant—ArrTIcLe 8, Reduction of 
armaments: [A] The members of the League 
recognize that the maintenance of peace requires 
the reduction of national armaments to the low- 
est point consistent with national safety and the 
enforcement by common action of international 
obligations. 

[B] The Council, taking account of the 
geographical situation and circumstances of each 
state, shall formulate plans for such reduction 
for the consideration and action of the several 
governments. 

[C] Such plans shall be subject to reconsid- 
eration and revision at least every ten years. 

[D] After these plans shall have been adopted 
by the several governments, the limits of arma- 
ments therein fixed shall not be exceeded with- 
out the concurrence of the Council. 

[E] The members of the League agree that 
the manufacture by private enterprise of muni- 
tions and implements of war is open to grave 
objections. The Council shall advise how the 
effects attendant upon such manufacture can be 
prevented, due regard being had to the neces- 
sities of those members of the League which are 
not able to manufacture the munitions and im- 
plements of war necessary for their safety. 

[F] The members of the League undertake 
to interchange full and frank information as to 
the scale of their armaments, their military, 
naval, and air programs, and the condition of 
such of their industries as are adaptable to war- 
like purposes. 

ArTicte 9, Permanent military, naval, and air 
commission: “A permanent commission shall be 
constituted to advise the Council on the execu- 
tion of the provisions of Articles 1 and 8 and 
on military, naval, and air questions generally.” 


Learning Units in Pioneer Fields 


The Geneva Arms Conference 


Note: It will be noted in the preamble to the 
League’s covenant for the relief of the world 
from the hazard of war, that the League 
was formed—“In order to promote international 


| T Is a reasonable supposition that as 
the children are taught so the gen- 
eration will become, and therefore edu- 
cation must play an important part in 
salvaging such elements of the old 
civilization as can be built into the new 
in developing right attitudes on the part 
of the public, in an informed public 
opinion, and in acquainting the people of 
one country with the aims, ideals, and 
virtues of other peoples and their con- 
tributions to the welfare of humanity to 
such an extent that mutual respect and 
appreciation may be developed. 

If this is done it must come thru the 
schools; the children of today are the 
children of destiny and will be called 
upon to solve many of the problems 
which the present generation has left 
unsolved and to untangle many of the 
skeins which have knotted and gnarled 
into an almost hopeless condition. 














cooperation and to achieve international peace 
and security.” 

[4] The preparatory disarmament commis- 
sion—Since the call was made by the League of 
Nations under its covenant, all countries with 
membership in the League would be represented, 
but since the world as a whole is interested in 
this great movement and the cooperation of all 
major nations is wanted, the United States, 
Russia, and Turkey are invited to sit in this 
commission. Every country which has an army 
or navy of any considerable size was represented 
in the discussion. A preparatory disarmament 
commission was called in 1926 and two subcom- 
mittees were appointed, the one to deal with 
military questions and the other to deal with 
nonmilitary questions; and in 1927 a political 
subcommittee was appointed. 

The preparatory commission held seven ses- 
sions during a period of about five years after 
its appointment, the last commission completing 
its work on December 9, 1930. 

[5] The personnel—The League of Nations 
appointed Arthur Henderson, British Foreign 
Minister at that time, as chairman of the con- 
vention on the reduction and limitation of arms. 

The American delegation is made up of H. F. 
Stimson, Secretary of State; Hugh Gibson, 
American Ambassador to Belgium; Mary Wool- 
ley, president, Mt. Holyoke College; Senator 
Claude Swanson; Norman Davis. Each country 
interested in the study should supply, so far 
as possible, the names of its own delegation and 
should follow its activities.in the conference. 

[6] The technical terms and definitions— 
The following explanation or definition of the 
several terms used will be of help to teachers in 
making clear to their classes reports which come 
from day to day from Geneva. The following 
definitions are found on page 46 of The Issues of 
the General Disarmament Conference by Laura 
Puffer Morgan, associate secretary of the Na- 
tional Council for Prevention of War: 


[135 ] 


Disarmament—The continued process of re- 
duction and limitation of armaments. 

Convention—A general name given to inter- 
national treaties and agreements, in practise 
normally applied to multilateral treaties that are 
open to the participation of all nations. 

Draft convention—The draft of a convention 
which has not been concluded, but is to be used 
as a basis for discussion. 

Personnel—All persons in the armed forces, 
including officers, noncommissioned officers, en- 
listed men, and civilians. 

Effectives—Soldiers serving with the colors in 
the land, sea, and air forces. 

Annual contingent—Number of young men 
called up each year for training and service with 
the colors. 

War material—Implements and munitions of 
war, such as ships, guns, tanks, airplanes, ammu- 
nition, or any parts of these. 

Limitation—The fixing of a level which must 
not be exceeded. Limitation need not include 
reduction, but reduction without limitation is 
only temporary in effect. 

Direct limitation—Measurement by enumera- 
tion and size, such as numbers of men, calibre 
of guns, tonnage of ships, horsepower of air- 
planes. 

Budgetary limitation—Measurement by ex- 
penditures in national budgets. 

Global limitation—Measurement by total 
numbers or tonnage as distinct from specific 
enumeration by categories. 

Limitation by categories—Measurement by 
distribution into classes, such as capital ships, 
aircraft carriers, cruisers, and the like, each class 
to be limited separately. 

Derogations—Limitations or exceptions in ap- 
plying the convention. 


Definitions by draft convention—For the 
purpose of the present Convention, the follow- 
ing expressions are to be understood in the sense 
defined: 


Capital ships—Vessels of war, not aircraft 
carriers, whose displacement exceeds 10,000 tons 
{10,160 metric tons] standard displacement, or 
which carry a gun with a calibre exceeding 8 
inches [203 mm.]. For parties who do not pos- 
sess any capital ship exceeding 8000 tons [8128 
metric tons] standard displacement: Vessels of 
war not exceeding 8000 tons [8128 metric tons] 
standard displacement and the calibre of whose 
guns exceeds 8 inches [203 mm.]. 

Aircraft carriers—Surface vessels of war, 
whatever their displacement, designed for the 
specific and exclusive purpose of carrying air- 
craft and so constructed that aircraft can be 
launched therefrom and landed thereon. 

Cruisers—Surface vessels of war, other than 
capital ships or aircraft carriers, the standard 
displacement of which exceeds 1850 tons [1880 
metric tons] or with a gun above 5.1 inches 
[130 mm.] calibre. The cruiser category is 
divided into two subcategories as follows: 
cruisers carrying a gun above 6.1 inches [155 
mm.] calibre; and cruisers not carrying a gun 
above 6.1 inches [155 mm.] calibre. 

Destroyers—Surface vessels of war, the stand- 
ard displacement of which does not exceed 1850 
tons [1880 metric tons] and with a gun not 
above 5.1 inches [130 mm.] calibre. 

Light surface vessels—Surface vessels of war, 
other thar aircraft carriers, the standard dis- 








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placement of which does not exceed 10,000 tons 
[10,160 metric tons], and with guns not exceed- 
ing 8 inches [203 mm.] calibre. 

The category of light surface vessels is divided 
into two categories, as follows: vessels carrying 
a gun above 6.1 inches [155 mm.] calibre; and 
vessels not carrying a gun above 6.1 inches [155 
mm.] calibre. 

[7] The work of the preparatory commis- 
sion—From the monthly summary of the 
League of Nations issued December, 1930 the 
following analysis of the “convention” is given: 

The convention covers six articles; the first is 
of a general character and covers the procedure 
of the whole convention and defines its scope. 
“High contracting parties undertake to limit 
and, so far as possible, to reduce their naval 
armaments as provided in the present conven- 
tion.” 

The rest of the convention is divided into six 
parts, some of which are subdivided into chap- 
ters and include annexes of specific detailed in- 
formation to clarify the division. 

Part I deals with personnel, effectives, and 
period of service of conscript armies. 

Part If covers material of the several cate- 
gories of armaments—land, naval, and air. 

Part III is devoted to budgetary limitation, 
exchange of inforrnation, and chemical warfare. 

Part IV deals with exchange of information. 

Part V concerns the use of chemical arms in 
war such as asphyxiating, poisonous, or similar 
gases, and of all analagous liquids, substances, 
and processes, and the use of all bacteriological 
methods. 

Part VI contains general provisions grouped 
under four heads: permanent disarmament com- 
mission; derogations; procedure for complaint ; 
and final provisions. 

[8] Controversial issues—-The following 
issues will form the problems of the Geneva 
conference: 

[A] Trained Reserves. 

1B] Budgetary expenditures—‘The total an- 
nual expenditure of each of the high contracting 
parties on his land, sea, or air forces and forma- 
tions organized on a military basis shall be lim- 
ited to the figure laid down for such party and 
in accordance with the conditions procured in 
the annex.” 

[C] Limitation of navies. 

{D] Direct limitation of land war material. 

[E] Limitation of air craft. 

[F] Limitation of chemical warfare—‘The 
high contracting parties undertake, subject to 
reciprocity, to abstain from the use in war of 
asphyxiating, poisonous, or similar gases and of 
all analagous liquids, substances, or processes. 
They undertake unreservedly to abstain from 
the use of all bacteriological methods of war- 
fare.” 

[G] Permanent disarmament commission— 
League of Nations provision. A permanent com- 
mission shall be constituted to advise the Coun- 
cil on the execution of the provisions of articles 
1 and 8 and on military, naval, and air questions 
generally. 

{H] Derogations—Article 50 of the conven- 
tion. “If during the term of the present conven- 
tion, a change of circumstances constitutes in 
the opinion of any high contracting party 
a menace to its national security, such high 
contracting party may suspend temporarily, in 
so far as it concerns itself, any provision of the 
present convention other than those expressly 
designed to apply in the event of war.” There 
are two provisions attached to this, including the 
notification of one contracting party to another 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


and a communication also to other contracting 
parties. 


[I] Article No. 53—Final draft convention 
“The present convention shall not affect the 


T IS SAID that once upon a time 
there was a very beautiful 
view in the midst of great | 
mountains. In order to get the 
benefit, persons must go out on 
a dangerous ledge. So many 
fell over and were crippled at 
the bottom that a group of en- 
terprising physicians set up a 
hospital at the base of the cliff 
and did a thriving business un- 
til somebody came along and 
put a railing around the cliff, 
and the hospital went out of 
business. {When nations have 
wars, they require hospital 
service for their civilizations. 
Let us build a rail around the 
danger by teaching the rising 
generation how to prevent the 
application of force to the set- 
tlement of international affairs. 





provisions of previous treaties under which cer- 
tain of the high contracting parties have agreed 
to limit their land, sea, and air armament and 
have thus fixed in relation to one another their 
respective rights and obligations in this connec- 
tion” 

[9] Suggestions to teachers—Much of the 
material of instruction relative to the proceed- 
ings of the Geneva Conference must be secured 
thru the daily papers and thru magazine articles. 
The conference is likely to be in session for many 
months. 

