JRNAL touch of the a fev rement in eco- ucators te. Not should, ed that le com- hteenth succes bit has At least in the Waller budget ' About | to cor- lans; to rolroom r school al work thes; to O sleep- walking hips; to 1s sham- I don't efficient, ould be George t bulle- e from tion by _ Wash- N. 17]. Radio— ission of PARIODKK GAIL, RGUL SOL. 21 TSNERAL il ~ a OCTOBER, 1932 No. 7 ACT 3 1939 toe JOURNAL ¢F the NATIONAL EDUCATION ASSOCIATION Tih3, ry I om J -~ 6 iW Nhs fac) yw Ei fh 1 - Oe ee > oP CA Ee CP ie “ ital ——— = ee | ee ee <—_S>So<_ oO =———_— =| 4 =] iii i) } ! il ‘ibe ‘ \ EE Firm Foundations—Florence Hale oie Ag &.. 2. ie Se rT] \ To Have or To Be—Hendrik Willem Van ae ; ‘ ‘ ; P 210 iF 7 Professional Organizations and the Emergency—Jose ph ieee R , , 211 } wy) The Insurance Policy of Democracy—William J. Bogan ‘ ‘ ; 213 A | American Education Faces the Storm—Secretary Crabtree’s Report ‘ . 216 iJ Keeping Mentally Fit—Lawrence Augustus Averill : : ‘ , ; 217 | F | FAD Books for Thinking America : . R ; ; 218 ; =K2)) The Theme of Modern Gongpaphay—Zee A, Thralls . ; 219 le € LT | | The Purposes of the Junior College—Doak S. Campbell ; ; ; ‘ 221 ai The Cosmos Club Banquet—Wéilliam Dow Boutwell . ; ‘ ‘ : 223 Y ; The Zero Hour—T. D. Martin . ‘ ‘ : ' R R ; , 224 iw iT) ! Important Ideas from Atlantic City. ‘ ' ; ‘ ; , . 225 \ Schools That Are Prophecies 227 } | Kd I 9 Growth of National Congress of Penne: and _— 1920- 32—Statistic so 228 k wy \ Platform of the National Education Association . : , , ; 229 } , Resolutions for 1932. ; ; ; ; , 232 Lt] eS; ; Meeting the Emergency in Béucotion j ; ‘ , . 233 leat , Planning a Program . , : ; ; , ‘ ‘ , . ‘ 234 SP Li Message to Parents. ; ; ; . : ; : ; ; 235 au \ vCharacter Emphasis in the (¢ — : , ‘ ; ; ‘ ‘ ' 237 =x] ( Builders of Our Profession. , , . ‘ ; ; ; 239 ip é W \ Vitalized Group Study and Faculty Mestings ; , , : ‘ ; 240 i a Notes and Announcements. : ‘ ; ‘ ; ‘ : . . A-122 Y SZ Contents of previous issues of The Journal of the National Education Association can ) (MY be found by consulting the Readers’ Guide and the Education Index in your library } SS \ ' ——_—- = <—So< Sos ooo } ee —_— < ‘ nf] ee | + Ls I! 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Permanently valuable —after the exercise sheets are torn out, the student hasa “skeleton” English grammar, consisting of the marginal notes and explanations. May be used with or without a textbook for first or second year high school. THE JOHN C. WINSTON COMPANY PHILADELPHIA SAN FRANCISCO WINSTON BUILDING, CHICAGO ATLANTA DALLAS October 1932 Firm Foundations The Presidential Address of Florence Hale at Atlantic City NE of our most honored past presi- () dents said to me several months ago, ‘‘Learn all you can this year, say all you have to say, for there is no- body so dead as an ex-president.” Carrying out the spirit of this advice, | have tried in my trips over the country into nearly every state, to observe care- fully all conditions pertaining to educa- tion in order that I might report to you those things which seem to be nationally important and necessary to the better ac- complishment of our work in this great national organization. On Friday next, I shall pass on to an- other the honor and the responsibility of this great office which I now hold. So to- night before I slip into the oblivion our past president prophesied for me, I am going to report to you what seem to me some of the needs and conditions edu- cators should have in mind today in de- ciding upon their aims of education and setting up their programs of study. Establishment of principles and courage to stand by them—First, I believe the greatest need in American life today is for us all to have the moral stam- ina to stand by our principles. One of the characteristics of our Pilgrim forefathers was their courage to fight for their con- victions. In those days nobody would have had much respect for himself who gave as an excuse for sacrificing principle that “Everybody else does it” or “We won’t be popular if we don’t” or “Let us keep up with the Joneses,” regardless of what he was able to do or what he thought it right to do. We owe our creation as a nation to the fact that a loyal band of people were willing to brave wintry storms and death itself in order to uphold a principle. Let us recall James Russell Lowell’s descrip- tion of “The Present Crisis” of another generation. Count me o’er earth’s chosen heroes—they were souls that stood alone, yhile the men they agonized for hurled the contumelious stone; Stood serene, and down the future saw the golden beam incline To the side of perfect justice, mastered by their faith divine. Teaching should be a profession— The second point that appears important 'o me after my year’s opportunity for Wide observation is our need of making teaching a profession even more so than we have done in the past. Questions are frequently asked today in view of the many unemployed teachers: “Are we perry HALE, retiring president of the Na- tional Education Association, congratulates Joseph 1932-33. Rosier, newly elected president for training too many teachers?” “What are we going to do with the enormous prod- uct of our normal schools and teachers colleges?” “Is it right to lead so many boys and girls to expect to teach when we know there will not be positions enough for them?” These are questions we must settle very soon. This problem is more difficult than it first appears be- cause there is the question of the employ- ment of teachers on college faculties and of the use of buildings and equipment already on hand. My impression is, how- ever, that sooner or later we shall be forced to reduce greatly the number of young people whom we graduate from teachers’ training institutions. There is a bright side to this picture as well as a dark one. During the war when we had a shortage of teachers we got into the habit of letting almost anyone go thru teachers colleges who had a fair scholarship, who passed the examinations, and who had a good character. This resulted in a large output of socalled teachers who, in many instances, were not teachers at all when it came to the true spirit of teaching or [ 207 ] the right kind of a personality to be a successful teacher. I think one of the things that has brought about the present tendency to belittle the work of the teacher and to cut her salary among the first is that some of these pseudo-teachers have been employed in different school systems. The lacks in personality or in the true teaching spirit of even one or two such teachers in a school system tend to injure the standing of the great majority of professional teachers in that school system. I believe it would be an excellent thing at the present time if we could weed out of our school systems all teachers who are unprofessional—those who look upon teaching merely as a job, those who do not keep up with the best methods, those who do not study each child as an in- dividual. There has never been a time when it was so necessary as now that every teacher should know the homelife of her pupils and what are the causes behind bad behavior and apparent dull- ness. The real place to meet the situation is when such students first begin their work at normal school. There are a certain number of students in every class who are soon discovered to be of the wrong type to make teachers. Would it not be kinder to eliminate these pupils early in the course before they have spent more money than they can individually afford and have added greatly to the increased burden of expense of the school? If they go out with a diploma in their hands, they will prove an embarrassment to the superintendent to whom they clamor for a position. If parents have sent a girl thru normal school with no warning that she cannot make a successful teacher, they naturally expect the department of education to help her get a position. Of course, I am aware of the fact that the faculties of teachers colleges would have to be extremely wise people in order to do this selecting justly. We all know in- stances of girls who were said to be totally unfit to become teachers who have developed into splendid teachers. In such cases, probably the opinion of the peo- ple observing them was based on hearsay or superficial judgment. Each student should be considered long enough and carefully enough by a sympathetic per- son trained in such observation before 208 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1932 being advised to take up some other pro- fession. I do believe, however, that teaching is progressing as a profession. The greatly increased numbers of teachers joining the local, state, and national organizations show the increasing interest of teachers in their profession, their desire to be a part of the deliberations of representative educational bodies, and their increasing desire to study new methods and to bene- fit from the results of wide observations and practise by the leaders in education. For example, in 1917 the NEA member- ship numbered 7000. Last year the mem- bership was 216,000. This year in spite of the financial condition, we have gained 4129 members. You will recall the theme which I have selected for this entire week as ‘“Looking Ahead.” You will notice on your program here and there quotations from Lowell’s “The Present Crisis,” to which I have alluded before. You par- ticularly note the quotation on the out- side of this program: New occasions teach new duties; Time makes ancient good uncouth; They must upward still, and onward, who would keep abreast of Truth. There has been considerable honest discussion between those representing the new thought and those who are still loyal to the past standards and who believe that democracy in education should re- main a theory. This would seem like heresy when thus boldly stated because these people want to be democratic but all that they think, perhaps uncon- sciously to themselves, is decidedly aris- tocratic. Such people lament the fact that the 7000 membership of 1917 has grown to the 220,000 figure. Even tho they are educationally democratic in speaking be- fore their classes and on public plat- forms, they cannot quite see democracy extend as far as encouraging all the teach- ers of the country regardless of their de- grees or positions to become a part of the great professional organization. When we look at the statistics and realize that out of every 1000 children who enter public schools 974 reach the sixth grade but only 260 graduate from high school, it is evident that the education, the estab- lishment of principles, character, in fact all the preparation for the greater part of our citizenship, must be given by the classroom teachers in the elementary- school grades and a large percentage of it must be given by teachers of pupils who leave school at the end of the sixth grade or before. Perhaps the figures will be interesting: 974 reach the sixth grade 855 reach the seventh grade 768 reach the eighth grade 610 reach the ninth grade 438 reach the tenth grade 321 reach the eleventh grade 268 reach the twelfth grade 260 graduate from high school According to these figures the greater proportion of our taxpayers upon whom we are dependent for the financing of our plans and projects in education receive their ideas of life in the elementary schools. Does it not then follow that all of us are dependent upon the character, the initiative, and the civic consciousness of the classroom teachers in the elemen- tary grades? If such teachers are not capable of actively participating in the affairs of the great National Education Association, then it would seem that they would not be capable of taking this enor- mous responsibility for all of the educa- tion that the greater part of our citizens ever receive. I can remember a time when classroom teachers were given the courses of study autocratically. Certain text- books were handed out to them. “Theirs not to reason why, theirs but to do and die.” Today with the approval of such institutions as Teachers College, Colum- bia University, and Chicago University, it is considered quite the proper thing for teachers to participate in curriculum making and for committees of teachers to have a voice in recommending the textbooks which they shall use in the schoolroom. Surely those who approve heartily of such teacher participation would not be logical if they did not also believe that such teachers are fully capa- ble of participating in the affairs of our great national organization and of hold- ing office in such an organization. I can remember the first time that a classroom teacher was suggested as president of this organization. We were warned that the selection of such a person would certainly end in disaster to our great educational ideals. The administration which fol- lowed, however, was one of the most suc- cessful the Association has ever experi- enced. Like the Washington monument, the Association still stands. It is one of the few undertakings in this country to- day that has not gone into the red. There will be more interest in making these common schools better because repre- sentatives of them have had their place in the sun. Others will be encouraged to improve and to develop their opportuni- ties wherever they may be placed. We will have progressed professionally im- measurably when the day comes that no teacher is obliged to leave the real class- room teaching work which she loves jn order to obtain professional recognition, In all this discussion of who are the highest and who are the lowest in rank in our profession, it is well to remember that the intrinsically big people are the simplest, even tho they are found in high places. Many of you will recall the story of Horace Mann, upon which I was brought up in the early days of my teach- ing. Horace Mann was endeavoring to start the idea of teachers institutes and had arranged for one to be held in a cer- tain Massachusetts town. The educa- tional leaders of that town, being a bit smug, ridiculed the whole undertaking and entered into the thing half-heartedly, When Horace Mann arrived at the place of meeting, the floor was dirty, chairs disarranged, and not in order for a meet- ing to be presided over by the Commis- sioner of Education of Massachusetts. The scoffers expected that Horace Mann would be discouraged, perhaps even angry at this neglect, and would abandon the teachers institute as they had hoped. Instead of that Mr. Mann took off his coat, secured a broom, swept the floor himself, and arranged the chairs with the help of one or two of his own office who accompanied him, and proceeded to hold the institute. Even at that time Horace Mann’s name was a distinguished one and he set a fine example in not being above sweeping a room when that was the greatest educational need at the moment. I am going to tell you who are at the socalled top round of education, tho there may ve a difference of opinion as to which is the top, that it is going to be increasingly important to you in the high places that you learn more and more how to interpret your splendid education in terms that the everyday citizen can understand. One reason why a great many taxpayers seem ready to tum against the schools today is the psychol- ogy of thinking which has resulted from educators’ making education seem to be an aristocratic, coldly formal, and book- ish thing. It is going to be increasingly important for those of you in the higher institutions of learning that our graded school