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UNIY ‘OF Mica. MAY. 1932 MAY ? “ i932 


te JOURNAL ¢ the 
NATIONAL EDUCATION 
ASSOCIATION 


The Bicentennial Bill of Rights—Editorial : ‘ . ; ; 
High-School Editors Interpret the Schools , : . ‘ . ‘ 142 
The Land Problem in America—Arthur M. Hyde : , : ; ; 143 
The Proposed Lame-Duck Amendment ; ‘ ‘ ; . . ; 146 
Remedial Cases—Leo J. Brueckner . ; ‘ ‘ 147 
Interpretation of “Intelligence” Teste—Ceroline B. Zechry ; ; ‘ 149 
YVitalized Group Study and Faculty Meetings : ‘ : . 150 
Henry Barnard, Creative Artist—Dorothy Wagner Meleon , ; ° 151 
The Educational Leaders of Tomorrow ; : : ‘ ‘ : . 153 
The Children’s Charter : ) . ; : , ; , 159 
Ethics of the Teaching Postesion ; ; ; ; F ‘ 160 
Trends in Art, Education—Royal B. Petenoes ; ‘ ‘ ‘ : 161 
Educating for \World Citizenship—Ma: y Hobson pra ‘ ‘ ‘ ‘ 163 
A Guide to 34,013 Scholarships , , : : ‘ ; : . 165 
Schools That Are Prophecies a.» , : ‘ , . : 166 
The Atlantic City Convention ; : ‘ ; ‘ ; , ‘ , 167 
The Joys of the Open Road ; , ‘ : . ‘ 168 
Movies and Young Criminals—Mary Lue Canes , , ; ; , 169 
Children’s Books of 1931 .. : ‘ ; ‘ : ; : , , 169 
Builders of Our Profession ; ; ‘ : , : ‘ : ‘ 170 
What Articles Interest You Most? ; 5 , ; : ; : ; 171 
Builders of Our Profession—Larger Cities , : ‘ ; . ‘ 172 
Notes and Announcements ; : , , ; ; ‘ ; . A-94 


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- 
TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- 
CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, 
D. C., UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT 
SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF 
OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. 


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SAN FRANCISCO 











a 


VY Jat AMERICA NEEDS today is a 
new faith, a new plan, and a 
new purpose. We have all that 

our fathers had—and more—with which 
to work. We have a continent of surpass- 
ing natural resources and beauty. We 
have among our mighty people the cream 
of every race and nation. The skill of our 
workmen and mechanics is famous the 
world around. Our training in technology 
is superb. We have great needs unsatis- 
fied. Our people have been taught to as- 
pire—to look up and out and ahead to 
better things, to a finer life for each new 
generation. 

Much of our trouble comes from the 
fact that we think too much of dollars and 
too little of the human values. Even our 
leisure—which should be filled wtih free- 
dom, creative activities, beauty, joy, sun, 
and air—has been turned largely into a 
money-making machine. By putting this 
emphasis on dollars, older people have 
misled youth. But gradually people are 
coming to learn that dear ones, home, 
health, a worthy task, a good name, and 
fine character mean more than mere 
money. 

What we lack is not resources—but 
ordinary common sense, vision, courage, 
and a willingness to sacrifice on the part 
of those who are responsible for our 
financial and industrial affairs. The time 
has come to take a new grip on the 
fundamental values—to determine once 
more to stand by the doctrines of 
equality and opportunity upon which the 
nation was founded and to apply those 
principles to the conditions of this new 
age. 

The White House Conference on 
Child Health and Protection showed a 
great need for expansion of our health 
services. Let us meet that need. Our 
cities are badly planned and condemn 
most of our population to live amid noise, 
dirt, and filth. Let us redesign our cities 
and make possible for all the people 
homes which will be satisfactory places 
for the rearing of children and the de- 


Commencement Day Editorial for May 1932 


The Bicentennial Bill of Rights 


velopment of happy life. Children are 
herded into classrooms so crowded that 
they cannot possibly have first-class edu- 





ae 


T CERTAIN POINTS the eco- 
A nomic machinery of 
America has gotten beyond the 
possibility of control by seekers 
after private profit. Whatever 
the risks of national economic 
planning under public auspices 
may be, they are infinitely less 
than the risks of a policy of na- | 
tional drift. Not to use our | 
gigantic resources, skills, and | 
machinery to improve the lot | 
of all our people is simply na- 
tional suicide. Reasonably de- 
cent housing for all would re- 
quire a construction program 
which would more than double 
the construction that took place 
in all lines during the past dec- 
ade. Education is greatly in | 
need of further expansion. At | 
these two points alone our un- 
employed could be absorbed. 
Have we the intelligence and 
courage to start? 














cational service. Millions of adults are 
in need of further education. Why not 
satisfy these wants? We must enrich our 
education to support the basic aspira- 
tions of humanity. With increasing lei- 
sure ahead, we have provided playfields 
and parks for only a fraction of the popu- 
lation. Why not give the people who most 
need them, wholesome places in which to 
play? Great golf courses for the rich, and 
hot, dirty streets for the poor—are hardly 
in keeping with the American concept 
of democracy. What America needs is 
social imagination, courage, enterprise. 
Let us develop a new Bill of Rights in 
keeping with the times. 

Inspired by the rich associations and 
memories of this two-hundredth anni- 


versary of the birth of George Washing- 
ton, let us endeavor to do for the people 
of our gener’:tion what he endeavored to 
do for his—to give them a leadership in 
keeping with the needs of the new day. 
As he endeavored to provide for the se- 
curity and happiness of all, shall we not 
establish among ourselves a clear concep- 
tion of those needs and opportunities 
which are the rightful heritage of all our 
people? Shall we not call this new bill of 
rights in honor of the founder of the Re- 
public, the Bicentennial Bill of Rights? 

First, the right to security—to a sys- 
tem of life so planned as to offset the un- 
certainties of ill-health, accident, dis- 
ability, unemployment, and old age. 

Second, the right to a home amid sur- 
roundings that are beautiful, clean, quiet, 
safe, wholesome, and neighborly. 

Third, the right to an education thoro 
and comprehensive including both chil- 
dren and adults, adapted to the changing 
needs of the new day. 

Fourth, the right to a government that 
is honest, intelligent, and efficient—the 
faithful servant of common need and 
purpose. 

Fifth, the right to a job that will afford 
an opportunity for service by which to 
earn a minimum income that will provide 
a reasonable standard of living. 

Sixth, the right to community recrea- 
tion for all, supported by community 
funds, publicly managed, and freed from 
the degrading influences of excessive 
commercialism. 

Seventh, the right to participate in 
democratic community activities which 
will help to magnify the human values 
and to make life beautiful, happy, and 
significant. 

The George Washington Bicentennial 
Bill of Rights is the simple and natural 
evolution of the democratic ideals of the 
founding fathers worked out in the more 
generous atmosphere of this amazing 
century. It constitutes a challenge to 
the best leadership in every phase of 
American life. 
















| 0 HOG WoRK when another needs a job is as inhuman as to hog food when another goes hungry. Devotion 
to work is the keystone in the economic and moral arch of society. Individually we are helpless in the 
present emergency, but by cooperation we can find a solution. On the one hand, we must raise the standard 
of living and on the other, shorten the period of labor until there is work for all. The five-day week and the 
_ six-hour day were an imperative necessity in 1920-21. They are an inescapable and desperate necessity now. 
We cannot maintain either security or selfrespect as a people, with millions permanently unemployed. 


 thaasalnenmataratee se dbahataalieenerenrorerann tre tree erae 


[141] 




















High-School Editors Interpret the Schools 


| “HE FUTURE of the American 

schools rests with those who are en- 

roled as students in these institu- 
tions today. If each student is graduated 
with a profound sense of the significance 
of education for the individual and for 
society, continued progress of the schools 
is assured. High-school graduates soon 
become voters. Their knowledge of what 
constitutes a good school system will 
guide them in their decisions on school 
issues. Is there any reason why we 
should help children to understand the 
principles of healthful living, of wellused 
leisure, of home building, of worthy char- 
acter, of earning a living, without in- 
spiring in these same young people a 
sense of appreciation for the American 
institution which helps the nation to 
achieve these desirable objectives of 
sound health, happy homes, good char- 
acter, and material prosperity? 

Many schools are systematically in- 
terpreting the schools to the students 
themselves. Some high-school principals 
report that they are introducing special 
courses into the curriculum for this pur- 
pose. Others have included in social sci- 
ence courses topics designed to inform 
students of the part education has played 
in American progress and of the needs, 
aims, and achievements of the schools 
today. Home-rooms, assemblies, clubs, 
school publications, and other extracur- 
riculum activities offer excellent oppor- 
tunities to help students to a better 
understanding of the institution devoted 
to enriching their lives. The high-school 
newspaper is particularly welladapted to 
this purpose. In its columns students ex- 
press their own ideals and seek guidance 
in the formation of their own opinions. 
The effectiveness of the school paper ex- 
tends beyond the school walls as most 
schools circulate these publications to 
the homes. 

Because of the great possibilities of 
this medium of interpretation, the Divi- 
sion of Publications of the National Edu- 
cation Association has undertaken to en- 
courage high-school paper publication, 
by appropriate recognition of excellent 
work. The third annual high-school proj- 
ect in cartoon drawing is being spon- 
sored this year. Last year the Division of 
Publications invited high-school papers 
in 100 cities to participate in a project of 
editorial writing. Thirty of them ac- 
cepted the invitation. The editorials sub- 
mitted by these schools show careful 


writing and sound thinking. The invita- 
tion to take part in the 1931-1932 edi- 
torial project is extended to the staffs of 
all high-school papers. Editorials sub- 
mitted must be original, written by stu- 
dents, must express some opinion or atti- 
tude on schools or education, and must 
have been printed in the high-school 
paper published in the school from which 
it is sent. Procedure for participation 
will be described upon receipt of request 
for enrolment forms from the Division 
of Publications of the National Educa- 
tion Association, 1201 Sixteenth Street, 
N. W., Washington, D. C. ‘ 

This fine example of high-school edi- 
torial writing was submitted by the editor 
of The Manual Arts Weekly, Manual 
Arts High School, Los Angeles, Califor- 
nia. R. A. Maynard is faculty adviser. 


Material wealth is only secondary—How 
many times have we heard different speakers 
instructing young students to go to school and 
college for their own good. “By all means,” they 
say, “go thru high school. It means a bigger-paid 
job for you than a grammar-school education 
could get you. By all means go thru college. It 
means a more desirable job than a high-school 
education could give you, and it also means 
more money.” 

Money seems to be the thought of some of 
the people of the present day. That is their only 
evaluation of an education, no matter how big 
or how small it is. All they think of is, “How 
much will I profit from what I learn?” They 
do not stop to think that the main point of an 
education—the chief object in acquiring an edu- 
cation—is not what you get personally, but what 
you can give to make this world a better one in 
which to live. It should not be, “What glory 
and monetary remuneration will I get?” but 
“What can I give that will make the life of my 
fellowmen happier and more prosperous ?” 

In some cases, the wrong use is made of an 
education. Some of our master criminals and 
arch-fiends are highly educated men, men with 
college degrees. At the same time, there are 
many ways of using your intellect and educa- 
tion. Men like Einstein, Millikan, Edison, and 
many other famous scientists and educators of 
this day and of the past days are fine and noble 
examples of what an education can do, not only 
for the man himself, but also for the entire 
world. 

The same should be considered in choosing a 
vocation, whether it is to be a life task or not. 
The question should be asked of yourself, “What 
will my job do for my fellows about me? If I 
am a banker, will I think in terms of money? 
If I am a lawyer, will I think always in terms 
of law? If a doctor, will I think only of the 
fees and money that I will take in? Or will I 
think of what good I can do my fellows in my 
chosen job?” 

Thus, if we grow to think of our future life 
in these terms, we will soon have a much better 
world in which to live, and our own lives will 
be much fuller and richer. 


[ 142] 


The following editorial was submitted 
by The Owlet, Hartford High School, 
Hartford, Connecticut, William E. Blake 
faculty adviser. 


What education has done for the individual 
—‘‘A high-school course in six months. Inclog 
$2.98 and this wonderful set of books will be 
sent immediately !”” How often this type of mis. 
leading advertisement greets our eyes as we open 
a magazine or periodical! How foolish, yet how 
sad, it seems that many are lured to believe 
such impossible statements. If all the great 
leaders of the world today had spent but six 
months in the halls of learning, what a narrow- 
minded world this would be! 

Yet high schools and colleges are ever increas- 
ing in size and scope. The youth of today is 
bound for education, education, and then more 
education. It must be had ad infinitum. Young 
people must be ever ready to face all the situa- 
tions in life, and only thru the blessing of wise 
personal development can they adjust them- 
selves, no matter what the circumstances, to 
perplexing life problems. 

Progress is the insistent cry of modern educa- 
tors and vocational directors in their efforts to 
lighten the burden of young people. Scientists 
try to discover the inclination and aptitudes of 
the individual and to place him in paths that 
lead to success and fame—to say nothing of 
happiness. In short, they. encourage the youth 
to stay in school, after the “legal school limit of 
14 years,” so that he may receive the training 
necessary to lift him from the doom of monoto- 
nous effort. 


Thru the priceless gift of education many have § 


been taken from the ranks and led to captaincy 
and generalship in the battle of truth with error, 
for the end of education is appreciation, and a 
true understanding that only that which is un- 
selfish, high-spirited, or magnanimous counts. 


The Mountaineer, Montclair High 
School, Montclair, New Jersey, sent this 
editorial. Leslie G. Bird is faculty ad- 
viser. 


Which of these would you choose P—A short 
time ago we sat with a business man while he 
interviewed two high-school graduates applying 
for jobs. 

The first thing he did was to ask what the 
prospective employee had gotten from his high- 
school career. The answers given were interest- 
ing. One of the boys had several qualities to 
bring out. He said, “I learned cooperation and 
adaptability from activities, useful knowledge 
from studies, and the ability to work hard.” 
The other said in answer to the same question, 
“Oh, I didn’t get much—just a lot of useless 
dates and formulas.” He seemed rather listless 
as he said it. 

We just seem to get the idea that the first 
fellow had been the A or B student, and that 
the second had been the C or D student. 

All that remained was to choose the boy for 
the job. Who was chosen? Who had found what 
a high school was for and who had appeared to 
get the most out of his high-school education? 
If you figure out the second question correctly, 
probably you will know who was the “lucky 
one.” [Use this on your bulletin board.] 





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Rural Education Service 


The Land Problem in America 


MONG THE CAUSES of our present 
A economic confusion is our failure 
to develop a sound plan forthe use 
of land. During the Department of ,Su- 
perintendence meeting, Arthur M. Hyde, 
United States Secretary of Agriculture, 
delivered an address on this subject— 
which made such a profound impression 
that THE JOURNAL has been asked to 
print it in order that it may be studied 
by teachers and used in high-school 
classes. The address follows: 


Wr HAS NOT marked the inequali- 
ties between educational opportun- 
ities of the city and of the country? In 
the city: monumental buildings, libra- 
ries, laboratories, gymnasiums, broad 
curriculums taught by a staff of highly 
educated teachers. In the country: the 
one-room schoolhouse, a tattered map, a 
battered globe, an eight-grade course 
taught by a loyal and devout soul, but 
one whose training is frequently frag- 
mentary. I am aware that there-are many 


} exceptions which can successfully be 


made to so bald a contrast as I have 
drawn. Nevertheless, the generalization 
remains painfully true. 

Who has failed to note that the poorer 


| the district, the poorer the educational 


opportunity; the more barren the land, 
the more miserable the school? And who 
has not wondered if American equality 
of opportunity should not, somehow, be 
made to include educational equality? 

Some ten years ago I had an “object 
lesson” upon the relationship between 
agriculture and education. I was then 
engaged in a program for the better 
support of the rural schools of my 
home state. It was a fight to estab- 
lish an adequate financial basis under 


the one-room schoolhouses of Missouri. 

Out of that fight came an abiding les- 
son. We could and did give to the farm- 
ers of the school districts the power to 
increase the support for their schools. 
We unfettered the farmers from the legal 
impediments but found that they were 
bound by the unyielding chains of cir- 
cumstance. They did not have the means, 
no matter how amiable their desire, to 
increase their support of the schools. The 
lesson was that altho everything waits 
upon education, education must wait on 
taxes, and taxes for rural schools must 
wait on the profits of farming. 

In the intervening ten years I have 
become convinced that not only the rural 
school but our entire educational system 
is in some measure affected by the profits 
of farming. I do not contend that the 
economic difficulties of the past two 
years have grown exclusively out of agri- 
cultural distress. Neither can anyone 
successfully deny that the agricultural 
depression of the past decade has been 
an important contributing factor in the 
great economic depression. An industry 
upon which one-fourth of our people di- 
rectly depends cannot long be in distress 
without disastrous effects on the whole 
social and economic structure. 

Few are the educators who have not 
seen at first-hand the influence of agri- 
cultural prosperity, or the lack of it, on 
their rural schools. If they live in regions 
where much of the land is submarginal 
for farming, they have seen some such 
sequence as this: Poor soil, unfavorable 
location, burdensome farm taxes, or all 
of these in combination, mean farm 
losses, tax delinquency, farm abandon- 
ment. Because of such delinquency, 
heavier tax burdens for those who still 





Health, efficient teaching, and beauty are as important for the country as the city child. 


remain in the struggle, with consequent 
deterioration of roads and schools, more 
distress, more abandonment, heavier 
burdens. Thus the dismal circle spirals 
downward. Some means must be found to 
preserve the service institutions—of which 
the school is chief—for agriculture. 

It has been found that in some con- 
crete cases the expense of schools and 
of roads, capitalized at five percent, 
amounted to more than the value of the 
scattered farms they served. The coun- 
ty could well have afforded to buy the 
land and move the people to more thickly 
populated areas where schools and roads 
could be more economically maintained. 

Much of the same sequence of events 
may occur even in good farming areas 
where a combination of low prices and 
high taxes saps the economic security of 
the farmer and thereby undermines the 
community. Here, for instance, is a 
county in the cutover areas of one of the 
Great Lakes states. In 1928 it levied 
$45,000 for county highways, divided 
equally among the 18 towns in the 
county. Six of them failed to pay any 
part of their assessment. The revenues 
simply were not there. As a result, the 
entire $45,000 was spent from the gen- 
eral funds. The tax-paying part of the 
county had to bear the entire road-build- 
ing costs of the county. Tax delinquency 
in the 18 towns accounted for a drop of 
20 percent in revenue between 1924 and 
1927 in this county. Excessive local gov- 
ernment contributed to tax delinquency. 
One small town absorbed 67 percent of 
its total taxes collected for the privilege 
of existing as a town. This county now 
receives from the state four times as 
much as it pays into the state treasury. 
The whole state foots the bill. 








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144 


Yet farming in this county has be- 
come more efficient. Acre yields have in- 
creased in the regions of good land; pro- 
duction per cow has increased; and total 
production of farm products has in- 
creased despite a decrease in acreage. 
Necessarily, much marginal land has 
been abandoned. The county now has 
the land, whether it wants it or not. 

The need for certain changes is ob- 
vious. Expenditures of local governmen- 
tal units, as of state and national units, 
must be reduced. The shamefully unfair 
tax burdens now resting on farm prop- 
erty must be shifted so that the cardinal 
principle of taxation—ability to pay— 
will receive more than lip service. But 
tax reform is by no means the whole an- 
swer to tax delinquency or to the need 
for a sound financial base for our rural 
schools. Reorganization of political units 
must, in some cases, be made. Readjust- 
ment of agriculture in some areas is 
needed. The tax problem has its roots in 
the land problem. The use of the land 
and the system of taxation have an inti- 
mate relationship. 

As educators, dependent for adequate 
educational facilities upon a steady in- 
come from taxation, you have more than 
an academic interest in what is agricul- 
ture’s most fundamental problem—the 
problem of land utilization. If yours is a 
rural school, your interest is direct and 
pressing; if a city school, your interest 
must, perforce, be just as real, even if 
less direct. The city by this time can 
offer no dissent from the view that the 
whole nation needs agricultural pros- 
perity. 

In countless ways the manner in 
which we use the land affects the surplus 
problem, the problems of taxation and 
credit, of government, and directly in- 
fluences the economic and social welfare 
of the community. Today let me merely 
suggest how our land policy has evolved 
thus far and what course it might profit- 
ably take from now on. 

Such land policy as we have had in the 
past has grown out of the pioneer de- 
mand for continuing expansion. We 
wanted to settle the country, to pour 
forth an increasing stream of farm prod- 
ucts to feed growing industries and to 
shipacrogs theseas in repayment of debts. 
The land was opened with booms; the 
frontier was pushed westward to the Pa- 
cific coast. Main street became Booster 
street. When settlers were slow to come, 
state and local governments lured them 
with radiant prospectuses. That was the 
brass band era of land settlement. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





The results were not all that could be 
desired. Much land came into cultiva- 
tion that should never have felt the plow. 
Forests were cut off without thought of 
replacement. Few stopped to think, in 
those boomer days, of watershed protec- 
tion, of soil depletion and erosion, of the 
tragic losses in human values which 
come from trying to farm land which 
God never intended for cultivation. 

We are no longer a raw nation with a 
simple economy. Our agricultural needs 
have changed. We ought to change our 
land policies accordingly. For the hap- 
hazard enthusiasm of the brass band, we 
need to substitute the careful guidance 
of the land economist, looking beyond 
local interest to the interest of a vast, 
complex industry, and to the fundamen- 
tal welfare of a whole nation. A sound 
national policy of land utilization is 
needed. 

You are probably aware that we have 
a productive agricultural capacity far 
beyond our needs. We have 986 million 
acres classed as land in farms. On about 
one-third of this acreage we are produc- 
ing enough products to feed and clothe 
our population and send a vast surplus 
abroad. Because this surplus must meet 
the production of cheap lands and cheap 
labor in the world market, it is at once 
the cause of low prices and of our farm 
problem. If we are to have a profitable 
agriculture we need to prevent these 
surpluses. To do so, we need to reduce, 
rather than expand, our present culti- 
vated acreage. We now cultivate 30 to 
40 million acres more than we need. 

To reduce our acreage is easier said 
than done. Somehow, sometime, some- 
body had imbedded it deep in public 
consciousness that the farmer’s sole job 
is to plant every acre he can and to pro- 
duce every last kernel of grain that he 
can. The inevitable result, whether in in- 
dustry or agriculture, of continuous over- 
production is an unwieldy surplus, low 
prices, distress, bankruptcy. This point, 
unhappily, needs no elaboration now- 
adays. 

Against this complacent assumption 
that it is the farmer’s duty to go on roll- 
ing up price-breaking surpluses and pro- 
vide the nation with cheap foods and 
fibres, it has been my high privilege, as 
Secretary of Agriculture, to fight. 

Industrial leaders have from time to 
time advised American farmers that re- 
stricted production is wrong. At the very 
moment of making that statement their 
own plants may have been operating at 50 
percent capacity. No one questions the 
manufacturer’s rights, in producing for 





May, 1932 


the market, to reduce his production to 
within the limits of profitable demand, 
or his wisdom in doing so. We compli. 
ment his sagacity and his ability in main. 
taining a reduced production until his 
market picks up again. We regret that 
the, United States Steel has been com. 
peled by falling demand to reduce pro. 
duction to 30 or 35 percent of capacity, 
Business is business. 

If a railroad equipped with 100,009 
freight cars finds at a given time that 
there is paying freight for only 60,000 
of those cars, would anyone expect that 
railroad to keep 40,000 empties con- 
stantly rolling up and down its lines and 
clanking themselves to pieces? Certainly 
not. If a railroad did that, people would 
say the management was crazy. Nobody 
needs to tell the railroad managers to 
run those surplus cars to a siding where 
they belong. Yet there are thousands of 
booster clubs under various names, tell- 
ing the farmers that it is sinful to have 
an idle acre, and when for the first time 
we are urging the farmers of America to 
think in terms of an organized orderly 
reduction, region by region, then expres- 
sions of horror resound from coast to 
coast. 

Not only do we now have an excess 
agricultural plant capacity but economic 
forces are at work to increase its size 
and productivity. The fact is familiar 
that the substitution of automobiles and 
tractors for horses and mules since the 
war has released, for other production 
purposes, the 30 million acres of land 
formerly required to feed the animals 
displaced. Here alone is an agricultural 
revolution. 