It is suggested that teachers encourage their 
pupils in the upper grammar grades and in high 
school to keep a log book of the events of the 
conference. Let them make their own booklets, 
select their own materials from the current 
magazines and daily papers, and establish their 
chronicle, keeping track from day to day of the 
progress made and the difficulties encountered 
and such other items as may be desired. They 
should realize that this contemporary event is as 
much history as the story in the textbook. 

Thru this means, pupils may develop an inter- 
national consciousness and be able to discuss 
with some clearness the new international 
morality. A definite movement may be built 
up by acquainting the children with the fact 
that the new civilization is not a local affair, 
but embraces all of the sixty-five civilized coun- 
tries of the world and that the economic and 
social life of this new civilization forms a world 
unit fraught with dire consequences to an un- 
cooperating community of nations. 

The teacher, in the study of the conference, 
will have a magnificent opportunity to impress 
upon her students the value of source material 
in history. A source is an original document or a 
statement made by a contemporary or materials 
which took part in any event and constitute the 
best evidence of authenticity of the occurrence. 
There is a great difference between source mate- 


A pril, 1932 





rial in history and what is somebody’s opinion, 

Pupils want to be connected with life. They 
are not satisfied to devote their time to past 
events when passing events of vast importance 
are taking place. History is not completed. 
Every day writes its own history and records 
the journey of mankind towards its unknowp 
destiny. The events that are transpiring now are 
of as much importance as the events of cen- 
turies before. 

The live teacher will find an abundant oppor- 
tunity to engage her children in free debate over 
the questions being debated in the conference, 

[10] The bibliography—We are unable to 
get all of the valuable documents, addresses, and 
books of the different countries, especially by 
persons whose names may be familiar to the 
students in the several countries. It is suggested 
that this bibliography be supplemented as occa- 
sion demands and as the several countries re- 
quire. 

The Draft Convention.and Report of the Pre- 
paratory Commission for the Disarmament Con- 
ference. League of Nations Publications, Gen- 
eva, Switzerland. 

New Wars; New Weapons. By J. M. Ken- 
worthy. Elkin, Mathews, and Marrot, 54 
Bloomsbury St., W. C., London, England. 

World Disarmament. By Maurice Fanshawe. 
London: League of Nations Union, 15 Gros- 
venor Crescent, S.W.I. 1931. 

Chemical Warfare—Its Possibilities and Prob- 
abilities. By Elvira K. Fradkin. Carnegie En- 
dowment for International Peace, 405 West 
117th Street, New York, N. Y. Single copy, 5 
cents. 

The, Christian Way to Peace. A statement by 
the Joint Committee on Peace of the National 
Catholic Welfare Conference, 1312 Massachu- 
setts Avenue, N. W., Washington, D. C. Single 
copy, 25 cents. 

The Churches and the, World Disarmament 
Conference—Factual Material and Questions for 
Discussion. By Walter W. Van Kirk. Federal 
Council of Churches, 105 East 22nd St., New 
York, N. Y. Single copy, free; $1.50 per 100. 

Disarmament Chart. 34 by 44 inches. League 
of Nations Association, 6 East 39th Street, New 
York, N. Y. Single copy, 25 cents. 

Disarmament Year. Rt. Hon. Arthur Hender- 
son, M. P., Secretary of State for Foreign 
Affairs. Women’s International League for Peace 
and Freedom, 1805 H Street, N. W., Washing- 
ton, D. C. 1 cent each. 

Limitation of Air Armaments. David Wood- 
ward. Foreign Policy Association, 18 East 4lst 
Street, New York, N. Y. 25 cents. 

The Issues of the General Disarmament Con- 
ference. By Laura Puffer Morgan. National 
Council for Prevention of War, 532 17th St, 
N. W., Washington, D. C. 25 cents. 

An Eleven Year Review of the League of 
Nations. Educational Department, The League 
of Nations Association, Inc., 6 East 39th Street, 
New York, N. Y. 15 cents. 

Disarmament the Next Logical Step. Quota- 
tions from Leaders. Committee on Peace and 
Service, 1515 Cherry Street, Philadelphia, Pa. 
Single copy, free. 

Facts about Disarmament Conference of 
1932. National Council for Prevention of Wat, 
532 17th Street, N. W., Washington, D. C. Free 
in reasonable quantities. 

Preparing To Disarm. Radio address of James 
G. McDonald. Foreign Policy Association, 18 
East 41st Street, New York, N. Y. Single copy, 
free. 

Armaments Year Book. League of Nations 
Publication. Geneva. $2.50. 





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Higher Education 


Intellectual Motivation at the College Level 


Max McConn 


Dean, Lehigh University, Bethlehem, Pennsylvania 


article that college is, or should be, 

primarily a place for studies—for the 
transmission of knowledge and the train- 
ing of the mind; that its fundamental 
concern is not with physical, social, or 
even moral development but with intel- 
lectual development. Granted, of course, 
that a healthy body, and social coopera- 
tiveness, and strength and nobility of 
character are each and all more impor- 
tant than a trained intellect, both for in- 
dividual happiness and for social welfare. 
Nevertheless, a trained intellect is also 
an item of importance for the individual 
and for society; an item the relative im- 
portance of which constantly increases 
amid the growing complexities of modern 
life, which make ever greater demands 
upon intelligence, as distinguished from 
health and goodwill, for successful adap- 
tation. And the college is distinctively the 
institution set up by society to care for 
this particular ‘tem—intelligence, the 
trained mind. 

It seems to follow that the college 
should assume, and should insist upon, 
reasonably good health, some social ca- 
pacity, and stabilized character on the 
part of those whom it admits and that 
it should provide an environment favor- 
able to the maintenance and further 
natural development of these characteris- 
tics; but that after all the bulk of its 
energies should be devoted to its own 
peculiar and distinctive purpose: instruc- 
tion and the fostering of the intellectual 
life. With respect to college in the ab- 
stract the foregoing statements will, I 
trust, be accepted by many as sound. 
Some may even be disposed, with reason, 
to consider them platitudinous. But if 
we turn suddenly with such doctrines 
in mind to the college in the concrete— 
to our actual American institutions of 
higher learning—we experience’ some- 
thing of mental shock. Unless we are very 
blind indeed, we cannot help seeing that 
these actual institutions can be described 
only with hesitation and with many res- 
ervations as being primarily places for 
study—that at best the primacy therein 
of intellectual matters is constantly 
threatened and attacked and is main- 
tained with difficulty and with a narrow 
Margin of success. 

We find, for example, that a large 


i IS ASSUMED for the purposes of this 


section of the American public associates 
the idea of college principally with exer- 
tions and contests which are physical 






















E BELIEVE that one who 

We eae to be a leader of 

youth should have first of all, 

character—that subtle and in- 

| definable quality which is finer 
| than the finest deeds, greater | 
than the greatest facts, which 
includes, but transcends honor 
—a nice sense of what is right, 
just, and true, with a course of 
| life corresponding thereto. — 
| From Code of Ethics adopted 
in 1922 by National League | 
of Teachers Associations, Phi 
Delta Kappan, August, 1929, 











rather than intellectual; and that a con- 
siderable group among our students, and 
a smaller but by no means negligible 
group among the parents who send them, 
are obviously seeking in college, not in- 
tellectual development, but athletic and 
social development, tacitly accepting 
minimum requirements with respect to 
studies as a necessary traditional price 
to be paid for admission and continuance 
in pursuit of their own real objectives. 
Still more disquieting, we find nowadays 
some college teachers and perhaps a 
larger number of administrators who 
talk more and more about the duty of 
the college to develop “character” and 
“personality” and “leadership”; which, 
being definitely interpreted, seems to 
mean that these teachers and adminis- 
trators concede the claims of athletics 
and other extracurriculum activities to 
be really more important than studies. 
Under these conditions what becomes of 
the doctrine that the college is essentially 
an institution of higher learning? 

Those of us who are disturbed by this 
situation may blame in part the society 
in which we live but we must accept some 
measure of blame ourselves. Both tradi- 
tion and foreign practise are on our side. 
The earlier American college was a place 
for learning and the corresponding insti- 
tutions abroad are devoted not only pri- 
marily but exclusively to intellectual pur- 
poses. If we have failed to maintain both 


{ 137 ] 


our own and the world tradition, we 
must be in some degree at fault. 

Our fault has consisted principally, it 
seems to me, in failing to provide and 
maintain adequate intellectual motiva- 
tion at the college level. In fact, if the 
views of modern educationists in regard 
to the centrality of interest be conceded, 
it follows that our difficulties must be 
due to defects in motivation and the 
question becomes merely how we have 
failed to arouse and retain the necessary 
intellectual interest. 

This failure, more or less generally 
conceded, has often been attributed to 
lack of pedagogical skill on the part of 
college teachers or to faulty methods of 
instruction—the lecture system and the 
like. Actually it has been due chiefly, I 
believe, to errors which are chargeable 
to the administration rather than to the 
faculty; specifically, to errors or failures 
in selection and in guidance. 

Our errors of selection have occurred 
under pressure, partly from the surround- 
ing society and partly in our own minds, 
from a misinterpretation of the demo- 
cratic doctrine of equality—a misinter- 
pretation which seems to say that all men 
are created equal in mental capacity as 
well as in political and social rights. Of 
course it has been established over and 
over again that the fathers of this re- 
public labored under no such misappre- 
hension; that Thomas Jefferson, for ex- 
ample, explicitly advocated a most ruth- 
less selectivity with respect to candidates 
for advanced instruction. But such his- 
torical evidence has in no way affected 
the popular American notion that any 
boy or girl not technically feeble-minded 
whose parents can afford to send him or 
her to college has a right to get in, to 
stay indefinitely, and to be propelled 
somehow towards some sort of degree. 
The plain facts are, of course, that only 
a very small proportion of the eighteen- 
year-olds of any given vintage are, or 
can ever be expected to be, capable of 
profiting in any substantial way by in- 
struction of true college grade; that 
there is no human possibility of arous- 
ing genuine intellectual interest at any 
given level in those who lack intellectual 
capacity at that level; and that the ad- 
mission in large numbers of the incapable 
involves a bringing in of nonintellectual 


ara ores 


q 


tg 
Ho 
| 








138 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





April, 1932 


Renee 7 ~~ 


attitudes and an inflation of nonintellec- 
tual values and interests which hamper 
and distract the intellectual motivation 
even of the capable. Our first step, there 
fore, in restoring genuine intellectual 
motivation in our colleges must be in a 
sense a destructive one, a clearing away. 
We must—as tactfully and painlessly 
and with as much constructive guidance 
as possible, but rigorously nevertheless— 
reject and eject the incapable and all the 
gaudy nonintellectual distractions they 
inevitably bring with them. 

Let me add that under an adequate 
system of federal and state scholarships 
and support, such as both Republican 
Germany and Soviet Russia are now 
establishing, the places of all the inca- 
pables whom we should reject would 
quickly be filled with capable minds 
from our lower economic strata, which 
never reach college now because of pov- 
erty. This should be the constructive side 
of selection. To mention it at present— 
in the richest country in the world—is to 
be guilty of utopianism; but it must 
come eventually, if we are ever going to 
provide real democratic equality of op- 
portunity in higher education, or to con- 
serve and use fully our national resources 
of mind-power—which, in the years to 
come, we may greatly need to do. 