teachers become real professional men’ and women. Only as they do become a power in this country along the right lines, will you have any foundation left upon which to build your own principles of higher education. As I see the educational outlook at the present moment, I feel it is particularly fortunate for all of us that we have 220; 000 people scattered over the length and ow in eat urn nol- rom » be agly sher ded onal ome ight left ples the arly 20; and Vol. 21, No. 7 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 209 breadth of this land eager to safeguard the welfare of the children of the na- tion in an organized way. The 7000 still have their chance to do their part but they seem as yet not to have accom- plished the whole task. It would not seem that they stand in a position to despise the assistance of even the most lowly teacher. If 7000 can save the situation at the present time, we shall all be glad but they certainly cannot do it by re- maining in a position of aloof superiority. These are the days when there are no kings. These are the days when a man’s aman for a’ that, and the people that did not go beyond the sixth grade have the power, thru their numbers, to take the special courses or the high adminis- trative ideals out of the whole school system if they desire to do so. Certainly a profession that stands together and casts no aspersions upon any one of its members will gain the respect of all our citizens more assuredly than a profession any part of which has a smug and snob- bish attitude toward the rest. Spiritual values in education—I am told that some of those who look with apprehension upon the participation in the NEA affairs of all teachers and edu- cators have also criticised the NEA for being too religious and too spiritual in character. I am not sure but such a criti- cism is a very strong recommendation. It certainly is for those of us who still believe that character is the most impor- tant asset in good citizenship. Let us re- flect that the first declared principle of the National Education Association, at the time of its founding, was stated as follows: “To elevate the character and advance the interest of the profession of teaching and to promote the cause of popular education in the United States.” Certainly the participation of all of the teachers of all of the children of all of the people in our great national organiza- tion would seem to carry out the princi- ples of that last phrase, “to promote the cause of popular education in the United States.” Now let us repeat the first princi- ple, “To elevate the character and ad- vance the interests of the profession of teaching.” Certainly if the greatest criti- tim that can be made of our great pro- lesional organization is that we are not afraid to reaffirm our faith in the eternal Verities of life, then we have not much 0 fear from our critics. I am not quite ‘ure just what these critics would sug- 8st. Do they mean that they would pre- ler to see our educational professional or- Sanization have no spirituality and be Proud of it? Is there anything significant about such a desire coming from the same group of people who feel that only a picked group of seven thousand are capa- EACHERS today, amidst the din and confusion of all these tense times, must seek as never before to teach their pupils to think for themselves and to bring some sort of order out of the chaos of the times. Public leaders are reiterating the fact that education is the only way out. At the same time teachers are facing conditions that might well shake the cour- age of the strongest hearts, but they are facing these problems with a heroism and unselfish- ness that has always been char- acteristic of the teaching pro- fession since the first Great Teacher came “to give life and give it more abundantly.” I have yet to hear of one teacher who has refused to stick by her post even tho salaries have been delayed or given up alto- gether.—Florence Hale. ble of considering our great educational problems? I hope not, because I have great respect for higher education, for advanced degrees, for profound think- ing along scholastic lines, but if such scholarship and such profound thinking means no religion, no faith, then I think the world will be better off with less edu- cation of that sort and more true educa- tion of the emotions and motives which must guide human living. In a world gone mad because of lack of faith and moral stamina, no greater tribute can be paid to the teachers of this country than that they still, amidst the maddening maze of things, hold fast to the “faith of their fathers, known of old.” The tumult and the shouting dies: The Captains and the Kings depart; Still stands Thine ancient sacrifice, An humble and a contrite heart. Lord God of Hosts, be with us yet, Lest we forget—lest we forget! It is time that the significance of these words is recognized by those with the greatest opportunities to influence. I be- lieve that some of our institutions of higher learning have a great deal to answer for in the influence they have exerted along lines of unbelief. I have my- self attended some classes where the pro- fessors seemed most anxious to show their modernism by ridicule of anything per- taining to spiritual values. I believe such institutions and such professors may well search their own hearts in these days to discover to what extent such Godless teaching has been a factor in wrecking lives during these last months. Hardly a newspaper today but daily records sui- cides and quite as many in the educated classes or those in high society, socalled, as amongst the people of little education or humble pursuits. If you consider suicide unfortunate, then you must view with alarm its increase. Is it true that the stamina of our forefathers no longer remains so that we can meet triumph and disaster and treat those two imposters just the same? Is it brave or is it cowardly to take the easiest way out and leave the hard reckoning to those dependent upon the suicide? But it is not strange that young people going out into life believ- ing in nothing, seeing only those things that are in the headlines, valuing only those things that can be expressed in money, should have no heart to go on with the burden when disappointment comes. I doubt if these people who are preaching the doctrine of no religion can imagine the effect of their teaching far enough ahead to realize that they have taken away the firm foundations that used to carry a man over his extremity and they have given nothing else in its place. I will take away no man’s re- ligion; I will criticise no man’s religion. I will destroy no man’s faith unless I can offer him something as satisfying, as in- spiring, as life-saving, in return for the thing I am destroying. It may be old- fashioned to rely upon such words as “I will lift up mine eyes unto the hills, from whence cometh my help,” but I believe that only by return to this faith will our nation, tottering even tonight on the brink of disaster, be able to right itself and go on to bigger and better things. We see dimly in the present what is small and what is great, Slow of faith how weak an arm may turn the iron helm of fate, But the soul is still oracular; amid the market’s din, List the ominous stern whisper from the Del- phic cave within, “They enslave their children’s children who make compromise with sin.” Truth forever on the scaffold, Wrong forever on the throne, Yet that scaffold sways the future, and, behind the dim unknown, Standeth God within the shadow, keeping watch above his own. Atlantic City, N. J., June 27, 1932. To Have or To Be HENDRIK WILLEM VAN LOON HE FUTURE of the world depends upon the intellectual integrity and the spiritual courage of the teach- ers. For in this age, which has lost its old ideals and has not yet found new ones, when terrific economic pressure from the outside forces parents to pay less and less attention to the home, the teacher will have to fulfill a dual role, that of the person who purveys in- formation but also that of the man or woman who shapes the character of the children whom circumstances have en- trusted to his or her care. We have of course always paid lip-service to this ideal, but in practise it has been just a little different. We all agree that we are living in a crisis. Personally, I will go even a little further and state that this is the most farreaching revolution thru which the world has passed since the fourth and fifth centuries of our era, when the Roman Empire ended its thousand-year- old career. That did not happen in a day or an hour but slowly and gradually, as it is happening now. And then as now there were two views of the situation. There were those who said, “Don’t say a word; just pretend that everything is as it has always been. Be an optimist and let the world think that nothing has changed ;”’ and there were those who said, “It is your duty to warn those around you of the coming dangers. Then and then only, by facing and realizing the coming perils of a rapidly changing time, can we hope to save our civilization.” Unfortunately, the professional optimists won out. It did them very little good for soon afterwards they were dead op- timists, tho they might have been living much longer if they had listened to the pessimists. I might compare such a crisis with a shipwreck. Then, too, there are two con- flicting theories of behavior. There are the captains who say to the passengers, “Nothing has happened. Just go back to bed or your bridge game. Breakfast to- morrow as usual;” and there are those who warn them, “No time for any sort of a panic. The situation is indeed slightly dangerous. But we can save you all by paying close attention to the needs of the moment. Go ahead as if nothing had happened, but prepare to behave as if everything could happen.” Personally, I have always preferred the latter school. It is less disastrous. And it seems to me that the teacher who means well by him- self and his neighbors should belong to the latter group. Of course it takes more courage to face a situation than to prattle sweet words about it and trust to luck. If any of the directors are on board, the captain may even lose his job while the directors, as has happened upon certain historic occasions, find room in the last life-boat. But then, it takes courage to face all the realities of life. That is why the world has always preferred a leader to a cauliflower, altho the latter is apt to lead a more even and undisturbed existence. We are just recovering from one of the worst afflictions that can happen to any nation—a period during which large numbers of people received something for nothing. That strange historical in- terlude developed a philosophy of its own, for no system of action can hope to sur- vive without some sort of a concrete philosophy behind it. The disastrous philosophy in this case was that of “re- sults.” Size was substituted for contents and quantity for quality. As a result, the old ideal of “being” was allowed to be forgotten for a new ideal of “having.” In order that it might penetrate without too great resistance on the part of the few, honest men and women boldly pro- claimed that such a philosophy of life could only lead to one ultimate and dis- astrous goal. Those who benefited most directly from the existing state of affairs called forth a terrific and most hideous plague, a plague which made its victims suffer from a complete atrophy of their moral sense. The inability to feel moral indignation is perhaps the worst ailment against which the present educators have to contend. Children for almost an entire genera- tion were placed before the choice of to have or to be with the accent on the “‘to have” and with a supercilious pity for the weak-minded idealists who still preached that “being” was infinitely pref- erable to mere “having.” The bathroom with running water became the grand and glorious purpose of a life which no longer demanded that the austere cham- ber of the soul and the intellect should also be provided with the running water of criticism and the fresh air of intellec- [ 210] tual independence and courage. Every. one who has been called upon to deal with the educational problems of today will know as well or much better than | do of what I am speaking. This false doctrine has brought us to the present terrible crisis. We are not suf- fering from an overproduction of mate. rial goods but from an underproduction of honest thinking. I realize the advantages of mere physi- cal comforts and of course prefer a three- million-dollar schoolhouse to an old and dilapidated and unhygienic edifice. But I can do without that schoolhouse if it has been constructed merely to raise a thirty-cent crop of mentality which shal] fit conveniently and harmoniously into an economic machine which no longer bears any relation to the true ideals of life as they have been understood by the best and the wisest of all ages. Invariably people ask at the end ofa lecture for some constructive suggestion. That may be all right in the case of some minor change about a curriculum or the hours devoted to nonathletic pursuits. The present crisis, however, is too gigan- tic to permit one man to even suggest that everything can be solved if the world will only listen to his own brilliant cogitation. For the moment the problem before the house is to diagnose the case. And I offer as my own diagnosis the fact that we have worshipped the false gods of a purely material success, that in the matter of “to have or to be” we have been forced to choose “to have” it preference of “to be.” As the leaders of the coming generation, it is our duty to proclaim ourselves rebels. The world has never made any progress without a crop of honest and cheerful rebels. And in country founded upon the healthy prit- ciple of spiritual rebellion [for what brought our ancestors here except theif unwillingness to accept the established rules of their respective home-countries?] I shall invite you to join me in that new Declaration of Independence which holds that a man’s conscience is, and of right ought to be, superior to the size of his bank account.