New methods as well as new machines 
are likewise contributing to enlarge our 
productive capacity. We produce more 
milk and more meat per unit of feed 
consumed than formerly. The improve- 
ments in animal husbandry practise 
alone have increased our productive ca- 
pacity to an extent equal to an area of 
25 million acres. 

Mass production machinery, drought- 
resistant seed, and early maturing strains 
have spread our acreage in grain west- 
ward and northward. Advances in mech- 
anization and technology have developed 
some areas. These same advances have 
enhanced and emphasized problems of 
submarginal areas and the small towns 
dependent upon them. The advantages 
of these improvements will be apparent 
in the long run, but coming in conjunc- 
tion with a drastic deflation of purchas 
ing power, they present acute problems 
of readjustment. 

















































































Vol. 2 


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Vol. 21, No. 5 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 145 





————————— 


We have come a long way from the 
relatively simple days when expansion 
to new territory was the core of our land 
policy. We have also left far behind the 
fears of the Malthusian. For even if, con- 
trary to expectations, we should have a 
sudden and considerable national need 
for more land in crops, we have more 
than 500 million unplowed acres to fall 
back on. Our present crop acreage could 
be more than doubled. Furthermore, due 
to tax delinquency, foreclosures, and 
modern economic changes, something 
akin to a new domain of public lands is 
emerging. It will:probably be a long, long 
time before we have any national need 
for the development and cultivation of 
larger acreages of lands. 

In any sound and humane program of 
land use, the problems of submarginal 
land and the closely allied taxation ques- 
tion must be considered. The decadence 
of living and educational standards in 
submarginal areas demands attention. 
Already farm distress in such areas is 
affecting the local community. No vio- 
lent shift of the population or of land 
use is desirable or possible. Yet some ac- 
tion is imperative, for there is nothing 
economically sound or socially desirable 
in producing crops to sell always at a 
loss. Such production exacts an enormous 
toll from the living standards of helpless 
women and children. 

What specifically can be done? The 
answer lies in the vast waste of human 
and material resources now taking place 
in rural areas. Erosion has already 
gashed and gullied our countryside and 
ruined 21 million acres beyond repair. 
The wastage of natural resources in the 
east and south has already sapped the 
economic strength of communities of 
farmers and small towns. Every one of 
these presents problems of economic re- 
adjustment and political reorganization 
which might conceivably change a loss 
into a modest profit. . . . 

There is probably more hope of suc- 
cess in slamming shut a few doors thru 
which expansion is flowing than there is 
in the recapture of acreage. Most of the 
expansion takes place in four directions: 
drainage, irrigation, clearing of forests, 
and dry land farming. The extent of that 
expansion is not generally recognized. 
There are both dynamite and enlighten- 
ment in the statistics, taken from the 
Census, that there were 84,000 fewer 
farms in 1930 than in 1925 but there 
were 13 million more acres in crops. This 
in five years, and the last five years at 
that! There are both pathos and prob- 
lems in the fact that the 366 million 


acres planted in crops in 1930 were 55 
million acres more than our cultivated 
area in 1909 and larger than the war- 
time peak of 1919. 





HARLES A. Bowers, former superintendent 

of schools at Holdredge, Nebraska, who 
succeeds E. M. Hosman as secretary of the 
Nebraska State Teachers Association. 





We must start sometime. No program 
which we can conceive will immediately 
cure the present emergency. A longtime 
land use program cannot write an im- 
mediate answer to the present emer- 
gency, but the present emergency em- 
phasizes the immediate need for a long- 
time program. If we had begun even so 
short a time as twenty years ago—before 
the expansion of our cultivated area by 
55 million acres—how much tragedy and 
distress might have been prevented. If 
we could have prevented the entry of 
the submarginal portions of those 55 
million acres, or could have held in abey- 
ance such portion as was not economi- 
cally needed, what a different story we 
could write for American agriculture! 

The proper size of our agricultural 
plant cannot be definitely fixed. Condi- 
tions change and national demands upon 
agriculture change with them. Neverthe- 
less, one great benefit from a proper land 
policy would be the approximation of the 
size of our land plant in the light of eco- 
nomic conditions. We ask the farmer to 
adjust his acreage. His is an impossible 
job if forces beyond his control and heed- 
less of his interests are constantly en- 
larging the total acreage to which he 
must adjust his own. 

The present economic depression will 


be a fruitless era indeed if we fail to uti- 
lize its lessons. This nation has incompar- 
able resources in land, labor, and capital. 
No less important is the infélligence with 
which these assets are utilized. The indi- 
vidual farmer will have to show resource- 
fulness in meeting changes in world eco- 
nomic conditions. He needs to adopt 
every economy of production. He needs 
to recognize handicaps, natural and eco- 
nomic, that foredoom him to failure. 
But it is no less vital that the nation, in 
the interest of a profitable agriculture 
and a balanced national life, shall pro- 
mote a wise utilization of our resources. 
Our traditional national policy of plan- 
less agricultural development should be 
replaced without delay by a program 
based upon such a utilization of our land 
resources as will yield greater economic 
and social values, will stay erosion and 
soil depletion, will preserve and conserve 
our land inheritance, and limit our agri- 
cultural plant to such size as will supply 
the nation’s needs, without the ruinous 
blight of overproduction. 

The epic of land settlement in this 
country is nearly complete. The day of 
the pioneer as a farmer is merging into 
the day of the farmer as an industrialist. 
The pioneer was a dynamic figure. His 
life story was replete with drama and 
human interest. The story which he has 
written across the map of America was 
heroic in determination, in courage, in 
accomplishment. Nevertheless, some of 
his effort was futile, some tragic. While 
in the aggregate his beneficent accom- 
plishment is great, agriculture is today 
tasting the bitter disappointment which 
has followed some of his misdirected and 
overabundant energies. 

Yet those same attributes of deter- 
mination, courage, and accomplishment 
that characterized the pioneer of other 
days, are needed today if we are to 
achieve the necessary readjustments. The 
need is not to conquer new land, but to 
reorganize the old land so as to make it 
yield profit. 

We have come to the time when we 
should write a new epic—the epic of ad- 
justments, of regrouping, of retirement 
from cultivation of some of those lands 
which the pioneer subdued but which 
stubbornly refuse to yield to his grand- 
children a reasonable standard of living, 
of development of parts of our great 
patrimony, and of conservation of other 
parts; in short, the epic of conserving a 
hardworking, God-fearing agricultural 
people—proud to be, as in fact they 
have always been, the mainstay of a 
great people, the nursery of a great race. 
















































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AME-pUCK” is a phrase used to de- 
scribe Congressmen who continue 
in service after they have failed of 

reelection. By an act of Congress, Sep- 
tember 13, 1788, the terms of the Presi- 
dent, Vicepresident, Senators, and Rep- 
resentatives, elected in November, begin 
on March 4 following. The Senators and 
Representatives, however, are not ac- 
tually sworn into office until the follow- 
ing December when the legislative ses- 
sion begins. Following the succeeding 
November when the next election is 
held, these members, some of whom have 
become “lame-ducks,” continue to hold 
their seats from early in December until 
March 4, or entirely thru the short 
session, 

It is now probable, however, that 
‘“lame-ducks” will soon be of historical 
concern only. Congress has at last passed 
a resolution calling for submission to the 
states of a proposed amendment to the 
Constitution which, if adopted by thirty- 
six States within seven years, will abolish 
‘“lame-ducks” and short sessions. This is 
exceedingly good news to students of 
government who for years have lamented 
the waste, inefficiency, and unfairness of 
the present system. This great reform 
has been sponsored by Senator George 
W.. Norris of Nebraska. 

lhe chief provisions of the proposed 
amendment to the Constitution are: 
arst, that the terms of the President and 
Vicepresident shall end on January 20 
and the terms of Senators and Represent- 
atives on January 3; second, that Con- 
gress shall assemble once a year on Janu- 
ary 3. 

Ratification of the amendment will 
make Congress a more efficient and re- 
sponsive body for these reasons: 

1} A 


mew Congress will convene 





Learning Units in Pioneer Fields 


The Proposed Lame-Duck Amendment 


within two months after its election 
rather than thirteen months afterward— 
Before the development of modern 
methods of communication and trans- 
portation, the present plan had some 
merit. Today, however, the results of 
elections are known thruout the entire 
country within a few hours after the 
polls close and the Capital is within a 
few days travel of the remotest sections. 
Originally Senators were elected by the 
state legislatures which did not meet 
until the first of January. This made it 
difficult and sometimes impossible for 
Senators to be elected until February or 
March. The passage of the Seventeenth 
Amendment cleared the way for the pres- 
ent proposal by providing that Senators 
should be elected by the people at the 
same time members of the House are 
chosen. There is no sound reason today 
why a new Congress should not take up 
its duties by the third of January fol- 
lowing its election in November. 

[2] The will of the people can go into 
effect very soon after it is expressed— 
The election of representatives in Con- 
gress is the only direct method by which 
the people can express their wishes. 
Under the present system it is thirteen 
months before the expressed wish can 
become reality. By this time the issues 
may be greatly modified or entirely 
changed. Under the provisions of the 
proposed amendment a new Congress 
will go to work within two months after 
the date of election with the mandate of 
the people ringing fresh in its ears. 

[3] Members will not hold office 
after they have been repudiated by their 
constituents—There will be no “lame- 
ducks.” The work of a given Congress 
will be entirely completed, in all prob- 
ability, before the election for the suc- 






ceeding term is held. The farce of having 
a congressional district represented by 
a member whom the people have clearly 
stated they do not wish to have repre. 
sent them will no longer be possible. 

[4] Members of the House will nm 
longer become candidates for renoming. 
tion when they have only begun the 
work of the session to which they have 
been elected—The present system js 
utterly unfair both to the congressman 
and his electors. His term of office jg 
nearly half expired before he is sworn 
in. He has little opportunity to make a 
record on which to base his plea for re- 
election. For the same reason his con- 
stituents have no record upon which to 
base judgment. Under the proposed plan 
a congressman will be elected for a given 
term. He will then serve twenty-two 
months of that term before another elec- 
tion takes place. In all probability the 
legislative session will have adjourned. 
He can then make his plea for reelection 
on the basis of his record, and the peo- 
ple can choose on the same basis. 

[5] Short sessions will be abolished 
—Under the present system the short 
session begins on the first Monday of 
December and must end on the fourth 
of March following because the terms of 
one-third of the members of the Senate 
and all of the members of the House ex- 
pire on that date. A congested calendar 
in both houses is the universal and in- 
evitable result. The session becomes a 
hectic battle against time. Ill-considered 
legislation may, and often does, follow. 

Let students study and discuss this 
proposal in their classes. Let them talk 
it over with their representatives in the 
state legislature. Material concerning the 
amendment may be secured by writing 
your congressman in Washington.—L.A. 








om 1. The terms of the President and Vicepresident shall end at noon on the twentieth day of January, and the terms of Senators | 
and Representatives at noon on the third day of January, of the years in which such terms would have ended if this article had not i 
deen ratiied: and the terms of their successors shall then begin. {Secrion 2. The Congress shall assemble at least once in every year, and 
such meeting shall begin at noon on the third day of January, unless they shall by law appoint a different day. {Section 3. If, at the time 
fixed for the beginning of the term of the President, the President elect shall have died. the Vicepresident elect shall become 
President. If a President shall not have been chosen before the time fixed for the beginning of his term, or if the President elect shall 
have failed to qualify, then the Vicepresident elect shall act as President until a President shall have qualified; and the Congress may © 
by law provide for the case wherein neither a President elect nor a Vicepresident elect shall have qualified, declaring who shall then 
act as President, or the manner in which one who is to act shall be selected, and such person shall act accordingly until a President _ 
or Vieepresident shall have qualified. {Secrion 4. The Congress may by law provide for the case of the death of any of the persons — 
from whom the House of Representatives may choose a President whenever the right of choice shall have devolved upon them, and for _ 
the case of the death of any of the persons from whom the Senate may choose a Vicepresident whenever the right of choice shall have tl 
devolved upen them. {Section §, Sections 1 and 2 shall take effect on the fifteenth day of October following the ratification of this article | 


*Secrion 6 This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by the legislatures 
of three-fourths of the several states within sewen years from the date of its submission. 
























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Remedial Cases 


LrEo J. BRUECKNER 


Better Teaching of Arithmetic 


College of Education, University of Minnesota, Minneapolis 


IAGNOSTIC STUDIES of the. past 
D twenty years have made it clear 
that numerous factors interfere 
with the normal progress of pupils in mas- 
tering arithmetic processes. Remedial in- 
struction is concerned with the removal 
of factors that have led to the difficulty 
and with the substitution of efficient 
methods of work for wasteful procedures 
that the pupil may have acquired. 

It should be recognized that if there 
has been an enriched and systematic de- 
velopment of the number processes and 
their applications by means of well- 
graded, carefully constructed instruc- 
tional materials, the need for remedial 
instruction for most pupils will be re- 
duced to a minimum. Preventive meas- 
ures will have been taken to avert the 
development of difficulties at those points 
at which experiments have shown pupils 
are likely to encounter difficulty. Special 
attention will have been given to the pre- 
sentation of efficient technics of work and 
methods of thinking. However, due to 
our lack of knowledge as to how to carry 
out such a program in detail, due to our 
ignorance concerning many elements in 
learning, and due to other factors—such 
as the shifting character of our population 
and lack of uniformity of standards from 
school to school, over which at present we 
have little control—there will be found 
numerous serious problem cases who for 
various reasons fail to make satisfactory 
progress in arithmetic. The causes of the 
difficulty may be diagnosed by the tech- 
nics outlined in the April JouRNAL. 

There appear to be at least three essen- 
tial elements in a remedial program: 


[1] Developing a purposeful cooperative at- 
titude of the pupil; [2] correcting minor defi- 
ciencies due to temporary difficulties or specific 
gaps in training; and [3] general reteaching in 
cases which exhibit such serious deficiencies that 
a restudy of essential fundamentals is necessary. 


The necessity for remedial teaching in 
the case of any pupil indicates the pres- 
ence of an emergency situation which 
must be corrected. The pupil’s attitude 
may be characterized by a loss of interest, 
disinclination to exert himself, and indif- 
ference as to the outcomes of his training. 
Exhortations to effort, threats of punish- 
ment, promises of rewards, and similar 
devices have little effect. In such cases it 
is vital that new interest be created thru 


helpful instruction by removing the con- 
ditions that cause failure and building up 
in the pupil the feeling of satisfaction that 
results from successful efforts. This may 
be accomplished by pointing out efficient 
methods of attack, using simpler types of 
material, helping the pupil to measure the 
success of his efforts, using wellgraded 
practise exercises, progress charts, and a 
variety of attractive, interesting activities 
showing the utility of number. 

Many of the faults in the work of 
pupils, such as errors due to lapses of 
attention, accidental errors, and the like, 
are of a minor and temporary nature and 
are easily obviated. Some deficiencies are 
due to inadequate control over basic 
skills, such as knowledge of how to 
manipulate zeros in quotients in long divi- 
sion, or to deal with the zero in the nu- 
merator in the answer to the example, 
4 and two-thirds minus two-thirds. The 
remedial teaching which has been found 
effective in such cases approximates the 
type of instruction used as corrective 
measures if weaknesses are located when 
the process is being learned. There ap- 
pears to be no general or serious funda- 
mental weakness in such cases. However, 
if these apparently minor faults are not 
located and corrected at the beginning, 
they may develop into serious sources of 
weakness later on. 

A number of years ago I was invited 
to observe the work in arithmetic in an 
elementary school of one of our large 
cities and to aid in the diagnosis of diffi- 
culties of pupils failing to make satisfac- 
tory progress. During the morning we 
entered one fifth-grade classroom just as 
the arithmetic drill period began. A type 
of drill material was used which provided 
for individual progress by pupils from 
card to card as rapidly as work on a card 
was completed within standard time and 
with perfect accuracy. As the pupils prac- 
tised on their respective cards, the teacher 
walked between the rows of seats, observ- 
ing the work. She stopped at the desk of 
one of the pupils, thumped him on the 
head with her pencil, and censured him 
quite sharply because of his “laziness” 
and “failure to try.” The boy cowered 
down in his seat and was obviously con- 

siderably disturbed. To the observer the 
teacher commented that she “simply 
could not get that boy to work.” She 


[ 147] 


made no effort to determine why the pupil 
was not succeeding. 

An examination of the boy’s record of 
his scores on the practise exercises showed 
that he had practised on a single exercise 
in subtraction for about forty consecu- 
tive lessons. The scores on the first few 
lessons showed a gradual growth. Then 
there began to be a falling off in his scores 
until they were lower than they had been 
at the beginning of his practise. Subse- 
quently his scores were very erratic. 
Whenever such a condition is revealed 
by an analysis of a pupil’s work, the 
teacher can be certain that there is some 
sort of major difficulty present which is 
seriously interfering with the normal de- 
velopment of skill, in fact destroying 
whatever skill the pupil may have. The 
pupil is confused and often cannot him- 
self locate his difficulty. He needs the help 
of someone to determine what the nature 
of the interference is. Further practise on 
the step which presents extreme difficulty 
without such diagnosis may be worse 
than wasted. Many teachers, because of 
the large classes they deal with, do not 
make provision for such analytical study 
of the pupil’s failure to progress. 

With the permission of the teacher, this 
boy was taken to a convenient table in the 
hall. Here a simple examination quickly 
revealed the difficulty, which was pointed 
out by the pupil himself. When asked if 
he could tell what his trouble was, he sim- 
ply pointed to an example, like 83 — 47, 
and said, “I always miss examples like 
that one, when the upper number, like 3, 
is smaller than the lower, like 7. How do 
you work examples like that?” For some 
reason or other the boy never had made 
this statement to the teacher, nor had the 
teacher made any effort to determine 
what the difficulty was. When the boy 
was taught the simple procedure to use 
in such cases, his eyes brightened and he 
said, “Is that the way you do it?” He 
then quickly solved a dozen examples of 
a similar type. This youngster quickly 
mastered the process, met the standard 
on this lesson on the next day, and passed 
the next two cards on the first trials on 

succeeding days. A later visit to the 
school revealed a happy youngster and a 
changed attitude on the part of the 
teacher toward him. The boy was not a 
“lazy,” indifferent pupil who did not want 





































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148 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 





to try; he was simply helpless in the face 
of his difficulty. 

An even more unusual case, probably 
due to a similar cause, was that of a bright 
girl, a university professor’s daughter, in 
grade 7 who always received the lowest 
passing grade in arithmetic but high 
marks in all her other subjects. Out of 
curiosity, her father gave her a diagnostic 
test in arithmetic and was amazed when 
he discovered a satisfactory level of per- 
formance in addition, subtraction, and 
multiplication, but an extreme weakness 
in long division. When asked how she 
could possibly have reached the seventh 
grade without knowing how to work long 
division examples, she stated simply, 
“Well, whenever we had a test I either 
guessed the answers of long division ex- 
amples or omitted them entirely. This 
gave me a low mark on the tests.” An 
analysis of her school record subsequently 
revealed the fact that due to frequent 
shifting from one school to another she 
probably had missed the grade or part of 
a grade in which the long division process 
had been taught and apparently the proc- 
ess had not been retaught systematically 
in the review work in succeeding grades; 
nor had there been any selfhelps available 
which would have enabled her to learn the 
process independently. A short period of 
practise on a carefully graded series of 
exercises under the sympathetic direction 
of her father quickly brought about a big 
improvement in her ability to solve long 
division examples. 

Many difficulties which prevent normal 
growth in ability are due to the fact that 
pupils otherwise capable and efficient hit 
upon ineffective methods of performance 
or are unable to discover by themselves 
effective types of response. In such cases 
certain types of guidance given after a 
period of failure will enable the pupils to 
adopt a more efficient type of reaction. 
For example, a group of fifth grade pupils 
was practising on an addition drill card 
containing single columns of numbers of 
twelve digits each. The class records 
showed that this card presented unusual 
difficulty, since very few of the pupils in 
the class had completed the card. To 
determine, if possible, the cause of the 
difficulty the pupils were observed at 
work during the practise period. It was 
noted that many of them would begin at 
the foot of the column, then proceed up 
the column, add six or eight of the num- 
bers, apparently become confused, and 

then would begin at the foot of the column 
again. None of them completed the exer- 
cise in the time allowed. Their dissatisfac- 
tion was evident. If one understands the 


psychology of the attention span, their 


difficulty is easily explained, for they did 
not have technics which would help them 
to overcome the confusion likely to arise 
when the break in attention in adding a 
column of figures came. When the exam- 
iner revealed to them the likely cause of 
their difficulty they showed surprise and 
interest, and demanded suitable technics 
to use to eliminate the difficulty. These 
were taught and quickly learned by the 
pupils. Possibly the pupils might have 
invented devices of their own to overcome 
the difficulty if they had not been taught 
efficient methods. However, letting pupils 
invent procedures approximates what 
Thorndike has called the method of 
“fumbling and success,” and is wasteful 
and uneconomical. If the difficulty is 
aggravated, undesirable and disadvanta- 
geous modes of learning, such as distaste 
for the subject, may develop. Interest in 
a large measure depends on successful 
achievement. 

Certain pedagogical practises often re- 
sult in the development of faulty learning 
reactions. An illustration is the case of 
a second-grade pupil who on flash-card 
drills gave answers of combinations very 
rapidly but almost always incorrectly. 
The teacher was stressing speed and the 
girl apparently gave any number she 
thought of when a card was exposed, to 
appear to be quick in her work. A short 
written test showed that.if given ample 
time she could give many of the correct 
answers. It was therefore decided that in 
her case speed should not be stressed, but 
that she should be given time to practise 
getting the correct answers. Speed would 
come thru practise and with maturity. 
Unreasonable speed standards may lead 
to serious nervous disorders in unstable 
children. 

Some pupils have such a marked lack 
of ability to master arithmetic that reme- 
dial teaching in their cases is difficult. 
This condition has been due in part to the 
fact that instructional materials have 
often not been based on an adequate 
analysis of the steps involved in learning 
a process such as long division, or to a 
lack of appreciation of the bewildering 
complexity which a process may present 
to a pupil. The reader should analyze the 
steps taken in determining the quotient 
figures in the following examples, which 
present only a few of the difficulties. To 
get an appreciation of the demand their 
solution makes on the meager mental 
equipment of a dull-normal pupil, he 
should note the differences of procedure 
used. 


[a] 20/60 [b] 31/121 [c] 16/58 
[d] 19 /78 [fe] 165 / 590 





May, 1932 





es, 


Osburn has suggested an interesting 
device to bring out the complexity of 
steps involved in solving examples jp 
fractions. In the following analysis, 4 
means addition; S, subtraction; M, mul. 
tiplication; and D, division. 

4%) x3%3=MAMADMMDSf[9 
steps]. A mistake on any of the nine 
steps would result in an incorrect solv. 
tion. 

Complete analyses of the skills ip. 
volved in the various number processes 
are available, as well as standard lists of 
type examples in which these skills ap- 
pear in various combinations. 

Experiments have shown that a pupil 
of superior mentality can generalize the 
procedures used in solving a few typical 
examples in a process when he encounters 
other examples differing slightly from 
the former in the specific skills involved, 
However, Overman has shown that this 
transfer cannot be taken for granted, 
especially in the case of pupils of aver- 
age or less mentality. Such pupils must 
have practise on all of the types that 
may occur if likelihood of difficulty is 
to be obviated. In teaching a process, 
only one new step must be presented at 
a time so that the learning activities may 
be simplified and more successful. It 
also seems advisable to reduce the re- 
quirements of the course of study for 
pupils of below average mentality, so 
far as the computations they are to be 
held responsible for are concerned. For 
them it might be a thoroly sound prac- 
tise to eliminate computations which they 
will never use outside the school and to 
focus on the types of informational mate- 
rial which may aid them to understand 
better many of the quantitative aspects 
of social and economic life. 

The program of remedial instruction 
should be in the hands of the regular 
classroom teacher. In some schools pupils 
who are deficient are taught in hospital 
classes. The tendency in such cases has 
been for some teachers to shift the entire 
burden of responsibility for improvement 
to the teacher in the hospital classes, an 
undesirable practise. It is a helpful plan 
to refer problem cases that present un- 
usual difficulty to special clinical examin- 
ers who make the diagnosis and prescribe 
remedial treatment. 

In this article, it has been assumed that 
physical handicaps, emotional difficulties, 
and undesirable environmental conditions 
have been corrected or improved as far 
as possible. Obviously the deleterious in- 
fluence of such factors may negate the 
effects of any remedial program in the 
classroom. 