But even with capable or potentially 
capable students, of whom we have a 
good many in our colleges, we often fail 
‘to secure adequate intellectual motiva- 
tion, because of errors in guidance or the 
absence of guidance. This second and 
more lamentable error—because it oc- 
curs with the capable—arises partly from 
our almost total ignorance of our stu- 
dents as individuals and partly from a 
stultifying refusal to make full and free 
use of our resources. 

What did the college of the recent 
past, what do most colleges now, know 
about the students they admit? They 
know that they have “passed” entrance 
examinations, or else that they have been 
certified as having “passed” in a high 
school, in fifteen “units” [“including 3 in 
English, 2% in mathematics, and 3 in 
one foreign language or 2 in each of two 
languages” ]. They have ascertained also 
each student’s home address, the place 
and date of his birth, his father’s occu- 
pation, and his religious affiliation. Not 
a very complete picture of a human mind 
and personality that has been growing 
and changing under many varied and po- 
tent influences for some eighteen years! 
You cannot register an automobile for 
a license without a more adequate de- 
scription than that. What about the cul- 


tural background in his home, his father’s 
education and his mother’s, the books 
and magazines and pictures and music 





AN APPRECIATION 


I’m not afraid of our superintendent. 
His office door is always open wide; 
And when I go to take a note from 
teacher, 
He smiles and lays his work aside, 
“Come right in, Son.” 





One day I had to sit by him in chapel 
To say a speech and I was so afraid; 
But when I did my very best at 
speaking, 
He said, and laid his hand upon my 
head: 
“You almost won.” 


Sometimes he 
reading. 
We never know, he may come any day, 
And so we try to have each lesson 
perfect 
Because we really like to hear him say, 
“It was well done.” 


comes to hear us 


And when I grow to be a man thru 
college 
I'll be a superintendent, just like him; 
And if the boys are sent up to my office, 
Instead of being hard, I'll say to them: 
“What is it, Son?” 


AziLeE M. Worrorp. 








to which he has had access? What about 
his own reading and hebbies and sports 
and vacation or after-school jobs? And, 
especially, what about the interests and 
ambitions which have appeared at va- 
rious stages? Almost any of these things, 
and certainly all of them together, are 
more significant than any “units” in 
showing us where the current of intellec- 
tual power is laid on in any given lad— 
where to plug in. That is the thing we 
chiefly need to know in order to get in- 
tellectual motivation: where to plug in. 
If there is no plug anywhere, as in the 
case of the really incapable, we can do 
nothing. But if there is a plug, our job 
is to find it and to plug in there—even 
if the plug is not exactly where we 
should most like to have it. 

But in this matter we are already on 
the road to better things. Within the last 
fifteen years—as recently as that!—a 
number of leading colieges have devel- 
oped the beginnings of a technic of ques- 
tionnaires and personal interviews which 
now bring much of the needed personal 
data into their offices of admission. The 
personal record card developed under the 
auspices of the Central Committee on 
Personnel Methods of the American 





Council on Education and now coming 
into wide use among both colleges ang 
secondary schools, marks a further stage 
in the development of this technic. Ip 
short, it is reasonable to assume that oyr 
ignorance of our students as individuals 
will soon be more or less satisfactorily 
remedied. 

It does not appear, however, that we 
are making much progress in utilizing 
this new information. Too often the valy- 
able data coming into the office of ad- 
missions are buried there. At best they 
may be passed on to a few overburdened 
personnel officers or deans. I do not per- 
sonally know of any college where they 
reach the actual teachers. But even per- 
sonnel officers and deans are largely pre- 
vented from using their new knowledge 
of individuals by academic regulations 
and hard and fast curriculum require- 
ments. An advisory officer may see 
clearly from a freshman’s record, cover- 
ing six or eight years of development, 
that that boy’s intellectual spark glows 
in the field of economics and political 
science, that if he could be put imme- 
diately into certain courses under certain 
teachers in those fields that spark would 
almost surely be fanned into a glowing 
flame. But the catalog states that courses 
in’ economics and political science are 
open only to juniors and seniors! By the 
time that particular boy is a junior and 
can be given the work he wants and needs, 
he will very probably have become a 
lounge lizard at the Pi Pi house. In such 
fashion do we refuse to make free and 
flexible use of our own resources in the 
way of courses and teachers and thereby 
fail to arouse and maintain intellectual 
motivation; and I fear—college facul- 
ties being what they are—that it will be 
some time before this type of error will 
be amended. But this too must come 
eventually. 

To summarize: we can, I believe, 
secure adequate intellectual motivation 
in our colleges, and change those insti- 
tutions into real centers of intellectual 
life, if we will only: [1] select capable 
students exclusively [and there are 
plenty of these to keep us all busy if 
we can be enabled to search them out 
and make it possible for them to come 
to us]; [2] gather full information in 
regard to the intellectual development 
and valid intellectual interests and put- 
poses of each of them; and [3] provide 
competent advisory officers with full 
authority to build for each of them an 
individual curriculum centered—plugged 
in—on the individual’s particular intel- 
lectual interests and objectives. 





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Builders of Our Profession 


UR PROFESSIONAL ORGANIZATIONS are the 
O policy-determining agencies in Ameri- 

can education. They are clearing- 
houses for ideas. They are the keepers and 
carriers of our common ideals. They are 
discoverers of talent. They are the makers of 
tomorrow's schools. They are the friends of 
children and the advocates of better living for 
all. Our organizations of teachers stand for 
the highest and best things in life. Whoever 
helps to build them is helping to keep upper- 
most in our civilization the values that satisfy 
and abide. These lists of builders record the 
pioneers—the men and women who see a little 
farther than their fellows and who have faith 
in the power of organization to achieve better 
things for tomorrow. Is your name among 
them? Are your friends there? Has your 
town, your county, your state made up its 
quota for this great army of the educational 
advance P 


New Life Enlistments 


en NUMBER of life members enroled in 
the National Education Association on 
March 1 was 4890. The following life mem- 
bers have been reported since the list was 
published in the March JouRNAL. 


ArizoNA—Myra R. Downs, L. A. Eastburn. 

CaLIFoRNIA—Robert Bruce, Floyd Gardner, Arthur 
B. Ingham, George H. Pence, Sophia Peterson, Lee 
Slatore. 








Co_orapo—Mrs. Jennie A. Imboden, Alverna 
Robertson. 

ConnectTicut—Robert H. Earley. 

District ofr CoLtumMBiA—Ellen C. Lombard, George 
F. Miller, 

IpaHo—Edward M. Hoshaw. 

ILtinois—Clara Belle Baker, R. W. Hyndman, 
John B. Tipton. 

INDIANA—Karl W. Bookwalter. 

Iowa—W. J. Knupp, Ruth I. Mintun. 

Kansas—C, R. Rankin. 

Kentucky—Henry Noble Sherwood. 

LoIsiaNA—Alice Shepherd. 

Maine—Dorothy S. True. 

MARYLAND—Nannie I. Stevens. 

MASSACHUSETTS—Bessie L. Barnes, Edward R. 
Clarke. 

MICHIGAN—Frank Hendry. 

MINNEsoTA—L. C. Murray, James P. Vaughn. 

Missourr—C, §S. Robinson, C. A. Smith. 

NesBrRASKA—H, Bogard, Olga Coney. 

New Jersey—Mr. Arja M. Hawley. 

New YorK—Walter L. Newton, Leon H. Westfall. 

Oun10—Olive Campfield, Wesley E. Jenkins, Ed- 
ward W. E. Schear, Carolyn L. Strasser, Lisle 
Garber Wineland. 

PENNSYLVANIA—Fred P. Haihnlen, Pauline T. 
Linville, Bessie M. Patterson, David B. Pugh, Ralph 
B. Sharer. 

SoutH Carotina—H. T. Cox. 

TENNESSEE—D. M. Hilliard. 

VircIN IsLanps—George Harvey Ivins. 

West VirGinia—Miss Erbie Albright. 

WISCONSIN—-Raymond Moore. 

Wyominc—Albert L. Keeney, C. R. Scarbrough. 


Completed Enrolments 


St FOLLOWING SCHOOLS have completed 
their 100 percent enrolment in the Na- 
tional Education Association since the list 
was published in the March JouRNAL. 


[ 139 } 


Thirteen Years 


CoLorapo—Greeley, Lincoln. 


Twelve Years 


Maine—Lewiston, Dingley Normal Training. 
MassacHuseTtTTts—Gloucester, Rogers. 


Eleven Years 


CAaLirorNiIA—Santa Barbara, Garfield, Lincoln, Mce- 
Kinley, Roosevelt, Wilson. 

ILLiNnois—East St. Louis, Hawthorne. 

Nevapa—Clark County, Las Vegas Grade. 

Oun10—Bedford, Bedford Public Schools, Central, 
Ellenwood, Glendale, High, Interstate. 


Ten Years 


Connecticut—East Hartford, Second North, Union. 

Kansas—Salina, Salina Public Schools, Bartlett, Dun- 
bar, Franklin, Hawthorne, Lincoln, Longfellow, 
Lowell, Oakdale, Phillips, Roosevelt, South Park, 
Special Teachers, Washington, Whittier. 


Eight Years 


INDIANA—Evansville, Benjamin Bosse High, Chest- 
nut-Walnut, Delaware, Henry Reis. 

MaAssacHuset1s—Athol, Lake Park. 

MICHIGAN—Grand Rapids, Turner. 

Missourt—Kansas City, Scarritt. 

Nevapa—Clark County, Bunkerville Grade, Bunker- 
ville High, Mesquite Grade, Moapa Grade, Over- 
ton Grade, Overton High, St. Thomas Grade. 

On1o—Cuyahoga County, Cuyahoga County Public 
Schools, Butternut Ridge, Coe, Dover Elementary, 
Forest View, North Olmsted High, Parkview 
High. 

PENNSYLVANIA—Steelton, Steelton Public Schools, 
Major Bent, East End, Felton, Fothergill, High, 
Hygienic, West Side. 

Texas—Beaumont, Magnolia Elementary. 

WASHINGTON—Bellingham, Roosevelt. 





iw GrabuaTE EpucaTion BuILDING at the University of Chicago was formally opened on March 14, 
1932, with a series of conferences on the science of education. This building has a statistical laboratory, 
a fully equipped apparatus workshop with a skilled mechanic, dark rooms for photographic work, labora- 
tory rooms, record rooms, workrooms for members of the staff engaged in surveys, and a generous library. 


The Department of Education conducts two laboratory schools—an elementary and a secondary school. 
These schools are the trying-out grounds for new plans of organization and administration. 





DRED TN 


Peg Er maton 


| 
| 

i 

} 
i 
4 






















140 


Seven Years 


ILtinois—Cicero, Sherlock; East St. Louis, Long- 
fellow; Sherrard, High. 