—Address before a Get eral Session of the NEA Conventiol, Atlantic City, June 25, 1932. [Mr. Van Loon is the author of Ti Story of Mankind, which was the fits Newbery Prize Book for chifdren.] ery. deal day an | Is to . Suf- nate- ction hysi- hree- 1 and . But if it lise a shall r into onger als of ry the 1 of a >stion. F some or the rsuits. gigan- uggest if the rilliant roblem e case. sis the e false s, that he” we ave” in ders of luty to rd has a crop nd in 4 y prin r what ot their blished ntries? | hat new -h holds of right > of his a Ger ention, of The he first J Professional Organizations and the Emergency JOSEPH ROSIER President, National Education Association 1932-33, and President, State Teachers College, Fairmont, West Virginia ganizations of our country, state and national, have an important duty to perform in meeting the difficult situations that have been created by the industrial and business depression. Our problems must be solved by investigation, study, and thought. We have come into that period when intelligent judgment must be applied by those who direct our great industrial, business, and civic en- terprises. In times of depression the masses of our people are susceptible to emotional appeals and radical movements based upon unsound economic and politi- cal principles. These times demonstrate that there are no omniscient supermen. In the presence of the great economic and social forces of the world, the captains of industry and business stand confused. Economic and political leadership, which seemed power- ful and all-controling in the days of pros- perity, now gropes in darkness and de- spair. The period of hard times and ad- versity thru which we are passing will bring us back to the fundamental and sound principles on which all economic and social stability must rest. As never before, we realize the truth of Emerson’s law of compensation. Traders in the marts of business, captains of industry, directors of great commercial enterprises, and ordinary business men must realize that sooner or later we must pay for what we get. Thru the activities of our educational organizations we must begin to set the house of education in order. Even our systems of education have not been un- touched by the recent wave of inflation and prosperity. Just as men who were swept off their feet by economic pros- perity became submerged in the things of this world, educational leaders were car- tied away with the objectives of utili- arian education. We should not hear so much in the years to come in the fields of education of the methods of the counting- house in measuring educational results. With all of its cost sheets and its efficiency practises, industry has not been able 0 preserve itself. Just as in economics men have found that the human factors ttanscend all mechanical organizations for efficiency, so in education we are alled upon to re-emphasize the human de PROFESSIONAL educational or- and spiritual values. For a quarter of a century the school systems of our country have experienced great material progress N THESE HOuRS of depression when men and institutions are being tested, when faith in democracy and the ability of the people to control their des- tinies is wavering, when there are doubts about universal edu- cation, and when our govern- ment and its activities are at- tacked and criticized, more than one million teachers of America declare their un- swerving allegiance to the great principles of freedom in response to which our institu- tions have been built.—Joseph Rosier. in buildings and equipment. The next few years will see less material growth and more advancement in the profes- sional, intellectual, and spiritual capacity of the teachers of our country. The teach- ers of our country, more than a million in number, were probably the least affected by the wave of prosperity pre- ceding our great depression. In this field of human effort there were no hundred- thousand-dollar salaries so common in the business and industrial world. In the days of easy money, men continued to direct great educational institutions and school systenis on modest salaries. The men and women in the ranks continued their devotion to the instruction of chil- dren and young people at salaries which were not comparable to the income of mechanical workers and laborers in the industrial field. Teachers in the good times found it about as difficult to bal- ance their budgets as governments are finding it to be in these days of depres- sion. For these reasons the teachers as a group are better prepared to meet the present emergency than are any other group of workers. As a class we were forced to live eco- nomically in the days of prosperity. Per- sons employed in industry and business are being called upon to live on the sal- aries and to practise the economy with { 211] which we school teachers have always been familiar. Thru our professional organizations we should sound the note of faith, opti- mism, and hope. We have in our land to- day the best prepared, most highly trained and cultured teachers that we have ever had. They have read and studied history and are able to interpret the meaning of historical movements in relation to human culture, economics, industrial development, and social and political progress. Our studies show us that there is nothing unusual in the pe- riod of depression thru which we are passing. The people of our nation and of other nations have gone thru many sim- ilar periods. Periods of human folly have always been followed by periods of hu- man distress. In the face of bad govern- ment, economic blundering, human strife and wars, and disastrous political fal- lacies, humanity has continued its march of progress. Thru our educational organizations we should courageously face the practical problems of school administration and business economy in the management of school affairs. Adjustment to changing conditions is the most important result of modern education. Here the educa- tional leadership of our country will be put to a supreme test. First of all, our people should be made to realize that there can be no backward steps affecting the real educational welfare of our chil- dren. The founders of our government clearly recognized the fact that our in- stitutions can be preserved only thru universal intelligence and that we can have universal intelligence only as a re- sult of general education. In response to this need the states of our union have built up great public-school systems. In the schools, colleges, and universities of our land, knowledge has been imparted, thinking has been encouraged, and in- telligent leadership has been developed. However grave this emergency may be, the people in a democracy cannot safely neglect the education of the rising gen- erations. In a practical way we must apply the theory that education for the minds and hearts of our young people is as important as food, clothing, and shel- ter for their bodies. For society in gen- eral, education is as important as good 212 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 193) roads, automobiles, public buildings, the administration of our state and federal governments, and the army and navy. Thru the educational organizations of the state and the nation, we will pledge ourselves to make all needed economic and financial adjustments that may be created by this emergency, but we shall stand firmly against any movement that proposes to subordinate the education of the children of our country to any other state or national enterprise. The teachers of our country thru their professional organizations should do their part in helping to bring about eco- nomic recovery. In salaries and income our one million school teachers are prob- ably more representative of normality than any other group. Their standards of living are characterized -by a sanity that is typical of our great middle classes. Any drastic lowering of the income and stand- ards of living of our teachers would pro- duce a most depressing effect upon our basic economic structure. The financial soundness of our commercial structure today rests upon large numbers of small incomes and not upon the excessive in- comes of a few. With a small but steady income teachers make a substantial con- tribution to trade activities. The Ameri- can school teacher spends his salary carefully for those things that are most essential to the preservation af our stand- ards of living. The margin above living expenses goes into life insurance and sav- ings accounts and the purchase of modest homes. The budget for living expenses is widely distributed in the marts of trade. In no other group will be found less of waste or carelessness in expenditure than among the teachers of our country. Thru these great educational organizations, the men and women engaged in the work of education pledge themselves to cooper- ate to the limit of their incomes in re- storing to all of the people a sane and sensible prosperity. Out of this period of depression should come a teaching profession that will be universally recognized on account of its professional and academic preparation and its high cultural ideals. The leader- rN A GROUP of manufacturers, the con- census of opinion ever since this association was organized in 1928 has been against wage cutting, and what adjustment of wages has been made has been very slight. Our country never has been prosperous during times of low wages and salaries, and we do not believe that the solution of re- ducing the tax budget is in cutting sal- aries beyond a reasonable adjustment. In looking over the salary list for the schools, we do not see where teachers are overpaid, measuring their compen- sation by our own yardstick of what would be necessary in industry for similar service and length of prepara- tion.—J. F. Buss, president, Ann Arbor Manufacturers’ Association. [From Secretary Crabtree’s annual report, 1932.] ship, power, and influence of small groups of educators have always been potent in the social and economic affairs of the nation. It is a deplorable fact that in the past too large a proportion of the total number of teachers has lacked that scholarship and culture which are essen- tial to the most efficient instruction of children. In state and national associa- tions we should everywhere take a stand for thoroly educated teachers in all of our schools whatever their level. Certifi- cation to teach in this country should be based upon solid academic attainments and demonstrated professional skill. The organized forces of education should stand just as strongly for better teaching as they do against the powers of reaction which would carry us back to the former days of inadequacy and inefficiency. We do not set too high an ideal when we look forward to the day when every child en- roled in a school shall have a competent, scholarly, and cultured teacher. Teach- ers and educators are today properly classed among the intellectual groups. For this reason they bear a great respon. sibility not only in the nurture and de. velopment of the rising generation byt in the economic, the social, and the spir. itual stability and progress of all the peo. ple. The stability of our American jp. stitutions, the economic and social Prog. ress of our people, and the great human virtues and spiritual values are depend. ent upon the intelligent thinking fos. tered by our systems of education. The education of teachers must be so com. prehensive that they can be wise and intelligent leaders in a changing world, Our great educational organizations stand for the highest ideals of prepara. tion and service in the vital work of edv- cation. In days of prosperity as well as in times of adversity the organized educational forces thru their professional organiza tions give their devotion to American ideals and the preparation of the children of our nation for a changing civilization, There is no finer record of public service than that of the teachers of our country. In a very real sense they have placed de- votion to the cause of education above every thought of selfish gain. On behalf of this great body of public servants | appeal to the people of our nation for the same loyal support that is given toall other governmental activities which are regarded as vital to the existence of our institutions. Upon our teachers we feel the nation may rely for its chief defense in withstanding all sinister influences that would undermine the structure of ou government, and to them the people of our country may look for the advance ment of the ideals and principles which have made America great. Here is a group of American citizens who will not sel America short. Here among this group patriotic public servants will be found that faith, courage, and devotion which will rescue and preserve all that is best in our American life——From an addres before the Representative Assembly 2 the Atlantic City convention, June 28. _———_$—— 0 LONG AS the public permits extravagances in road building for the benefit of railroad busters and pleasure- S seeking autoists, so long as it bases school support on tangible property alone, reserving for political pur- poses the taxes collected from the vast intangible forms of modern wealth and income, so long as it is un willing to forego ten-million-dollar courthouses erected as monuments to vote-getting politicians while little children nearby attend school in ramshackle shanties, so long as corporate bond merchandisers are per- mitted to clear themselves in tiny type of all responsibility for the goods they sell, so long as graft is tolerated in municipal government, so long as the trustees named in bond indentures are selected by the debtors and after defaults tend to act as attorneys for the debtors, so long as the public permits federal payrolls to care for the relatives of congressmen, and so long as most elected officials are unwilling to accept salary reduc | tions—the time is scarcely opportune for indiscriminate slashing of school budgets.—Milton C. Potter, superintendent of schools, Milwaukee. ee a te, th and orld. ‘ions yara- edu- imes ional niza- rican Idren ation. >TVice intry. ad de- above behali ants | yn. for 1 to all ch are of our ve feel lefense es that of our ople of Lvance- ; which a group not sell roup of > found n which js best address mbly at ne 28. The Insurance Policy of Democracy ik PRESERVATION of democracy is a sacred trust placed upon the public schools by the builders of the na- tion, a task regarded by teachers as their prime function in a government by the people. It has been well said that “the school teacher writes the insurance policy of democracy,” and there is no doubt that the teachers have tried to preserve this legacy by the inculcation of ethical ideals, the stimulation of intellectual ac- tivities, and the development of char- acter and citizenship; but now they are faced with conditions that require less attention to methods and more attention to the study of economics, for the schools are in danger of destruction at the hands of those to whom the nation has looked for financial leadership. This attack might have been predicted; from time immemorial humanity has been divided into two camps, one upholding the rights of the common people and the other up- holding the right of might, whether rep- resented by physical or mental or finan- cial force. In our country the best ex- pression of these opposing theories has been given by Thomas Jefferson and Alexander Hamilton. They of course did not initiate the quarrel but they labeled it well. The differences were fundamen- tal. Hence friction resulted. In Greece, in Rome, in France, and in America a fight was due whenever downtrodden man was able to lay his hands upon that weapon commonly called “education.” The founders of the nation, notably Washington, Jefferson, Franklin, and others, are given credit for the impetus which resulted in the establishment of our free public-school system, but it should not be forgotten that Hamilton promulgated doctrines that are the basis of-our troubles today. Tho he came from humble surroundings, Hamilton Was an aristocrat in belief and action. Therefore he could not admit the desir- ability of preparing the socalled com- mon people to rule. Notwithstanding his lisbelief in democracy he is one of the seat men of history whom the nation teveres and loves. His fundamental theory of government may be correct and the tation may be headed toward destruc- lon thru democracy, but the schools are teaching another doctrine and they fear that the theory which he advocated so WILLIAM J. BoGAN Superintendent of Schools, Chicago eloquently after the Revolution is domi- nating the attack on the public schools today: “That power which holds the —— of education will rejoice that a few days after this address was delivered, Supt. Bogan, who has led the educational