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Mental Health in the Classroom 


Interpretation of “Intelligence” Tests 


Boy of eight years and four months 
A was brought into the clinic by his 
mother for a psychological ex- 
amination. He sat very quietly in his 
chair beside her, apparently uninterested 
in the toys, magazines, and people around 
him. He was a handsome little fellow, 
“bright looking” and appealing. He was 
failing in school and had remained two 
years in the first grade. He took little 
part in the group activities. His teachers 
considered him to be dull. He did not 
seem to be able to follow directions; he 
showed no initiative, little interest, and 
gave poor attention. 

He met the examiner shyly and went 
rather unwillingly to the examining room. 
Here, before the test was begun, some 
time was spent in getting acquainted, 
talking about some pictures and playing 
with a puzzle. He played with the stop- 
watch and learned rather rapidly how to 
use it. Then it was suggested that it be 
used to see how quickly he could put the 
blocks back in a form board. He was 
eager to try but the time element flustered 
him and he made many mistakes. He 
looked up fearfully and depreciated his 
efforts. On being reassured, he tried again 
and did much better. This pleased him 
and he attacked the third trial with much 
vigor and greatly increased confidence. 
The task was completed with no mis- 
takes and in the time expected for a child 
of his age. 

He was then given other performance 
material, gradually working into verbal 
tests. His reactions were interesting to 
watch. He showed little initiative at first, 
sitting inertly, but toward the end of the 
hour put back the materials into their 
boxes without being told. He seemed dif- 
fident at attacking any test and needed 
a good deal of encouragement. If he felt 
unable to solve a problem, he immedi- 
ately said, “I don’t know,” and only with 
much persuasion would he try. His suc- 
cess after such an instance seemed to as- 
tonish him. Success always seemed to 
elate him to an unusual degree; while 
failure seemed to depress him so that his 
next effort appeared half-hearted. His at- 
tention varied greatly and seemed defi- 
nitely proportionate to his interest. His 
grasp of instructions seemed in accord- 
ance with these two factors. He needed 
constant approbation and appeared to 
be dependent on the examiner, reacting 
largely to her rather than to the tests. 
At first he spoke little spontaneously but 


later, on his own initiative, offered a few 
comments. His responses to the test ma- 
terials, at first slow, later became more 
rapid. He seemed to find difficulty in ex- 
pressing himself and verbalized rather 
poorly for a child of his age. His motor 
control was good and he did his best work 
with concrete material. 

The quantitative rating on the test 
showed this boy to have average intelli- 
gence. His range thru the age levels was 
unusually great. The quality of his re- 
sponses varied from that of a superior 
child to that of a feeble-minded child. 

There has been a great deal of discus- 
sion about “intelligence” tests in the past 
few years. They have been condemned as 
useless in some quarters and used as in- 
fallible indices in others. Much of the 
difficulty has come thru a misunderstand- 
ing and misuse of these measures. Let us 
consider the boy described and see what 
value the examination has in relation to 
him. It has given us an opportunity to 
get a total picture of this child’s behavior 
in response to a situation which has both 
new and old elements. We have a chance 
to measure quantitatively his abilities to 
do certain things in comparison with 
other children of his own age. We have 
set him a task in which he must use all 
of his knowledge and skills plus his abili- 
ties to adjust himself to meet the require- 
ments of a new and varied situation. The 
tests are designed to show the degree to 
which the child possesses these factors in 
comparison with other children. We can 
determine where his strengths and weak- 
nesses lie, whether he has special talents 
or disabilities, with what types of ma- 
terial he can best deal. All this is of in- 
estimable value in helping us to deter- 
mine the best possible program for this 
boy. 

But this quantitative estimate has but 
little use if we fail to consider him as an 
individual personality and if we fail to 
consider how much those personality 
characteristics which have been described 
affect the functioning of his ability. Here 

_is the place we make a mistake in our 
‘interpretation of the test results. We can- 
not take a certain response and consider 
it valid by itself. We have asked for a 
definite reaction but the child responds 
in terms of his total organism and we 
must interpret that reaction in terms of 
the child’s whole personality. To take a 
concrete example: we ask him to repeat 
a number of digits. His fear of failure 


[149] 


makes him reply, ‘I don’t know.” If we 
accept that reply as an indication of in- 
ability, under the circumstances, we do 
the child a grave injustice. This example 
in relation to a specific response can be 
carried over in terms of the whole quan- 
titative measure. In the light of the per- 
sonality picture described—a picture of 
insecurity, fear of inadequacy, apparent 
failure to put forth his best effort, lack 
of full attention, and dependency—we 
cannot justify the acceptance of the 
quantitative rating as anything but a 
minimal one. We know he has average 
intelligence; he may have more. 

This personality pattern, as exhibited 
in the examination, is of significance in 
interpreting the quantitative results. It 
also has a definite value for the teacher. 
It gives her a careful and detailed picture 
of how that child functions in the class- 
room, for it approximates a cross-section 
of his general behavior. The teacher, 
sensitive to the individual differences and 
needs of her children can use this to ad- 
vantage in her handling of the child. If 
he is failing to use his ability to learn be- 
cause of a fear of his inadequacy, she 
must give him particular encouragement, 
special praise for his successes, and when 
introducing new work let him feel sure of 
her support. 

The psychological examination has 
given us then in considering this boy, 
important data which we may use for 
his benefit. It has shown that he has at 
least average ability, and that he is not 
dull. From a careful observation of his 
behavior we find that there are definite 
personality factors which prevent him 
from functioning to his capacity and 
which so obscure the picture that we are 
unable to judge accurately the extent of 
his ability; and we are able to give some 
assistance to the teacher in meeting the 
needs -of this child and helping him to 
overcome these handicaps. We do not 
know the origin of his symptomatic be- 
havior. For this the social history and the 
psychiatrist’s interpretation are neces- 
sary. 

Teachers use group “intelligence” 
tests in helping them to see more clearly 
the extent of their pupils’ abilities. Un- 
doubtedly such measures are of value for 
rough grouping. They are more objective, 
more efficient indices than the subjective 
estimates of the teacher but the interpre- 
tation of their results must be made with 
extreme care. We have seen the necessity 


SV EE 


3° 


£ NOTIIIE RE mee TT 














for caution with the individual test. Ob- 
ervation of general behavior is of utmost 
importance. Such observation is impos- 
The individual tests 
material of great variety cal- 
culated to test types of ability. The group 
test is very limited and is largely based 


ible in a group. 
‘ omprise 


150 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


on verbal ability and rudimentary skills. 
In the hands of a teacher who is trained 
to observe the minutiz of behavior, who 
is sensitive to the individual differences 
in her children, who can see them in 
terms of whole children, these tests have 
a positive value. In the hands of a teacher 





May, 1932 





who accepts their results as absolute in 
themselves, they are a positive danger to 
the child’s welfare —Caroline B. Zachry, 
director, and Wilma Lloyd, psychologist, 
Mental Hygiene Institute, State Teach- 
ers College, Upper Montclair, New 
Jersey. se Bd 5d ae 


Vitalized Group Study and Faculty Meetings 


CHOOLS which make plans now for 
next year’s meetings will find it 
easier to revise details in the busy 

days of next fall than to begin without 
plans. Do you plan your faculty meet- 
ings a semester or a year in advance? 
What points could be decided now for 
next year’s meetings? 

In May or June a checklist of topics 
for next year’s meetings might be pre- 
pared by a committee, the principal, or 
the superintendent. All teachers could be 
given an opportunity to select a definite 
number of these topics and add others of 
special interest. Preferences as to leaders, 
time, frequency, and length of meetings 
could be given at the same time. In addi- 
tion to these points, two questions might 
be asked which would help in planning 
for next year: “What meeting in 1931-32 
did you find most helpful? What sugges- 
tions for improvement can you make for 
1932-33?” All the above items could be 
arranged in the form of a simple question- 
naire ballot. This will give opportunity 
for 100 percent teacher participation in 
planning meetings. Dividing the faculty 
into committees, each one to be responsi- 
ble for a meeting, will give teachers a 
share in presiding, in presenting topics, 
and in discussion. 

Many schools, especially those which 
have 100 percent membership in the na- 





tional association, use material in the 
NEA JourNnat and their own state edu- 
cation association journal for discussion 
once a month. As a preparation for group 
discussion, some of these faculties have 
been selecting five JOURNAL articles 
which they found most interesting each 
month. On page 171 of this issue you 
have an opportunity of sharing in a serv- 
ice which thousands of readers have en- 
joyed. You may enjoy it also. 

Some of the plans given below may be 
suggestive for your school: 


Our faculty meetings are planned yearly in 
advance. We hold one general meeting each 
month with the chairmanship of such meetings 
rotating. One week in advance an outline of 
topics for study is posted on the bulletin board, 
with references pertaining to same. Reports by 
individuals are followed by group discussion 
related to practical classroom situations or 
underlying principles involved. We aim for 
democracy and total group participation —N. 
D. Pulliam, Phenix, Arizona. 


The teachers of Longswamp Township hold 
a teachers’ meeting monthly at which meeting 
topics supplied by the county office are dis- 
cussed and demonstrations of teaching take 
place. The National Education Association 
JOURNALS are used as references for material in 
the demonstrations and discussions.—George 
W. F. Hobe, principal, Mertztown, Pennsyl- 
vania. 


The Oregon Normal School at Monmouth 
has been keenly interested in the constructive 


The new home of the National Geographic Society, diagonally across the street from National Education Association headquarters. 





effort you have been making to aid faculty 
groups in the study of recent movements in 
education thru the use of the national JOURNAL 
and state journals. There is never an issue in 
which there are not articles that are of distinct 
advantage to faculty groups. In the various re- 
ports made by faculty members to the several 
meetings held during the last year, scarcely a 
report was made that did not embody some 
facts from the NEA Journat.—J. S. Landers, 
president. 


We hold a general faculty meeting of all the 
teachers in the high school and grades each 
month; in addition, there is a monthly meeting 
held by each principal. The first general meet- 
ing is used to discuss our program of super- 
vision and each following one to take up some 
professional problem based on THE JOURNAL. 
Each teacher chooses the best and most prac- 
tical article in THE JoURNAL each month and a 
résumé of it is given in the faculty meeting.— 
Dean Darby, superintendent, La Veta, Colo- 
rado. ; 


Our plan, which we ‘have just initiated, is to 
have discussion at our last faculty meeting of 
the month on the outstanding worthwhile arti- 
cles of the NEA Journat for the current month. 
These topics are given out at the first meeting 
of the month to be reported at the last meet- 
ing. We look forward to having an interesting 
series of meetings—Emma C. Anderson, princi- 
pal, Amestoy Avenue School, Los Angeles, Cali- 
fornia. 


We have taken one further step in that we 
have our teachers pass along their copies of 
THE JOURNAL to patrons who are specially in- 
terested in public education —Charles F. Dienst, 
superintendent, Boise, Idaho. 


APH S18 : 


: Pe eae fe 


J. A. Parks, Weshengien, D. ¢. 








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HE AVERAGE adult American has 
[sven at least a part of his child- 

hood in a public school and if he is a 
parent, his children in all likelihood at- 
tend a public kindergarten, grammar 
school, high school, or perhaps a state 
university. He pays his school tax doc- 
ilely and accepts the public-school sys- 
tem as a natural phenomenon, seldom 
reflecting on the vision or the tireless 
labor of those pioneers in popular edu- 
cation who made our common schools 
possible. 

One of the earliest and most signifi- 
cant of these pioneers was Henry Bar- 
nard, whose very name is scarcely known 
to most of the beneficiaries of his work. 
This obscurity would not have distressed 
Barnard, who said, “I mean to enjoy the 
satisfaction of the labor; let who will 
enter into the harvest.” But we who 
are enriched by the fruits of his genius 
can savor them more keenly, perhaps, if 
we know something of the man whose 
vision planted the seed, whose tireless 
energy tended the young shoot, whose 
direction pruned and shaped it—until it 
grew into a sturdy tree of knowledge. 

Henry Barnard was born at Hartford, 
Connecticut in 1811, into a family which 
had been settled in New England for 
more than a century. His father was 
that happy paradox, a farmer with a 
taste for the sea, a realist with sym- 
pathy for the call to adventure. It seems 
natural and fitting to Americans that a 
great man should have a rural back- 
ground, drawing strength from the soil, 
simplicity and earnestness of purpose 
from the elemental struggle with nature. 
And it is natural that such a man, tho 
brought up in a Puritan community, 
starkly utilitarian, should retain his sim- 
plicity and strength without doing hom- 
age to the dominant influence of his en- 
vironment and age. For Henry Barnard 
was not a Puritan. He possessed the gift 
of fine selectiveness and while he fought 
against the lack of beauty, and the bleak 
narrowness of the Puritan way of life, 
he recognized and retained its strength, 
its ability to subordinate everything to 
an ideal, its capacity to stand punish- 
ment. 

As a little child he rebelled against the 
comfortless, uninspired district school, 
but not against education. When he was 
given the choice of going to sea or con- 
tinuing his studies at a really good school 
he unhesitatingly chose the latter course. 


Henry Barnard, Creative Artist 


At the Monson Academy his zest for life 
was quickened by the excitement of in- 
tellectual stimulation and fed by the joy 





Hany Warmardo 


he took in the natural beauties of the 
countryside. 

At Yale, the Greek and Latin classics 
fascinated and held him, while his eager- 
ness for the society of his fellows led 
him to lasting friendships and the more 
immediate pleasure of hotly contested 
debates. The classics gave him the long 
view that taught him patience and tol- 
erance; the debates made him an orator 
of great power. Much of his success in 
later years rested upon his ability to 
catch and hold the interest of an audi- 
ence, to present irrefutable arguments, 
to pierce his opponent’s armor with a 
lightning shaft of wit. 

Dominating his eager curiosity and 
his love of adventure was his ambition 
to give to others the inner vision of an 
abundant life which he so early con- 
ceived and so continuously held. He be- 
lieved that the door to that larger, fuller 
life was unlocked by education—not the 
sort of schooling forced on the children 
of his generation, which stifled curiosity, 
blunted eagerness, and made learning a 
cruel and unnatural punishment but 
education that makes study a thrilling 
adventure, calling forth all one’s endur- 
ance and courage, beckoning one on from 
one difficult climb to another higher, 
more dangerous peak. 


[151] 





He recognized the tremendous task 
such an ambition imposed on him—the 
endless struggle against the apathy and 
often the bitter hogtility of public opin- 
ion, the thanklessness of any work that 
is for the benefit of posterity. But altho 
he appreciated the difficulties, he ap- 
proached the work not as a zealous 
martyr, but as an inspired artist—one 
who pursues his course for the love of it 
and because he cannot give it up. 

After studying law for a year, Barnard 
made an extended journey, going first to 
Washington where he studied politics 
at close range. He traveled south as far 
as Georgia, observing sympathetically 
a culture that was new to him. His travels 
carried him eventually to Europe, where 
he sought out the chief educators of each 
country he visited, notably Pestalozzi 
and Lord Brougham, learning their opin- 
ions, studying their work, asking their 
advice. It is interesting today when all 
the world is holding peace conferences 
to learn that Barnard, when only twenty- 
four years old, was a delegate from the 
American Peace Society to the peace 
congress held in London almost a cen- 
tury ago. 

Enriched by his experiences, informed 
by his studies, and dominated by his 
ideals, he returned to Connecticut and at 
the age of twenty-six was elected to the 
General Assembly. His first achievement 
was the introduction and passage of a bill 
“to provide better supervision of the 
common schools.”’ Until the state would 
assume responsibility for the common 
schools, improvement was impossible; 
but to persuade the legislature of a con- 
servative commonwealth to tax its con- 
stituents for the benefit of nonvoters is 
a formidable undertaking, and when the 
appeal is not to emotion, but to reason, 
the difficulties are increased. 

The public schools in those days were 
poorly equipped and inadequately sup- 
ported; the teachers were wretchedly 
paid. There were no normal schools and 
no school libraries; in fact, there were al- 
most no public libraries. Barnard’s plan 
was to create public schools that would 
offer genuine education to every child 
capable of assimilating it, and to do this, 
he formed three revolutionary projects: 
first, to raise the status of teaching by 
making it a wellpaid, permanent profes- 
sion open only to educated individuals; 
second, to build comfortable, conven- 
iently located schoolhouses and to equip 


FAN: ATn A YT ON 


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them adequately; third, to install li- 
braries for both the schools and the 
adult population of every town. 

The fruits of Barnard’s efforts make 
a rich harvest. To Barnard we owe the 
first teachers institute, forerunner of the 
normal school. He was one of the first 
to obtain recognition of education by 
the federal government. His was the 
first book on school architecture pub- 
lished in this country. He established in 
Rhode Island the oldest state teachers 
association in the United States; and 
he even put on wheels a model school 
that traveled around the country giving 
practical lessons in pedagogy. 

When the defeat of the Whigs checked 
Barnard’s work in Connecticut he ac- 
cepted Governor Fenner’s invitation to 
reorganize the Rhode Island public- 
school system. For nine years he worked 
with the patience of a scientist and the 
enthusiasm of a creator, building a 
school system which Rhode Island uses 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





to this day, finding only minor changes 
necessary. 

The following year Barnard began 
his American Journal of Education, 
whose thirty-two volumes constitute a 
thesaurus that is unique and of incal- 
culable value. Only an artist, passion- 
ately devoted to his creation, could have 
contemplated such a monumental work; 
it cost Barnard twenty-six years of labor 
and practically his entire private for- 
tune. He left no aspect of education un- 
touched; the systems of every nation, of 
every epoch are described and evaluated; 
the education of the normal child, the 
physically handicapped, the mentally 
deficient; vocational and professional 
education—all are exhaustively and 
lucidly presented in his Journal. No such 
work had ever before been attempted 
and that one man could have produced it 
seems almost incredible. 

During President Johnson’s adminis- 
tration, Barnard was appointed United 












May, 1932 





States Commissioner of Education, the 
first man ever to hold the office. His work 
was greatly hampered by a suspicious 
Congress but during the three years he 
served, Barnard was able to lay a solid 
foundation of usefulness. 

In 1870 Barnard retired from public 
life but until his death at the age of 
eighty-nine, his time and energy, his 
vision and wisdom were devoted to the 
great love of his life—universal public 
education. 

When we send our children to our 
wellbuilt, attractive schools with their 
faculties of highly educated teachers, we 
are enjoying the harvest of Henry Bar- 
nard’s labors. He is not, of course, the 
only man to whom we are indebted, but 
he was unique in that he gave his entire 
maturity to the work and brought to it 
deep scholarship, wide culture, vision to 
build for the future, and the enthusiasm 
and genius of a true creative artist.— 
Dorothy Wagner Nelson. 











COPYRIGHT AAA. 1932 re, 
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Florence 





SE this map in planning your trip to the Atlantic City Convention, June 26-July 1. Hotels, rooming houses, and tourist camps have accom- 
modations for all who are coming. , 














Daphne, Ala. 
Georga Harvard 


Tempe, Ariz. 
Mercier Willard 


Conway, Ark. 
Lecil Sawyer 


Arcata, Calif. 
Edithe Cameron 


Chico, Calif. 
Siebert Stephens 


Alamosa, Colo. 
Everett Morris 


Florence, Ala. Jacksonville, Ala. 


eg wen RiboeeL fontgomery, Ala Normal, Ala 


Waters Arnold Wright Leander L. Boykin 


0 THE PRESIDENTS of the 1932 senior classes of the 
professional schools for the education of teachers: 

On behalf of the officers of the National Education 
Association, I wish to extend to each of you the greetings 
and best wishes of the profession. The fact that you have 
already proved your worthiness to lead the members of 
your class opens up to you unusual opportunities and re- 
sponsibilities. The experiences which you have had during 
your senior year will prove most valuable to you as you 
take up your new duties as a citizen and a teacher, know- 
ing that the public will look to you for leadership even as 
your aSsociates have done in school. We invite you and 
your associates to become members of the National Edu- 
cation Association and of your state associations. We urge 


you to take part in professional enterprises and to look 


upon the work of these organizations as an opportunity 


and a privilege. By joining them in their efforts to improve 
education, you will grow in your own life and service.— 
J. W. Crabtree, secretary of the National Education 


Association of the United States. a se sa 


Greeley, Colo. 
John Milholland 


Gunnison, Colo. 


Danbury, Conn. New Britain, Conn. 
Ruby Buhrmester 


Emily G. Leahy Ethel MacMannus 


Flagstaff, Ariz. 
Ira Murphy 


Fresno, Calif. 
A. Roland Walker 


San Diego, Calif. 
Virginia E. Place 


San Francisco, Calif. 
Ellen Alexander 


Santa Barbara, Calif. 
Stuart M. Thompson 


Americus, Ga. 
Byron Adams 











ie ona nth nein 


































Athens, Ga. Statesboro, Ga. Valdosta, Ga. Albion, Idaho Lewiston, Idaho Carbondale, Ill. 
Cornelia Shell Addie B. Parker Elizabeth Kirkland R. G. Price Myrl Frost Clarence S. Arnold 


THE a" FOR A CAREER 


_— the life wround you. Look be- 
neath the surface to discover the 
great needs of the race. Prepare to serve 


those needs. Search for the human values 





that have survived the centuries. Stand 









by those values. Have faith in the essen- ' ; ‘ 
Charleston, TIl. DeKalb, IIl. tial goodness and aspiration of your fel- Evanston, Ill, Macomb, III. 
Joseph S. Kirk Vernon A. Sutfin . ° Marjorie Post Vernon Broadhead 
lowmen. Have faith in yourself. Most of 
the great achievements have been won by 
people of average ability plus purpose and 
patience. {These times demand pioneers. 
The vast field of adult education is like 


a virgin continent. Education by radio 





calls for master teachers. The teaching 


talkie promises to lift learning to new 











Normal, Ill. Danville, Ind. effectiveness. New textbooks are to be Munice, Ind. Sedeo Mente Sed, 
Wilbur T. Reece Perry C. Smith written in such field< as city planning, Howerd Blake Hesler Osborne 











housing, and social planning. Education 
for world cooperation is just ahead. A 
rapid growth of library service is over- 
due. Education for leisure opens joyous 
opportunities for frontier leadership. The 





pioneer is not afraid to lead. His faith 


arouses others. The impossible becomes 





simple. Mankind takes another step up 
Cedar Falls, Iowa Emporia, Kans. 


ees ‘ Hays, Kans, Pittsburg, Kans. 
Byrl D. Houck Frank W. Pecinovsky the ladder of civilization—J. E. M. 3# Lloyd Cunningham Dallas C. Kimzey 

























Bowling Green, Ky. Morehead, Ky Murray, Ky. Richmond, Ky Natchitoches, La. Castine, Maine 
Jos: ph C. Howard Kathryn Friend Robert E. Chambers Herschel McKinley Frank Archibald Margaret Simmons 












Farmington, Maine Machias, Maine Frostburg, Md. Salisbury, Md. Boston, Mass 


3 Boston, Mass. 
Robert P. Brown Wendell L. Broun Mabel Bagent Ruth Nickerson 


Rita Conway Ethel Greeney 











[ 154] 








Bridgewater, Mass. Fitchburg, Mass. 


Franklyn O. White 





Westfield, Mass. 
Mae Manning 


Worcester, Mass. 
Anna F. Broderick 








Mt. Pleasant, Mich. 
Edward J. Killoran 


Marquette, Mich. 





Mankato, Minn. 


Alma Refseth Lee Ostrander 


Winona, Minn, 


Cleveland, Miss. 
Don D. Karow 


Arden L. Melott 





Maryville, Mo. 
Norvel Sayler 


Warrensburg, Mo. 
Herbert R. Patterson 








Framingham, Mass. Hyannis, Mass 
Priscilla Heathcote Margaret H. Quinn 


THE TEACHER’S CHALLENGE 


HE TEACHER is a prophet. He lays the 

foundations of tomorrow. The teacher 
is an artist. He works with the precious 
clay of unfolding personality. The teacher 
is a friend. His heart responds to the faith 
and devotion of his students. The teacher 
is a citizen. He is selected and licensed for 
the improvement of society. The teacher 
is an interpreter. Out of his maturer and 
wider life he seeks to guide the young. 
The teacher is a builder. He works with 
the higher and finer values of civilization. 
The teacher is a culture-bearer. He leads 
the way toward worthier tastes, saner at- 
titudes, more gracious manners, higher in- 
telligence. The teacher is a planner. He 
sees the young lives before him as a part 
of a great system which shall grow 
stronger in the light of truth. The teacher 
is a pioneer. He is always attempting the 
impossible and winning out. The teacher 
is a reformer. He seeks to remove the 
handicaps that weaken and destroy life. 
The teacher is a believer. He has abiding 
faith in the improvability of the race.— 
Joy Elmer Morgan. ae SS 





Hattiesburg, Miss Cape Girardeau, Mo. 
Carl Murphree Victor L. Lohmann 





~~ 


Billings, Mont, Dillon, Mont. 
Tom Kelly Helen Hays 











Eunice O’Donnell 


Marjorie Lemaire 





Kalamazoo, Mich. 
Judson Hudnut 





Ypsilanti, Mich. 