MaiIne-—Augusta, Smith. 

Massacuusetts—Malden, Judson; Newton, Eliot, 
Stearns. 

Nevapa—Washoe County, Reno Fourth Street Junior 
High; White Pine County, East Ely. 

On1o-——W ood County, Bloomdale, Bradner, Custar, 


Henry Township, Jackson Township, Lark, Mill- 
bury, Walbridge, Webster Township, West Mill- 
grove. 

PENNSYLVANIA—Bradford County, 
Public Schools. 


Bradford County 


WYoOMING—Casper, Junior High. 
Six Years 

FLorwa—Dade County, Riverside; Tampa, Semi- 
nole Heights. 

lui iNois-—Pinckneyville, Pinckneyville Public Schools; 
Shabbona, Community High and Consolidated 
Grades. ” 

INDIANA—Evansville, Fulton; Greencastle, Mary 


Emma Jones. 


MAassacuusetts—Lyna, Euclid Avenue. 


MiIcHIGAN—Detroit, Grayling Elementary, Hancock; 
Ludington, Lakeview. 

MINNESOTA—Minneapolis, Sumner. 

New Jersey——Aearny, Roosevelt; Trenton, Monu- 


_ment Demonstration. 
New York—New Rochelle, Mayflower. 
On1o—Columbus, Northwood; Lakewood, Hayes. 


Texas—Houston, Park Place. 

Utran—Grand County, Grand County Public Schools. 
Five Years 

ALABAMA—Birmingham, Barker. 


CaLironniu—Kern County, Toltec; Needles, Needles 
Public Schools; Santa Barbara, Harding. 
CoLorapo—Castle Rock, Consolidated. 
ILuinois—East St. Léuis, Wilson. 
INDIANA—Evansville, Baker, Bosse Elementary, 
Campbell, Carpenter, Centennial, Columbia, Emma 


Roach, Howard Roosa, Stanley Hall, Daniel 
Wertz, Wheeler. 
MASSACHUSETTS—-Winchendon, Murdock. 


Missourt—Kansas City, McCoy, Teachers College of 
Kansas City. 

MoNnTANA—Great Falls, 

Nevapa—Lander County, 


Roosevelt. 
Battle Mountain Grade; 
Mineral County, Hawthorne Grade, Mineral 
County igh; Washoe County, Reno McKinley 
Park, Reno Southside. 

New Jersey—Absecon, Absecon Public Schools. 

PENNSYLVANIA—W averly, Abington Independent 
School District. 

Utan—Coalville, North Summit Schools. 

Vircinu—Norfolk, Larchmont. 


Four Yecrs 


CaLirorNia—Pasadena, Andrew Jacksen; Sawta Bar- 
bera, La Cumbre Junior High, Peabody. 

ILtinois—Cicero, Roosevelt; Hvanston,/Foster. 

INDIANA—Evansville, Evansville Public Schools, 
Baker, Benjamin Bosse High, Bosse Elementary, 
Campbell, Carpenter, Centennial, Central High, 
Chestnut-Walnut, Columbia, Delaware, Fulton, 
Henry Reis, Francis Joseph Reitz High, Emma 
Roach, Howard Roosa, Stanley Hall, Daniel Wertz, 
Wheeler. 

KeNntucKY—Lowuisville, Robert Fulton. 

MaIns—Weaterville, Grove Street. 

MASSACH USETTS—A shburnham, Dolly 
Adams; Waltham, Pond End. 

os ~~ pallens Western State Teachers Col- 
egec. 

> “petite eseae Lincoln Elementary and Junior 

igh. 

Missourt—Kansas City, Lykins. 

NevaDa—Lander County, Lander County High Num- 
ber 2; Mineral County, Mina Grade. 

New Jersey—Trenton, William McKinley. 

On1o—Cleveland, Lawn; Martins Ferry, Central, 
Elm, Mackey, South, Zane; Old Fort, Old Fort; 
South Euclid, Lyndhurst; Toronto, Toronto Public 
Schools, Central, Franklin, High, Lincoln, Roose- 
velt; West Carrollton, West Carrollton. 


Whitney 





President, FLORENCE HALE 

















THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A pril, 1932 





TENNESSEE—Hamilton County, Amnicola, Apison, 
Bakewell, Birchwood, Bonny Oaks, Central High, 
Chickamauga, Daisy, East Dale, Fairmount, Fair- 
view, Friendship, Ganns, Gold Point, Harrison, 
Lookout Mountain, Lupton City, Meadowview, 


ELEN T. Hrxson, director of the Division of 

Accounts, who retired from the, staff of the 
National Education Association on March 15. 
Mrs. Hixson came to the Association in 1908. 
She has had the longest term of service of any 
member of the headquarters staff. A host of 
friends join in wishing her many happy years 
of retirement. 





Miller’s Grove, Mountain Creek, Mowbray, New 
Providence, Ooltewah, John H. Patten, Pineville, 
Sale Creek, Salem, Shade Grove, Snow Hill, Tyner 
Grammar, Tyner High, West View. : 
Utan—Box Elder County, Box Elder County Public 
Schools, Bear River City, Bear River High, Blue 
Creek, Bothwell, Box Elder, Box Elder High, Cen- 


tral, Collinston, Corinne, Deweyville, Elwood, 
Fielding, Garland, Grouse Creek, Honeyville, 
Howell, Lincoln, Mantua, Park Valley, Perry, 


Plymouth, Portage, Snowville, Thatcher, Tremon- 
ton, Washakie, Willard, Yost. 
Vircintra—Norfolk, James Barron Hope. 


Three Years 


CaLirorNia—Kerman, Grammar; Modesto, Lincoln; 
Santa Barbara, Kindergarten Department, Special 
Teachers & Supervisors. 

Connecticut—East Hartford, Center. 

DELAWARE—Camden-W yoming, Ceasar 
Schools. 

Hawat—Molokai, Kaunakakai. 

ILLINOIsS—S pringfield, Dubois. 

INDIANA—Alexandria, High. 

MASSACHUSETTS—Brookline, Longwood. 

MICHIGAN—Grand Rapids, West Leonard. 

Nevapa—Elko County, Elko County High Number 
2; Humboldt, Humboldt County High; Lyon 
County, Canal; Washoe County, Reno Mary S. 


Rodney 


Doten, Reno Mount Rose, Sparks Junior High, 
Sparks Robert H. Mitchell, Sparks Mary Lee 
Nichols, Sparks Kate M. Smith. | 
New JerseY—Highiand Park, Hamilton. 
New YorKk—New Rochelle, Stephenson. 
On10—Cleveland, John Hay High. 
OrEGoN—Coguille, Lincoln; Portland, Atkinson. 
PENNSYLVANIA—Bloomsburg, Fifth Street, Third 
Street; Chester, Lincoln; Ellwood City, Ellwood 
City Public Schools, Central, Circle, Ewing Park, 
Hartman, Lincoln, North Side, West End; Pitts. 
burgh, Larimer; Susquehanna, Oakland. 
TENNESSEE—Hamilton County, Red Bank. 
Texas—Beaumont, Pennsylvania Avenue. 
VERMONT—Newbury, High. 


Two Years 


CALIFORNIA—Alhambra, Marguerita; Santa Barbara, 
Franklin; Siskiyou School District, Fort Jones 
High, McCloud High, Mount Shasta High. 


CoLorapo—Fort Morgan, Rural Teachers’ Associa. 
tion. 

Connecticut—East Hartford, Columbus Street, 
Evening, Hockanum. , 

DeLawarE—Eastern New Castle County, Eastern 


New Castle County Public Schools. ; 

District or CoLtumMBia—Anacostia, Oxon Hill Con 
solidated; Washington, Amidon. 

Georcia—Fulton County, Benjamin H. Neely, Sam 
uel R. Young. 

ILLiNois—Cicero, Goodwin; Downers Grove, Puffer; 
Glen Ellyn, Forest Glenn. 

INDIANA—I/ ndianapolis, Robert Dale Owen Number 
12, Public Number 79. 

Kansas—Perry, Rural High. 


Matne—Bangor, Bomer Street, Lincoln, Mary §, 
Snow. 4 
Massacuusetts—Greenfield, Abercrombie; Lexing. 


ton, Adams; Waltham, S. D. Warren. 

MIcHIGAN—Grand Rapids, Henry. 

Missouri—Kansas City, Linwood, W. W. Yates. 

Nevapa—Clark County, Las Vegas Public Schools, 
Grade, High, West Side, Sloan Grade; Elko 
County, Carlin Grade; Lander County, Austin 
Grade, Lander County High Number 1; Pershing 
County, Pershing County High; Washoe County, 
Sparks Senior High; White Pine County, Ely Pub- 
lic Schools, Kimberly, Lund, Ruth Public Schools, 

New HampsHireE—Goshen, Goshen Public Schools; 
New London, New London Public Schools, Colby 
Hill; Newport, Newport Public Schools, Primary, 
Richards Junior High, Towle High; Sunapee, 
Sunapee Public Schools, Central. 

New Yorx—Andover, High; New Rochelle, Trinity, 
Daniel Webster. 

NortH Dakota—Fargo, Roosevelt Junior High. 

On10—I ronton, Campbell, Central, Kingsbury, Law- 
rence Street, Lombard, Sedgwick, West Ironton, 
Whitewell; Oregon Township, Wynn; Wood 
County, Weston Village Schools; Youngstown, 
Hillman. 

PENNSYLVANIA—Beaver Falls, Beaver Falls Public 
Schools, College Hill Junior High, Eighth Avenue, 
Eleventh Street, Fifth Avenue, Fifth Street, Junior 
High, Senior High, Seventeenth Street, Thirty- 
— Street, Thirty-Third Street; Confluence, 
High. 

TENNESSEE—Hamilton County, Anna B. Lacey. 


Current Year 


ArRIZONA—Hayden, Hayden Public Schools. 

CaLirorNiA—Hinckley, Grammar; La Crescenta, la 
Crescenta, Lincoln; Montrose, Montrose; Pasadena, 
Library & Visual Education Department; Sas 
Diego, Chollas; Santa Barbara, Jefferson; Stanis- 
laus County, Newman. 

Cotorapo—Las Animas, Columbian. 

DELAWARE—Houston, Grade. 

Hawau—Molokai, Maunaloa. 

ILLino1is—Dakota, Community High; Freeport, East 
Side. 

INDIANA—Fort Wayne, Adams; Indianapolis, Chrit 
tian Park Number 82, Public Number 29. 

Kansas—Wichita, Eugene Field. 

Loutstana—Ferriday, Ferriday. 

Maine—Amibherst, Public School Union Number 89; 
Belfast, Pierce; Camden, Knowlton Street; Farm 
ingdale, Grant Street; Monson, Grammar; Thomas 
ton, Green Street, High. 