forces of Chicago during one of the greatest crises in the city’s history, was una..imously re-elected for a term of four years. purse strings absolutely, must rule.” His aristocratic spirit may rest now, for ap- parently his doctrine prevails. The teacher who writes the insurance policy of democracy now has the oppor- tunity and the duty to prove to a panic- stricken people that this insurance is a sound investment and a protection to all the children of the nation. The schools are the trustees of a legacy such as no other people have known. The very word “trustee” gives to the holder of the title a deep sense of the responsibility of trusteeship and an appreciation of its sacredness. The connotations of the word always assume honesty and care for the helpless. A trustee is one who is trusted. It seems fitting, therefore, that teachers should be labeled as trustees of the rights of children. In the Great War soldiers died for democracy believing that their sacrifice would benefit the world for all time. Teachers are not dying for democ- racy but they are showing millions how to live for democracy. Can the world for- [ 213 ] get the thrill that came to it when it read that at the sinking of the Titanic when hope for the ship was lost the command rang forth: Women and children first! Will history paint anything more beauti- ful than the scene on the deck of that great ship as men stood by and awaited their turn to die, while women and chil- dren were lowered into the life boats? Women and children first! is a slogan of the sea which every maritime nation, worthy of the name, follows to the death. Children first! is a slogan of the class- room which every teacher follows, no matter how bitter its implications may be. The policy of the teachers of France during the Great War is followed, in spirit at least, by the teachers of America dur- ing the present financial war euphemistic- ally called “the depression.” This policy is indicated by the order of the French Minister of Instruction, that ‘““The schools must everywhere be kept open.” Follow- ing is a special tribute to the teacher which was issued by the Department of Education: We admire, not without reason, the serenity of the farmer who, two steps from the battle line, is sowing for the future his grain on the bloody furrows. Let us admire none the less those teachers who all along the line of fire hold their classes within sound of cannon; they also are sowing for the future. A few extracts from the famous edi- torial of the New York Times on this subject will drive home the point: In that time France made every possible provision in her economy for the present de- fense, but she did not for one moment forget the future. She even opened schools in caves and occasionally provided teachers and pupils with gas masks. Hundreds of children fleeing from the territory occupied by the enemy were taught in barracks by the women teachers who had fled with them. So did France refuse to let the child’s heritage be taken away from it even in the face of cannon and bomb. In substance France said to the world: “Do not let the needs of the hour, however demanding, or its burden, however heavy, or its peril, however threaten- ing, or its sorrows or heartbreaks, make you unmindful of the defense of tomorrow, of those disciplines thru which an efficient democracy is possible, thru which the institutions of civil- ization can be perpetuated and sanctioned.” There is a special necessity for free public education today and the danger of losing many of its benefits is so great as to demand of teachers and of the Na- tional Education Association that the % > ? a Pj s 3 + A ile I GO EAC L IIE FT baad 214 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION study of methods and means and devices be abandoned temporarily for the study of economics. Schools have been living in a fool’s paradise, firm in the belief that all the nation was committed to democ- racy and free public education, but signs and portents on every side give warning of danger. One of these signs is the report of the May Committee which appeared in a recent edition of the London Times: Since the standard of education, elementary and secondary, that is being given to the child of the poor parents is already in very many cases the superior of that which the middle class parent is providing for his own child, we feel that it is time to pause. True, no one in this country openly pro- claims the theories so frankly expressed by this English committee, but in pri- vate, thoughts like this are often ex- pressed. From the beginning of recorded his- tory do'vn to the present day, progress in civilization has been made possible thru a continuous war for the rights of the common man against the forces of ignorance and greed. In some cases the charities of the rich became in time the rights of the poor. This was especially true of education in our own country. Free public education not so long ago was a charity handed down by the rich. Now it has become the most precious heritage of the poor, which no social group nor government can eliminate without destroying the foundations of so- ciety itself. Society need not worry much over the financial aspects of the educa- tion of the children of the rich, for they may be educated in private schools. One may, however, doubt the moral value of an education exclusively for the children of the rich, and to the extent that this type of education lacks in democratic value, society has cause for worry, but the withholding of educational privileges from the poor will prove disastrous. The attempt to tear down those phases of education which minister especially to the children of the poor is like staining with impious hands the sacred vessels of the temple. ———— Norman Douglas, who does not be- lieve in any form of public education, says that our public-school system is “a HN“ mismanaged credit and currency, they now tell us that education must be mismanaged, too. Having stu- pidly forced the liquidation of business, they are now even more stupidly forcing the liqui- dation of intelligence. In the last decade we spent money liberally on buildings. These buildings now stand empty. Is that saving? Is that the proper use of income? If we had spent our income on education and health, we would at least have something that is of some good to us today.—William Trufant Foster, economist, Boston. state-controled factory of echoes.’ There may be truth in this if he means that it gives social solidarity, but with the im- provement in teaching methods inde- pendence of thought will also be achieved. Whatever its defects, free public educa- tion is the only hope of the common man. Primitive man would have lasted only a short time in competition with the lower and more powerful animals had not his superior brain with its great power of invention enabled him to de- velop a simple weapon from the branch of the tree, an invention that made him master of the animal kingdom by adding greatly to the length and power of his arms. This weapon, the club, was the greatest invention of man. The next greatest invention was also a club, the school. The former protected man against the lower animals; the latter pro- tected him against himself. It enabled the common man to take his place in the seats of the mighty. The school in all ages has tried to meet the needs and demands of society. October, 1932 Hundreds of years ago when society was static, this task was comparatively easy, Social and economic changes were few and far between. In certain ages the changes were so gradual as to be hardly noticeable over a period of centuries, Labor was hard and unchanging. Labor- saving devices were unknown and would have been unwelcome. In certain parts of the world the ancient methods of agri- culture and industry still persist. One may see today the fellaheen of Egypt using the methods that were popular in the days of Moses. Children followed in the footsteps of the parents and the lowly man knew his place and kept it. Educa- tion was only for the few. It was a closed monopoly for the select and the elect. As changes in society were so very slow, it was an easy matter for the schools to keep pace with them. The modern school deals with the re- sults of machinery, science, and tech- nology. Society demands that the schools keep uptodate. Not long ago a great automobile engineer said: If the best features of the best automobiles in the world were combined in the best car that could be made by man and then sealed in a glass case for ten years, it would not then be worth one-tenth of its original value. True, it would be just as perfect as when made, but it would be obsolete, and people would not buy a car that was out of date. The schools must keep pace with the demands of society. In fact, society has forced upon them all the modern phases of education for which they are now be- ing criticized. The people of today insist that the schools for their children give training in health, citizenship, vocations, and adult education. The people demand for their children a greatly enlarged cul- tural service, including what we now re- gard as the fundamentals, art, music, and literature. The schools have raised the level of intelligence thruout the nation and thereby have promoted a higher standard of living which, in turn, has re sulted in an increased prosperity. The plight of the taxpayer in these times of depression is serious indeed. HE TEACHERS of America alone can give a permanent answer to the present crisis. But what do the politi- § prc say and do? They try to solve this difficulty by saving expenses. They cut down the salaries of school teachers who dare not protest. They close schools. They drop special teachers. They combine classes. They strike at the one group in the land that could teach the country how to order life by proper organization s0 that American standards may be maintained and elevated with each generation: They look on education as the Jonah to be sacrificed to the god of the storms. But education is an Isaiah—singing the eternal words of truth—beyond the power of petty men to destroy—beyond the power of any generation to ignore. The hope of America in this crisis is the increased maintenance of education. There is no price too high to pay for education. There is no penalty too great to pay for ignorance.—Aaron Sapiro, attorney, New York, N. Y. thi the du: bu ins sch qui to ern sch ing ask the cor non cos tiou cipl ord affa spir lai wea eCOl ence divi acq turr abor Min four 0ls eat biles cat then rue, ut it buy . the r has nases vy be- insist give tions, mand 1 cul- w re- >, and d the vation nigher las re- these ndeed. Vol. 21, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 215 He is confronted as never before with the results of waste, extravagance, and cor- ruption in government. He knows not where to turn for redress, and in his rage he strikes out blindly like an insane pa- tient who fears his nurse. He places all office-holders in the class of wasters, if not in the class of corruptionists. Teach- ers and school administrators object to this classification insofar as it applies to them. Like bankers and captains of in- dustry, the schools have made mistakes, but corruption in school administration insofar as that administration rests upon school men and women is a negligible quantity. The taxpayer has good cause to protest against the high cost of gov- ernment, but he should use intelligence in his protests. Friends of the public school join with the taxpayer in demand- ing the elimination of waste, but they ask that in these attempts at economy there be no attempt to destroy the seed corn of democracy, for therein lies eco- nomic and social salvation. Big business in its attempt to lower costs of government should move cau- tiously and in accordance with the prin- ciples of wise statesmanship, for the rec- ord of big business in managing its own affairs for the past decade does not in- spire confidence in its ability to manage education. Big business seems often to claim a divine right to the possession of wealth but every student of history and economics knows that without the pres- ence of the common man this type of divinity will not function. The rich have acquired their wealth from the common people, but many feel no urge to make re- tun. Manhattan Island, which was sold about three hundred years ago to Peter Minuit by drunken Indians for twenty- four dollars worth of junk, has increased in value to billions of dollars, not thru the skill of stock jobbers, railroad manipulators, or wreckers, but thru the common people with the common needs that developed civilization. Therefore, the schools representing the common people, as well as the uncommon, resent the attempt to make free public educa- tion in America like a charity handed down from the bounty of the rich. The rich have themselves proclaimed this benefaction by impressing upon the peo- ple thruout the generations their superior rights. And now there is none so poor to do them reverence. Therefore, I say that the slogan Save the schools strikes deeper in its implica- tions than salaries or supplies or any other material things. The impairment of the schools means the weakening of the rights of every citizen, and tho in our despair of democratic government we sometimes cry for the man on horseback to save us from ourselves, we know that every vestige of liberty taken from us will be difficult to restore just as we know that some phases of democratic education eliminated in a crisis like this will never be restored. At best we are not nearly so free as we imagine. Some one has said that liberty is what twelve butchers, bakers, and candle-stick makers think it is, and little else. The method of developing higher ideals of liberty is called education and that is a very slow process, for we like to forget as quickly as possible the struggles and pains that accompany the maintenance of our ideals. There is an old Greek legend according to Ludwig to the effect that when Prome- theus was modeling the first man he slaked his clay in the waters of Lethe, the waters of forgetfulness, and hence the human race finds it easy indeed to forget what it dislikes to remember. Hence freedom, once acquired, should never be abandoned. Restoration is too slow. To meet the emergency in education every friend of the public school should let the public know how great the emer- gency is. Facts should be presented to the public. Parents should be taught that any reduction of efficiency in the schools means a loss to their own children. The elimination of waste and extravagance— objectives approved by the schools— should not be used as an excuse to de- stroy the ideal of American citizenship, the rights of the common man. - pew TO ACTION—The time has come for the common school as an institution to teach its own history. Its establishment and growth constitute one of the most significant chapters in the upward struggle of hu- manity. The purposes of the school are the purposes of civilization itself. The school as a universal service | Is young indeed, but its achievements are truly marvelous. The school has gone far, but the distance ahead _ is yet great. Those in charge of the schools are the first to proclaim the need for further improvement. The Purposes, achievements, and needs of the schools are the theme of American Education Week. During this The second definite method for meet- ing the emergency in education is, after proper education of the public, to make an appeal to the public, if possible, thru a legal referendum. If the people believe in the schools the vote will be overwhelm- ingly in favor of the schools, but if they are so badly frightened by the specter of taxation that they will vote to rob their children of the legacy of democracy the schools will be forced to admit that their holy task has been badly done. Another method of meeting the emer- gency is to prove to industry that its wel- fare depends upon the solution of the many complex problems of society by the schools in cooperation with industry. Leaders of thought in all lines of indus- try and commerce, especially those who lack a knowledge of the public schools, should know that the school system is so- ciety’s most important agency for its own perpetuation. Naive captains of indus- try who listen with extended ears to self- seeking snipers in educational circles should be corralled and forced to listen to the truth. ... Balance the budget is a good slogan for everyone to follow but the emer- gency in education may become perma- nent unless the schools insist upon the adoption of an additional slogan, Bal- ance the revenue. Few communities are trying to reform their tax systems but all communities are cutting expenses right and left with slight regard for ultimate consequences. If the people who have been taught democracy from the cradle to the vicinity of the grave apostatize now, the hopes of countless descendants of the helpless, the harassed, and the oppressed of all nations will be destroyed. Have the teach- ers of this nation faith enough in their efficiency as trustees of the rights of the children of the nation to trust their case to a popular vote? If doubtful, they might take comfort from this admonition of the Great Teacher: “Let not your heart be troubled; be not afraid.’”