Gregg Liechtv Lawrence E. Kaupp 





Moorhead, Minn. 
Oscar E. Thompson 


St. Cloud, Minn, 
William Whitaker 


SIAL SURAT PENT R 


DK: 


Jefferson City, Mo. 
William J. Hopson 


Kirksville, Mo. 
Webb T. Rogers 


be ‘a 


- 





Kearney, Nebr. 


Chadron, Nebr. 
Olevia Trager 


ill 
Peru, Nebr. 
John A. Fisher 


Cortland, N. Y. 


Helen Scribner 


Winston-Salem, N. C. 


Priscilla Gaston 


Tahlequah, Okla. 
Forrest Towry 


Kutztown, Pa. 
Wilmer H. Saylor 


Memphis, Tenn. 
Frank Magoffin 


Wayne, Nebr. 
Loren Anderson 


Fredonia, N. Y. 
Burton Gaude 


Dickinson, N. Dak. 


Herman Jaeger 


Weatherford, Okla. 
Jerry Griffin 


Lock Haven, Pa. 
Donald P. Rice 


Murfreesboro, Tenn. 


Robert Kerr 


Jersey City, N. J. 
Kleanor A. Miccio 


Geneseo, N. Y. 
Carolyn Stone 


Ellendale, N. Dak. 
Fred E. Juka 


Ashland, Oregon 
Allan Youngmayr 


Mansfield, Pa. 
H. Austin Snyder 


Nashville, Tenn. 
George Brooks 


Newark, N. J. 
Dorothy Kapelsohn 


- # 


New Paltz, N. Y. 
Majorie Smith 


Mayville, N. Dak. 
Dorothy F. Wagert 


LaGrande, Oregon 
Lee Johnson 


Millersville, Pa. 
William M. Christ 


Alpine, Tex. 
Gilbert Mize 


Paterson, N. J. 
Edna Muth 


Oneonta, N. Y. 
Harriet Tinklepaugh 


Minot, N. Dak. 
Frances E. Winkler 


Monmouth, Oregon 
Clarence Riley 


Shippensburg, Pa. 
William P. Conrad 


Canyon, Tex. 
H. G. Troutman 


Trenton, N. J. 
Charles Haas 


Oswego, N. Y. 
Gordon Smith 


Valley City, N. Dak. 
Arthur Olson 


Bloomsburg, Pa. 
Saul Gutter 


Slippery Rock, Pa. 
Dwight E. Sollberger 


Commerce, Tex. 
Raymond K. Gardner 














Upper Montclair, N. J. Las Vegas, N. Mex. Silver City, N. Mex. Albany, N. Y. Brockport, N. Y. Buffalo, N. Y. 
Anita L. Harding Lila McDaniel Lorain Starling Isabel J. Peard Joseph M. Duff Arthur C. York 





Plattsburg, N. Y. Potsdam, N. 8 Asheville, N. C. Cullowhee, N. C. Elizabeth City, N. C. Greenville, N. C. 
Edward C. Lavigne Virginia O'Malley Myrtle Perry J. Walter More Leon L. Bias Nannie Smith 





Bowling Green, Ohio Cleveland, Ohio Kent, Ohio Ada, Okla. Alva, Okla. Edmond, Okla. 
David Wilson Barian Brietzig Clyde Hall Burton Grindstaff Paul Pearson Oliver C. Wilkerson 





California, Pa. Cheyney, Pa. Clarion, Pa. East Stroudsburg, Pa. Edinboro, Pa. Indiana, Pa. 
Willis E, Smith Herman Laws John Mochnick Edwin E. Bair Dean Stambaugh Joseph R. Davis 





. West Chester, Pa. Providence, R. I. Orangeburg, S. C. Aberdeen, S. Dak. Clarksville, Tenn. Johnson City, Tenn. 
rc John R. Wagner Madeline Boyle Thomas J. Crawford Harold R. Marquis Birkhead C, Harl Eleta Anderson 





Denton, Tex. Huntsville, Tex. Nacozdoches, Tex. San Marcos, Tex. Castleton, Vt. East Radford, Va. 
or Julian T. Koon Alonzo Wood J. B. Adams Felix Brandt Elinor Holden Anne Ruth Gardner 


























ail 
Peru, Nebr. Wayne, Nebr. Jersey City, N. J. Newark, N. J. Paterson, N. J. Trenton, N. J. Upper 5 
John A, Fisher Loren Anderson Kleanor A. Miccio Dorothy Kapelsohn Edna Muth Charles Haas Anita 











Cortland, N. Y. Fredonia, N. Y. Geneseo, N. Y. New Paltz, N. Y. Oneonta, N. Y. Oswego, N. Y. Platt: 
Helen Scribner Burton Gaude Carolyn Stone Majorie Smith Harriet Tinklepaugh Gordon Smith Edwar 





Winston-Salem, N. C. Dickinson, N. Dak. Ellendale, N. Dak. Mayville, N. Dak. Minot, N. Dak. Valley City, N. Dak. Bowlin 
Priscilla Gaston Herman Jaeger Fred E. Juka Dorothy F. Wagert Frances E. Winkler Arthur Olson Da 





Tahlequah, Okla. Weatherford, Okla. Ashland, Oregon LaGrande, Oregon Monmouth, Oregon Bloomsburg, Pa. Cal 
Forrest Towry Jerry Griffin Allan Youngmayr Lee Johnson Clarence Riley Saul Gutter Wil 





Kutztown, Pa. Lock Haven, Pa. Mansfield, Pa. Millersville, Pa. Shippensburg, Pa. Slippery Rock, Pa. Wes 
Wilmer H. Saylor Donald P. Rice H. Austin Snyder Willism M. Christ William P. Conrad Dwight E. Sollberger Job 





Memphis, Tenn. Murfreesboro, Tenn. Nashville, Tenn. Alpine, Tex. Canyon, Tex. Commerce, Tex. D 
Frank Magoffin Robert Kerr George Brooks Gilbert Mize H. G. Troutman Raymond K. Gardner Ju 





Re er - — — — - — =~ —— _ ——— 








fessional Schools for the Education of Teachers 










Upper Montclair, N. J. Las Vegas, N. Mex. Silver City, N. Mex. Albany, N. Y. Brockport, N. Y. 
Anita L. Harding Lila McDaniel Lorain Starling Isabel J. Peard Joseph M. Duff 





Plattsburg, N. Y. Potsdam, N. Y. Asheville, N. C. Cullowhee, N. C. Elizabeth City, N. C. 
Edward C. Lavigne Virginia O'Malley Myrtle Perry J. Walter More Leon L. Bias 





Bowling Green, Ohio Cleveland, Ohio Kent, Ohio Ada, Okla. Alva, Okla. 


David Wilson Barian Brietzig Clyde Hall Burton Grindstaff Paul Pearson 





California, Pa. Cheyney, Pa. Clarion, Pa. East Stroudsburg, Pa. Edinboro, Pa. 





Willis E, Smith Herman Laws John Mochnick Edwin E. Bair Dean Stambaugh 
West Chester, Pa. Providence, R. I. Orangeburg, S. C. Aberdeen, S. Dak. Clarksville, Tenn. 
r John R. Wagner Madeline Boyle Thomas J. Crawford Harold R. Marquis Birkhead C, Harl 





Denton, Tex. Huntsville, Tex. Nacozdoches, Tex, San Marcos, Tex. Castleton, Vt. 
ir Julian T. Koon Alonzo Wood J. B. Adams Felix Brandt Elinor Holden 














| 
Buffalo, N. Y. 
Arthur C. York 





Greenville, N. C. 
Nannie Smith 





le ee 
Edmond, Okla. 
Oliver C. Wilkerson 





Indiana, Pa. 
Joseph R, Davis 





Johnson City, Tenn. | 
Eleta Anderson 








East Radford, Va. | 
Anne Ruth Gardner 





Presidents of 1932 Senior Classes 


* 
‘\ 
















Ettrick, Va. Farmville, Va. Fredericksburg, Va. Hampton, Va. Harrisonburg, Va. Bellingham, Wash. 
Vernon Leatha 


Millard T. Carter Henrietta E. Cornwell Mary Kilmon Oscar A. Pindle Mary W. Farinholt 


I LOOK forward to the day when we 
shall have a system of adult educa- 
tion in every state which will reach 
every man and woman as we are now 
reaching every child, and the librarian 
will be as important a factor as the for- 
mal teacher or lecturer, perhaps the 
most important factor—John H. 


Cheney, Wash. Ellensburg, Wash. | Finley, editor, New York Times. Athens, W. Ve. 
Frances Lane Edward Bechtholt 





will mal 


Bluefield, W. Va. = 
Bernard Woodward Kermit J. Hall 5] For 


dolesce 
nd, wi 
eatme 
eeth; p 
unical 


ilk, a1 
6] For 


. otion 
Fairmont, W. Va. Glenville, W. Va. Huntington, W. Va. Shepherdstown, W. Va. West Liberty, W. Va. Eau Claire, Wis. h 
Scott Wiseman Warren Blackhurst Samuel Bruce Metzger Hubert Radcliffe R. F. Campiglio Edward Deetz ealt I 


ion, W 
7) Fo 
— 


rom C 


and a | 
(8] Fe 


sanitar 












te 


| LaCrosse, Wis. Menomonie, Wis. Milwaukee, Wis. Oshkosh, Wis. Platteville, Wis. River Falls, Wis. For y 
| John C. Kaczmarek Harold A. Hyer Ellen Counsell Fred R. Moes 


Harold M. Canaan Hal S. Chicker farten 


THE SCHOOL OF LIFE At 


and pl 
Factsareteachers s ws 





dange: 
safe al 
‘makes 


[10] | 
aa cover 


Superior, Wis. pares 
Jay R. Jorgensen guida 


the m 

(11) 

prep: 
m od t 


vw aent 
3i ‘ems 


j 12] 





x . 
eae Point, Wis. Work isa master ad Bd 


Sadie Stozbach 


se 
Experiences are lessons a 
of 


* %t 
s §.% 
: teu % 
* % & % 


2.8 49° 


Love is an interpreter a 


Teaching itself isa method oflearning # sw 





Joy carries a divining rod and discovers fountains 


Sorrow is an astronomer and shows us the stars 2 





Whitewater, Wis. 


John F. Krueger s# SH Bad Bad of Bd Bad Bd Henry van Dyke Prairie View, Tex. is igait 


Eddie Watkins 


* him- 





[158 ] 





RESIDENT Hoover’s White House Conference on 
Child Health and Protection recognizing the rights 
of the child as the first rights of citizenship pledges 
self to these aims for the children of America: 










1] For every child spiritual and moral training to 
lp him to stand firm under the pressure of life. 


2] For every child understanding and the guarding of 
is personality as his most precious right. 


3] For every child a home and that love and security 
hich a home provides; and for that child who must 


ceive foster care, the nearest substitute for his own 
ome. 


4] For every child full preparation for his birth, his 
other receiving prenatal, natal, and postnatal care; 
ind the establishment of such protective measures as 
will make childbearing safer. 

| 


5] For every child health protection from birth thru 
dolescence including: periodical health examinations 
nd, where needed, care of specialists and hospital 
eatment; regular dental examinations and care of the 
eth; protective and preventive measures against com- 
unicable diseases; the insuring of pure food, pure 
ilk, and pure water. 


6] For every child from birth thru adolescence, pro- 
otion of health, including health instruction and a 
ealth program, wholesome physical and mental recrea- 
ion, with teachers and leaders adequately trained. 


7] For every child a dwelling place safe, sanitary, and 
hholesome, with reasonable provisions for privacy, free 
rom conditions which tend to thwart his development; 
nd a home environment harmonious and enriching. 


8] For every child a school which is safe from hazards, 
sanitary, properly equipped, lighted, and ventilated. 
For younger children nursery schools and _ kinder- 
gartens to supplement home care. 


'9| For every child a community which recognizes 
and plans for his needs, protects him against physical 
dangers, moral hazards, and disease; provides him with 
safe and wholesome places for play and recreation; and 
‘makes provision for his cultural and social needs. 


[10] For every child an education which, thru the dis- 
covery and development of his individual abilities, pre- 
pares him for life; and thru training and vocational 
guidance prepares him for a living which will yield him 
the maximum of satisfaction. 


[11] For every child such teaching and training as will 
prepare him for successful parenthood, homemaking, 


The Children’s Charter 


which, thru loss or maiming of his parents, affect him 
indirectly. 


[13] For every child who is blind, deaf, crippled, or 
otherwise physically handicapped, and for the child who 
is mentally handicapped, such measures as will early 
discover and diagnose his handicap, provide care and 
treatment, and so train him that he may become an asset 
to society rather than a liability. Expenses of these serv- 
ices should be borne publicly where they cannot be 
privately met. 


[14] For every child who is in conflict with society the 
right to be dealt with intelligently as society’s charge, not 
society’s outcast; with the home, the school, the church, 
the court and institutions when needed, shaped to re- 
turn him whenever possible to the normal stream of 


life. 


[15] For every child the right to grow up in a family 
with an adequate standard of living and the security of 


a stable income as the surest safeguard against social 
handicaps. 


[16] For every child protection against labor that stunts 
growth, either physical or mental, that limits education, 
that deprives children of their right of comradeship, of 
play, and of joy. 


{17] For every rural child as satisfactory schooling and 
health services as for the city child, and an extension 


to rural families of social, recreational, and cultural 
facilities. 


[18] To supplement the home and the school in the 
training of youth, and to return to them those interests 
of which modern life tends to cheat children, every 
stimulation and encouragement should be given to the 
extension and development of the voluntary youth or- 
ganizations. 


[19] To make everywhere available these minimum 
protections of the health and welfare of children, there 
should be a district, county, or community organization 
for health, education, and welfare, with fulltime offi- 
cials, coordinating with a statewide program which will 
be responsive to a nationwide program of general in- 
formation, statistics, and scientific research. This should 
include: 


[a] Trained, fulltime public health officials, with public 


health nurses, sanitary inspection, and laboratory work- 
ers. 


[b] Available hospital beds. 


[c] Fulltime public welfare service for the relief, aid, 
and guidance of children in special need due to poverty, 


; 
‘ 
| 
: 
+ 
i 
: 
a 


ER 


— 2 a ESP NEED 
DR os aj canpuenpioipennernen gate gate eee tee 


— 


ws od the rights of citizenship; and, for parents, supple- 


% aentary training to fit them to deal wisely with the prob- 
al ‘ems of parenthood. 


misfortune, or behavior difficulties, and for the protec- 
tion of children from abuse, neglect, exploitation, or 
moral hazard. 


i} 12] For every child education for safety and protection 
8 igainst accidents to which modern conditions subject 


" him—those to which he is directly exposed and those 
[The Children’s Charter is a challenge to the youth of today as the Declaration of Independence was to our forefathers. ] 


[ 159 ] 


For EVERY child these rights, regardless of race, or 
color, or situation, wherever he may live under the pro- 
tection of the American flag. 








be realized more fully, that the welfare of the 

teaching profession may be promoted, that teach- 
ers may know what is considered proper procedure, and 
may bring to their professional relations high standards 
of conduct, the National Education Association of the 
United States has developed this code of ethics. [The 
term “teacher” as used in this code is intended to in- 
clude every person directly engaged in educational 
work whether in a teaching, an administrative, or a 
supervisory capacity. | 


Pie vested order that the aims of education may 


RTICLE ONE—Relations with Pupils and to the Com- 
A munity—SeEcTION 1. The schoolroom is not the 
proper theater for religious, political, or personal propa- 
ganda. The teacher should exercise his full rights as a 
citizen but he should avoid controversies which may 
tend to decrease his value as a teacher. 


SEcTION 2. The teacher should not permit his educa- 
tional work to be used for partisan politics, personal 
gain, or selfish propaganda of any kind. 


SECTION 3. In instructional, administrative, and other 
relations with pupils, the teacher should be impartial, 
just, and professional. The teacher should consider the 
different interests, aptitudes, abilities, and social envi- 
ronments of pupils. 


Section 4. The professional relations of the teacher 
with his pupils demand the same scrupulous guarding 
of confidential and official information as is observed 
by members of other long-established professions. 


Section 5. The teacher should seek to establish 


friendly and intelligent cooperation between the home 
and the school. 


SeEcTION 6. The teacher should not tutor pupils of his 
classes for pay. 


RTICLE Two—Relations to the Profession—SkectTIion 

1. Members of the teaching profession should dig- 

nify their calling in every way. The teacher should en- 

courage the ablest to enter it, and discourage from enter- 

ing those who are merely using the teaching profession 
as a stepping stone to some other vocation. 


SEcTION 2. The teacher should maintain his efficiency 
and teaching skill by study and by contact with local, 
state, and national educational organizations. 


SEcTION 3. A teacher’s own life should show that edu- 
cation does ennoble. 


SECTION 4. While not limiting his services by reason 
of small salary, the teacher should insist upon a salary 
scale suitable to his place in society. 


SeEcTION 5. The teacher should not exploit his school 
or himself by personally inspired press notices or adver- 
tisements, or by other unprofessional means, and should 


avoid innuendo and criticism particularly of successors 
or predecessors. 


Ethics of the Teaching Profession 


SEcTION 6. The teacher should not apply for another 
position for the sole purpose of forcing an increase in 
salary in his present position. Correspondingly, schoo] 
officials should not pursue a policy of refusing to give 
deserved salary increases to their employees until offers 
from other school systems have forced them to do so, 


SECTION 7. The teacher should not act as an agent, or 
accept a commission, royalty, or other reward, for books 
or supplies in the selection or purchase of which he can 
influence or exercise the right of decision; nor sheuld 
he accept a commission or other compensation for help. 
ing another teacher to secure a position. 


RTICLE THREE—Relations to Members of the Profes. 
A sion—SECTION 1. A teacher should avoid unfavor- 
able criticism of other teachers except such as is for- 
mally presented to a school official in the interests of 
the school. It is also unprofessional to fail to report to 
duly constituted authority any matters which involve 
the best interests of the school. 


SEcTION 2. A teacher should not interfere between an- 


other teacher and a pupil in matters such as discipline or 
marking. 


SECTION 3. There should be cooperation between ad- 
ministrators and classroom teachers, founded upon 
sympathy for each other’s point of view and recognition 
of the administrator’s right to leadership and the teach- 
er’s right to selfexpression. Both teachers and adminis- 
trators should observe professional courtesy by trans- 


acting official business with the properly designated per- 
son next in rank. 


SECTION 4. The teacher should not apply for a specific 
position unless a vacancy exists. Unless the rules of the 
school otherwise prescribe, he should apply for a teach- 
ing position to the chief executive. He should not know- 
ingly underbid a rival in order to secure a position; 
neither should he knowingly underbid a salary schedule. 


SECTION 5. Qualification should be the sole determin- 
ing factor in appointment and promotion. School officials 
should encourage and carefully nurture the professional 
growth of worthy teachers by recommending promotion, 
either in their own school or in other schools. For school 
officials to fail to recommend a worthy teacher for an- 


other position because they do not desire to lose his serv- 
ices is unethical. 


SECTION 6. Testimonjals regarding a teacher should be 
frank, candid, and cniideatial. 


SecTION 7. A contract, once signed, should be faith- 
fully adhered to until it is dissolved by mutual consent. 
In case of emergency, the thoughtful consideration 
which business sanction demands should be given by 
both parties to the contract. 


SEcTION 8. Due notification should be given by school 
officials and teachers in case a change in position is to be 


made.—Adopted by the National Education Associa- 
tion, July, 1929. 


[The cement which holds society together is the sense of fair dealing among its members. (Use this page on your bulletin board.) } 


[ 160 ] 









































































her 
> in 
0ol 
ive 
a 


or 
rks 
an 
uld 
Ip. 





Better Teaching of Art 


Trends in Art Education 


RECENT STUDY of art tendencies in 
A this country, covering a period of 
ten years, indicates a growing in- 
terest from many angles and marked 
progress in certain specific directions. 
This interest is due to a number of rea- 
sons. Even before our present economic 
slump, when manufacturers were con- 
cerned chiefly with producing on a basis 
of quantity, the element of quality or art, 
had begun to make itself heard. Slogans 
such as “art and industry,” “color in the 
home,” “art, the new business tool,” 
“beauty conquers the beast,” and “cash 
value of art” began to present them- 
selves, first as titles to magazine articles, 
then as catch phrases used to promote 
the general utility idea of art in manu- 
facture. Then, again, magazine adver- 
tising for a number of years had pic- 
tured in welldesigned black and white 
and colored illustrations the beauties of 
the advertised products, supplemented 
by resistless appeals to the esthetic sen- 
sibilities of a willing but unsuspecting 
public. Following for the moment this 
commercial phase of modern civilization, 
we note an accompanying development 
in the sales display of these beautifully 
advertised objects of quantity produc- 
tion. Store counters took on a different 
aspect and windows became pictorial 
compositions in three dimensions. 

Take another field of activity, archi- 
tecture. The development of new build- 
ing materials, the scientific development 
of lighting, the perfection of vertical 
transportation by means of the eleyator, 
to mention only three items of modern 
progress, made it possible to think of 
architecture in congested areas from the 


Kansas City Schools 


standpoint of extended height. Fortu- 
nately, there were no “period styles” 
which our designers could copy. Their 





Connecticut State Board of Education 


A correlation of art, history, and geography 


habits of imitation, for the moment, were 
blocked and truly original ideas of a new 
style of architecture began to blossom 
forth. Inventive freedom was let loose. 
This, in turn, began to affect door and 
window openings, lobbies, hallways and, 
finally, room interiors. Meantime, color 
entered here as well as in advertising and 
manufacture. 

This interest in the practical side of 
art was aroused and before we knew it 
we found ourselves surrounded with such 
delights as colored bathrooms and acces- 
sories; color in the kitchen from pots 


and pans to stoves and sinks; color in 
kodaks and automobiles | you remember 
not many years ago they were all black | ; 
color in typewriters and cash registers; 
redesigned grocery packages; costume 
jewelry; new, if quixotic, furniture; and 
graceful automobiles. 

Many still fail to realize that all of 
this is truly an art expression of a people. 
They continue to look for art in such 
isolated places as museum galleries and 
war memorials. But they are amazed 
when art developments are pointed out, 
to see suddenly the decided progress 
made in specific fields of manufacture, 
in architecture, in costume, in home in- 
teriors. 

Meantime, a similar pace has been ef- 
fected in education. Art has entered this 
field, also, in a startling way. One ques- 
tion may be put to the reader to bring 
forth an answer corroborating this: ““To 
what extent does the elementary-school 
teacher of today use art to vitalize and 
infuse her lessons in arithmetic, English, 
history, geography, spelling, civics, and 
other subjects?”’ The inevitable answer 
must be, ““Those elements of art which 
we term drawing, design, creative expres- 
sion, illustration, and the like.” For, in 
spite of the skeptical principal, superin- 
tendent, or schoolboard, art has as surely 
become a necessity in advancing educa- 
tion as in promoting industry. 

The trends in art education appear to 
be clarifying themselves into three major 
tendencies, esthetic, utilitarian, and crea- 
tive. The esthetic trend leads to a grow- 
ing understanding and appreciation of 
what art is all about. It involves a con- 
sideration of art expression from early 


Connecticut State Board of Education 
Creative expressions offer children opportunities for developing artistic feeling and thought experience. 





Aer 


en ee 








162 
































periods in history to our contemporary 


times. Concrete objects, lantern slides, 


pictorial reproduction in graphic art and, 
when possible mu- 


eum objects and materials, are used. 


as in large cities 


Habits of observation are stimulated and 
encouraged thru the related study of art 
principles in the abstract and their ex- 
pres sion in the world about. This phase 
of art education is gradually becoming 
a recognized asset in the student’s life, 
and junior and senior high schools from 
east to west are introducing courses cov- 
ering the esthetic approach as require- 
ments in at least one year of the child’s 
school life. 

The utilitarian trend expresses itself 
in two directions—in the field of applied 
design thru the making of various types 
of handicraft, and in the field of correla- 
tion with other school subjects and activ- 
ities. 