{Continued on page A-83] 





~ The Journal of the National Education Association 


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




















Secretary, J. W. CRABTREE 








The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates 
to the Representative Assembly, to hold office, and to receive THE JOURNAL. 
_The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, 
committge reports, and other regular publications of the Association. One dollar of each membership fee is fé# @ year’s subscription to THE JOURNAL. 
The payment of $100 gives the privileges of the $5 active membership for life. 


Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report 
at once any change of address, giving old as well as new address. 


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








Joy Eimer Morcan, Editor 








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





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








Haroip A. ALLAN, Business Manager 






















Vol. 21, 





vol. 21, No.4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-73 


VISUAL EXPERIENCE 


in History... Geography ... Sczence... Nature Study 








-| ,,. vttalizes the whole 


. curriculum 





er 

S. 

jf 

ls, 

ko 

‘in 

~ 

ty, 

ib- 

ls. 

Is; 

by 

ry, 

ee, From the senses comes the 

ty, raw material of all knowledge. 
And from visual experience, 

We Z 

om most important of all sensory 

Y . 

Ps, experience, comes the greatest 

ie inspiration to thought and un- 

ue, . 

ior derstanding. 

ty: : 

ct, Eastman Classroom Films 
take animportant placeinteach- 
ing. The presentation of one 

r phase of a subject in visual 

ms terms makes easier, throughout 

is the he jump in imagina- oe ; ; 

y i onan : P : 8 " IN HISTORY. The Virginia House of Burgesses in Session—from the Eastman Classroom 
tion from the pupil s immediate Films, “George Washington, His Life and Times,” the only authentic dramatization of 
world tothe more remote world Washington's life prepared with the official approval and coéperation of the George 


: jf Washington Bicentennial Commission. 
of the subject studied. 


For example, the experience _ of seeing one part ofa history book >in PR 

translated into visual reality makes = 
the whole book a more vital and 
easily imagined document. 

In this same way Eastman Class- 
room Films vitalize geography, 
science, nature study, etc. Their aid 
to the teacher is far greater in scope 
than the mere study of their actual 
content. Write for full particulars 
and complete list of subjects. SCIENCE. How drinking water is aérated 
Eastman Teaching Films, Inc. (Sub- —from the Eastman Classroom Film, “‘Puri- 
GEOGRAPHY. The wheat belt made sidiary of Eastman Kodak Com- fying Water.” Every film is accompanied by 


sraphic through animation—from the a teachers’ guide—a powerful aid in inte- 
Eastman Classroom Film, “Wheat.” pany), Rochester, New York. grating the picture with the course of study. 


EASTMAN C]assroom Films 


Mention Tur Jovrnat when writing our advertisers. 


WINTER WHAT 


iit Ca 



















A-74 














S. D. Shankland, fultime secretary 
of the Department of Superintendence, 
makes the following observations on the 
Washington convention: 

The convention assembled at a time 
when we are facing a new emergency in 
education. Many superintendents who 
had not missed an annual meeting in 
years felt that they ought to remain at 
their posts at home. A grim determina- 
tion to protect the schools was evident in 
all sessions. 

In openminded fashion, weaknesses in 
our educational structure and plans for 
their correction were discussed. At the 
same time the Department set its face 
sternly against those who, whether in or 
out of the profession, would consent to 
sacrifice childhood or to surrender the 
educational advance gained by a genera- 
tion of effort. As president Edwin C. 
Broome put the case, “We owe no apol- 
ogy to the taxpayers. They are getting 
good schools at a reasonable cost.” 

The timely report of the Committee on 
School Costs submitted by Superintend- 
ent David E. Weglein of Baltimore fo- 


cused attention on tax machinery and 
school finance. It was voted to recom- 
mend that there be constituted in every 
state a group of citizens—including ex- 
pert economists, competent school peo- 
ple, and representative laymen—to make 
a careful study of existing systems of 
taxation. 

Character education shared attention 
with school finance. In the 1932 year- 
book, which is devoted to this subject, 
Superintendent A. L. Threlkeld of Den- 
ver, and his associates did an outstanding 
piece of work in a critical field. They 
made it clear that there is no short cut 
to character development. The yearbook 
presents an illuminating picture of Amer- 
ican life and discusses fearlessly problems 
which are causing concern to educators 
and parents alike. 

The seriousness of the convention over- 
shadowed any special features, altho they 
included such important items as the pil- 
grimage to Mt. Vernon on the two-hun- 
dredth anniversary of the birth of George 
Washington; the beautiful folk-masque 
of America entitled “Wakefield” which 





Greater Unity 


Life Membership 


Never was the need for safeguarding 
the interests of childhood greater than 
now. Life membership is a means of 
meeting this need. By becoming a life 
member, more help can be given than 
can possibly be realized. A Perma- 
nent Fund of sufficient size is needed to 
carry the Association over emergency 
periods when income from other sources 
is low. 

This Association, as well as state as- 


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


Dear Mr. Crabtree 


—eerrerrrn =r seen seen anne cece ae ae ec ee 





sociations, must go on, always working 
for the children of the nation. During 
periods of depression, the need is greater 
than ever. Just as a nation has been 
deeply concerned about the welfare of 
one child, so must teachers everywhere 
be concerned about the educational op- 
portunities of all children. 

The National Education Association 
is a leading agency for promoting the 
interests of childhood and the profession. 


Use this blank and enlist now 


CRABTREE, Secretary, National Education Association 


was presented for the exclusive benefit yj 
the Department of Superintendence th 
the courtesy of the George Washingt, 
Bicentennial Commission; and Participg 
tion in the program by the President , 
the United States, two members of ty 
Cabinet, two United States senators, ay 
other nationally known leaders of Ame, 
ican life. 
Officers for 1932-33 are: 


President—Milton C. Potter, superintende 
of schools, Milwaukee, Wisconsin. 

First Vicepresident —Edwin C. Broom 
superintendent of schools, Philadelphia, Pep 
sylvania. 

Second Vicepresident — George Melche 
superintendent of schools, Kansas City, Ms 
souri. 

Executive Secretary—Sherwood D. Shank 
land, 1201 Sixteenth Street, N. W., Washingte 
m..&. 


Executive Committee, Members by Elecii 
—David E. Weglein, superintendent of schoo 
Baltimore, Maryland, Charles B. Glenn, supe 
intendent of schools, Birmingham, Alabam 
Herbert S. Weet, superintendent of school 
Rochester, New York, Carroll R. Reed, supers 
tendent of schools, Minneapolis, Minnesota 


{Continued on page A-76] 


Greater Concern for the Futur 


in the N.E. A. 


Do your part in this most critical tin 
by becoming a member for life. 

On receipt of the application, 
member immediately receives the certil 
cate, card, and gold pin or button. 

These are not withheld until the 
tire fee has been paid, but the life mem 
ber has the pleasure of wearing the p 
or button, which testifies to his profes 
sional interest, from the date of enlisi 
ment. There is an additional chal 
for the key. 


ae aaa ae ee ae ee ee 


I wish to have a permanent part in the great work which you are doing and to become a life member, making my first payment of $10.00 May 1 or June 


Name 


Address 


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


Position 


Mention Tue Journat when writing our advertisers. 





April, 1934 | 


‘ol. 23 


— 





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June 


Vol. zi; No. 4 





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 Agric culture, 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 .. 
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 .. 
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... vate is $775. 
PSYCHOLOGICAL RESIDENTIAL S*UDY TOUR ... Edu- 
cational Director, Prof. Henry Beaumor.., 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 


. Educational Director, 


PROMPTLY! EARLY BOOKINGS ARE IM- 
PORTANT! 
Name 


AMERICAN EXPRESS COMPANY 
65 Broadway, New York 
(or the American Express Office nearest to you) 


American Express Travelers Cheques Always Protect Your 


Funds 








. Educational Director, Prof. W. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








-.@ sports pa radise in the 
Canadian North Woods 


HOOSE your own way of 
“setting back to nature” 
this year at Minaki Lodge, in 
the beautiful Lake of the Woods 
country. 
Paddle past jutting shores of 
pine forest . . . cast your fly in 
lonely trout-filled waters. Or 


enjoy golf, tennis, swimming 





“the beautiful country” 


and boating near the Lodge 
itself. 
tions, and cool, invigorating air 
all summer long. (No hay fever.) 


First-class accommoda- 


Farther east visit Georgian 
Bay, Muskoka Lakes and the 
islands of the St. Lawrence. Ex- 
perience the charm of Old French 
Quebec and the seacoast beauty 
of the Maritime Provinces. 

Come to Eastern Canada this 
year—where your vacation 
dollars buy most in varied scen- 
ery and summer sport. Write for 
descriptive booklets now. Ask 
about free showings of 
Canadian National travel films. 





4 ee NATIONAL 


The ay Kailway Systeme isc CAmerica. 


SAN FRANC 1Sco 


186 ere a. 548 Market St. 
BUFFALO DULUTH PORTLAND, ME. SEATTLE 
420 Main St. 430 W. Superior St. OFFICE S Grand Trunk Ry Sta. 1329 Fourth Ave. 
CHICAGO KANSAS CITY NEW YORK PORTLAND, ORE. WASHING'N, D.C. 
4 So. Michigan Ave. 705 Walnut St. 673 Fifth Avenue 302 Yamhill St. 901—165th St.,'N. W. 
CINCINNATI aff ANGELES PHILADELPHIA ST. LouIsS LONDON, ENG. 
49 E. Fourth St. 7 So. Grand Ave. 1422 Chestnut St. 314 No. Broadway 17-19 Cockspur St. 
ETROIT " SERAP OL. Is PITTSBURGH ST. PAUL PARIS, FRANCE 
1523 fo g’n Blvd. $34 Marquette Ave. 366 Fifth Ave. 83 East Fifth St. 1 Rue Scribe 


Mention Tue Journat when writing our advertisers. 









































































































A-76 THE JOURNAL 


[Continued from page A-74] 
STAND BY THE SCHOOLS 


Stand by the schools! 

The clarion call rings clear. 
Stand by the schools 

With courage, free from fear. 


Stand by the schools! 
There must be no retreat. 
Stand by the schools. 

To falter means defeat. 


Stand by the schools! 
They must not suffer wrong. 
Stand by the schools 
And keep the nation strong. 





OF THE NATIONAL EDUCATION ASSOCIATION 


April, 1932 





Stand by the schools! 
Don’t sell them for a price. 
Stand by the schools 

With prayer and sacrifice. 


Stand by the schools! 
Make it a sacred pledge. 
Stand by the schools, 
Our children’s heritage. 


Stand by the schools! 

The millions in them cry: 
“Stand by the schools, 
America, stand by.” 


[Written after listening to and thinking about 
what the speakers said at the superintendents’ 
meeting in Washington —W. H. Holmes, super- 
intendent of schools, Mt. Vernon, New York.] 








VACATION 


F you can qualify we have an 





attractive vacation position for 
you. You must be between 25 and 
40 years of age and have had at 
least two years of college or nor- 
mal school training and three 
years of teaching experience. 