—Address be- fore the General Session of the Atlantic City convention, June 27, 1932. Schools and of the schools of America.—Joseph Rosier, president, National Education Association. _ Week let every community dedicate itself anew to the great task of education by a fitting study of its a American Education Faces the Storm nual report, presented at the At- lantic City convention, emphasizes the elements of strength in education which will enable it to rise above the present emergency. “Education will win,” says the Secretary, “altho it faces problems of extraordinary difficulty and danger. It will win because of the in- herent rightness of the things for which public education stands. American edu- cation will win ‘for it was founded upon nc,” St CRABTREE’S fifteenth an- In the first place, education is a definitely organized profession. It has in the National Education Association an organization which includes all branches of educational work. It has as fine a type of leadership as it ever had. It has powerful inclusive local and state asso- ciations. The present corps of classroom teach- ers in America is better trained and better qualified than at any other time in our history. Education has behind it the support of the great mass of the American people, a support which is deeply rooted in public opinion. In its professional journals education possesses a means of reaching the members of the profes- sion, and thru them a means of reaching the general press and the public. Education has developed in its research program a tool which gives confidence to its leaders and increased skill to every member of the profession. An organized profession, dynamic leadership, a devoted body of teachers, a powerful lay sup- port, a scientific attitude, and adequate means of reaching the public—these are indeed the foundation stones of the educational structure. He calls attention to the fact that teachers are fortunate in having strong local, state, and national associations which stand “like a mighty bulwark against hastily considered and ill-advised retrenchment policies.” Thru vigorous campaigns they have helped parents to understand the folly of handicap- ping their children with deficient education thru short school terms, large and unwieldy classes, or by employing untrained, incom- petent, and underpaid teachers. They have en- couraged schoolboards to stand against the policy of balancing the budget with the igno- rance of children. They have helped the teachers interpret the schools to the public in such a way that the demand for good schools persists in spite of the serious economic situation. The Secretary cites some of the achievements and possibilities of educa- tional research; he points out that altho organized research in education is almost wholly a development of the last quar- ter of a century, the work already ac- complished suggests that the scientific approach to educational problems will ultimately stand as a great human achievement. He indicates the impor- tance of educational leadership, of -ANO UNSKILLED LAGOR WANTED Ss ee eed teacher contribution, and of continued lay support. In stressing the need for effective educational interpretation, he says: The time has come for a new point of view in educational interpretation. The schools need first to consider the things they can do of and by themselves, and second, the help which out- side agencies can contribute. There is a tend- ency on the part of teachers to depend too much upon the superintendent’s office and such outside agencies as the press, the radio, the movie, and service clubs. Important as are these contacts, they are the lesser phase of edu- cational interpretation. The greatest opportu- nity lies within the school system itself and the outside agencies can do their best service only as every teacher in the system is an in- formed and active interpreter of educational service. Among the things which the school organi- zation can do to interpret education are the following: First, every school from kindergarten thru the university can teach its students the mean- ing of the school in ways within their range of understanding. It can help them to appre- ciate the fine points about our schools, the ways in which they are better than schools of other days and of other countries. It can teach the facts about school organization and budget. It can help every child to understand just what his schooling is costing per year, per month, per day, or per hour. It can compare these costs with the cost of providing instruction in music and dancing, or with the cost of attending pic- ture shows and other entertainments. Second, each teacher can develop the com- munity of interest which naturally exists be- [216] tween him and the parents of the child for whose growth and development he is respon- sible. Let every teacher visit the home of every child represented in his classes. Let him ex. press to the parents his deep interest in the child’s welfare. Third, the schools can send regularly to par- ents letters, reports, and printed material to emphasize important points in the school’s service. The school system should see that teachers and principals take a larger part in the civic and community life outside the school. Teach- ers who read widely, who maintain contacts with the best leadership in the community, who take part in efforts to improve conditions, will grow in power and usefulness, and as their civic leadership wins appreciation, there will be increased respect for the quality of their educational leadership. The school is at the very heart of community life. It cannot do its best or be its best except as teachers partici- pate in and understand the economic, social, political, artistic, and spiritual life in which the children are growing up. Secretary Crabtree asserts that the keynote of recovery from today’s condi- tions must be careful planning in the light of facts and needs. In concluding his report he gives a “look ahead”: Every genuine system of education is a re- sponse to individual and social need and aspira- tion. By studying today’s needs and arousing new and worthy ambitions and aspirations, teachers can turn the present situation into an asset. The mere fact of widespread unemploy- ment in the midst of surplus food and mate- rials suggests that society has now reached a point where it may give more of its attention to the human, the intellectual, and the spir- itual aspects of life. Under these new condi- tions, vocational education and guidance as- sume a place of increasing importance. Educa- tion for leisure becomes imperative. The op- portunity for an improved home and neigh- borhood life is a challenge to the best the schools have to offer. We are at the moment when the public will support educational lead- ers in the reconstruction of American educa- tion—in a reform which will more or les steadily rid us of the narrowly academic point of view and substitute the social point of view in its place. The social philosophy of American public education needs to be restated vigor- ously. It needs to be made clear to the rank and file of teachers and to the general public. Schools must aim at fully civilizing youth the American way. They must make them- selves the focal center for correlating and C0 ordinating the cultural and educational assets of all other educative institutions. They to achieve a new internal unity of purpose organization which will help to bring a new unity and purpose into our American ci life. By continuing to work at their problems by strengthening their preparation as teachers, and by using their professional organizatiot to improve the service of the schools, teaches will turn present liabilities into assets. th sill the the ndi- the ding a re- spira- using tions, ito an iploy- mate- hed a ention , spir- condi- ce as- Sduca- ne Op- neigh- st the ,oment 1 lead- educa- or less ¢ point of view nerican vigor- ye rank public. outh in them- and ¢0- 1 assets ey need ose and a new civilized roblems, reachers, nizations teachers Mental Hygiene Keeping Mentally Fit N THESE strenuous times, it is of strik- l ing significance that the professional literature is devoting increased space to the general subject of practical mental hygiene. I am naturally delighted that THE JOURNAL of the National Educa- tion Association, with its upwards of 200,000 readers, should have taken the lead during the past four years in mak- ing available to the great army of teach- ers in America the concepts and wisdom of the mental hygienists. More, possibly, than any other group of workers in the land, the classroom teachers are in daily need of a sanity of adjustment and a philosophy of life that will aid them in holding an even keel and in sailing serenely the turbulent waters of new horizons across which we are all being swept by an irresistible undertow. In this rapidly changing world in which we are moving, there are few buoys to guide, few landmarks to aid in plotting a course. We have adventured far from the familiar ports, far from the charted harbors of the old socio-economic coast- lines. Still, regardless of how the compass reads or of how inscrutable the horizons may be, there are certain markers along the course that are as fixed and as un- alterable as the mariner’s star. Wise in- deed is the skipper who can steer his course by them. In calling the attention of the teachers of America to these changeless and timeless principles of mental hygiene, one is but emphasizing anew for them certain unshifting funda- mentals of life and of adjustment that have existed with varying degrees of tenacity ever since teachers have taught and pupils have learned from them. [1] Be an optimist—There is a silly, brainless optimism that is born of the winds and the mists. To sing “God’s in his heaven, all’s right with the world” was a lovely sentiment on the lips of Pippa on Browning’s page; but it would be a dubiously intriguing refrain on the lips of rational-minded men and women of the postwar age. Judging from the tes- timony of the economists, the sociolo- gists, and the psychologists, not to men- tion the rank and file of folks generally, there is little that is right with the world. On the contrary, there is a great deal that is right. There are rivulets and Streams of opinion and belief and con- Viction meandering hither and yon across the world today that must necessarily be- come confluent in the coming decades. There are movements for human uplift and betterment, for democracy and jus- tice, for amity and concord, for brother- hood and world-citizenship that are un- mistakable, scouted and flouted tho they may be by cynic, iconoclast, or jingoist. The teacher, of all responsible people in the world, must see beyond the dis- couraging and disheartening present and envisage with confidence the coming of a golden age of humanism in which righteousness shall be exalted. The teacher dare not allow his optimism to become corroded by an _ exaggerated dwelling upon the ills of the here and the now. He cannot disregard them; he can- not minimize them; but, while paying them their full reckoning, he must beware lest he be dominated and obsessed by them. It is easy for a teacher, who is properly an idealist and a dreamer of dreams, to fail to see the forest for the trees; it is easy for him to have the fine edge of his spirit turned by impact upon the murky and the profane and the mean in human experience; it is easy for him to turn aside from the conquest of the city beautiful to wallow about in the val- ley of spiritual despondency. If he prosti- tutes himself to this abasement of his spirit, his influence over the unfolding minds and the questing souls of the youth who call him “teacher” will be grave in its negativism and its cynicism. Be an optimist, then, teacher! Have faith in the ultimate redemption of man from himself! See the centuries in per- spective. Weep over the tragic slowness of spiritual evolution and the often ap- parent reversals of the inner motive forces by which alone man must rise. Do this, if you will. But do not weep too long or too publicly. Pitch your life in a tra- jectory of faith in the ultimate social sal- vation that will launch you safely into the great ocean of sane and rational opti- mism. And don’t forget to match your deeds and your words and your en- deavors with your faith! [2] Have faith in the profession of teaching—Fundamentally, Socrates, Plato, Jesus, Confucius, and Buddha were not philosophers of life so much as they were teachers of men. Since the days of the caveman and the shaman, the race has advanced rather than retro- gressed because there were those in every age who were charged with the responsi- bility of handing down the accumulated { 217] wisdom of the past to younger hearts and swifter feet. Today, the profession of teaching, numerically at least, engages more men and women than does any other great profession. Each decade sees this great army of teachers more intel- ligently selected, better educated, and more competent to be entrusted with the passing on of the sacred torch of learn- ing. True, there are still too many people engaged in the profession who are un- worthy; too many who are unconse- crated; too many who have failed to catch the vision. But these things, un- fortunately, must be said of the other great professions also. On the other hand, the overwhelming majority of teachers are made of differ- ent stuff. They realize the dignity and indispensableness of their calling; they have upon their hearts the welfare and the best interests of the boys and girls of. America; they accept humbly and earnestly their partnership with millions of parents in guiding and shaping the lives of millions of children; they live with, in, and for their work. This is the true teacher! Have faith in your great and sacred calling, teacher! Believe in it. Strive to ennoble it. Strive to dignify it and ele- vate it to the same level of the coordi- nate professions of law, medicine, and theology. Be jealous of its repute. Do nothing to demean or debase it. Joy in the consciousness that you are doing the same work that the Great Teacher Him- self did. Beware of developing an apolo- getic attitude toward it. Set up no in- feriority complex regarding it. Does the lawyer apologize for the law? Or the physician for materia medica? Or the clergyman for faith? Hold up your head, rather, in pride! You walk with the‘com- pany of the elect: with Comenius, with Pestalozzi, with Froebel, with Rousseau, with Mann, with Hall, with Dewey! There are legions of names in the annals of your profession as illustrious as any in the rolls of law, or of medicine, or of theology. In days when values are being shifted, when institutions are being met- amorphosed, let there be no diminution in the zeal and the legitimate selfesteem of the teacher! Without him nothing can stand. Without him nothing can be secure. Ultimately, without him and his perennial influence none of our institu- tions can be revamped to meet the needs of a new and changing society. 