In the first field we note the continu- 
ance of courses in art metal, wood, 
leather, textiles, pottery, bookbinding, 
and the like. But we have far to go. Too 
much of this is still done with an intent 
solely toward a tangible product, to the 
exclusion of real thinking in the true 
creative sense and by the exclusion of a 
truly educated craftsmanship that merits 
serious consideration. 










This results too 
an annual mass-production of 
Christmas gifts of questionable value to 
education. However, the real possibilities 
are infinite. 


often in 







In the second field rapid strides have 
been made in the acknowledged and ac- 
cepted use of drawing, design, and color 
as an important aid in the study of other 







THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





subjectmatter and also in relation to 
school activities generally. These include 
sandtable work, nature study, geography, 
history, music, science, and such activi- 
ties as dramatics, athletic contests, school 
and home decoration, and others which 
readily come to mind. Here the trend is 
constantly to find new uses for art and 
thru it to vitalize education. 

The creative trend likewise is increas- 
ing in scope and service in education. 
This tendency invites an ever-widening 
use of the imagination and stimulates in- 
dependent and individual action. The 
youth is freed in his expression. His 
vision is enlarged; his initiative is pro- 
moted; and his world, both real and fic- 
ticious, is expanded without limit. There 
is, to be sure, the danger of uncontrol, 
of excusing crudity of effort on the basis 
of personal inclination, of refusing guid- 
ance thru ignorance of the value of limi- 
tation and of the difficulties of wise op- 
position. But supported and backed by 
intelligent teaching and the proper recog- 
nition of limiting attributes in the idea, 
the medium, and the means of expression 
this trend has the possibilities of far- 
reaching consequences. 

The esthetic trend is finding wide and 
general acceptance thruout the country. 
Courses in art appreciation are rapidly 
springing up in both small and large com- 
munities with encouraging results. The 
effect is to educate the future intelligent 
consumer with a cultural background 
and a knowledge of the reason of art. 

The wtilitarian trend in applied design 
still exists in spots or centers—art metal, 
for example, finding good support in 














May, 193? 





Providence, Pittsburgh, Indianapolis, 
Detroit, Salt Lake City, and Los Angeles. 
Other materials seem to find favor simi- 
larly in certain localities, dependent 
chiefly upon the interests of art teachers 
in charge. 

But in the utilitarian field of correla- 
tion the use of art is practically univer. 
sal, this, too, in spite of the complaints 
of the art teacher for more time and the 
refusal of many boards of education to 
openly approve of art as an important 
subject in the course of study. Modem 
education simply will not function with- 
out this esthetic handmaiden. 

Finally, the creative trend, given its 
great impetus in this country by progres- 
sive education, is likewise becoming of 
universal acceptance, particularly in the 
elementary and primary grades. In the 
upper age level it is beginning to serve as 
a guide to the selection of the talented, 
for the artist is not only gifted in his 
ability to manipulate a given medium, 
but is doubly blessed with a creative 
imagization. As yet we have barely 
tested the great possibilities of this trend. 
Much is yet to be discovered, but a grow- 
ing and vital trend it surely is. . 

As the wave of depression gradually 
subsides these trends in art will give new 
life to education, for two great lessons 
learned from the sobering effect of want 
are the values of spiritual thought and 
of intellectural rather than material pur- 
suit. Art offers unique and uplifting serv- 
ice in satisfying the demands when these 
lessons are learned.—Royal B. Farnum, 
educational director, Rhode Island 
School of Design, Providence. 





URING the meeting of the Department of Superintendence, the National Council of Administrative 
Women in Education celebrated the 87th birthday of Dr. A. E. Winship. The picture shows—reading 


from right to left—the chairman, Miss Isabel Eckles; Mrs. Herbert Hoover; Dr. Winship; Miss Mary 
MeSkimmon; and Mrs. Cora Wilson Stewart. 


currel 
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World Goodwill Day, May 18 


Educating for World Citizenship 


Mary Hopson JONEs 


Educational Secretary, Women’s International League for Peace and Freedom 


HE TIME has come when all of us 
ist look beyond our limited hori- 

zons to the world about us. Whether 
we do this by means of the daily press, 
current magazines, or lectures, or read- 
ing, we cannot help realizing that the 
question of international peace is one of 
the stirring problems of the hour and one 
that demands the attention of us all. 
Whether we be priest or layman, pupil 
or teacher, industrial magnate or day 
laborer, this question of world peace af- 
fects us. In the successful solution of this 
problem lies the welfare of every nation 
and the future development and happi- 
ness of the youth of every land. 

There are four cornerstones in the 
foundation of world peace. They are ef- 
fective peace machinery, international 
treaties, international disarmament, and 
an intelligent and peace-minded public. 
It is the last factor that concerns educa- 
tors, for the boys and girls in our schools 
today will form the backbone of public 
opinion of the future. To guide these 
young minds, to formulate fine traits of 
character, to develop clear and logical 
habits of thinking and power of discrimi- 
nation and evaluation, and to foster at- 
titudes that will make for their develop- 
ment as well as a world society—these 
are the glorious tasks that have been 
allotted to educators. We might say that 
the cornerstone of public opinion and 
peace education supports the other three, 
for in the long run, the machinery of 
peace and international treaties will be 
ineffective unless supported by an intel- 
ligent and peaceminded public. It would 
seem that we as educators hold the fate 
of our present civilization in our hands. 
Such responsibility is not only an honor 
and a privilege, but also a challenge. 
Should we accept this challenge? What 
do our educational leaders say in this re- 
gard? Is peace education a primary func- 
tion of the schools? ; 

About two years ago, the School of 
Education of Indiana University con- 
ducted a survey among 450 business men 
and educators in the United States and 
Canada. The names were selected at ran- 
dom from Who’s Who and sixteen state- 
ments or theses were sent to them for 
correction and rating. The thesis which 
received the highest percentage and 
which was rated as of primary impor- 





tance was as follows: “An important 
task before the world today is the crea- 
tion of a new state of mind, a state of 
mind which will permit an understand- 


HESE CHILDREN of our day will in- 

herit state bond obligations and 
war debts for which they are not to 
blame. Here is what the money wasted, 
yes worse than wasted, in the Great 
War would have done for the families 
of many lands: These billions would 
have provided a home site and fur- 
nished 2 cottage worth four thousand 
dollars for every family in Great Bri- 
tain, the United States, Canada, France, 
Germany, Belgium, and Russia. Enough 
would have then remained to supply 





every city of two hundred thousand 


inhabitants, in all these countries 
mentioned, with a five-million-dollar 
library, a five-million-dollar hospital, 
and a ten-million-dollar university. 
Then a trust fund could have been es- 
tablished with what was left, which at 
five percent would have provided an 
annual subsidy of one thousand dollars 
a year, each, toward the salaries of one 
hundred and _ twenty-five thousand 
teachers and one hundred and twenty- 
five thousand nurses.—J. B. Hunter in 
Journal of Arkansas Education. 


ing and appreciation of the character, 
attainments, and traditions of other peo- 
ples, and which will transcend national 
boundaries without seeking to destroy 
them.” In other words, this was consid- 
ered a major aim in education. 

Augustus O. Thomas, secretary-gen- 
eral of the World Federation of Educa- 
tion Associations, has said, “The great- 
est task which lies ahead of the schools 
of all lands is that of leading their ener- 
gies toward the creation of a new order 
of international friendship, justice, and 
goodwill.” And we need only to read 
some of the reports and talks from the 
National Education Association conven- 
tion held in Los Angeles in 1931 and 
also of the World Federation of Educa- 
tion Associations convention held in 
Denver of the same year, to realize how 
important this problem of education for 
peace is to educators of every state and 
country. 

A leader in another field, General John 
F. O’Ryan, commander of the 27th Divi- 
sion in the World War, has said, “The 
American people can end war in our time 


[ 163 ] 


if they get on the job. War cannot be 
successfully abolished except thru the 
complete mobilization of all peace pow- 
ers for peace purposes. Let us wage 
peace.” He also said, “Permanent peace 
will require the utmost possible under- 
standing and sympathy among peoples 
so that none shall be in danger of being 
stampeded, thru ignorance and preju- 
dice, into any warlike mood.” And again: 
“Our school histories should be rewrit- 
ten. Our very conception of patriotism 
should be revised. In order to breed a 
race for war the schoolbooks should 
always laud the warrior. I think, for in- 
stance, that I can trace my own military 
career to Barnes’ history. America has 
peace heroes aplenty and their careers 
can be made just as inspiring as those of 
our warriors.” 

Now what can you do about it? How 
can you function as a peace educator? 

First: You can make yourself a center 
of international goodwill, for it is diffi- 
cult to inspire others and develop in 
others that for which we have no feeling 
or enthusiasm ourselves. You must have 
a basic philosophy of education and 
ethics upon which to build your own 
worldminded attitudes. 

Second: One of the best ways to rid 
yourself of narrow viewpoints, of unintel- 
ligent and prejudiced attitudes, is thru 
a simple study of facts, world conditions, 
and the contributions of other nations to 
our own civilization. This can be done 
by reading the daily press, the current 
magazines, and key books. A few such 
books are given at the end of this article. 

Third: The development of world- 
minded attitudes and the fostering of 
international viewpoints cannot be ac- 
complished in a definite period set aside 
for the purpose each week. It is impos- 
sible to designate a certain time for the 
teaching of courtesy, character build- 
ing, or honesty; these must be impor- 
tant byproducts of every class period and 
school activity. So it is with peace edu- 
cation—the development of tolerant and 
international viewpoints and a spirit of 
cooperation and peace. I am convinced 
that every subject can be taught from 
this angle and that every teacher can 
help in education for peace. 

It is true that to the teachers of social 
science, a large part of the responsibility 


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164 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





falls, for they have the opportunity to 
present history in its true light—to give 
the facts and all the facts of every issue. 
Their clubs and special projects offer un- 
numbered possibilities for peace educa- 
tion. Would that every teacher of history 
could have at her command the text- 
books used in England, Germany, Japan, 
and other countries, translated and avail- 
able as source and reference books for 
\merican boys and girls. Would that the 
teachers of history in those countries 
could see and use our courses of study. 

To teachers of geography, there is an 
exceptional opportunity for stressing the 
interdependence of all nations. More 
and more in our courses of study and in 
our newer textbooks we find emphasized 
the aim of teaching the contributions 
of other nations of the earth to our own 
civilization and of our part in their de- 
velopment. Times have changed since 
1776 and it is of the utmost importance 
in educating for peace that we make chil- 
dren see this new world, so closely knit 
together by science and invention. There 
was a time when our leaders had to edu- 
cate the people to think in terms of na- 
tional unity and to look beyond the 
boundaries of their own colony. Now 
the time has come when we must think 
beyond the boundaries of our own coun- 
try to a world horizon if we would sur- 
vive, develop, and prosper. The era of 
nationalism not only in the United States 
but over the world must give way to 
the next age of internationalism. Some 
of us may not like this change but we 
cannot stop the advance of science and 
give up our radios and airships and inter- 
national trade. Teachers of geography 
should not stress a tolerance for other 
people; they should stress, rather, a 
sympathetic interest, understanding, and 
appreciation. Emphasize not the exter- 
nal differences among people but the es- 
sential similarities. 

To the English teacher comes the 
task of developing a taste for the finer 
things in life thru literature. For chil- 
dren nothing could be better than the 
books that deal with child life and leg- 
ends of other lands. Last year National 
Book Week offered an unusual opportu- 
nity to stress peace education in the 
theme, “Round the world in books.” Li- 


. 








brarians, parents, and teachers realize 
that an interest in boys and girls in other 
countries does not have to be created. 
It is already there and needs only to be 
satisfied by the reading of the unusually 
large number of books of this nature 
which are published today. Splendid 
booklists are available from many libra- 
ries and peace organizations. 

Do we take advantage of the fact that 
art, music, science, and recreation know 
no national boundaries? The gifts of 
leaders in these fields are for all man- 
kind. Unfortunately, however, many 
teachers of science are not scientists and 
many teachers of art are not artists, and 
they fail to realize that the subject which 
they are teaching is but the means to 
an end. Let us help our students under- 
stand and appreciate the gifts of all 
peoples to our world civilization. 

Fourth: There are times when peace 
education can be given special emphasis 
and taught directly. I refer to the assem- 
bly program and the observance of spe- 
cial holidays. World Goodwill Day, 
Armistice Day, Memorial Day, and Flag 
Day should never be neglected as op- 
portunities for peace education. These 
are occasions when you can use your de- 
finitely planned play, song, or interna- 
tional talk. There is much material on 
this subject which may be obtained from 
many organizations, such as: 


Carnegie Endowment for Peace, 405 West 
117th St., New York, N. Y. 

League of Nations Association, 6 East 29th 
St., New York, N. Y. 

National Council for Prevention of War, 532 
17th St., N. W., Washington, D. C. 

Women’s International League, 1924 Chest- 
nut St., Philadelphia, Pa. 

World Peace Poster Inc., 31 Union Square, 
New York, N. Y. 

World Federation of Education Associations, 
1201 16th St., N. W., Washington, D. C. 


Fifth: Education for peace is new but 
educators in every country of the world 
are interested in it. Teachers in every 
land are asking the same question: 
“What can I do?” The Educational Sur- 
vey, published semiannually by the 
League of Nations, gives reports of what 
is done in other countries. No doubt 
your children have enjoyed the peace 
lantern parade, which is a project of the 


0 OTHER NATION can mean to us what our nation means. Here are the roots of our heritage, and here our 
N central loyalties belong. But because we feel so deeply about our own land, we understand how other 
people feel about their lands, and using our patriotism to interpret theirs, we grow, not in bitterness but in 
understanding and sympathy. So all fine internationalism must be rooted back in the noble significances of 
nationalism.—Harry Emerson Fosdick. 





May, 1932 





school children of Holland. Perhaps 
your boys and girls have answered the 
goodwill wireless message from the chil- 
dren of Wales. It may be that some of 
your pupils have been interested in the 
activities of the Mexican children dur- 
ing Peace Week last May. 

All of us want to know what is being 
done in other countries and especially 
do we need to know what our colleagues 
here are doing along these lines. It seems 
to me that teachers are far too modest. 
We are all hungry for new ideas and sug- 
gestions. Make your good works known 
to others in the teaching profession. Let 
us have more articles written by teachers 
in active service and in intimate contact 
with boys and girls, giving descriptions 
and information relative to a special his- 
tory or geography project or an assem- 
bly program that stresses this new spirit 
in education. 

We have inherited a standard of so- 
cial behavior which is opposed to in- 
dividuals’ settling disputes by pistols or 
swords. Our job is that of outlawing war, 
establishing a social custom opposed to 
the settling of disputes by force of 
arms; creating a public opinion that will 
make’ war impossible; educating the 
youth to think in terms of peaceful set- 
tlement of all international problems as 
the only efficient and intelligent way of 
settling them; and developing a nation 
of citizens, broad and appreciative in 
their international viewpoints. This is in- 
deéd a glorious opportunity and chal- 
lenge. 


A few references: 


Boeckel, Florence Brewer. Between War and 
Peace. New York: Macmillan Co., 1928. 591p. 

Carr, William G. Education for World- 
Citizenship. Stanford University, Calif.: Stan- 
ford University Press, 1928. 225p. 

Dowling, Evaline, comp. and ed. World 
Friendship. Los Angeles Board of Education 
School Publications No. 158. Los Angeles, 
Calif.: Los Angeles City Schools, 1928. 271p. 

Lobingier, Elizabeth E. and Lobingier, J. L. 
Educating for Peace. Boston: Pilgrim-Press, 
1930. 216p. 

Merriam, Charles E. Making of Citizens; @ 
Comparative, Study of Methods of Civic Train- 
ing. Chicago: University of Chicago Press, 
1931. 371p. 

Prescott, Daniel A. Education and Interna- 
tional Relations. Harvard Studies in Educa- 
tion, Vol. 14. Cambridge, Mass.: Harvard Uni- 
versity Press, 1930. 168p. 








———— 











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The United States Office of Education 


A Guide to 34,013 Scholarships 


IGH-SCHOOL PRINCIPALS and stu- 
H dent advisers will probably re- 
ceive a record number of requests 
this spring for information about scholar- 
ships available at various colleges and 
universities. To help school authorities 
answer these inquiries, the Office of Edu- 
cation has just released a new handbook: 
Scholarships and Fellowships: Grants 
Available in United States Colleges and 
Universities [Bulletin 1931, No. 15, 30 
cents]. 

This handbook lists 34,013 scholar- 
ships and fellowships offered at 402 col- 
leges and universities in the United 
States. They range in value from con- 
tributions less than $25 to stipends as 
high as $2500. The estimated total value 
of the scholarships and fellowships avail- 
able is approximately $10,000,000. 

Considerable information about each 
scholarship reported is given in the bulle- 
tin. At Vanderbuilt University, for exam- 
ple, there are thirty-three scholarships: 
one of $50 for a male student for any 
year; two of $186 for male students for 
one year; twenty of $300, of which eleven 
are for male students, nine for women stu- 
dents, for one year [ten require service] ; 
nine of $500 for senior men, service re- 
quired, in departments of English history, 
biology, geology, or chemistry; one of 
$550 for a male student, any year. 

Scholarships and Fellowships devotes 
considerable attention to the grants which 
legislatures of twenty-two states have 
established at state institutions. Graduate 
as well as undergraduate aids are listed. 
While the scholarships are shown by 
states, two indices help a reader find those 
offered by specific institutions and to find 
those offered for stated subjects. 

Harvard University offers the oldest 
scholarship in the United States, accord- 
ing to Miss Ella B. Ratcliffe, who has 
spent three years in gathering essential 
information for the bulletin. This scholar- 
ship, given by Lady Mowlson of London, 
England, was established in 1643 when 
Harvard was only seven years old. 

Educational Directory, 1932: Part 
1 of the Educational Directory, which 
lists 7850 names of state, city, and 
county, public and parochial, elementary 
and secondary school officials of the 
United States, is off the press. Part 2, 
Institutions of Higher Education, which 
lists names of 3200 presidents and heads 
of departments of colléges and universi- 
ties, and indicates what institutions hold 


summer schools, will be ready by the time 
this reaches JOURNAL readers. Part 3, 
Educational Associations, Boards and 





A eh A SEER em 
55.55 5555535233 >>> >> 55 
a Sree a Meee ar Ra oe Best ae eh 


HELPS FOR SCHOOLS 


IN CELEBRATING THE 
GEORGE WASHINGTON 
BICENTENNIAL IN 1932 


PLORENCE C POX 
Ameen Som en iment Etec, 
U 8 Office of Péwcatom 


© 


UNITED STATES DEPARTMENT 
OF THE INTERIOR 
OFFICE OF EDUCATION - - PAMPHLET No. 23 





UNITED STATES GOVERNMENT PRINTING OFFICE 
Por mls by the Superinsendent of Documents, Washingtom,D.C. - - - = © © Detee 9 ccnse 


SSS S255 53555> 





Foundations, Educational Periodicals and 
Research Bureaus, will be available about 
June 1. When all three parts are printed 
they will be bound as Bulletin 1932, 
No. 1. Educational Directory parts are 
available separately: Part 1, 15 cents; 
Parts 2 and 3, 10 cents each. 

Looking abroad again: During the 
last decade the United States has felt it- 
self selfsufficient in everything, even edu- 
cation. Economic depression is causing us 
to look for help outside, as well as inside, 
our boundaries. Education, following the 
flag of economics, is also looking abroad 
again. Educators ask: “Does Mexico with 
her ‘house of the people’ schools have 
something the United States has missed? 
If folk schools can create a sound eco- 
nomic system for Denmark, can they help 
America?” Porto Rico, too, has some- 
thing to tell the United States, according 
to former Governor Theodore Roosevelt, 
who describes in March School Life, offi- 
cial organ of the Office of Education, how 
the rural high schools “disseminate prac- 
tical knowledge not only to the children, 
but also to their parents.” Location of 
each school on a farm of five to fifteen 
acres permits the boys to raise chickens 
and cultivate gardens. 

Other recent publications: Salaries 
in Land-Grant Universities and Colleges, 


[ 165] 


[Pamphlet No. 24, price 5 cents,| fur- 
nishes reliable information as to salaries 
paid within various academic ranks in the 
field of higher education and analyzes the 
salaries of college teachers with respect to 
sex, course taught, and the like, listing 
also fifty colleges and universities in- 
cluded in the study. 

Two new advance chapters of the 1928- 
30 Biennial Survey of Education in the 
United States are available: Statistics of 
Teachers Colleges and Normal Schools 
| Bulletin 1931, No. 20, Chap. 5, Vol. 2, 
price 15 cents], Statistics of Private High 
Schools and Academies | Bulletin 1931, 
No. 20, Chapter 7, Vol. 2, price 10 cents]. 

The fourth annual compilation of re- 
search studies in education, comprising 
masters’ and doctors’ theses and other in- 
vestigations completed from July, 1929, 
to September, 1930, is in print. It is Bibli- 
ography of Research Studies in Educa- 
tion {Bulletin 1931, No. 13, price 85 
cents]. Three hundred and sixty-eight in- 
stitutions and organizations are repre- 
sented in this bulletin’s listing of 4651 
studies. 

Students engaged in educational re- 
search may, by application thru the bor- 
rower’s librarian to the librarian of the 
Office of Education, arrange to borrow 
doctors’ or masters’ theses received re- 
cently from graduate students. Pamphlet 
No. 26, Recent Theses in Education 
[price 10 cents], lists 242 theses avail- 
able for loan. 

Other new Office of Education publica- 
tions are: Record of Current Educational 
Publications, October to December, in- 
clusive [Bulletin 1932, No. 4, price 15 
cents]; A Study of the Educational Value 
of Military Instruction in Universities 
and Colleges {Pamphlet No. 28, price 5 
cents]; Circular Letters as a Supervisory 
Agency | Bulletin 1931, No. 19, price 15 
cents]; The American Lyceum, Its His- 
tory and Contribution to Education 
[ Bulletin 1931, No. 12, price 15 cents]; 
and the Handbook of the Office of Educa- 
tion, Its Duties, Its History, Its Publica- 
tions | free]. 

Publications mentioned on this page 
not listed as free may be ordered from the 
Superintendent of Documents, Govern- 
ment Printing Office, Washington, D. C. 
Send check or money order.—William 
Dow Boutwell, editor-in-chief, Office of 
Education, one of the finest organiza- 
tions in the United States government. 


= a 


pons 


oy Ra ap Oe 
ater Tae re 









An Index of Educational Progress 





Schools That Are Prophecies 


IONEERING in the present day is 
Pr always initiation of something 

“new;” it may be a re-emphasis of 
older values that have abiding worth. 

Readers are invited to send material 
for this page. 

Elementary schools—The project of 
the Young Citizens’ League of South Da- 
kota for 1931-32 is law observance. Each 
year’s project becomes a minor project 
for a period of five years after its adop- 
tion. Those chosen since the beginning 
of the League are: 1926-27, recatalog- 
ing, reconditioning, and building-up the 
school library; 1927-28, beautifying the 
’ schoolgrounds by planting and caring for 
trees and shrubs; 1928-29, music appre- 
ciation and the purchase of musical in- 
struments for the school; 1929-30, art 
appreciation and the purchase of good 
pictures for the school; 1930-31, a his- 
tory project, the Y.C.L. chapters of each 
county to do research in local history and 
to contribute to the writing of a state 
history; 1931-32, law observance and 
the George Washington Bicentennial. 

High schools—The schools of Jack- 
son, Michigan have a centralized admin- 
istrative organization for educational and 
vocational guidance for all children above 
the fifth grade. The director of guidance 
is chairman for the citywide guidance 
council. 

Tilden Junior High School, Philadel- 
phia, Pennsylvania has an opportunity- 
day three times each school term when 
voluntary conferences between students 
and teachers are held to assist students in 
their work. 

Cheyenne High School, Colorado 
Springs, Colorado is building much of its 
curriculum about the fine arts, folk danc- 
ing, and specialized activities. 

Colleges and universities—A new 
course in camp leadership has been added 
to the curriculum of New York State Col- 
lege of Forestry at Syracuse. Forest rec- 
‘reation, park engineering, field work in 
camp technic, special program activities, 
canoeing, and outdoor cooking are some 
of the features. 


The 1932 summer session of the school 
of education of the University of Mich- 
igan will offer a new course in state and 
national trends in education and one in 
current studies of athletics in colleges and 
universities. 