Only those need apply who are 
seriously looking for a real oppor- 
tunity to make money this sum- 
mer and who are sufficiently in 
earnest to conscientiously take 
our course of training and spend 
the entire vacation with us. 


WANTED 


WOMEN TEACHERS 


For Profitable 







POSITIONS 


If you are selected your earn- 
ings should run between $50.00 
and $75.00 a week, in some cases 
more, in some cases less. But you 
take no chances. We guarantee 
expenses for the entire vacation 
period to those teachers who meet 
our requirements. 


Those with highest qualifica- 
tions, who can start earliest, and 
work longest will be given prefer- 
ence. If you are interested please 
fill out the coupon carefully and 
we will send you complete details. 









SEND COUPON FOR COMPLETE DETAILS 
















Facts About 
the House of Compton 


Compton's own and exclusively 
occupy their own building, pic- 
tured above. Business established 
in 1893—39 years of steady 
routh—26 Branch Offices in 
.5.—Foreign A gencies in Eng- 
land, Italy, am Africa, Aus- 
tralia and Philippine Islands. 


F. E. COMPTON & COMPANY, Dept. 92, 
Compton Bldg., 1000 N. Dearborn St., 
Chicago, Illinois 

Gentlemen: I am interested in one of the posi- 

tions you have open for the summer vacation. 

Please send complete details. 


BR <a pebees nia bso ccs ples kaatnt 
No. of years spent in College... .or Normal. . . 
Name of College or Normal 

attended 


I am teaching in 


a8 sche 5. = «aih Avs pada 
Ihavehad....... years of teaching experience. 
PINES, 0655 5555 oo chiens ccssmesds 


I can work from 


Mention Tue Journar when writing our advertisers. 





A Mecca for visitors—One of th 
“high lights” of the Washington cop. 
vention was the steady stream of vig. 
tors coming to the new headquarter; 
building of the National Education As. 
sociation. The teachers of America ap 
proud of their beautiful home in th 
nation’s capital. 


Atlanta teachers sacrifice for the 
schools—When asked whether they 
would rather have a deduction in their 
salaries or have the educational service ty 
adults, the night schools, the opportunity 
school, the kindergartens, and the super. 
visory force affected, Atlanta teachers by 
an overwhelming vote decided to make; 
large donation to the city in order that 
this educational service might go on. 


Atlantic City teachers show up 
conquerable spirit—I may be a bit 
biased in selecting the editorial as the 
best article in the February JOURNAL, 
for the teachers of Atlantic City on 
Thursday last displayed their uncon 
querable spirit by voting unanimously 
“to contribute ten percent of their an 
nual salary for the school year 1932-33 
in order that the Atlantic City board of 
education may set up a budget ‘that wil 
not wreck our fine system of schools.”"— 
An Atlantic City teacher. 


True professional spirit — Two 
NEA members have recently forwarded 
dues for a number of unemployed teach- 
ers who wish to continue their member- 
ships but who cannot do so because of 
economic circumstances. This voluntary 
special service is another expression oi 
the loyalty and cooperation characteristic 
of members of the teaching profession. 


Bidding and the professional code 
of ethics—Recently I received, from 4 
board of education, a letter which con- 
tained the statement, “I am inclosing ap- 
plication for you to fill; also please give 
lowest salary you will accept for the 
joint superintendency.”’ My answer to 
the above follows: 

“The national code of ethics of the 
teaching profession, according to my 
understanding, does not permit one’s 


The ; Hea] 
EXTRA (yh 0u8 


CURRICULAR ° 
1:1, 0-\ 0 Ae 


~tree Descriptive Catalogue 


ble d« 
















a a ee 


>. fee a ee COA 


7 Vol. 21, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-77 





he making what might be termed a bid on 
the salary for a position; consequently, 
‘ if for no other reason, I could not state 
“ the lowest salary I would accept for the 
y superintendency of your schools. Were 
n this not the case, I should be very much 
be inclined not to do so, for my own ideas 

about such a thing would prevent my 

doing so. I think educators should not 
he offer their services on the basis of com- 
ey petitive bids at any time; the profession 
eit 
to 


! 
; 















should be above such.”—A superintend- 




















7 ent in Colorado. . L a S 
ity 
et- Stand by the ship—Secretary J. W. 
by Crabtree, in a letter appealing to mem- 
ea bers of the profession to stand by their 
hat state and national associations, says: / 
“The fine salary levels in the schools —_ Ww Z Hh Ou f a Cai e e 
thruout the nation, which are now bat- 
. tered hard by the depression, did not just “ Moe all the accidents that ae ee ry ed peas wd 
it eachers every summer, you can understand with what a feeling 
the happen. They came me a result of the of relief the Teacher with T. C. U. Protection leaves for vaca- 
efforts of the organized profession. A tion. Why not play safe? Let the long arm of the T. C. U. 
Al, leading superintendent said a year or two follow you this year—everywhere—on the road—in the wilder- 
on ago that every teacher in the land was re ness—in camps, hotels or on trains—even abroad—and 
c c va 
i ceiving a twenty-five percent better sal- Protect Against Accident—Also Sickness 
sly ary as a result of the efforts of the Na- as : ' 
an- . . 4s . . areful as one may be, there can be no assurance of safety. 
33 tional Education Association. Financial The very best one can do is to exercise the greatest caution— 
4 and industrial institutions have broken and be prepared for the accident or distressing illness away from 
of down. The schools, in places, are break- home. 
will ing. Let us hold to standards of efficiency That’s what_the T. C. U. will do for you. This Organization of 
” " Teachers for Teachers stands ready to share the risk of financial loss 
as hard as we know how. Let us look | & of time due to Sickness, Accident or Quarantine. 
ahead to regain lost ground as soon as Learn the T. C. U. Plan by 
rosperity comes again. By strengthening . 
wo P a i J ; 
ded the arm of the National Education As- Sending the Coupon 
sociation, we ought to re-establish, within Just send your name and address for complete in- 
ich- Sie formation as to how we protect you. Your inquiry will 
we a few years, salary and efficiency levels place you under no obligation. 
5 and be moving forward as we were doing Wedsichans Clabils Ceilidh tidtlintl 
os up to 1930. Without powerful and well- 625 T. C. U. Bldg. Lincoln, Nebr. 
“ad supported state and national associations, 
o it would require decades instead of years | 
” to regain lost ground.” | ae po pS pga ts: 
cement FREE! i ak 
Shelby County, Tennessee, was | This Identification at. ee ee 
ode y , % ra ' | Tag for Your Traveling Has space for | Free Information Coupon | 
ma the first county in the United States to Bag name and ad- 1 to the T. C. U., 625 T. C. U. Bldg, 
on enrol its teachers 100 percent in the Na- Seelimabaa | Lincoln, Nebraska. | 
° ‘ he : inte te  § ome Dies. keep i vee . School. | 
-ap- tional Education As:ociation. Having es- have only a | 12m interested in knowing about your REN Salty er 
give tablished that reco: 1 more than a decade omg ey eat, ad a + gaps erin seman 
the ago, these teachers, even in the face of Ras Meh ae kas ane a a 
, , ] ; ; 0 eee ee ee ee eee 
r to present financial difficulties, are taking long as they | 
id bl a P a0 hei last. Send the 
considerable pride in maintaining their Coupon. 
the high record of membership in the Asso- 
my ciation. 
ne’s SPEND YOUR VACATION IN MAINE 


Promote Interest With 
F i " AT THE GOVER HOME | 
Bi The National Education Associa- Six miles from Portland on Casco Bay. Salt water | OUTLINE MAPS 
bathing and fishing from the house. Hot and cold 


tion and the Office of Education are now running water in each room. Five-minute walk to The most comprehensive series of Out- 


trolley car for Portland For reservations and rates 


. , line Maps published 
z . Addr «ss— 
doing the most effective work they have 4. T. GOVER Edited by Dr. Doucias C. Rinciey 
ever dont: Fam paged of their iemtier- | | 2738 sete et i ytinwe. D. C: No orders filled for less than 15c 
2 ship—A. E. Winship. Portland, Maine. 


More than U 
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8 x 10% in... le $ .75 $6.00 
10% x 15 in. 2c 1.50 11.00 
16 x 21 in. 10¢e 8c 6.50 50.00 
21 x 32 in. l5e 10c 8.00 70.00 

Write for our Map catalogue and 

samples 
McKNIGHT & McKNIGHT 


Bloomington, Illinois 





A valuable contribution — Miss HOLDEN 
Mary McSkimmon, president of the 
NEA in 1926, has given to the Asso- 
ciation as a personal gift, a set of the Book Covers 


original annual reports of Horace Mann. 
[Continued on page A-78] 


Springfield, Massachusetts 





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78 [HE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 





April, 1932 





[Continued from page A-77] 
These reports constitute a priceless addi- 
tion to the Association’s collections and 
are a timely help in preparing for the 
Horace Mann Centennial in 1937. They 
are doubly valued, coming from Miss 
McSkimmon, whose outstanding service 
as president made a large contribution to 
the Association’s growth and leadership. 


Tributes to educators—To com- 
memorate Margaret E. Tuger’s fifty 
years of teaching, forty of them in Her- 
kimer, New York, the South Side School 
of that city has been renamed the Tuger 
School. 

The teachers of Sedgwick County, 
Kansas have honored C. R. Rankin, 
county superintendent of schools, by 
voting him a life membership in the Na- 
tional Education Association. 

Teachers of Royal Oak schools, Mich- 
igan, presented Superintendent Frank 
Hendry with a life membership certifi- 
cate in the NEA as recognition of his 
seventeen years of leadership and coop- 
eration in the district. 


The imperative need for higher 
standards—tThis is the time to estab- 
lish higher standards of certification for 
teachers so that there shall come into the 
schools only those with the best gifts and 
education. 


Paying the teacher—Rural com- 
munities, in their efforts to find a way 
of lightening the tax burden, have been 
jumping increasingly on sci yolboards, 
insisting that teachers’ salaries be heavily 
slashed. In some cases, cuts of as much 
as 50 percent have been urged. 

It is surprising that communities 
should strike at a source of expenditure 


are the life of tomorrow. Deprive them 
of their opportunities today and America 
will pay for it time and again tomorrow. 


Road expenditures can be limited to | 


so vital to community progress. Children | 


sources other than the property tax. | 


Building programs 


can be delayed. 


County officials can be forced to elimi- | 
nate surplus clerks and to do a share of | 


the work for which they are elected. 
Charity can be supervised to see that it is 
administered wisely and economically 
without failing to care for absolute needs. 


Desirable public improvements can be | 
deferred until they would be ‘ess of a | 


drain on local taxpayers. Once provision 
for proper training of youth is deferred, 
it can never be replaced. Time and oppor- 
tunity once lost there are gone forever — 
From the Lincoln, Nebraska, Daily Star. 