218 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION [3] Strive to clarify the goals of teaching—For more than a decade we have been examining aims, goals, and principles of our educational function. Curriculum subjects are being winnowed from the obsolete and the vague and the impractical. Courses of study are being made over from the ground up. New sub- jects are seeping into the curriculum. Methods and purposes are being scruti- nized with more than traditional per- spicacity. The organization, manage- ment, and grading of the schools are undergoing widespread modification. In all this flux and flow, the well- adjusted teacher will see himself as the great experimenter, the great searcher after professional wisdom, the great ana- lyzer, tester, critic. He will look with satisfaction upon his schoolroom as a laboratory in which great lessons for him- self and for other teachers are in prog- ress. He will be alert to sense the new and the valuable. He will catch the spirit of progressive evolution in the educa- tional air, and will take pride and de- light in belonging to the profession at this critical period of transition and revalu- ation. He will not be immutably wedded Books HIRTY distinguished American social scien- Tits have selected these books—all pub- lished since January 1931—as calculated to help readers form intelligent opinions on our most vexing problems. But it must not be as- sumed that only new books can do this; there are older basic books as good as these. [The American Library Association prepared this list] Facing the future—America faces the future by Charles Beard. 1932. Houghton. $3. In two parts: The new intellectual and moral climate, and blueprints for a planned economy. America’s way out; a program for democracy by N. M. Thomas. 1931. Macmillan. $2.50. He believes in the possibility of a new socialistic order achieved by democratic processes and without world war. As I see it by N. M. Thomas. 1932. Macmil- lan. $2. Brings uptodate the ideas expressed in America’s way out. A planned society by George Soule. 1932. Macmillan. $2.50. Planning for social ends must be carried out if our industrial civilization is to survive. Everybody's concern—Causes and cures of unemployment by Sir W. H. Beveridge. 1931. Longmans. $1. Four types of unemployment are strikingly presented. Modern economic society by S. H. Slichter. 1931. Holt. $5. Excellent constructive sugges- tions for making industry serve us more satis- factorily are included in this sound survey. Problem of unemployment by P. H. Douglas and Aaron Director. 1931. Macmillan. $3.50. Both an analysis of the problem and a program for further investigation. Simplifying the money question—America to the old if the old chances to be proven pointless; he will not embrace the new unless the new augurs well. At the same time, he will have something of the “divine discontent” with the present. He will be ever trying out, ever attempting, ever varying, ever speculating, ever seek- ing. Some day, it may be, he will find and be glad. Always, he will be happy in the search. [4] Keep spiritually young—No teacher has any right to be as old as his years. He must be young at forty, younger still at fifty. In a perennial gar- den of youth, there is no place for the gardener who is spiritually superan- nuated. Mental hygiene demands that we refuse to become senile, either in mind or in spirit or in outlook. The dews of youth may never dry on the brow of the teacher. Think of your own early teach- ers! How they reappear to you now, in retrospect. Fullness of years, graying hair, wrinkling brows—yes, inevitably. But was there not something else more characteristic of the best and most in- spired of them? Ah, yes! Eyes as bright as youth’s eyes; visions as fair as youth’s visions; interests and enthusiasms as October, 1932 i eae fresh and contagious as youth’s interests and enthusiasms! Keep spiritually young, teacher! Re. fuse to grow old and testy. Be buffeted by life but not wasted by it. Know harsh- ness of fate, it may be, but do not be soured by it. Your mission is too noble, your touch too fine, your influence too delicate, to permit you to become either stagnated with life or embittered by it! Plan for your present and future—physi- cally, philosophically, financially. Keep your physical organism strong and robust thru much play and recreation. Build your own philosophy of life, but be sure to make it a worthy and eminently satis- fying one. Seek comradeship and friend- ship with people. Refrain from becoming a recluse of the classroom. Improve and better yourself constantly. Live a full and abundant life. Throw all your ener- gies into your daily work: spend and be spent! Thus shall you move thru your years in the schoolroom as a stimulating, powerful guide and companion of all the legions of your children.—Lawrence Au- gustus Averill, head, department of psy- chology, State Teachers College, Worces- ter, Massachusetts. for Thinking America weighs her gold by J. H. Rogers. 1931. Yale. $2.50. To what extent is America responsible for the depression? An enlightening analysis. A primer of money by D. B. Woodward and M. A. Rose. 1932. Whittlesey House. $2. Sound economics in engaging form. Big business and the consumer—Concentra- tion of control in American industry by H. W. Laidler. 1931. Crowell. $3.75. The rise of great corporations is made into an impressive, if an ominous, story. The power fight by Stephen Raushenbush. 1932. New Republic, Inc. Paper $1; cl. $2. Em- phasizes the appalling power of money to pre- vent the public from learning the truth about public utilities thru ordinary channels of print. The public pays; a study of power propa- ganda by E. H. Gruening. 1931. Vanguard. $2.50. An amazing exposé—with documentary proof. The affairs of the world—Can Europe keep the peace? by F. H. Simonds. 1931. Harper. $3. An experienced journalist points out diffi- culties in the way of peace in Europe. Economic stabilization in an unbalanced world by A. H. Hansen. 1932. Harcourt. $3. Serious consideration of what, and how much, social control can really do to minimize eco- nomic maladjustment. United States in world affairs by Walter Lippmann and W. O. Scroggs. 1932. Harper. $3. Shows the change of attitude in the United States during 1931 toward foreign affairs and the economic situation. The unseen assassins by Norman Angell, pseud. 1932. Harper. $3. Mistaken devotion to nationalism, uncritical patriotism, and falla- cies about national defense promote war. The Soviet way—The economic life of Soviet Russia by C. B. Hoover. 1931. Macmillan. $3. Unprejudiced result of a year’s close study. Soviet challenge to America by G. S. Counts. 1931. John Day. $4. Explains the theory be- hind the movement as well as its manifesta- tions. Soviet planned economic order by W. H. Chamberlin. 1931. World Peace Foundation. $2.50. A dispassionate study, based on long observation. Getting our bearings—Autobiography of Lincoln Steffens. 1931. Harcourt. $3.75. Life story of an undiscouraged American. The awakening community by Mary Mims. 1932. Macmillan. $2. Louisiana coming alive. Sketches of social and economic enterprises. Culture and education in America by H. 0. Rugg. 1931. Harcourt. $2.75. Outlines an edu- cational system adapted to the problems of contemporary life. Epic of America by J. T. Adams. 1931. Little. $3. Did our best national qualities depart with our frontier ancestors? Expression in America by Ludwig Lewisohn. 1932. Harper. $4. “The story of our literature is the story of successful moral revolutions.” Making of citizens by C. E. Merriam. 1931. University of Chicago. $3. A comparative study of methods of civic training in eight modem states. Only yesterday by Frederick Allen. 1931. Harper. $3. A kaleidoscopic picture of Americat politics, society, manners, morals, and economic conditions since 1919. Thunder and dawn by Glenn Frank. 1932. Macmillan. $3.50. “A book that will turn many minds to thoughts that should be productive, constructive, and sympathetic to better things. er it! Si- ep Ast ild is- nd- ing ind ‘ull er- our ng, the Au- sy- ints. be- asta- tion. long » of Life {ims. alive. J. 0. is of Jittle. sohn. ature 1931. study odern 1931. erica nomic 1932. many ictive, ings.” Better Teaching of Geography The Theme of Modern Geography Zor A. THRALLS Assistant Professor of Elementary Education, University of Pittsburgh HE THEME of modern geography is well illustrated in the following de- scription of a series of events which happened in southern California. In December 1895, the weather fore- caster at San Francisco sent out warn- ings of frost. As southern California had never suffered from a severe frost, the newspapers ridiculed the warnings. But to the surprise and chagrin of the press, the frost came and caused heavy losses of both fruit and trees. Some of the more farsighted horticulturists met at River- side to discuss the situation. They called in the forecaster to give his suggestions. A few weeks after that meeting one of the group had designed and tried out a heater as a protection against frost. It was a wire basket type of heater sus- pended about three feet above the ground, filled with kindling and about ten pounds of coal. This, the Copley basket, was the first modern frost protector. Other horticulturists tried out various types of heaters and smudges. Near Fresno, a few years later, the first oil burner was used. Again in January 1913, warnings of a severe frost were issued. This time the press cooperated in spreading the warn- ing far and wide. The severest weather ever known followed but the damage was slight in comparison to what would have happened if heaters and smudges had not been used. In January 1922, a three-day “freeze” came. In spite of all precau- tions, there was a loss of fifty million dollars’ worth of fruit. The orchardists who saved their fruit by the use of heaters or who were in districts where the dam- age was less severe, profited by the higher prices received for their fruit. The others, and there were hundreds, were almost ruined. The minimum temperature forecasts and the advices were so accurate, and the temperature records so valuable, in the three fruit-frost districts in which the Weather Bureau operated during this time, that the California Fruit Growers Exchange appropriated money for the extension of the service. As a result eight fruit-frost districts have been established where Weather Bureau employees are engaged in this special work. There are how in operation 204 special temperature Stations. By the end of five years suffi- cient data were accumulated to make pos- sible local application of minimum tem- perature forecasts, to establish a basis for an equitable system of frost insur- ance, and to make accurate estimates of the amount of damage following a severe frost. This story of the fight waged against frost by man in his efforts to make a liv- ing illustrates the nature and purpose of modern geography. In southern Cali- fornia man is seeking to make a living thru growing citrus fruits. His adapta- tion to the natural environment was made by electing to plant orange and lemon trees and vineyards. These are suited to the Mediterranean type of climate found there—hot, dry summers and mild, rainy winters. This type of farming is also suited to the valleys and slopes of the mountainous topography. He made an adjustment by developing irrigation, making use of the melting snows to water his orchards and gardens during the dry summers. At first the danger of loss by frost was considered a chance to be taken, but as our story illus- trates, man awoke to the fact that an- other adjustment could be made, and the orchardist attempted to meet the frost menace. In 1922 the larger area in or- chards and the severe and widespread “freeze” led him to improve this adjust- ment. Here we have not only a story of the relations between a human activity as fruit growing, and a natural phenom- enon, the coming of severe frosts, but we also see that the adjustment man makes to the natural environment is not static. Geography is not the study of human activities such as fruit growing, nor is it a study of the elements of the natural environment, in this instance, weather, surface, and soil conditions. Geography is the study of the relationship between the two—man’s activities on the one hand and the elements and conditions which make up the natural environment on the other; that is, how man is adapt- ing and adjusting himself to conditions in the natural environment in specific regions. Furthermore the adjustments are not static, since man is constantly readjusting, as further knowledge of af- fecting conditions becomes available. These fruit growers are changing the location, cultivation, and care of their [219] orchards in relation to the direction of the valleys, the slope of the land, the kind of soil, the prevailing weather con- ditions such as temperature and air cir- culation—all of which are specific con- ditions in the natural environment. The work of the Weather Bureau is another geographical relationship illustrated in this study; the activities of the press in spreading the warnings is another; the invention of different types of heaters and the appropriation of money for re- search are activities related to the speci- fic conditions of the natural environment. They are ali illustrations of geographic relationships existing between man and the natural environment. It is the study of this relationship be- tween man and the natural environment that gives value to natural and cultural facts. Facts become geographic only when they are significant in the under- standing of geographic relationships. All of this is in direct contrast with the old locational and descriptive geography which so many knew in their school days. The old geography text consisted of itin- eraries and was really a topographical encyclopedia. It attempted to include all the essential facts but nowhere did it at- tempt to interpret relationship of facts. It had no definite field and no organiz- ing principle. Quite unlike the old geog- raphy, the field of modern geography is a “science of relationships.” It is the study of the mutual relation between man and his natural environment. Activ- ity and relationships are the dominant ideas. The modern idea of geography may be further explained by a specific example of how a people have adjusted their ways of living to the kind of country in which they live. A people of the fiords *—Not all Norwegians live on the fiords but many of them have grown to manhood in the little villazes nestled at the foot of the fiords, those long narrow bays, walled by steep rocky cliffs. The streams rush- ing down their steep rocky courses from the plateau to the water of the fiord pile up along the foot of the cliffs, stones, gravel, and silt that they carry along, and form fairly level deltas. On these deltas and on a few other level places formed by the sea or by streams, the * Adapted from an article by W. E. Ekblaw, Home Geographic Magazine, Vol. I, May 1932, p37-38. 