Advancement from the junior to the 
senior college in Hamline University, St. 
Paul, Minnesota and the granting of de- 





grees will be based on comprehensive 
examinations and not on the accumula- 
tion of credits. 

Teachers colleges and normal 
schools — Eastern Montana Normal 








M*™: Grorcia L. Lusk, superintendent of 
public instruction for New Mexico since 
January, 1931, working with the, state board of 
education has raised the stendards for teaching 
and eliminated examinations for certification. 


School at Billings last summer instituted 
a nine-weeks course in “Montana envi- 
ronment.” The first three weeks were 
spent in camp in the Beartooth Moun- 
tains studying the fauna, flora, and geol- 
ogy of the state. In an auto tour of three 
weeks the history, geography, scenery, 
industries, and institutions of Montana 
were studied. The remaining time was 
spent in classroom and library, digesting 
the facts gathered and making them 
ready for presentation in classrooms of 
the state. 

A bureau of vocational guidance has 
been established at the State Normal 
School, Natchitoches, Louisiana. 

Eighty-seven janitors and custodians 
of school buildings representing about 
fifty Oklahoma and Kansas towns were 
enroled in a five-day course for janitors 
given recently at the Kansas State Teach- 
ers College at Pittsburgh. 

City departments of education— 
Lunchrooms in the neighborhood of a 
public school in Evansville, Indiana may 


_be placed on a boycott list if they have in 


[ 166] 


their establishments any gambling device 
which offers to children an opportunity to 
get something for nothing. 

Atlantic City, New Jersey has place- 
ment bureaus in its vocational and senior 
high schools. A personal contact between 
students seeking employment and pros- 
pective employers is made. A survey of 
opportunities for employment in Atlantic 
City was made with the cooperation of 
the state department of education. 

Sabbatical leaves of absence with half 
pay and exchange of teachers with west- 
ern cities have become a part of the 
Mont Vernon, New York school system. 

County departments of education 
—The county superintendents of New 
Mexico have formed an organization for 
the study of professional probiems. 

To acquaint rural teachers from urban 
centers with farm life, a farm tour was 
handled by the county agricultural exten- 
sion agent of Grand Forks County, North 
Dakota and a Smith-Hughes high-school 
instructor, About ten farms were visited 
and a study made of different types of 
livestock, farm crops, the storing of ensi- 
lage and corn, and weeds and their con- 
trol. 

State departments of education— 
Missouri’s school equalization law, effec- 
tive in August 1932, provides for state 
aid, a minimum of $750 per teacher unit 
in elementary schools and $1000 per 
teacher unit in high schools. Additional 
school funds are secured by a graduated 
state income tax of one to four percent. 

All pupils in the rural schools of 
Wyoming are checked in September, 
January, and May to denote progress in 
reading. County superintendents hold 
conferences with teachers under their 
supervision to study the reading progress. 

A recent Michigan law provides that 
any school district may acquire and use 
land for forestry purposes, either within 
or without the district. 

Three years and five years of education 
beyond high school for elementary and 
high-school teachers, respectively, are the 
standard for certification of teaching in 
the state of Washington. 

Education associations—State edu- 
cation associations which had a member- 
ship of more than 95 percent of their 
teachers January 1932 are: Connecticut, 
Delaware, Louisiana, Maine, Missouri, 
New Jersey, Oklahoma, Pennsylvania, 
Utah, and Washington. For two years the 
New Jersey State Teachers Association 
has maintained 100 percent membership. 





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its ability to rise to an emergency. 
The schools face the greatest crisis 
in their history. Every teacher is striv- 
ing to maintain the schools at their pres- 
ent high standards in the face of power- 
ful forces tending to lower their efficiency. 

An important factor in holding the line 
for the schools is undiminished profes- 
sional growth. The educator must be 
alert to methods of meeting the present 
school needs. The thousands of teachers 
who gather at Atlantic City, June 26- 
July 1 for the 70th annual convention of 
the National Education Association will 
not only make a contribution to increased 
personal efficiency ; they will demonstrate 
to the citizens of the nation that the 
teachers are determined to preserve 
American educational opportunity unim- 
paired. That many will attend at some 
sacrifice on their own part is only a fur- 
ther indication of the professional spirit 
and zeal of the teacher. The public knows 
that the proficiency of the classroom 
leader is the foundation of the schools. 
Good citizens will be loathe to do less in 
upholding these institutions than the 
teachers who refuse to permit the hysteria 
of economy to reduce professional ad- 
vancement. 

President Florence Hale is preparing 
an appropriate convention program built 
around the theme, Looking Ahead in 
Education. General sessions will begin 
in the Sunday evening service with the 
topic, Looking Ahead in Moral and Spir- 
itual Relationships. 

The second general session will be de- 
voted to the subject of Education, Crime, 
and Social Progress. Is crime increasing? 
If so, what can the schools do about it? 
The answer to this question is funda- 
mental to the work of teachers in the 
development of sound character and good 
citizenship. 

School, Society, and the Business 
World as the topic for the Monday eve- 
ning session will give an opportunity for 
the continued consideration of the con- 
tributions of education to the reestab- 
lishment of worldwide economic pros- 
perity, a subject in which thousands of 
teachers attending the Los Angeles meet- 
ing last summer took a lively interest. 
The Tuesday program will begin with a 
discussion of Plans to Meet the Present 
Emergency in Education. Such plans are 
uppermost in the minds of all educational 
leaders. The disquiet and anxiety with 


Tis TEST of a profession’s fitness is 


The Atlantic City Convention 


which this crisis was first faced have now 
been displaced by a spirit of calm con- 
sideration. Efforts to save the schools 





“IT must go down to the seas again.”—John 
Masefield. 





have passed the preliminary, uncertain 
stage. The teachers have reason to ex- 
pect, then, that the discussion of this 
convention will be more fruitful than 
any previously held upon this subject. 
In order that the convention program 
may help the permanent and continuous 
advance of the profession, as well as 
assist in meeting present emergencies, a 
separate session on Tuesday morning 
will consider Methods in the Modern 
School. The evening general session will 
discuss, and perhaps see demonstrated, 
some of the Modern Trends in Educa- 
tion. Teachers are always looking for- 
ward. The school of tomorrow must be 
better than the school of today. Methods 
and equipment used in teaching, organi- 
zation, and administration which are in 
their infancy at present will find their 
full strength in the educational service 
of the years ahead. The progressive 
teacher will know of these new methods 
long before they are sufficiently tested to 
justify their unqualified adoption. 
Since research is playing a great part 
in the development of these new proced- 
ures, a general session on Wednesday 
morning will be devoted to Research and 
Educational Planning. Another Wednes- 
day morning session is being built around 
the topic, Preparation of Pupils for Life 


[ 167] 


and Work. Wednesday evening, Atlantic 
City teachers and students will present 
a George Washington Bicentennial pa- 
geant. The Thursday sessions will include 
a consideration of Teachers’ Professional 
Organizations. This subject is offered as 
an opportunity for the teachers, city and 
county superintendents, and state asso- 
ciation officers present, who will repre- 
sent many local education associations, 
to plan for more effective organization 
work as it affects professional growth 
and as it promotes the interest and sup- 
port of the public in school progress. 
Other subjects on the program of the 
final day are built around Forward Look- 
ing Movements in Education. These in- 
clude such varied topics as Methods of 
Grouping School Classes, Radio in Edu- 
cation, and International Relations. 
The assembly of delegates will hear 
some of the best speakers who address 
the convention. Miss Hale plans for the 
assembly a minimum of routine reports 
of committees and business deliberations 
with emphasis upon consideration of 
constructive movements in education. 
For many teachers the convention will 
constitute the prolog to further plans 
for professional improvement during the 
summer. The excellent summer sessions 
of scores of higher institutions of learn- 
ing within convenient reach of Atlantic 
City offer an opportunity to pursue sys- 
tematic study after the broadened out- 
look and inspiration of a great conven- 
tion. In 1931 a total of 273,494 teachers 
attended summer courses in education. 
Directors of the following summer ses- 
sions in eastern schools have already an- 
nounced that the opening date follows 
the close of the Atlantic City convention: 


Columbia University July 5-August 12 
New York University... July 7-August 17 
Fordham University... . July 5-August 11 
Cornell University . July 11-August 19 
George Washington Univ... July 5-August 13 
University of Pa.. July 5-August 13 
Boston University . July 5-August 13 
University of Vermont July 5-August 13 
University of N. H. July 5-August 13 
Harvard University : July 6-August 16 
University of Maine July 5-August 12 
University of Buffalo July 5-August 13 
Pennsylvania State College. July 5-August 12 
Bucknell University July 5-August 12 
Bates College.... July 5-August 12 
Syracuse Univ. July 5-August 16 
Montclair, N. J. State 

Teachers College July 5-August 9 
Plattsburgh, N. Y. State 

Normal School July 5-August 12 


List continued next month 


= rene NEN AS 


page 






HOUSANDS OF TEACHERS know the 

joys of the open road. In the great 

out-of-doors are health and recrea- 
tion, the content that comes from the 
feel of earth, the shade of woodland, the 
beauty of bird and flower. Teachers as 
well as other indoor workers instinctively 
turn to nature for relaxation and rest, 
spending each year more and more of 
their summer vacations in car and camp. 

The meeting place of the 1932 sum- 
mer convention of the NEA is ideally lo- 
cated for inclusion in a summer vacation 
tour. Atlantic City itself draws hundreds 
of thousands of visitors each year from 
this country and from abroad. No tonic 
is so wholesome and invigorating as the 
tang of the salt air, no prescription more 
potent than the healing rays of the sea- 
side sun. This wellknown recreation re- 
sort has many miles of clean level beach 
skirting the ocean’s blue with a broad 
ribbon of sparkling white sand. The long- 
est boardwalk in the world—seven miles 
—flanks the beach and surf. Along the 
boardwalk scores of perfectly appointed 
hotels overlook the ocean, where ever a 
sail or smoking funnel pierces the line 
that separates sky from sea. 

Those who seek utmost relaxation will 
find it in the sunny bays of the hotels, in 
the wheel chairs of the boardwalk, or in 
lolling on the cool sands close to the roar 
of the surf. The more adventurous will 
take rod and reel and join the crew of a 
fishing smack, or try their hand at driv- 
ing a sail yacht down the wind. 

But the joys do not all lie at the end 
of the road. An automobile trip from any 
part of the United States to Atlantic City 
may take the traveler of summer trails 
where he will—thru winding lane of 
woodland, across the open prairie, or 
over mountain pass. 

Thousands of teachers will drive to the 





convention, many of them enjoying the 
delights of camping on the way. Those 
who went by auto from the Eastern sea- 
board to Los Angeles last summer will 





HA. Armstrong Roberts 


I love a road of romance, 

That speaks of dauntless men. 

A road that leads me somewhere 
And then back home again. 


—J.R. Stidman. 


wish a similar experience this year. Last 
June from Maine to Georgia auto loads 
of teachers and their friends started 
westward on widely separated highways 
that converge at the Southern California 
metropolis. Among these happy travelers 
was the president of the National Educa- 
tion Association, Willis A. Sutton, who 
took his family along with him from his 
home at Atlanta. 

The highway is the most economical 
means of summer travel. For instance, 
each of four teachers traveling the 955 





The Joys of the Open Road 


miles by auto from Atlanta will budget 
his expenses for the round trip about as 
follows: 


ee. ie ie ee $7.22 
Bireie—6 days. ...6.6.0.065 008 10.50 
Hotels—4 nights ............ 6.00 

ME 2 kcxo Sew acest $23.72 


After his arrival at Atlantic City, he 
may enjoy the convention and the vaca- 
tion to the full at the following items oj 
cost: 





Hotel [sharing room and bath 
with one other person]—S5 nights $12.50 
Meals—4 days ene 
Recreation Pere 4.00 
.. ee $24.50 


Thus, for $48.22 an Atlanta vacationer 
may enjoy a trip, long to be remembered 
for its joys and professional values. Even 


this moderate total of expenses may be J 


reduced a little if the traveler is willing 
to reside in a cottage hotel in Atlantic 
City or seek the shelter of a $1 tourist 
camp enroute. 

Estimates of total expenses, including 
travel and living costs during the conven- 
tion, on the same basis as the expense 
accounts budgeted above, follow for other 
cities: Chicago, 855 miles—$47.56; In- 
dianapolis, 744 miles—$41.84; St. Louis, 
991 miles—$48.44; Cleveland, 458 miles 
—$37.03; New Orleans, 1220 miles— 
$59.44; Pittsburgh, 378 miles—$36.46; 
Boston, 355 miles—$36.32. 

Of course there will be many to whom 
the convention will be a delightful high- 
spot in a vacation which will take them 
touring to the Maine woods, the Adiron- 
dacks, the Blue Ridge Mountains, the 
Great Lakes, or to one of scores of sum- 
mer camps where a planned vacation 
makes profitable and enjoyable use of 
leisure. 





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VISITING TEACHER told me recently 
of a boy who broke into his own 
schoolhouse at night. When ap- 

prehended he was asked why he wore 
gloves, to which he replied, “I learned in 
the movies to wear them so detectives 
couldn’t find my finger prints.” 

I seriously wonder what one juvenile 
court and one child guidance center can 
do in a city when there are six or eight 
movies depicting crime, running in com- 
petition with us every day. Other cities 
show the same situation. Pick up the 
morning paper in your own city or town 
and read the movie advertisements. 
These may be quite startling if your ten- 
year-old is begging to go to a show today! 
But do not stop there; make a round of 
the ten- and fifteen-cent movies in the 
poorer sections of the city—movies too 
low in price to advertise, but just right 
in price for the underprivileged young- 


Movies and Young Criminals 


sters who manage to get their dimes from 
“somewhere.” One boy who steals tools 
from automobiles tells me he gets a flat 
rate of ten cents per tool from a “fence.” 

“Why do you always get ten cents re- 
gardless of the value of the tool?” I 
asked. 

To which this eleven-year-old delin- 
quent replied, in surprise at my igno- 
rance, “Why, a dime is what the show 
yg 

Look over your paper again after read- 
ing this and take the trip I have sug- 
gested. Then come back and seriously 
think what we who are so much con- 
cerned with youth are going to do about 
these modern Fagins. 

During the past few months the hero 
worship of the gangster has been steadily 
growing. We have repeatedly heard the 
same story from small delinquents sent 
to us from the juvenile court. To be sure, 


Children’s Books of 


T= List of children’s books of 1931 
has been selected by Jessie Gay Van 
Cleve, who prepared a similar list for 
the May 1931 JourNAL. Miss Van Cleve is 
specialist in children’s literature for the 
American Library Association. This list will 
give teachers and school librarians sugges- 
tions for new book purchases. The last nine 
titles are nonfiction. 


For Children Under Ten 


Brock, E. L. The Greedy Goat. Knopf. $1.75. 

Anna Marie of the Tyrolean mountains is the 
bad goat whose pranks are depicted in this at- 
tractive picturebook. 

Bronson, W. S. Paddlewings. Macmillan. $2. 

* This is the story of one of the penguins brought 
from the Galapagos Islands to the aquarium in 
New York. Graphic and amusing illustrations. 

CantLey, Marsoriz. Building a House in Sweden. 

Macmillan, $1.75. 

This story of the Osterman’s new home affords a 

delightfully simple and sincere picture of present- 

day living in Sweden. , 
ae i, RAGNHILD. Wandering Monday. Macmil- 

an. $1.75. 

These stories of happy childhood days in Norway 

are told in a fresh, interesting manner out of the 

author’s memories. 

Coatswortn, E. J. Knock at the Door. Macmillan. $2. 
A delightful tale of fairyland whose illustrations 
show a complete appreciation of the theme. 

DatciiesH, Arice. The Blue Teapot. Macmillan. $2. 
This book includes five satisfactory, matteroffact 
stories about Miranda, Zebedee, the twins, and 
other interesting people who lived in Sandy 
Cove on the Bay of Fundy. 

Davis, M. G. The Truce of the Wolf. Harcourt. $2. 
Seven tales of old Italy whose retelling keeps 
the color and flavor of the folk literature. 

Haver, BERTA AND ELMER. The Farmer in the Dell. 

Macmillan. $2.50. 

A picture storybook that tells of life on an 
American farm where each season brings its par- 
ticular work and occupations, its holidays and 
customs. 

Knox, R. B. Miss Jimmy Deane. Doubleday. $2. 
Life at Pleasant Meadows, a big southern plan- 
_ tation, and the pranks of the youngest Deane 
and her devoted little black maid. — 

Latnrop, D. P. The Fairy Circus. Macmillan, $3. 

A delightful tale with illustrations, both in color 
and black and white, full of action, humor, and 
the gay spirit of fairyland. 

TTIMORE, E, F. Little Pear. Harcourt. $2. 
He was a jolly little Chinese boy whose natural 


curiosity and amiability led him into many ad- 
ventures. 

Lent, Henry. Diggers and Builders. Macmillan. $2. 
Information about the work of the steam-shovel 
man, the cement mixer, and the road builder is 
presented simply with graphic illustrations. 

Lie, Haakon. Ekorn. Laidlaw. $2. 

This story of a squirrel and his forest com- 
Panions will probably be most enjoyed if read 
aloud to third- or fourth-grade children. 

Lorp, I. E. [comp.] The Picture Book of Animals. 

Macmillan. $2.50 
This book made up of more than one hundred 
pictures of animals, birds, and fish will have a 
wide and varied use. The pictures are examples 
of fine photography. 

Mets, C. L. The Willow Whistle. Macmillan. $1.75. 
A story of pioneer days in the Middlewest that 
will interest boys and girls of eight and over. 

Otcott, Vircinia. Jean and Fanchon. Silver, Bur- 

dett. 80¢. 
Into this story is introduced something of the 
history of France as well as information con- 
cerning modern business and the customs of the 
people. It is written in a lively, interesting style 
and has delightful illustrations. 

PeETERSHAM, Maup anv Muska. The Christ Child. 

Doubleday. $2. 
The text of this picturebook is that of the Bible. 
The illustrations are notable for their childlike 
quality and exquisite coloring. 

Puitups, E. C. Gay Madelon. Houghton. $2. 

A charming story of little Madelon Duval who 
journeyed alone down the Saquenay to Tadousac 
and finally on to Quebec where a marvelous ad- 
venture awaited her. 

WELLES, WINIFRED. Skipping Along Alone. Macmil- 

lan. $1.7 
The experiences and thoughts of a small boy 
serve as inspiration for these poems which have 
an imaginative and childlike quality. 


For Children Over Ten 


ae Mrs. L. A. Waterless Mountain. Longmans. 


A story of a presentday Navajo boy told with 
a simplicity and dignity of style that suits the 
naturalness inherent in Indian life. 

Fasricius, J. W. Java Ho! Coward-McCann. $2.50. 
This lusty sea tale tells of the adventures of 
four boys who sailed to the East Indies in 1618 
with Skipper Willem Bontekoe. 

Frecp, R. L. Calico Bush. Macmillan. $2.50. 

A story of Colonial days in Maine, redolent of 
time and place, whose characters are drawn with 
a convincing surety. ° 

Harper, T. A. Windy Island. Doubleday. $2. | 
An interesting picture of New Zealand is pre- 
sented in this excellent story of which Bob Cor- 
nish is the youthful hero. 


[ 169 ] 


the newspapers have done their bit to 
help in the glorification of the gangster, 
but I find by actual questioning that the 
delinquent boys under my supervision 
get their ideas as often from the pictures 
as from tabloids. There is something 
rather terrifying about the eight-year- 
old who stood before the late Frederick 
Cabot, the dignified judge of the Boston 
juvenile court, a short time ago and in 
reply to the Judge’s question as to what 
he wanted to be when he grew up, 
promptly said, “Legs Diamond.” The 
old-time gangster was a tough and a bum, 
but today he is the “wise guy” who plays 
the game like a good sport; and if he 
need die, dies like a hero. What stuff for 
the dreams of youth! 

—From “Movies and Life,” by Mary 
Lue Cochran, in Child Welfare, the Na- 
tional Parent Teacher Magazine, April, 
1932. 


1931 


Hess, Fserm. Buckaroo. Macmillan. $2.50. 

The scene of this story is the Pinon ranch in 
Nevada where Lynn Garrow goes as district 
teacher. 

Laman, E.orse. Out of the Flame. Longmans. 

Into this story of Pierre de Bayard, nephew of 
the great Chevalier, comes a procession of inter- 
esting characters—the children and nobles of the 
court, peasants, scholars, artists, and warriors. 

Means, F. C. A Candle in the Mist. Houghton. $2. 
Another step in the westward movement is 
here portrayed with the moving of the Grant 
family from Ohio to Minnesota in the 1870's. 

RANsSoME, ARTHUR. Swallows and Amazons. Lippin- 

cott. $2 
The camping experiences of four English children 
are related in a delightful manner, 

Scott, Gasriet. Kari. Doubleday. $2. 

This translation of a popular Norwegian story 
introduces a quaint and lovable heroine. 

Apvams, Mrs. J. D. Stonewall. Dutton. $2.50. 

A wellwritten biography of General Jackson. 

Dacuisn, E, F. The Life Story of Beasts. Morrow. $3. 
Interesting and decorative woodcuts illustrate 
the accounts of various animals, their homes, 
habits, and intelligence. 

HarTMAN, Gertrupe. The World We Live In. Mac- 

millan. $5. 
A pictured outline of man’s progress from the 
earliest days to the present. : 

sa Mrs. L. S. North America. Macmillan. 
A new and fascinating kind of geography which 
will be more appreciated by children if intro- 
duced by an understanding grownup. 

Nicoray, HeLten. The Boys’ Life of Washington. 

Century. $2.50. 
This biography stresses the younger years of 
Washington’s life and shows how traits inherited 
from English ancestors worked with new con- 
ditions to produce this leader of men. 

Parmer, Mrs. W. B. American Songs for Children. 

Macmillan. $2.50. 
A juvenile “American songbag”’ which contains 
the words and music of many traditional songs. 

Peck, A. M. Round About Europe. Harper. $2.50. 
Frequent drawings by the author are used to 
illustrate this travel book that tells of Spain, 
the Mediterranean, Holland, Belgium, Switzer- 
land, and Germany. 

Reep, W. M. The Stars for Sam. Harcourt. $3. 

The structure and evolution of the universe are 
explained in the light of modern theories of 
physics. Illustrated with fine photographic re- 
productions. 

Situ, Mrs. Susan. Made in France. Knopf. $2. 
This book tells about the work of some of the 
noted artists and craftsmen of France in the 
16th, 17th, and 18th centuries. 














Builders of Our Profession 


“This colony business does not pay. I 

put my honey in that old hive that others 
may eat and live and thrive; and I do more 
work in a day, by gee, than some of the other 
fellows do in three. I toil and worry and 
save and hoard, and all I get is my room and 
board. It’s me for a hive I can run myself, 
and me for the sweets of my hard-earned 
pelf.” So the old bee flew to a meadow lone 
and started a business of his own. He gave no 
thought to the buzzing clan, but all intent 
on his selfish plan he lived the life of a her- 
mit free—“Ah, this is great,” said the wise 
old bee. But the summer waned and the days 
grew drear and the lone bee wailed as he 
dropped a tear; for the varmints gobbled his 
little store and his wax played out and his 
heart was sore, so he winged his way to the 
old home band, and took his meals at the 
Helping Hand. Alone, our work is of little 
worth; together we are the lords of earth; 
so it’s all for each and it’s each for all—united 
stand, or divided fall_—Selected. 


Ss“ a wise old bee at the close of day, 


New Life Enlistments 


tb NUMBER of life members enroled in 
the National Education Association on 
April 1 was 4950. The following life members 
have been reported since the list was pub- 
lished in the April JouRNAL. 


Co_orapo—Faye Read. 

ConneEctTicut—Harry E. Rollins. 

Itt inois—Jack H. Landes. 

INDIANA—Blanche E. Fuqua. 

lowa—Frank L. Smart. 

Kansas—Charles Bertram Pyle. 

KENTUCKYy—Mrs,. Ella Fairchild, 
Hendricks. 

MicHIGAN—Rev. Robert R. Richardson, D. M. Trout. 

MinNEsoTA—-Ellen C. Nystrom, Elizabeth A. Stanley. 

Missourit—Earl H. Lehman, Walter E. Wilcox. 

NespraskKA—Marion H. Maynard, Lloyd A. Shepard. 

New Jersey—Georgia A. Ricker. 

New York—Theresa Hitchler. 

Oxn1o—Mrs. Ruby Crampton, M. Evelyn Dilley, 
J. W. Newberg, Arthur Paul Porter. 