Cutting salaries, poor policy—Dr. 
James N. Rule, state superintendent of 


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Vol. 21, No. 4 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-79 





public instruction, Pennsylvania, believes 
that it is unsafe and unsound to cut 
teachers’ salaries now. He says, “It will 
further reduce their buying power. Great- 
est of all, however, will be the loss of con- 
fidence on the part of those who direct 
the spiritual and educational develop- 
ment of our children. . . . The answer for 
lower school costs does not lie in a dis- 
ruption of salary schedules and the pub- 
lic-school program.” —School Executives 
Magazine. 


New courses for high schools— 
Each class in high school may well under- 
take one new course each year. The ma- 
terial and references in this JoURNAL fur- 
nish many clues. No student should leave 
school in 1932 without giving some study 
to economic problems as suggested by the 
books on page 122. 


Superintendent Gerald F. Bush of 
Charlevoix, Michigan, when asked to 
select the five articles in the February 
JourNAL which he liked best, wrote: 
“May I be permitted, just once, to give 
all five choices to one article, ‘Shall 
Wages and Salaries be Reduced?’ ” 


The 1931-32 Handbook of the Mid- 
dletown Township High School, Leo- 
nardo, New Jersey, beautiful in print and 
binding, excellent in content, contains 
this statement: 


Sooner or later the most successful school will 
lead its students to view with intelligent con- 
tempt the subtle falsities from the movies, plays, 
newspapers, magazines, books, and radio which 
the unsuspecting are led to imitate for fear of 
missing something in life. Then our teachers of 
English expression, of social science, of physical 
science, and the like, will be required to lead 
unhampered, complete, frank discussions of any 
movie, play, newspaper, or magazine article, 
book, or radio ad; and parents, instead of ob- 
jecting, will insist upon teachers doing so. 


Follow-up White House Confer- 
ences have been held in eighteen states; 
five more states have set dates for such 
conferences. At these meetings the find- 
ings and recommendations of the White 
House Conference are considered, and 
plans for state programs in the light of 
the aims and principles embodied in the 
Children’s Charter are rounded out. 


Education and penal institutions 
—In case adequate educational facilities 
are not provided for the boys and girls 
of any commonwealth, that common- 
wealth will in the future pay a like, or 
even larger sum in the support of its 
eleemosynary and penal institutions. It 
might be a sound policy to increase the 


(Continued on page A-80] 






Banff! . . . Lake Louise! . . 
can’t turn a single corner up here 
without a gasp.”’ 





Yoho. . . glacier-walled val- 
ley of flowers, waterfalls, 
vari-colored lakes, cozy 
Chalet - Bungalow Camps. 


/» Glorious Days 
in the (ANADIAN ROCKIES 


ALL EXPENSES. 260 


| 





nowhere else 
but in dreams 
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Glamour.. Beauty 
Excitement. Fun! 


ND think what others have paid for mere look-ins up 
here! You stop at the one-and-only Banff Springs Hotel 
of international society—you lunch there, perhaps swim in its 
famous warm sulphur pool, or golf on its spectacular million- 
dollar course. 
You spend two enchanted nights and a day at the suave 
Chateau beside that incredible Lake Louise—world’s ‘‘Mecca’’ 
for beauty lovers. 


You explore that gaspy “‘behind the scenes” so many miss. 
124 miles of thrill motoring. Romantic Chalet-Bungalow Camps. 
Same famous mixture of celebrities, guides, Royal Mounties, 
friendly wild creatures. Same stunning look-outs over the most 
terrific welter of snow peaks on earth. 


It’s a vacation decor beyond anything you’ve ever seen. One 
week, more intoxicatingly triumphant than months at most 
places. Before you plan anything else, read the exciting day- 
by-day folder called “614 Glorious Days in the Canadian 
Rockies.” Ask your agent right now, or write Canadian 
Pacific’s nearest office, Dept. D. 


New York: Madison Ave. at 44th St. Chicago: 71 E. Jackson Blvd. 
San Francisco: 675 Market Street 


Canadian Pacific Hotels 


AND BREWSTER TRANSPORT Co. {Gray Line} 


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: Canadian Rockies, Banff and Lake Louise 


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_JOURNAL ¢ OF THE | NATIONAL EDUCATION ASSOCIATION 





April, 1932 





(Continued from page A-79] 
appropriations for public education for a 
few years and see if such a program 
would not actually decrease the appro- 
priations for eleemosynary and penal in- 
stitutions.—Charles A. Lee, state super- 
intendent of schools, Jefferson City, 
Missouri. 


Your civic opportunity—Make up 
your mind today that you are going to 
play your part in the great and crucial 
world of civic affairs. Plan to have a con- 
ference with your representative in Con- 
gress while he is home during the summer 
and fall. Talk with him about such gov- 
ernment questions as education by radio, 
the need for a federal department of edu- 
cation, and what the Eighteenth Amend- 
ment has meant to the children. 


The Journal of Education, under 
the presiding genius of the beloved A. E. 
Winship, has moved to new and larger 
headquarters at 6 Park Street, Boston, 
and will be issued in improved form twice 
a month instead of weekly. 


A study in rural education—J. T. 
Anderson, whose article on “The Need 
for Rural Education” is in the January 
JouRNAL, is usin ~* following questions 
to study the adusu.<tration of rural edu- 
cation: 


[1] What are some of the accomplishments 
and needs of rural education? 

[2] What are the present objectives in rural 
education ? 

[3] What are the prevailing systems of or- 
ganization, their advantages and disadvan- 
tages? 

[4] What are the present problems and prac- 
tises in rural-school supervision ? 

[5] What are some of the advantages and 
disadvantages of rural-school consolidation ? 

[6] How does the parent-teacher association 
contribute to the educational program of the 
community ? 

[7] What are some of the benefits to the 
school and community derived from boys’ and 
girls’ 4-H clubs? 

[8] How may the school contribute to the 
community life? 

[9] How do certain organizations assist in 
citizenship training ? 

[10] How may the school cooperate with the 
home in character building ? 

[11] What are the chief problems and prac- 
tises in rural communities in regard to health 
and playgrounds? 

{12] How may rural communities provide 
library facilities for their children? 


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~~ 


Vol. 21, No. 4 








es a 


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Visit any Cunard or local steam- 
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day you wish to sail and the amount 
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[13] What are some of the problems and 
practises in rural communities with regard to 
the selection of teachers? 


Shall education be on a quantity 
basis P—Running an enormous number 
of exactly identical parts thru the Ford 
plant, giving every piece in each unit of 
parts exactly the same treatment, will re- 
sult in the desired finished product of one 
thousand Ford automobiles, all alike, as 
society expects, and all produced at very 
low cost. 

But running extremely large-sized 
classes of vastly different youngsters thru 
our public schools, giving each and every 
one the kind of mass treatment that 
larger classes necessitate and the very 
meager amount of individual attention 
that larger classes allow, will not result 
in a desired finished product of one thou- 
sand citizens of the caliber that society 
has a right to expect, each with his own 
true self developed to the limit. It is just 
impossible—Ohio Schools. 


The Lindbergh kidnaping should 
awaken those who have encouraged law 
violation as a means of nullification, to 
realize that they are helping to pull down 
the rafters over their own home and to 
weaken the security of their own loved 
ones. 


Arbor Day has special significance 
this year because it can appropriately 
be a part of the George Washington Bi- 
centennial observance. Arbor Day was 
founded 60 years ago by J. Sterling Mor- 
ton, whose beautiful home—Arbor Lodge 
at Nebraska City, Nebraska—is now a 
state park. Nebraska children are glad 
that Arbor Day in their state is the birth- 
day of Mr. Morton, April 22. 1932 is the 
hundredth anniversary of his birth. 


Labor and liquor—There is nothing 
more absurd than the belief that closing 
the saloons will cause workingmen to lose 
their jobs. There are few things more 
important to our social advancement 
than the loosening of the grip of the 
liquor interests on the labor movement. 
The saloon represents economic loss.— 
Theodore Roosevelt, April 29, 1915. 


Education by radio—Persons inter- 
ested in this fascinating and rapidly 
developing field may obtain, without 
charge, materials from the National 
Committee on Education by Radio, 1201 
Sixteenth St., N. W., Washington, D. C. 
Recent numbers of the bulletins issued 
by this committee include: 

The Weakness of American Radio [V. 2, N. 5] 

Ohio Rises to Defend Its People [V. 2, N. 6] 

[Continued on page A-82] 


Mention Tue JournaL when writing our advertisers. 








THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-81 


This is the year for 


EUROPE 
S106 (up) 


foradelightful crossing in mod- 
ern Tourist Class—and prices 
in Europe are at rock-bottom. 


VEN the limited vacation budget 

will take you to Europe this year. 
Via White Star and Red Star youtravel 
in the best of company, with every 
comfort, good food and jolly times, 
at fares as low as $106 one way, 
$187.50 round-trip. 


And while you are in Europe you'll 
find prices amazingly low. Your 
American dollar goes further than it 
has in years.-It’s literally true that if 
you can afford any vacation at all you 
can afford Europe this year. 


There are NO CLASS DISTINCTIONS 
on the Tourist Class liners de luxe, 
Pennland and Westernland. Their en- 
tire former Cabin accommodations 
(best 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, Britan- 
nic and her new sister, the Georgic, 
Belgenland, Lapland and many others. 


Several sailings each week to the 
principal ports of Europe and the 
British Isles. 


Send for fascinating literature de- 
scribing our Tourist Class in detail. 


30Principal Offices in the U.S. and Canada. 
Washington Office, 1419 G Street N. W. 
Authorized. agents everywhere. 


Toll 
WHITE STAR LINE 
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A OMEN OLLIE AED CLALIT AS 8 EEE 












A-82 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








Santa Fe 


summer 








problem— 


M@ How can people go farthest, and see most 
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@ You will be amazed at how much you can 


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All-expense Escorted Tours 
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July 30 to August 14, 1932 





Western Vacation regions. 


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0 Indicate by X if Grade or High School Student. 





A pril, 1932 


Sa 





YOUR PRINTING 





is your representative. 
and character. 
select your printer as carefully as you would an 
individual to represent you. 


OUR PLANT 


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The Journal of the National Education Asso- 
ciation, The National Geographic Magazine, 
The American Federationist, The American 





Rifleman, and the Daughters of the Ameri- 
can Revolution Magazine. 


JUDD & DETWEILER, INC. 


Master Printers 


re ooh nn enh WASHINGTON, D. C. 
City end Stete—____— J 


ee 








[Contmued from page A-81] 
Radio Broadcasting in Europe [V. 2, N. 7] 
The Music That Is Broadcast [V. 2, N. 8] 
Teaching Arithmetic by Radio [V. 2, N. 9] 
The Platform of Commercial Broadcasters 
[V. 2, N. 10) 


High court upholds ban on to- 
baceo billboard-ads—Utah’s law pro- 
hibiting tobacco advertisements on bill- 
boards was sustained Feb. 23, 1932 by the 
U.S. Supreme Court. The statute made 
it a misdemeanor to display advertise- 
ments of cigarets, cigars, and tobacco on 
billboards, and the Packer Corporation 
was convicted of violating the law by 
displaying cigaret advertisements in Salt 
Lake City. It was held that “other forms 
of advertising are ordinarily seen as a 
matter of choice, on the part of the ob- 
server. The young people as well as the 
adults have those of the billboard thrust 
upon them by all the arts and devices 
that skill can produce.”—Washington 
Evening Star. 