220 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION fiord people of Norway build their little farm- steads, clearing away the rocks for their tiny gardens, orchards, and fields. The level land about their homes is generally so limited in extent that they could not possibly raise upon it enough food for their families, and so they raise cattle, sheep, and goats that pasture all summer long on the steep slopes and high pastures of the plateau back from the fiords. A farmstead usually consists of the house, the stable, the milk house, and the boat house. The roomy houses are built of sturdy timbers. The stables are almost as wellbuilt as the houses, and are kept almost as clean. The milk houses are generally placed over little streams that flow across the deltas or little patches of home grounds, so that the cold water from the melting snows of the plateau may keep the milk cool, and the butter and cheese fresh and sweet. The boat houses are set near the edge of the water, so that the boats may be easily pulled into shelter or dragged into the water. Every bit of the ground about the farm- stead that can be plowed or spaded up is care- fully cultivated or kept in grass. A little grain; a patch of potatoes; some carrots, turnips, or other root crops; a few vegetables, and in warm places, a few fruits; clover and hay—these are all that can be grown about the home. The cattle are kept in the stable all winter long. As soon as the snow melts away along the moun- tain sides nearly all the cattle, sheep, and goats are taken up to the little hillside pastures on the terrace. Here they remain until the snow has melted from the plateau above. The mem- bers of the family who act as herdsmen often have little huts in which to stay while they tend the herds on the terrace and along the sides of the valleys. In some places a strong wire runs from the terrace to the milk house below. By means of this the herdsmen can send down to the farmstead the milk and butter from the herds; hay that they cut from the surplus ter- race pastures for winter use; and wood that they chop from the trees along the slopes of the terrace. By the wire, the herdsmen may also draw up mail, some of their food and clothing, and other things they need from the farmstead below. As late spring and early summer come on, the snow melts away from the plateau above and at once grass and flowers grow on the nourish- ing highland pastures. The cattle and sheep are moved up to the high valleys and plateau meadows, where they fatten upon the rich growth of grass and plants. The days are long, for the sun rises early and sets late. About mid- summer the sun sinks so little below the horizon that even at midnight there is no darkness, and sunset and dawn blend together in one short time of shadowless light and quiet peace. The herdsmen live in little houses called saeters. They milk the cows, make butter and cheese, and carve things from wood. In the au- tumn when the snow begins to fall they start down the mountainside with their flocks, pas- turing as they go. The fiords are isolated one from another so that each fiord is a little country almost in it- self. Travel from village to village is chiefly by boat as long as the water is open. The people live near the water; they travel over it from place to place; they get much of their food from it—salmon, herring, cod, and other fish; they learn to handle boats while they are but little children, and feel as much at home on the water as they do on land. Is it any wonder then that the Norwegians are people of the sea, that they are among the best sailors in the world, October, 1932 and that ships bearing their bright flag are found on all the seas, in all ports? While this is a description of a typical Nor- wegian village, even here a transition is going on. The Norwegians are piping water from the lakes upon the plateaus to turn great turbines at the edge of the fiords for the generation of electric power. This power is used in the manu- facture of nitrates and paper pulp and for other purposes. People from other parts of the world, attracted by the beauty of the fiords with the forests, waterfalls, and glaciers, come in increasing numbers each summer. These visi- tors like to go on up the coast to North Cape to see the midnight sun because in this region for three months in midsummer the sun does not set, and at midnight it is low in the northern skies. These visitors buy the carvings and em- broideries which the people have made while up in the saeters in summer. Let us summarize what may be learned from this account: [1] The work by which the people live, and their methods of work. [2] Facts about how they live food, village, and means of travel. [3] The distribution of the people. [4] An idea of the number of people, that is, whether there are many or few in propor- tion to the size of the country. [5] The reasons why the Norwegians earn their living as they do; why they are dis- tributed as they are; why the region can sup- port as many people as it does when the char- acter of the surface is considered; and why the farmsteads and villages are located as they are. From this account we may discover some further values of geography as a subject in the curriculum. For instance, if you were planning a summer vacation would this account help you to decide whether you would like a trip to Norway? Would you be any more interested now than before in reading a book of travel on Norway or a story of Norwegian life? If you were a manufacturer of farm machinery, would this account help you to decide whether it was worth advertising your goods in Norway, or what adaptations of your machinery you might make to suit conditions in Norway? If you were an advertising agent for a steamship com- pany, how would this account help you to write an advertisement for a Norwegian tour? Is there anything in this account which sug- gests why there has been such a heavy migra- tion of Norwegians to the United States? If you were offered a position in Norway in a hydro-electric plant, would this account help you in any way to decide whether or not you would care to accept? their homes, Such questions indicate the values of modern geography, both vocationally and avocationally. This brief considera- tion of values suggests a statement of the objectives of modern geographic in- struction which follow: The major objective of geographic in- struction is to help in the development of the child thru giving him a knowledge of the interrelations existing between man and his natural environment in spe- cific regions. The concomitant objectives are those iam mma eine reached in the course of attaining the major one: {1] A knowledge of the geographic facts, concepts, and relationships necessary for the understanding of the characteristic adjustments man has made, is attempting to make, or might make to the natural environment in the major types of regions of the world. [2] A knowledge of specific tools and the sources for such tools from which geographic information may be secured. [3] The ability to secure geographic infor- mation thru the interpretation of pictures, maps, globes, words, specimens, models, graphs, statistical tables, textual materials, of observed facts and relationships in home locality and while traveling. [4] A knowledge of the locations of natural and cultural items including features, activities, and conditions which are significant in the de- velopment of geographic relationships. Ultimate objectives are those reached thru or growing out of the attainment of the major objective. Thru the accom- plishment of the major objective and the concomitant objectives, the following may be set up as ultimate objectives: {1] A knowledge of geographic facts, con- cepts, and relationships which will enable the individual to give more intelligent considera- tion to current problems—individual, commu- nity, national, and international. {2] An understanding of how the varied problems of peoples are related to the differ- ences in natural environment, and thru this understanding development of an interest in and openminded attitude toward the _ problems, achievements, and possible future developments of other peoples. [3] A growing power to sense and grasp the economic and cultural interdependence of regions and peoples. [4] A better understanding of the value of natural resources and of the need for a more intelligent use of them. [5] The ability to make worthwhile use of leisure time thru the vitalization of local field trips, of more distant travel, and of reading because of an understanding of the interrela- tions between man’s working, playing, living, and the elements of the natural environment. [61 The recognition and appreciation of the variety of human labor in the major types of regions thruout the world arising from an understanding of man’s adjustments to the natural environment. In summary we may say that there should be unity and definite progression thruout the period of geographic instruc- tion, and the constant integrating thread of thought, at whatever level, should deal with the adjustment of man to his natural environment. References: Burton, W. H. The Supervision of Ele- mentary Subjects. Appleton, 1929. Ch. VII, Leppard, H. “The Supervision of Geography.” Thralls, Z. A. and Reeder, E. H. Geography in the Elementary School. Rand, McNally, 1931, Ch. I and II. cate nite Ot apy the ied er- his ind ns, nts asp of of ore ield ling ela- ing, ent. the s of the rere sion ruc- read yuld . his Ele- n of i hool. The Junior College The Purposes of the Junior College Doak S. CAMPBELL Secretary, American Association of Junior Colleges HE RAPID and vigorous growth of junior colleges and their compara- tively low mortality seem to indi- cate that this type of institution has defi- nitely taken its place in the scheme of American education. Along with other types of institutions, however, the jun- ior college is being subjected to serious questioning regarding its purposes and objectives and the extent to which these are being achieved. Sensing these ques- tions, the editor of THE JouRNAL re- quested me to present a brief picture of the purposes of the junior college. Numerous studies have been made of the purposes of the junior college. Mc- Dowell, in 1918, by means of a ques- tionnaire to presidents and principals of 105 junior colleges, found eleven dis- tinct reasons for the organization of jun- ior colleges. These were presented in rank order of frequency of mention. Koos, in 1921, found twenty-one state- ments of specific purposes which he di- vided into five major groups. These were cataloged from twenty-one pub- lished articles and addresses, and cata- logs of twenty-three public and thirty- three private junior colleges. In 1928, Whitney, from the catalogs of 162 pri- vate and 132 public junior colleges, found statements of twenty-five specific pur- poses of the junior college. The writer, in 1930, from the catalogs of 343 junior colleges and from 349 published articles, found thirty-five statements of purpose. Some of these statements of purpose overlap, however, while others are ob- viously not specific to the junior college, but instead, are statements of advan- tages claimed for a particular institution. Others are merely elaborations of or arguments for certain major purposes or functions. For example, the following appear frequently: “It is the purpose of the junior college to offer opportunity lor selfhelp.” “The junior college offers 4 wholesome influence upon the culture of the community.” These and other similar statements might be proposed lust as appropriately for other kinds of educational institutions. After elimi- tating such statements there remain Wenty-two which may be considered pecific to the junior college. A recent recheck of the catalogs of 450 junior colleges shows a decrease in the number and frequency of statements of purpose, especially those that are of the promotional type. Two-thirds of the junior college catalogs contain state- ments of purpose, either general or specific. Only 37.6 percent contain state- ments of specific purposes. No new state- ments of purpose appear, while a number found in the earlier literature have dropped out. A limited list, in reality, comprehends all statements that have been found. The list includes the following, which are dis- cussed in the order mentioned. [1] Preparation for college, university, or technological school. [2] Providing terminal courses, both voca- tional and cultural. [3] Providing completion unit of secondary education. {4] Effecting economy of time and money. Judged in terms of frequency of men- tion in the catalogs and the literature studied, those responsible for the educa- tional programs of the junior college at- tach much more importance to the pur- poses related to the preparatory func- tion of the junior college than to all other functions combined. Apparently, many junior colleges attempt to perform no other function than that of prepara- tion for the upper division of the uni- versity. This may be due to the fact that the dominant pattern in American edu- cation has been preparation for the next higher level above. The ability to se- cure students in junior colleges has been largely conditioned by the possibility of their transferring credits to higher in- stitutions. The college preparatory cur- riculum, therefore, has been the core around which the junior college has de- veloped. Measured in terms of the stu- dents’ ability to continue and complete a four-year college course successfully, there is ample evidence that the junior college generally achieves its prepara- tory purpose. Preparation for higher levels, in theory at least, proposes to select students whose records indicate that they may be suc- cessful in pursuing higher studies to graduation. Conversely, it definitely tends to exclude the ‘“‘nonrecommended”’ students from further organized educa- tional effort. It is generally assumed that the educational program of a de- [ 221] mocracy must provide for those who by economic pressure or for other reasons are forced out of the continuation proc- ess at various levels. That this applies to the junior college quite as logically as to other levels is clearly indicated in the statements of purposes. Practise, however, shows that junior colleges take little account of the purposes to serve such students. A recent study of the provisions made for nonrecommended students by 223 junior colleges shows that, while many junior colleges are in- clined to admit nonrecommended stu- dents, most of them make