Orecon—Mary L. Fulkerson. 

PuitipPINe IsLaANps—Aquilino L. Carino, 
Poblador. 

Soutn Daxotra—R. W. Kraushaar. 

TENNESSEE—E, L. Tipps. 


Anna Catherine 


Honorio 


Texas—Alyce L. Wimberly. 
West VirGinia—J. Haynes Miller. 
Wisconsin—H. Thoburn Ralph. 


Completed Enrolments 


= FOLLOWING SCHOOLS have completed 
their 100 percent enrolment in the Na- 
tional Education Association since the list 
was published in the April JoURNAL. 


Eleven Years 
MIcHIGAN—Battle Creek, Franklin. 


Eight Years 
DeLawareE—Delmar, Delmar Public Schools. 
Texas—Waco, Brook Avenue. 


Seven Years 
ALABAMA—Birmingham, Lee. 
CaLirorNiaA—La Jolla, High. 
ILLINOIS—Saunemin, High. 
MINNESOTA—Minneapolis, Cleveland. 


New JerseYy—Lyndhurst, Columbus, 
Road, Roosevelt. 


WIsconsiIn—Eau Claire, Eau Claire Public Schools, 
Deaf, Development, Eighth Ward, Fourth Ward, 
Junior High, Ninth Ward, Second Ward, Senior 
High, Seventh Ward, Sixth Ward, Tenth Ward, 
Third Ward, Vocational. 


High, River 


Six Years 


Hawan—Kohala, Halawa; Mahukona, Kaauhuhu, 
Kapunapuna; Kohala, Kohala High and Grammar; 
Makapala, Makapala; Kamuela, Waimea. 


ILLiINotis—Evanston, Noyes. 

MicHiGAN—Battle Creek, Fremont. 

New Jersey—Lyndhurst, Franklin. 
WASHINGTON—Onalaska, Union High Number 1. 


Five Years 
Hawan—W aikii, Kamuela, Waikii. 
MassacHusetts—North Adams, Mark Hopkins. 
MicHiGAN—Battle Creek, Roosevelt, Urbandale. 
Missouri—Kansas City, McCoy. 


New Jersey—Lyndhurst, Lyndhurst Public Schools, 
Columbus, Eighth Grades, Franklin, High, Jef- 
ferson, Lincoln, River Road, Roosevelt, Washing- 
ton; Titusville, Titusville. 


On10—-Cincinnati, Raschig. 


Uran—Coalville, North Summit Public Schools, Echo, 
Henefer High, Hoytsville, Upton, Wanship. 


Four Years 
CaLirorNiA—Lower Lake, Union High. 
District of CotumMBia—Washington, Garfield. 
MICHIGAN—Battle Creek, Jefferson. 


Three Years 
MicHicaN—Battle Creek, Post Number 9, Washing. 
ton. 


On10—Cincinnati, Westwood; Columbiana, Fairfield 
Centralized. 


Two Years 


CALIFORNIA—Stockton, Jackson, Jefferson. 

Hawatt—Hookena, Alee; Holualoa, Holualoa; Hong. 
unau, Honaunau; Kai Malino, Hookena; Pahala, 
Kapapala; Kealakekua, Konawaena High and Gram. 
mar; Naalehu, Naalehu; Napoopoo, Napoopoo; 
Pahala, Pahala; Kealakekua, West Hawaii Super. 
vising Principal's Office. 

INDIANA—I ndianapolis, Public Number 38, Public 
Number 64. 

MICHIGAN—Battle Creek, McKinley, Verona. 


Oxn10—Cincinnati, Columbian, Guilford, Roosevelt; 
Cleveland, Longmead, Longwood. 


Current Year 


ALAsKA—Old Harbor, Government School for Na- 
tives. 


CauirorNiA—Los Angeles, Roscoe; 
Stockton, Venice; 
Mound. 

CoLorapo—Aurora, Aurora Public Schools. 

District oF CoLtuMBIA—Washington, W. B. Powell. 

FLorwa—Mulberry, Mulberry Public Schools; Mus. 
cogee, Muscogee. 

Hawau—Holualoa, Honokohau; Kailua, Kailua, Ka- 
laoa; Keauhou, Keauhou; Aailua, Puuanahulu. 

ILLINoIs—A nna, Lincoln; Chicago, Carpenter. 

Lou!IsiaNa—Lecompte, High. 

MaIne—Yarmouth, Portland Street. 

MARYLAND—Cumberland, Mt. Royal Avenue; Pisgah, 
Pisgah; Smithsburg, High. 

MAssAacHuUsETIS—West Springfield, John Ashley. 

MICHIGAN—Battle Creek, Kimball Open Air, Wilson. 

MissourRI—Joplin, Alcott, Columbia, Eagle-Picher, 
East Central, Irving, Jefferson, Longfellow, Me- 
Kinley Elementary, McKinley Junior High, North 
Junior High, Senior High, Stapleton, West Central; 


Kansas City, Attucks [Colored]; Springfield, Pep- 
perdine. 


New JerseEY—Bound Brook, Finderne Number 7; 
Elizabeth, Woodrow Wilson Number 19; Fields- 
boro, Fieldsboro; Hawthorne, Lincoln, Roosevelt; 
Margate City, Granville Avenue. 

New Mexico—Gallup, Central, First Ward; Hot 
Springs, Hot Springs Public Schools. 

On10—Bluffton, Bluffton-Richland Public Schools; 
Cincinnati, California, Linwood; Dayton, Belmont 
Junior High, Crown Point, Girl’s Pre-Vocational; 
Salem, Columbia, McKinley, Prospect, South Street. 

PENNSYLVANIA—Nineveh, Morris Township High. 

WASHINGTON—Metaline Falls, Metaline Falls. 

West VirciniaA—Beckley, Institute. 


Wisconsin—Eau Claire, Orthopedic. 


Oakland, High; 
Ventura County, Del Mar, 





N? TIME TO REDUCE GOVERNMENT SALARIES—In keeping with the policy of the National Education Association to take the lead in 

maintaining American standards, Secretary J. W. Crabtree early in April sent the following letter to the Committee on Appropriations 
of the House of Representatives. Members of the Association may wish to let representatives from their Districts know where they 
stand on this issue:—‘Permit me to express the confidence of the teaching profession in the final decision of your committee and of 
Congress on the question of reducing the salaries of government employees. We were gravely concerned when the matter was under 
serious consideration, fearing that hasty action might be taken and fearing the disastrous results which we believed would certainly 
follow. {It is easily seen that this is no time to lower the standards of living and thus to throw larger and larger numbers of people 
out of work. The salaries of workers in the service of the government have always been lower than for similar responsibility and service 
elsewhere. The present level of salaries should be maintained, first in justice to the employees themselves, and second, in the interest 
of laboring people everywhere. To reduce the pay of government employees would give impetus to the reduction of salaries thruout the 
country, add to the confusion which already exists and prolong the effects of the depression. {The adoption of a policy of salary reduction 





by the United States government could not be interpreted by the public as anything short of an admission that the economic outlook 
for the future is hopeless and that deflation and retrenchment is the only available remedy. If the President were right in advising corpora- 
tions to continue wages on present levels, then Congress would be wrong in giving way to the paid lobby, which would have you slash 
salaries of the working people in Washington. Remember that the forces which bring pressure on you in this matter are the same that try 


agencies over the nation to reduce still further the pay of their employees. {The action of your committee and of Congress in warding 


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off this pressure to force the government to lead in breaking down salary levels is most encouraging. We have faith in you and your 
colleagues and in Congress. The real public commends you for courage, wisdom, and vision. 








{ 170] 





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The Journal of the 
National Education 
Association 


—— 


Published monthly, except July, August, and Septem- 
ber, by the National Education Association, 1201 
Sixteenth Street N. W., Washington, D. C 


J.W. CRABTREE 


Secretary 





FLORENCE HALE 
President 








The payment of $2 active membership dues en- 
titles a member to attend all meetings of the Associa- 
tion and its departments, to vote for delegates to the 
Representative Assembly, to hold office, and to re- 
ceive THE JOURNAL. 


The payment of $5 instead of $2 entitles an active 
member, in addition to the privileges of the $2 mem- 
bership, to receive the Proceedings, committee re- 
ports, and other regular publications of the Associa- 
tion. One dollar of each membership fee is for a 
year's subscription to THE JOURNAL. The payment 
of $100 gives the privileges of the $5 active member- 
ship for life. 


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

THe JOURNAL is a member of the Educational 
Press Association of America and is published in ac- 
cordance with the standards of that organization. 





Joy Elmer Morgan Harold A. Allan 
Editor 


Business Manager 








Platform of the Association 


> welltrained teacher in every 
classroom. 


[2] Improved facilities for the education of 


teachers and such inducements to enter the - 
teaching profession as will attract men and . 


women of the highest character and ability. 

[3] Such an interpretation of education as 
will awaken the people to a realization of the 
importance of the schools, elevate the profes- 
sion of teaching to a higher plane in public 
esteem, and insure just compensation, secure 
tenure, and provide for retirement on the basis 
of efficient service. 

[4] Continued and thoro research on edu- 
cational problems as the basis for revised 
standards and procedures. 

[5] The establishment of a Department of 
Education with a Secretary in the President’s 
Cabinet and the efficient integration of the 
educational activities of the federal government 
in this department. 

[6] The unification of the educational forces 
of the country in one all-inclusive organization 
devoted to the advance of the teaching profes- 
sion, with every teacher an informed and par- 
ticipating member of local, state, and national 
associations. 

[7] Active assistance to state and local affili- 
ated associations in promoting the interests of 
such associations. 

[8] Equal salaries for all teachers, both men 
and women, of equivalent training and ex- 
perience. 

[9] Such participation by teachers in the 
determination of policy as will utilize the best 
fruits of classroom experience. 

[10] Cooperation with other organizations 
and with men and women of vision who recog- 
nize that only thru education can be solved the 
major problems of our changing civilization. 

[11] The National Education Association is 
committed to a program of service—service to 
the teacher, service to the profession, and serv- 
lee to the nation. Its supreme purpose is the 
Welfare of the childhood of America. 


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What Articles Interest You Most? 


HIS IS an invitation to you to share in a service which for five years 
has been carried on by letters, reaching a limited number of readers. 


Much of the improvement in THE JOURNAL is due to this hearty co- 
operation within our Association family. 


This is an opportunity for you to help us know what kind of material to include in THE 
JOURNAL. In the blanks below, opposite the articles which you found most interesting, kindly 
write I, 2, 3, 4, 5, showing your ranking of the articles in this issue. Write x opposite any 
feature you would omit. Many principals and superintendents of 100 percent schools find this 
plan of selecting articles an excellent preliminary for group study and faculty meetings, 


Their comments show the success of the plan: 


“It has always been enjoyable to spend the 
first evening after its arrival in reading THE 
JOURNAL. Your plan of rating articles adds 
a great interest since we discuss topics dur- 
ing our group meetings.”—Katrina Stoelzing, 
principal, Miami, Ariz. 


“Selecting the five best articles from those 
printed in THE JouRNAL is not easy, for 
practically all of them are interesting and 
helpful. I am able to use the content of many 
of them almost weekly in my classes of col- 
lege students who are preparing to teach.”— 
C. B. Eavey, Wheaton College, Wheaton, III. 


“I have enjoyed from time to time check- 


ing the items in the NEA JourNat and re- 
porting on the ones in order as they interest 
me. I am glad to know that others are doing 
the same.”—W. P. Morgan, president, West- 
ern State Teachers College, Macomb, III. 


“T have sent in these monthly reports for 
many years, I think since THE JOURNAL 
started sending them out. I have not missed 
one since I have been on the list. This practise 
is an effective service that THE JOURNAL 
renders. It encourages reading for a purpose 
and the weighing of values. I deem it a 
privilege to be asked to make these reports.” 
—A. W. Johnson, High School, Minot, N. Dak. 


In every group of teachers there are a few of superior interest and purpose who lead the 
way toward finer things for the children and the profession. The number of these awakened 
teachers is rapidly increasing. Many readers have taken pride in filling out and returning 
blanks like the one below. This page extends the opportunity to every JoURNAL reader. Will 
you not help? Your preferences and suggestions will help to make THE JouRNaL better still. 


CONTENTS FOR MAY, 1932 


The Bicentennial Bill of Rights____--------- 
High-School Editors Interpret the Schools____- 
The Land Problem in America___---------- 
The Proposed Lame-Duck Amendment---_---- 
Remedial Cases_.....---- 
Interpretation of “Intelligence” Tests___------ 
Vitalized Group Study and Faculty Meetings __ 
Henry Barnard, Creative Artist-__-_-------- 
Presidents of 1932 Senior Classes__---------- 
Trends in Art Education_-_ 
Educating for World Citizenship__-___------~-- 


A Guide to 34,013 Scholarships_____-----~--- 
Schools That Are Prophecies_____---_-____- 


Atlantic City Convention 
Pg ee eee 
The Movies and Young Criminals 
Children’s Books of 1931 
Builders of Our Profession 


Fill 5 or 
more blanks 


Builders of Our Profession—Larger Cities__..  ------ 


Name and position of reader making report 


Se SE AE Oe 


Street and city 


Use the space below for additional comment and suggestions. Tear off this page and mail to 
Joy Elmer Morgan, editor, 1201 Sixteenth Street, N. W., Washington, D. C. 


[The article ranked highest in the March JouRNAL was “The High School of Tomorrow,” editorial.] 


[171] 


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SERA OTR cer 















Bp rey CITIES with a population of more 
than 10,000 merit special mention for 
the high percent of their teachers who are 
members of the National Education Asso- 
ciation. Those marked with an asterisk 
have reported complete enrolments; the 
others, more than 90 percent. Each item 
includes state, city, and superintendent. 


Population 100,000 or Over 


California, Long Beach, W. L. Stephens; 
Oakland, W. E. Givens; San Diego, W. R. 
Hepner. 

Colorado, Denver, A. L. Threlkeld. 

Delaware, Wilmington, S. M. Stouffer. 

Georgia, Atlanta, W. A. Sutton. 

Indiana, Evansville, J. O. Chewning; 
Fort Wayne, L. C. Ward; South Bend, 
F. E. Allen. 

Kansas, *Kansas City, M. E. Pearson. 

Michigan, Detroit, Frank Cody. 

Minnesota, *Duluth, Leonard Young. 

Ohio, Columbus, J. G. Collicott; To- 
ledo, C. S. Meek. 

Oklahoma, Oklahoma City, C. K. Reiff; 
Tulsa, Merle Prunty. 

Pennsylvania, Erie, J. C. Diehl. 

Texas, Dallas, N. R. Crozier. 

Washington, Spokane, O. G. 
Takoma, E. L. Breckner. 


Population 30,000 to 100,000 

California, Berkeley, L. W. Smith; 
Fresno, O. S. Hubbard; Pasadena, J. A. 
Sexson; San Jose, W. L. Bachrodt. 

Colorado, Colorado Springs, H. M. 
Corning; *Pueblo, J. R. Risley and J. F. 
Keating. 

Illinois, *Decatur, William Harris; *El- 
gin, Theodore Saam; Evanston, J. R. Skiles 
and F. W. Nichols; *Moline, E. P. Nut- 
ting; *Oak Park, W. J. Hamilton; Rock- 
ford, F. A. Jensen; *Rock Island, J. J. 
Hagan. 

Indiana, Hammond, L. L. Caldwell. 

Iowa, Council Bluffs, J. A. True; Du- 
buque, E. D. Cline; Sioux City, L. W. 
Feik; *Waterloo, C. W. Klein and C. A. 
Kittrell. 

Maine, Portland, W. B. Jack. 

Michigan, *Hamtramck, M. R. Key- 
worth; Jackson, Harold Steele. 

Missouri, *St. Joseph, F. H. Barbee. 

Nebraska, *Lincoln, M. C. Lefler. 

New Jersey, *Atlantic City, A. S. Che- 
noweth; *New Brunswick, F. J. Sickles. 

New York, *Binghamton, D. J. Kelly; 
Mount Vernon, W. H. Holmes; New Ro- 
chelle, C. S. Bragdon, Acting Supt.; 
*Poughkeepsie, W. C. Moon. 

North Carolina, *High Point, T. W. 
Andrews. 

Ohio, Cleveland Heights, F. L. Wiley; 
East Cleveland, W. H. Kirk; Hamilton, 
D. R. Baker; Lakewood, J. E. Warren; 
*Lima, R. E. Offenhauer; *Lorain, D. J. 
Boone; Mansfield, C. A. Waltz; Nor- 


wood, C. W. Johnson; *Springfield, F. M. 
Shelton. 


Pratt; 


Builders of Our Profession—Larger Cities 


Oklahoma, *Muskogee, J. R. ‘Holmes. 

Pennsylvania, *Altoona, R. E. Laramy; 
Chester, D. A. Ward; *Easton, J. C. Bay; 
Harrisburg, M. H. Thomas; Hazleton, A. 
D. Thomas; *Upper Darby, W. C. Samp- 
son; *York, A. W. Ferguson. 

South Dakota, Sioux Falls, W. A. McIn- 
tosh. 

Washington, Bellingham, D. E. Wied- 
man. 

West Virginia, *Charleston, F. L. Teal. 

Wisconsin, Kenosha, G. F. Loomis; La- 
Crosse, G. M. Wiley; Racine, F. M. Long- 
anecker; Sheboygan, H. W. Kircher. 


Population 10,000 to 30,000 


Arizona, *Phoenix, J. D. Loper; *Tuc- 
son, C. E. Rose. 

Arkansas, *Fort Smith, J. W. Ramsay. 

California, Alameda, W. G. Paden; 
Alhambra, F. V. Routt; Bakersfield, L. E. 
Chenoweth; *Glendale, R. D. White; 
*Redlands, H. G. Clement; Santa Ana, 
P. R. Davis; Santa Barbara, P. E. Stewart; 
Santa Monica, F. F. Martin. 

Colorado, Boulder, W. V. Casey; 
Greeley, 1. E. Stutsman; *Trinidad, R. R. 
Brown. 

Connecticut, East Hartford, P. S. Barnes. 

Georgia, *Griffin, G. W. Wannamaker. 

Idaho, Boise, C. F. Dienst. 

Illinois, *Blue Island, J. E. Lemon; 
*Champaign, V. L. Nickell; *Elmhurst, 
V. L. Beggs; *Harvey, F. L. Miller; Jack- 
sonville, Ralph Yakel; *Park Ridge, H. D. 
Winslow; *Pekin, C. B. Smith and R. V. 
Lindsey; *Waukegan, J. S. Clark; *Wil- 
mette, J. A. Harper; *Winnetka, Carleton 
Washburne. 

Indiana, *Anderson, W. A. Denny; 
*Huntington, J. M. Scudder; *LaPorte, E. 
B. Wetherow; *Michigan City, M. C. Mur- 
ray; *Newcastle, E. J. Llewelyn. 

Iowa, *Burlington, W. G. Brooks; 
Keokuk, R. L. Reid; *Ottumwa, R. F. 
Hannum. 

Kansas, Atchison, W. D. Wolfe; *Cha- 
nute, L. H. Petit; Hutchinson, J. W. Gow- 
ans; *Lawrence, C. E. Birch; *Manhattan, 
W. E. Sheffer; Pittsburg, M. M. Rose; 
*Salina, W. S. Housner. 

Kentucky, *Ashland, J. D. Falls; 
*Owensboro, J. L. Foust. 

Maine, *South Portland, L. C. Day. 

Maryland, *Frederick, J. C. Biehl. 

Michigan, *Adrian, E. J. Reed; Ann 
Arbor, O. W. Haisley; *Ecorse, C. J. Mil- 
ler; *Holland, E. E. Fell; *Jronwood, D. 
R. Rice; *Mount Clemens, L. W. Fast; 
*Monroe, C. W. Crandell; *Muskegon 
Heights, W. R. Booker; *Niles, F. W. 
Crawford; *River Rouge, A. McDonald; 
*Sault Ste. Marie, G. G. Malcolm; *Tya- 
verse City, C. L. Poor. 

Minnesota, Mankato, J. E. Anderson; 
*Rochester, G. H. Sanberg; St. Cloud, H. 
B. Gough. 

Missouri, Joplin, E. A. Elliott; *Maple- 
wood, G. E. Dille; *Sedalia, H. U. Hunt. 





Montana, *Great Falls, 1. W. Smith. 

Nevada, *Reno, B. D. Billinghurst. 

New Hampshire, *Rochester, W. H. 
Buker. 

New Jersey, *Asbury Park, A. E. Kray- 
bill; Bridgeton, Chester Robbins; Engle- 
wood, W. J. White; *Gloucester City, C. 
C. Madeira; *Hackensack, W. A. Smith; 
*Long Branch, C. T. Stone; *Lyndhurst, 
R. D. Batten; * Millville, V. C. Nicklas; 
Montclair, F. G. Pickell; *Morristown, 
J. B. Wiley; Plainfield, F. W. Cook; 
*Ridgefield Park, A. R. Palmer; Summit, 
J. B. Dougall; *Vineland, H. W. Weidner. 

New Mexico, Albuquerque, John Milne. 

New York, *Freeport, J. W. Dodd; 
*Ithaca, C. L. Kulp; *Kenmore, F. C. 
Densberger; *Lockport, R. B. Kelley; 
Oneonta, G. J. Dann. 

North Dakota, *Bismarck, H. O. Saxvik; 
Minot, L. A. White. 

Ohio, *Alliance, B. F. Stanton; *Ash- 
land, E. L. Bowsher; *Ashtabula, M. S. 
Mitchell; *Barberton, U. L. Light; Chilli- 
cothe, W. L. Miller; *Parma, M. M. 
Berry; *Elyria, R. C. Maston; *Findlay, 
I. F. Matteson; *Fremont, C. A. Hudson; 
*T ancaster, C. H. Griffey; *Marietta, H. 
L. Sullivan; Marion, G. A. Bowman; 
Martins Ferry, W. L. Kocher; *Middle- 
town, R. W. Solomon; Niles, R. J. Kiefer; 
*Piqua, G. C. Dietrich; *Tiffin, P. V. 
Brown; Warren, H. B. Turner; *Zanes- 
ville, C. T. Prose. 

Oklahoma, *Okmulgee, W. M. Cham- 
bers; *Sapulpa, E. H. McCune. 

Pennsylvania, *Abington, E. S. Ling; 
Ambridge, J. R. Miller; *Arnold, D. P. 
Davis; *Beaver Falls, Floyd Atwell; 
*Bellevue, J. N. Mowls; *Berwick, M. E. 
Houck; *Braddock, T. G. McCleary; 
*Bradford, J. F. Butterworth; Carlisle, J. 
W. Potter; *Carnegie, N. L. Glasser; 
Clairton, H. D. Teal; *Ellwood City, W. 
R. Smith; *Greensburg, T. S. March; 
*Hanover, F. M. Haiston; *McKees Rocks, 
T. K. Johnston; *Mahanoy City, H. A. 
Oday; *Munhali, C. R. Stone; *New Ken- 
sington, E. T. Chapman; Phoenixville, M. 
L. Peters; *Plymouth, H. S. Jones; *Potts- 
town, H. H. Fritz; Pottsville, L. A. Bu- 
Dahn; *Steelton, C. S. Davis; West Ches- 
ter, W. L. Philips; *Wilkinsburg, W. C. 
Graham. ; 

South Dakota, *Aberdeen, C. J. Dal- 
thorp; *Mitchell, J. C. Lindsey. 

Texas, Texarkana, H. W. Stilwell. 

Virginia, *Winchester, G. R. Quarles. 

Washington, Walla Walla, W. M. Kern. 

Wisconsin, *A ppleton, B. J. Rohan; Be- 
loit, F. E. Converse; *Eau Claire, P. G. 
W. Keller; *Fond du Lac, L. P. Goodrich; 
Manitowoc, H. S. Bonar; *Shorewood, H. 
S. Hemenway; *7T wo Rivers, F. G. Bishop; 
*Wausau, S. B. Tobey; *Wauwatosa, W. 
T. Darling. 


Wyoming, Casper, R. S. Hicks; Chey- 


enne, A. S. Jessup. 





[172] 




















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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Summer-school study of federal 
relations to education—A new chapter 
in the history of American education has 
been written by the National Advisory 
Committee on Education which was ap- 
pointed in May 1929, by the Secretary 
of the Interior at the request of President 
Hoover, to study federal! participation in 
education in the states and territories. In 
its final report, Federal Relations to Edu- 
cation, the Committee has offered to pos- 
terity a document that will rank with the 
epoch-making reports of Horace Mann 
and will be a source of information for 
decades to students of education in this 
country and abroad. The Department of 
Superintendence of the National Educa- 
tion Association, meeting in Washington, 
D. C., February 1932, thru its resolu- 
tions, declared this report to be “‘a state 
paper of first importance,” and recom- 
mended its study to the members of our 
profession and to the lay public. 