Dates to be remembered— 

May S—Mother’s Day. Suggestions for mak- 
ing Mother's Day significant may be secured 
from the Maternity Center Association, One 
East Fifty-Seventh St.. New York, N. Y. 

May 18—World Goodwill Day. 


June 26-July 1—Convention of the National 


Education Association in Atlantic City. 


June 27-29—Eleventh Annual Conference on 
Printing Education, to be held at Harding Hall, 
Government Printing Office, Washington, D. C. 

July 23-29—First International Recreation 
Congress at Los Angeles. For further informa- 
tion write to the National Recreation Associa- 
tion, 315 Fourth Ave., New York, N. Y. 

July 25-30—Regional conference of the World 
Federation of Education Associations in Hono- 
lulu, Hawaii. Special phases of educational 
work of great importance to the Pacific area 
will make up the agenda for the convention. 


Clear thinking on international 
matters— There has never been a 
greater need than now for accurate 
knowledge of international subjects and 
for clear thinking upon them. To meet 
this need, the American Friends Service 
Committee will hold this year three In- 
stitutes of International Relations—at 
Haverford College, Haverford, Pennsyl- 
vania, June 13-25; Northwestern Uni- 
versity, Evanston, Illinois, June 20— 
July 2; Wellesley College, Wellesley, 
Massachusetts, June 23—July 2. 

Information may be obtained from the 
American Friends Service Committee, 
20 South Twelfth Street, Philadelphia. 

World Court map—To assist teach- 
ers and students in gaining an under- 
standing of the scope and achievements 
of the Permanent Court of International 


Mention Tue Jovrnat when writing our advertisers. 


Justice [World Court] a 22”X34” map 
in colors has been prepared. Copies at 
cost price of 15 cents each may be ob- 
tained from National World Court Com- 
mittee, 18 East 41st Street, New York, 
N. Y. 

National wealth reveals increase 
—The total national wealth of the United 
States in 1930 was $329,700,000,000, the 
National Industrial Conference Board 
said yesterday. The total national income 
for the same year was $71,000,000,000. 
If, the board said, these sums could have 
been distributed equally among all the 
families in the nation, each family would 
have had $10,961 of capital and $2,366 


of income.—Washington Evening Star, 
January 25, 1932. 


Atlantic City hotels—Someone has 
said, “Atlantic City has hotels that fit any 
kind of purse.” Altho this statement is 
true, one should not get the implication 
that the finer hotels have scales of prices 
which fit only the better-lined purses. 
Hotei rates are lower than they have been 
for years. The splendid hotels on the fa- 
mous Boardwalk are entirely within the 
price limits of the ordinary teacher. More 
modest surroundings with amazingly low 
prices can be secured in smaller hotels 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





which are conveniently located, but which 
may not have ocean views. Accommoda- 
tions for the NEA convention at Atlantic 
City, June 25-July 1, may be secured as 
economically as at any previous conven- 
tion. A. H. Skean, Central Pier, Atlantic 
City, is chairman of the Housing Com- 
mittee, and will welcome any requests for 
hotel information or room reservations. 


Three small boys were comparing | 


the merits of their respective fathers. 
Billy, the son of an author, asserted that 


his father could write a few lines on a | 


piece of paper and sell it for $25. Jimmy, 
whose father was a composer, insisted 
that his father could beat that, that he 
could draw a few lines on a piece of 
paper, put in a few dots, and sell it for 
$100. But it was Jack, the son of a min- 
ister, who explained that his father could 
get up in the pulpit, say a few words— 
and then it would take four men to carry 
the money down to the altar! 





[Continued from page 140] 


MARYLAND—Baltimore, Public Number 154; Chester- 
town, Fairlee; Aitzmiller, High. 

MASSACH USETTS—Stoneham, East. 

MICHIGAN—Grand Rapids, Buchanan. 

MINNESOTA—Duluth, Lowell; Minneapolis, Wenonah. 

MissouRI—I ndependence, Girl’s Parental; Kansas 
City, Allen, Benton, Blenheim, W. C. Bryant, Car- 
lisle, J. S. Chick, Hale H. Cook, Andrew Drumm 
Institute, Franklin, Garfield, Jane Hayes Gates, 
Graceland, Humboldt, Jackson Opportunity, James, 
Jefferson, Junior Vocational & General Continua- 
tion, Henry C. Kumpf, George B. Longan, Horace 
Mann, Marlborough, Edwin C. Meservey, Mount 
Washington, Northeast Junior High, D. M. Pinker- 
ton, Rollins Elementary, St. Joseph’s, Seven Oaks, 
Springfield Opportunity, E. F. Swinney, Switzer, 
Thacher, Troost, Mark Twain, West Junior High, 
Westport Junior High, Wheatley, E. C. White, 
Woodland; St. Louis, Lowell, Madison. 

NevapaA—Elko County, Deeth Grade, Lamoille Grade; 
Esmeralda County, Esmeralda County High; Hum- 
boldt County, Winnemucca Grade; Lyon County, 
Dayton Grade, Lyon County High Number 2, Lyon 
County High Number 4; Northern Nye County, 
Round Mountain Grade and High; Storey County, 
Virginia City High; Washoe County, Reno B. p. 
Billinghurst. 

New HAmpsHireE—Centre Ossipee, High; Hampton, 
Centre; Nashua, Amherst Street. 

New Jersey—Hawthorne, Lafayette. 

New YorK—Buffalo, Public Number 63; Irondequoit, 
Ridgewood; Jamestown, Lincoln Junior High; 
New Rochelle, Henry Barnard; North Tonowanda, 
Goundry; Nyack, Upper Nyack Elementary. 

North CaroLina—Greensboro, Lindley Junior High. 

On10o—Cincinnati, Linwood; Cleveland, Columbia, 
Euclid Park; Lake County, North Ment: <; Lock- 
bourne, Lockbourne; Marshall, High; .“ -Donald, 
McDonald Public Schools; Wood County, Dowling, 
Freedom Township, Glenwood Rural. North Balti- 
more Public Schools, Grade, High, Junior High, 
Pemberville, Perry Township, Portage Township, 
Portage Village, Olney, Washington Township; 
Wyoming, Hillcrest. 

Orecon—Portland, Collins View, Whitaker; Salem, 
Englewood. 

PENNSYLVANIA—A llentown, Cleveland; Benton, 
Joint; Bucks County, Falls Township School Dis- 
trict, Upper Southampton Township School Dis- 
trict ; Cairnbrook, Reitz Number 2; Darby, Darby 
Public Schools, Junior-Senior High, Ridge Ave- 
nue, Special Teachers & Supervisors, Walnut 
Street; Edgeworth Borough, Edgeworth Borough 
Public Schools; Norristown, East Norriton; Phil- 
adelphia, Lafayette; Sayre Borough, Elmer Ave- 
nue, Fourth Ward, Milltown. 

South Carotina—Bethera, Elementary. 

TENNESSEE—H amilton County, Hamilton County 
Public Schools, East Brainerd, East Ridge, Falling 
Water, Hixson, Jersey, King’s Point, Oak Hill, 
Signal Mountain, Silverdale, Soddy, White Oak. 
AH—Salt Lake City, Garfield, McKinley. 

VerMont—Concord, Junior-Senior High; 
pelier, High; Saxton’s River, Rural. 

Vizcinia—Hot Springs, Valley High; Norfolk, John 

e. 

WASHINGTON—Parkwater, 

oran. 

Est Vircinta—Beckley, Sylvia, Tell; Charleston, 
ry Branch; East View, East View; Marlinton, 
arlinton; Raleigh, Randolph Macon Institute; 

Shinnston, Shinnston Public Schools; Terry, Terry. 

ISCONSIN—Milwaukee, Thirty-eighth Street. 


Mont- 


Parkwater; Spokane, 











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VERY teacher and student must 

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Now you can make this dream come 
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the supposition of inexperienced travel- 
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to take this cruise. 


James Boring Company has chartered 
the luxurious world-cruising steamer 
PRESIDENT JOHNSON from the Dol- 
lar Steamship Lines. The cruise will sail 
from New York July 2nd and return 
September 2nd, after visiting 48 world- 
renowned cities and places, in 20 coun- 
tries and islands, on 3 continents. 


The cruise will be personally directed 
by James Boring, assisted by a number 
of prominent educators and student 
counsellors, in addition to his large staff 
of travel experts. The cruise program will 
provide optional courses of lectures and 
field projects which may be offered for 
college credit. 


The cruise will be strictly first class 
throughout. All staterooms are outside, 
providing a maximum of light, air and 
cheerfulness. Large gymnasiums, swim- 
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the most attractive features of the finest 
resorts ashore with the unlimited recrea- 
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Investigate this trip of alife- 
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tive booklet will be sent on 
request. Apply to our nearest 
office or your local travel 
agent for details of this or 
other James Boring Vacation 
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WHERE WE GO 
Azores, Cadiz, Seville, Gibraltar, 


Malaga, Algiers, Carthage, Tunis, 
Palermo, Naples, Pompeii, Rome, 
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Pyramids and Sphinx, Suez Canal, 
PortSaid, Jaffa, Jerusalem, Bethlehem, 
Jericho, Dead Sea and Jordan, Haifa, 


Mount Carmel, Acre, Nazareth, Tiber- 
ias, Sea of Galilee, Capernaum, Beirut, 
Cyprus, Rhodes, Aegean Islands, 
Dardanelles, Istanbul, Black Sea, 
Athens, Dalmatian Coast, Venice, 
Spalato, Messina, Leghorn, Monte 
Carlo, Nice, Marseilles, Balearic 
Islands. (Paris and London, Optional.) 


Other James Boring 
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NORTH CAPE AND MIDNIGHT SUN 


A cruise of exceptional luxury and inter- 
est. From New York June 24 on famous 
world-cruising S. S. FRANCONIA, then 
from England to Norway, North <a 
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world’s most magnificent yacht, STELLA 
POLARIS. 37 thrilling days, $675, in- 
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AROUND THE WORLD AND FAR EAST 


Supreme travel experiences! Around the 
World in 80 days—rates as low as $1390. 
Orient tours—Japan, China, Hongkong, 
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AMERICAN STUDENTS ABROAD 


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A-83 



















A-84 THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION April, 1932 








THE YATES-FISHER TEACHERS’ AGENCY 


PAUL YATES, Manager 


620 South Michigan Avenue, Chicago 
Telephones: Harrison 2642, Harrison 2643 








ALBERT 46TH YEAR.—Executives and teachers for all] 

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A Life-Size Plastic Reproduction Bust from the famous ‘is HICAGD 





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Send for catalog illustrating other statues and reliefs. 


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Two New Research Bulletins 





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1° you know that you growing income. @ Teachers 


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