Plans are already under wa" sur the 
study of the report by local, state, and 
national groups of large lay organiza- 
tions. Without doubt during the next few 
months they will be calling upon teach- 
ers in every quarter to assist them in their 
study. Every effort should be made to see 
that teachers are prepared for this im- 
portant duty. Directors of summer 
schools are realizing their obligation in 
this matter and are arranging to have 
the report studied as a text in their 
classes in American education in the ap- 
proaching summer sessions. 

Thousands of copies of the report have 
already been distributed but with every 
summer school in the country making it 
a part of its curriculum the demand for 
copies will be greatly increased. To meet 
this new demand and to keep the report 
in circulation, plans are now under way 
to reprint the two volumes for classroom 
use for the price of one dollar, which is 
the actual cost of printing and mailing 
the report. Orders for copies of the report 
should be placed as soon as possible with 
Dr. C. R. Mann, 744 Jackson Place, N. 
W., Washington, D.C. 

An encouraging response to the 
S. O. S. call—It is only natural that 
with the economic situation thruout the 
country, our National Education Asso- 
ciation should have suffered thru loss of 
membership. The Association naturally 
does not like to admit that it is being 
hard pressed, but there is no other alter- 


Mention THE JourRNAL when writing our advertisers. 











native. It is frankly putting out S. 0.§. 
calls. I, for one, think the call ought to be 
responded to by a unified profession. 

There is no question but that the NEA 
has done more to professionalize teaching 
than any other one agency or influence, 
Tho it is true our Association’s funda. 
mental aim has been altruistic—that is, 
it has built in terms of the children’s good 
—neither is there any question but that 
incidentally it has urged a tremendous in- 
fluence in bringing about better condi- 
tions and better salaries for teachers. You 
have noticed that when the National 
Education Association speaks, the Press 
of the country sits up and takes notice, 
The National Education Association js 
a power that must be reckoned with. Itis 
your Association and mine. Let us support 
it.—Superintendent I. T. Simley, South 
St. Paul, Minnesota, in his bulletin to 
teachers. 

The Business Code of the Assoc- 
ated Exhibitors of the National Educa 
tion Association— Believing the objective 
of all educators is service to mankind, we, 
the members of this Association, pledge 
ourselves to contribute our just share to 
this service. In carrying out this pledge 
we shall endeavor to hold certain profes- 
sional ideals in our relations with the 
schools and to adhere to the following 
business standards of practise. Failing 
to do so at any time, we admit our un- 
worthiness to be members of the Asso- 
ciated Exhibitors. 


[1] To work for truth and honesty in our 
relations with schools and to refrain from 
promising service which we know cannot 
rendered. 

[2] To strive to create confidence in 
organization by deserving it and to avoid the 
use of questionable or unfair competitive 
methods. 

[3] To help determine the just requirements 
rather than to oversell and thus to overload 
schools beyond their legitimate needs. 

[4] To exert our efforts toward proving the 
quality of our own products rather than gossip- 
ing about the deficiencies of competitive prod- 
ucts. 

[5] To strive to conduct our business rela 
tions with schools on a fair and honorable 
basis at all times and to exchange our products, 
services, and ideas at a price in keeping with @ 
legitimate profit, doing so in such a way as t0 
benefit both parties to the transaction. 

[6] To promote a frank exchange of ideas rs 
involving mutual interests and to maintall 
friendly contacts with fellow members of & 
Association. i 

[7] To encourage and cooperate with UF 
educational associations and the educationa 


[Continued on page A-96] 


2 
° 


, | >" oS 





















‘ 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-95 






ONE WAY AS LOW AS 


e) »C FIRST oe oar , 


y CLASS 















The economical way to Europe. this. summe 
everything . . . shore excursions, hotels . ee < + guid S etc, 


wah’ C OUNTRIE § S- 





nis Fi New York July aeaete he's 


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outh All expenses included . 








Your local doe of 











in to f 2 N K 

SOCl- R 542 FIETH AVENUE, N "NEW YORK CITY 

“|CUNORG LIP os 

na E 25 BROADWAY. NEW. YORK CITY i U N I Vv E R S ITY Oo F a AWA I | 
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ire to e 

ledge W.F.E.A.CONFERENCE Honolulu, July 25 —July 31 
rofes- (WORLD FEDERATION OF EDUCATION ASSOCIATIONS) 
n the e. : 

wing B Science? Hawaii will that are a travel sensation! 
ailing teach you any branch of Three giant liners, ‘‘Mari- 
Ir un it in her own, enthralling posa,” ‘‘Monterey” and 
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of craters. . botany in the 
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fornia to Honolulu in less 
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| from : 
not ancient race! that enchanted southern 
‘ the 2 South Sea Charm? It route, sail on the “Maui,” 
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You will be amazed how far you al ROOTES Svelpinl g a Francisco and LosAngeles. 
ements ean go and how much you can see the witchery of a tropic mS - 
rere —even in two weeks. moon, trailing silver scarfs % BeTore you do any va- 
J ‘ over an endless sea! cation buying, get FULL 
ing the Olympie Games... California... particulars of this travel 
— Hollywood ... Agua Caliente... Grand 7 rape. roe bargain +; at your agency 
he | Canyon . . . The Indian-detours and 6 6 pli sg de ng 
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an All Expense Escorted Tours wo --- 
on Certain Dates This Summer | MAIL THIS COUPON —for booklets giving full particulars of the | 
f ideas r | Summer School and the W. F. E. A. Conference. Please check— | 
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i A Kr pA eck awe Cfatic Manager. Santa Fe System Lines H —- | am interested in University of Hawaii Summer School. 
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ST-PETERSBURG 











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ON THI 
COOL GULF 
COAST 









of Vacation 
This Summer- 


See interesting, romantic Florida this 
summer. Come for a wonderful vaca- 
tion on the cool Gulf Coast at St. 
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The delightful summer weather will 
surprise you. Average temperature 
83 degrees . . . highest temperature 
ever recorded 96 degrees. Cool, re- 
freshing breezes always blowing from 
Gulf and Bay. Glorious, moonlit 
nights; happy sunny days. 


Take your choice of every kind of 
sport. Golf on five courses in the 
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Accommodations to suit every taste, 
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trip to St. Petersburg is easy and in- 
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FLORIDA Gian 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


\Continued from page A-94] 





journals in their efforts to disseminate useful 
and practical knowledge to our mutual benefit. 

[8] To put forth every effort consistent with 
faithful business performance in order that we 
and our field representatives may follow sound 
recognized practises of constructive salesman- 
ship. 
[9] To adjust claims and settle disputes on | 
the basis of facts only and in fairness, and not 
to resort to other measures unless all such 
courses prove ineffective. 

[10] Neither to give nor to accept bribes 
and to avoid giving articles or gratuities with | 
the intent to prejudice the recipient. 

We believe that a faithful observance | 
of these standards will result in a mutual | 
respect among ourselves and a general | 
acceptance of our good intentions and 
high ideals of service by all educators.— 
This Code of Ethics was adopted Thurs- 
day morning, February 25, 1932. 





The Department of Secondary 
Education of the National Education 
Association has been reorganized and is 
active again. An intensive membership 
campaign is being carried on in a number 


_ of states at the present time. Membership 
| in the Department is open to all teachers 
| and officers in senior and junior high 


schools and in other schools of secondary 
rank. The membership fee is $1. The gen- 
eral purposes of the Department are [1] 
the improvement of secondary education 
in its various fields; and [2] considera- 
tion of problems affecting secondary edu- 
cation. A strong program is being planned 
for the meetings of the Department at 
Atlantic City. 


Officers of the Department are: President, 
Ernest D. Lewis, Evander Childs High School, 
New York, N. Y.; Vicepresident, Frank E. 
Barr, Balboa High School, San Francisco, 
Calif.; Treasurer, George M. Strong, East High 
School, Columbus, Ohio; Secretary, Ann E. 
Ryder, Dickinson High School, Jersey City, 


| N. J. Address all communications concerning 
| the Department to President Lewis at Room 


1901, 130 West 42nd Street, New York, N. Y. 


What articles interest you most? 
—Have you filled out the blank on page 
171 of this issue? This is an opportunity 


| for you to participate in the work of the 
| profession. 


Professional ethics—On page 160 


| of this issue the code of ethics adopted 


by the National Education Association is 
printed. Members interested in securing 
a more complete discussion of profes- 
sional ethics and of state codes of ethics 
should see Research Bulletin of the Na- 
tional Education Association, Volume IX, 
number 1, January 1931, entitled “Ethics 
in the Teaching Profession.” 

Your attention is called to the 
American Automobile Association map 
on page 152 which will aid you in sketch- 


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Twenty-ninth Yearbook, chapters 4, 5, 13, 
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Osborn, W. F., Corrective Arithmetic, vol. 1 
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Shore Excursions and Every Necessary Expense. 


Sail on the luxurious 
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steal} Plan now to take this or another of James 
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Brueckner, L. J., Diagnostic and Remedial 


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Gardens to relieve the unem- 


ployed—Subsistence Gardens is the title 
of a special bulletin prepared for the 
President’s Organization on Unemploy- 
ment Relief. The bulletin may be secured 
by writing this Organization, 1734 New 
York Avenue, Washington, D. C. 


The Inter-American Federation 


of Education announces that plans for 
a second preliminary conference of the 
Federation are now being made. The con- 
ference will be held the latter part of De- 
cember 1932 in a Latin-American coun- 
try. The NEA sponsors at headquarters 
the present activities of the Federation, 


under the direction of Dr. Glenn Levin 
Swiggett. 
May-Day National Child Health 


Day—tThe theme for May Day in 1932 


is “Support your Community Child 
Health Program: It Protects your 
Home.” The general purpose of May Day 
in 1932 is to focus the spirit of this year 
—which is a spirit of unselfishness, of 
sharing, of responsibility towards our 
neighbor—upon the needs of children. 
Additional information may be obtained 
from the American Child Health Asso- 
ciation, 450 Seventh Avenue, New York, 
N.Y. 

When should a boy go to college? 
—This is the topic of an address which 
Commissioner of Education William John 
Cooper will deliver over a nationwide 
hookup of the Columbia Broadcasting 
System from 5 to 5:15 p.m., EST, May 
12. 

Increasing leisure demands richer 
school program — The stability and 
wellbeing of American civilization de- 
mand that our increasing leisure be 
matched by training in the arts of life. 
This requires an enriched curriculum in 


[Continued on page A-98] 


Mention Tue Journal. when writing our advertisers. 


It’s cheaper to live in 


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A-98 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1932 


Se ee ee 


[Continued from page A-97] 

the schools. The most vital phases of the 
curriculum under the new conditions are 
literature, music, and art. These are the 
real fundamentals. They are not fads and 
frills. The fads and frills are Latin and 
highly technical, little-used phases of 
mathematics, such as square root, cube 
root, and apothecaries’ weight. If the de- 
velopment of material power is not 
matched by a cultivation of the esthetic 
and spiritual phases of life, our civiliza- 
tion must eventually crash. 

Methods of the modern school is 
the title of the third series of radio pro- 
grams broadcast under the direction of 


President Florence Hale. The programs 
originate from the studios of the NEA 
in the new headquarters building in 
Washington and are broadcast over the 
networks of the National Broadcasting 
Company each week, Sunday afternoon, 
6:30-7:00 oclock, EST. Future numbers 
of the series are: 


May 1—Methods of Teaching Arithmetic in 
the Modern School: Mildred Steele, Barnard 
School, Washington, D. C—Methods of Teach- 
ing Arithmetic in the Modern School; Dr. 
Robert K. Speer, New York University—How 
Much Arithmetic Shall We Teach? 

May 8—The Schoolboard and Its Work in 
the Modern School: S. D. Shankland, execu- 
tive secretary, Department of Superintendence 
















VACATION 


a. you can qualify we have an 
attractive vacation position for 
you. You must be between 25 and 
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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. 













Facts About 
the House of Compton 
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occupy their own building, pic- 
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in 1893—39 years of steady 


| Swe ad Branch Offices in 
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Those with highest qualifica- 
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we will send you complete details. 


F. E. COMPTON & COMPANY, Dept. 92, 
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Gentlemen: I am interested in one of the posi- 

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Please send complete details. 










Mention THe JourNnaAt when writing our advertisers. 


of the NEA—The Superintendent and thy 
Schoolboard; Ivan A. Booker, assistant direc. 
tor, Division of Research of the NEA—Respon. 
sibilities of Schoolboard Members. 

May 15—Methods of Employing Teachers 
in the Modern School: Schoolboard Metting 
arranged by Belmont Farley, assistant director 
Division of Publications of the NEA, and 
Richard Foster, assistant director, Division oj 
Research of the NEA. 

May 22—Methods of Business Management 
in the Modern School: Dr. George D. Strayer, 
Teachers College, Columbia University. 

May 29—Methods in the Modern Rural 
School: Kate V. Wofford, Teachers College, Co. 
lumbia University—Methods in the Rural 
School; William D. Boutwell, U. S. Office of 
Education, Department of Interior, Washing. 
ton, D. C.—Problems of Rural Communities, 

June 5—Methods of Teaching Character 
Education in the Modern School: Dr. Joseph 
Rosier, president, State Teachers College, Fair- 
mont, W. Va. 

June 12—Methods of Teaching Geography 
in the Modern School: J. R. Hildebrand, Na- 
tional Geographic Society—Place of Geography 
in School Program; Dr. Edwin Reeder, Co- 
lumbia University—Methods of Teaching Geog. 
raphy. 

June 19—Methods of Teaching Health and 
Physical Education in the Modern School [to 
be announced}. 

June 28—Looking Ahead in Education [to 
be announced]. 


Education by radio—Persons inter- 
ested in this field may obtain without 
charge materials from the National Com- 


“he 


DODGE 
HOTEL 


North Capitol’ 
E Streets, N. W. 
{ WASHINGTON, 
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Bicentennial Year in Washington 
Memorial Day—Flag Day—a June Pa- 
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Columbus Day—Armistice Day— 
Thanksgiving—are all to be specially 
celebrated this year. See the new 
Memorial Bridge to Arlington—the Mt 
Vernon Highway—the Folger Shake- 
speare Library—The Titanic Memorial. 
Send for information. 





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Do Your Pupils Desire the Boon 


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such case please profit from my free advice. 


DR. FRITZ MARTI 
Goucher College, Baltimore, Md. 



















Vol 


mit 


al 


ral 
of 
ig- 
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ter 
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phy 
Na- 
phy 
Co- 


and 
{to 


[to 
iter- 


hout 
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ally 
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prial. 


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Vol. 21, No. 5 





THE JOURNAL OF 


mittee on Education by Radio, 1201 Six- | 


teenth St., N. W., Washington, D. C. 
Recent numbers of the bulletin include: 


Radio in the Rural Schools [V. 2, N. 11] 

I’m Signing Off [V. 2, N. 12] 

The Problems of Radio Education [V 2, 
N. 13] 

Free Air [V 2, N. 14] 

Labor Seeks a Clear Channel [V. 2, N. 15] 

Public Interest, Convenience, and Necessity 
ina Nutshell [V. 2, N. 16] 


Dates to be remembered: 
May 1—Child Health Day 


sive Oral Advocates in Cincinnati, Ohio 

May 6-7—Second Annual Teacher-Training 
Conference in Indiana, S. T. C. Terre Haute, 
Ind. 

May 15-20—Convention of National Con- 
gress Of Parents and Teachers at Minneapolis, 
Minn. 


May 16—National Conference on Home Eco- | 


nomics in Minneapolis 

May 18—World Goodwill Day 

June 26-July 1—Convention of the National 
Education Association in Atlantic City 

June 27-28—Annual meeting of the Depart- 
ment of Supervisors and Teachers of Home 
Economics of the NEA 

July 25-30—Regional conference of the World 
Federation of Education Associations in Hono- 
lulu, Hawaii 


Honor memory of Samuel F. B. 
Morse—One hundred years ago the idea 
of telegraphy as a means of communica- 
tion was conceived by this man whose 
name is known to every schoolchild. On 
May 14 from 2 to 3 p.m. the National 
Broadcasting Company will broadcast, 
over an international hookup, a program 
in honor of his memory. Among those on 
the committee planning the program are 
Dr. John Finley of the New York Times ; 
Newcomb Carleton, president, Western 
Union Telegraph Company; Clarence 
Mackey, president, Postal Union Tele- 
graph Company; Michael Pupin of Co- 
lumbia University; General J. G. Har- 
bord, president, Radio Corporation of 
America; Cass Gilbert, president, Acad- 
tmy of Design. 

Teachers and pupils wishing to cele- 
brate this anniversary will find many 
helpful suggestions in School Life for 
April 1932 which carries an article en- 
titled “How the World Talks,” and in 
The Grade Teacher for May 1932 in 
Which are two articles, “Talking To- 


gether” and “The Invention of the Tele- 
gtaph.”” 


Earlier numbers of Journal de- 
‘ired—The stock of THE JouRNAL for 
March 1922; June, September, October, 
November, and December 1923; March, 
April, and November 1924 is exhausted. 
faders having extra copies of this num- 
ber will perform a most helpful service 
they send them to the editor. 


Anywhere 


May 5-6-7-—National convention of Progres- | 











THE NATIONAL EDUCATION 


Sat 


ASSOCIATION 


A-99 


under the 


T. C. U. Umbrella 


Wouldn’t it be wonderful to know that 
T. C. U. protection follows you wherever you 
go this summer? Why not play safe? Let the 
long arm of the T. C. U. protect you this year— 
everywhere—on the road—in the wilderness— 
in camps, hotels or on trains. T. C. U. pro- 
tects in vacation time—anywhere. 





Met With Unexpected Accident in Alaska 


Ruth Williams wrote from Anchorage, Alaska: “I greatly appreciate your check 
for $100 for injuries received in an automobile accident about 100 miles from Fair- 
banks, Alaska. It will help materially toward meeting my doctor bills.” 


T. C. U. Check Cheers Teacher in Honolulu 


Garnet A. Everett wrote from Honolulu, Hawaii: “Thank you for the check that 
came to me in Honolulu, following my recent illness. It was very much appreciated.” 

Get the most out of your vacations by taking the T. C. U. with you to provide 
against mishaps. Send for full information. 


626 T. C. U. Building 


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| BENNETT’S §$EGcGERs, 
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A Vacation in the Rockies 
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Fishing and Saddle Horses 
Write for Booklet 
THOMAS BENNETT, Eggers, Colorado 


Wire allt 
EXTRA fii 
CURRICULAR 





LIBRARY 5, % 


Write | r~ tree Ln SCTUPT IN « Catalogue of 


d D. Meéye SPEND YOUR VACATION IN MAINE 
AT THE HOME 


Six miles from Portland on Casco Bay. 
bathing and fishing from the house. 
running water in each room. 


Salt water 
Hot and cold 
Five-minute walk to 
For reservations and rates 


ETEMA (eli liclol (Mei oinl tie) Me olere) «hela mel || 
of Extra Currie has Activities 
A.S.BARNES& CO, 67 West 44th St, NEW YORK 


trolley car for Portland 
Address- 
H. T. GOVER 
3723 Jenifer Street 
After June 18th—-Gover Home, R. F. 
Portland, Maine. 


Washington, D 
D. No. 4, 


c. 





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A-100 





MOST EFFICIENT 
Easiest-to-Operate of all 


m=, SCHOOL PROJECTORS 
For “TALKIES” 
The ANIMATOPHONE 


FREE—write for Victor Film 
Directory. Tells where to “Buy, 
Rent and Borrow 16 mm Films.” 
Manufactured by 
VICTOR ANIMATOGRAPH 
CORPORATION 
Davenport, lowa 
. 
Distributed by 
NATIONAL THEATRE 
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Branches in All Principal 
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Bausch & Lomb Balopticons 


For finer projection of Lantern Slides, Strip Films 
and Opaque Objects. Simple to Operate . .. Give 
Superior Service... Long Life. Write for Catalog. 
Bausch & Lomb Optical Co. 
684 St. Paul St., Rochester, N. Y. 





Film & Glass 


SE 
NATIONAL 
PICTURES SERVICE 
Cincinnati 








Catalog School 
Slides 


Contains ——~ of 44,000 Edu- 
cational slides including Science, 
Geography, Literature, Travel, 
Kindergarten, etc. 
Write for Free Copy 
Victor Animatograph Co. 
292 Victor Bidg., Davenport, lowa 





LARGE PICTURES OF THE 
LORD JESUS 


for framing. Five for $1 postpaid. No stamps. 
Gems of Art for Church and Home. Address 


DAVID NICHOLS CO. 


Kingston, Georgia 








the garden’s most 


varieties hardy Iris, 
amtistic beautifiers, including Ambassa- 
deur, the most richly colored Iris, gorgeous 
and fragrant, each labeled and all post- 
paid for only $1. Six orders only $5. Flora) 
Booklet Free. 

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HANDICRAFT SUPPLIES 
Complete Outfits and Materials for 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








May, 1932 


THE YATES-FISHER TEACHERS’ AGENCY 


PAUL YATES, Manager 


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














46TH YEAR.—Executives and teachers for al] 
kinds of Public School work, and men and 
women for good positions in State Teachers’ 
Colleges, Universities, and Private Schools, in 
good demand. Many thousands have secured 
PROMOTION through this Agency. Why 
not you? Write today. 


ALBERT 
TEACHERS AGENCY 
25 E. Jackson Bivd., Chicago 


535 Fifth Avenue, New York. 
415 Hyde Building, Spokane. 








TEACHE. RS OUR SERVICE IS NATION-WIDE 


"sh" CHICAGO 


Experienced placement authorities in charge of every phase of educational activity. Our work includes 
positions from college executives to primary and kindergarten teachers. Excellent librarians, secretaries, 
teachers of physical education and home economics are on our lists. Write for information. 

Address 839 Steger Bldg., Chicago, Illinois. 














_ in need o: teachers or a position, please write to me—H. D. Yates, manager, 
MID-NATION TEACHERS SERVICE, 6625 Delmar Blvd., St. Louis, Mo. I have 
had eighteen years ofsuccessful experienceinte teacher placement and wish to work for you. 


ww). a TEACHERS WANTED— Gradu. 
SPECIALISTS ae 
EDUCATIONAL BUREAU 320 N. GRAND AT OLIVE, ST.LOUIS Me 
30 Application Photos—$L.50 2 jistoss, wih $130, and een 


mail you, the same day your order is received, 30 finest quality reproductions in size (2%4 x 314) and style pre- 
ferred by Boards of Education. 15 copies for $1 .00. Satisfaction guaranteed. We return your original unharmed. 
FULTZ STUDIOS, Dept. 5, 15 East 39th Street, Kansas City, Mo. 






























Two Notable Yearbooks 


THE PRINCIPAL THE ECONOMIC 
AND HIS COMMUNITY | WELFARE OF TEACHERS | 
llth Yearbook 6th Yearbook 


Department of Elementary Department of Classroom 
School Principals Teachers 


496 pages 244 pages 








$2.00 


Discount on Quantities 


$1.50 






These yearbooks are outstanding contributions to the valuable series published by be 
respective departments. Write for complete list of others in stock. 


NATIONAL EDUCATION ASSOCIATION 
E 1201 Sixteenth Street _ Washington, D.C. | C. 















Le er ee Oe se 
EARN oy Bey 0 ae —— 


O you know that you growing income. @ Teachers 
can earn $250 amonth ak with normal school or col- 








this summer? Do you know 
that after you qualify, you 
have the opportunity to go ahead to a 
bigger position with more income—and 
with bright prospects for permanent work? 
@ There are a few openings in this national 
organization, in business over twenty 
years, for teachers of personality and 
education who are interested this summer 
in exchanging their usual profitless leisure 
for a vacation of business experience and 


Summer 


lege training (and at least 
two years of teaching ox- 
perience) are desired. This position 
gives an opportunity to travel, fo 

associated wilh congenial people, and 
the chance to make an income of from 
$250 to $500 a month. A thorough 
training is given fo all those selected, with 
a guaranteed income to start. Please give 
information as to age, education, experi 
ence, and time you can work this vacation. 


Address: S. L. Weedon Co., Dept. 1-A, 2036 E. 89th St., Cleveland, O. 





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