no special pro- vision for such students once they are admitted. Notwithstanding the fact that the jun- ior college is the completion school for practically one-half of its students, courses designated as general terminal courses are offered by comparatively few junior colleges. Approximately two- thirds offer terminal vocational courses of which four-fifths are for teacher train- ing. While there are some notable ex- amples of the accomplishment of the purposes that relate to the nonrecom- mended student, we are forced to con- clude that, as yet, the junior college is not rising to its opportunity. From the earliest mention of the jun- ior college it has been considered as a unit for the completion of secondary education. The idea persists both among those who think of the junior college as a preparatory institution and those who emphasize its terminal functions. State- ments of purpose reflecting this idea have usually been based upon the assumption that secondary education should include the whole period of adolescence. In the early literature of the junior college, statements relating to adolescence were made with much more assurance and confidence than is now evident. In fact, there is a striking absence from recent literature of those statements regard- ing adolescence which appeared so fre- quently a few years ago. Economy of time and expense is freely mentioned in junior college literature, altho just what is meant is often vague and indefinite. Early in the history of the junior college movement, President Harper and others expressed the hope that the junior college organization 222 might make it possible for the student to save at least a year during his school career. In practise, however, there are few evidences of consistent attempts to effect programs that will reduce the total amount of time the American student must spend in school. Under permission of the North Central Association of Col- leges and Secondary Schools, experi- ments are now being carried on at Stephens College, Columbia, Missouri and in the public schools of Kansas City, Missouri; Tulsa, Oklahoma; and Joliet, Illinois. One purpose of these experi- ments is to effect economy of time by im- proving relationships between the cur- riculums of junior and senior high schools and junior colleges. There have been reports of progress from these ex- periments but no conclusive results have been announced. These experiments should yield results that will indicate what economies may be effected. Fur- ther experimentation, however, should involve the whole curriculum in order to produce convincing conclusions as to where and how economy of time can be effected. Thus far, the junior college has done nothing distinctive in effecting such economies. Most of the statements regarding lower costs in the junior college refer to economies growing out of the fact that the student may attend the junior college while living at home and thus save added living expenses that would be required if he should attend college away from home. This, of course, has nothing to do with the type of institu- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION tion but rather with its location. Few studies are available on com- parative costs of junior college educa- tion in different types of institutions. Proctor estimates that it cost the state of California about one-fourth as much to educate 4500 students in junior col- leges as it would have cost at the state university. Granting that these esti- mates are reliable, they do not represent the total cost to the public. They include only the expense paid out of the state treasury, which represents less than one- half the cost of operations. Reeves in a study of a limited number of institutions, found that: An effective junior college of 250 students or more can be maintained at a cost per student approximately 85 percent as great as the cost per student in an effective four-year college with an enrolment of 500 students or more. On the other hand, Joyal shows that average costs are higher in junior col- leges. His study compares the average costs per enrolment hour and per hour of credit granted in twelve district junior colleges in California with similar costs in the University of California. He finds these costs approximately twice as great in the junior colleges as in the University both at Berkeley and at Los Angeles. Thus, while in theory it seems possible that the cost of education at the junior college level should be lower in the jun- ior college than in the university, con- vincing proof of this point is not avail- able. Studies that will discover a satis- factory answer to this question will nec- essarily involve the curriculum, method October, 1932 ———— mies ge of -tion- ment | con- e the edu- which ig the eriod. me of state e. The iation 00,000 resent rance. which ycracy: ak. He ru his dustry ve dis- rength power. follow es that ous ad- nation ‘or rich happr Important Ideas from Atlantic City UCH ATTENTION was given to eco- M nomics in the Atlantic City con- vention. Excerpts from addresses on that subject are given first on this page. More complete reports of these ad- dresses will be found in the thousand- page Volume of Proceedings. HE SERVICE of the teacher can be matched with any of the other wealth- producing services in the country as to its favorable economic effect—R. L. Cooley, principal, Vocational School, Milwaukee. Present unemployment, present rela- tively low prices of labor and material, and present advantages of tax-free securi- ties under the new revenue law, are strong inducements to plan to proceed with necessary public-school improve- ments financed by bond issues.—Ira G. Flocken, chief accountant, Board of Public Education, Pittsburgh, Pa. The economic system of business has been developed on one side only—the side of supply. The ultimate consumer is still legitimate game and the season is never closed—Lee Galloway, Alex- ander Hamilton Institute, New York. Any proposal to tax income-producing personal property meets with objection that such wealth will move across state borders if required to share the burden equally. To prevent this, some degree of national uniformity is needed on income and inheritances for educational support in all the states—-Howard J. Hanna, High School Teachers Association, Los Angeles. The causes of the breakdown of the tax system in Illinois are: [1] an anti- quated revenue provision in the state constitution; [2] maladministration and disobedience of laws by tax officials; [3] waste, extravagance, and possibly worse, with public funds; [4] implied condemnation of taxes in general by Politicians and demagogs; [5] the tax strike in Cook County, which contains the city of Chicago; [6] the depression. Education must do its part by developing such an understanding of public affairs, such a social consciousness, such a civic morality, and such a patriotism as will ture and prevent the recurrence of our Present intolerable situation —Robert » Moore, secretary, Illinois State Teachers Association, Carlinville, Ill. _Retrenchment in education cannot be lstified on the basis that there is less need or less demand for education. Rather, any substantial decrease in the provision made for schools can mean but one thing—that educational opportunity will be restricted and that the children of the nation will be required to pay for the economic stupidity of their elders — John K. Norton, professor of education, Teachers College, Columbia University. During this period of financial dis- tress, the public schools have been sub- jected to more violent attacks than any other agency of society despite the fact that they have given a better account of their stewardship than any other division of government. Many political, finan- cial, and social organizations have failed our people in this crisis, but the public schools have continued to render effec- tive service. Despite the fact that they are in no wise responsible for the distress- ing situation that now confronts our people, they are being grossly discrimi- nated against in the matter of necessary governmental retrenchment.—James H. Richmond, state superintendent of pub- lic instruction, Frankfort, Ky. May there not be in our own country a more formidable group than we suspect which, under the guise of economic stress, desires to reduce the educational oppor- tunities for the masses, knowing at the same time that the privileged classes will not permit this denial to their own chil- dren? There is no question but that the cost of education now rests too heavily on certain groups of people. The solution is not necessarily curtailment of appro- priations. A part of the solution is a more equitable distribution of the burden of the cost of education—Henry Lester Smith, dean, School of Education, Uni- versity of Indiana, Bloomington. Injury is being done to the schools by failure to support adequately the pro- gram that is still being maintained. Men who ought to know better are proposing that teachers can accept cuts in salaries altogether out of proportion to the re- duced cost of living or to the reduction in salaries or wages in other governmental service. They do not seem to realize that the net effect of such a policy will be to reduce the efficiency of teachers already at work and to result in the recruiting of less able men and women for the profes- sion—George D. Strayer, professor of educational administration, Teachers College, Columbia University. Education in citizenship can make no [ 225] greater contribution than the develop- ment of an intelligent attitude toward the controversies thru“ which society blunders toward legislative and educa- tive solutions—Robert I. Adriance, head, department social science, High School, East Orange, N. J. There have been so few women lead- ers in the past because of the women’s unwillingness to fight for the leadership rightfully theirs. They have stood meekly by and taken only what the men were willing to give—which wasn’t much.— Bertha S. Ambruster, president, Chi- cago Division of Illinois State Teachers Association. The community as well as the child, parents, and teachers should be con- cerned with the problem of loss of hear- ing and what it entails. Unless these pupils are adjusted physically, psychi- cally, and socially and become eventually selfsupporting members of society, the community itself will suffer an economic and social loss—Marie A. Ball, teacher speech re-education and lip reading, Madison and Jefferson Junior-Senior High Schools, Rochester, N. Y. When we American classroom teachers can intelligently study the individual in relation to his group, when we are on the alert to discover the causes of be- havior, when along with our service as classroom teacher we can assume the role of visiting teacher and of mental hygienist, then will teaching become more firmly entrenched as a profession because it is this solution of the problem of individual differences that rests, not with administrative devices, but with the teacher—Mary D. Barnes, elemen- tary teacher, Continental School, Eliza- beth, N. J. Example is of primary importance since the ideals of childhood are formed more from the conscious and unconscious imitation of parents, pastors, and teach- ers than from any formal instruction that is given—Ernest W. Butterfield, state commissioner of education, Hart- ford, Conn. The next problem that confronts the administrator in secondary schools is a program of guidance which will be ade- quate to take care of the mental, moral, social, and physical needs of adolescents. —Frank L. Eversull, principal, Senior High School, East St. Louis, Illinois. Thoughtful Americans for the first time in more than a century are begin- ning to raise serious questions about the democratic ideal in the political sense.— Clifton D. Gray, president, Bates Col- lege, Lewiston, Me. Rather, should we so teach contro- versial subjects that we indoctrinate with a method rather than a solution. Our ob- jectives of intellectual curiosity, critical thinking, suspended judgment, imply something more important than the im- position of a solution of controversial issues—William A. Hamm, Walton High School, New York, N. Y. Educational practise in foreign coun- tries, notably Great Britain, Germany, and Japan, shows that school journeys and museum materials are enriching and vitalizing factors in the school systems of those countries—C. F. Hoban, di- rector, Pennsylvania State Museum and Visual Education, Pennsylvania Depart- ment of Public Instruction, Harrisburg. A check-up of the socalled backward pupils will show that while they are less responsive to book learning, they are generally more adept than their more nimble minded fellow-students in ordi- nary lines of workmanship. Their hands make up for lack of scholarship. And yet most schools have nothing to offer this class of pupils except the low mark of scholarship that means disappointment and failure which finds expression in truancy and later delinquency—Lewis E. Lawes, warden, Sing Sing Prison, Ossining, N. Y. When a teacher really reaches the character of the boy, she has touched the great spiritual values of life. This is no mean achievement. The first requisite for the development of character is char- acter. No teacher of children can hope to bring out and strengthen the moral atti- tudes of childhood unless he stands su- premely as an exemplar of the fine qual- ities that make for fine character.— Margaret T. Maguire, principal, Gen. George A. McCall School, Philadelphia. The solution to the present problems of social education will not be settled on the campuses of our colleges and univer- sities nor by information-giving profes- sors but in the high schools of. America and by the teachers who have a clear vision of a new America, more glorious than we have ever known.—Lloyd N. Morrisett, principal, Classen High School, Oklahoma City. But something is retarding this move- ment of back-to-the-farm. In most cases, it is not a dread of living in the country but a question of just what sort of edu- cation the children can get in country THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION schools.—James A. Moyer, president, National Commission on the Enrichment of Adult Life, Boston. The question-answer recitation is slowly giving place to selfdirected school activity, individual instruction, and mo- tivated learning by small groups. Crea- tive interests are increasing in the class- room, even in the senior high school.— Garry Cleveland Myers, head, de- partment parent education, Cleveland College, Western Reserve University. It is extremely fortunate that local history is not to any great extent to be found in any written form. In the teach- ing of local history we have to go back to the sources. We have to look thru old books, records, and newspapers. We have to rummage thru old attics and look over old letters and photographs. We have to talk with older people who know some- thing about the history of the community in an earlier day. Thru these processes we accumulate a vast amount of informa- tion much of which is unreliable and much of which is reliable and may be substantiated by accurate evidence. In such study the pupil unconsciously de- velops what we may term a “historical sense.”—Bertram E. Packard, state commissioner of education, Augusta, Me. It is not patriotism to close our eyes to the defects of our country. No one in his senses could say today, ‘“There’s nothing the matter with the United States of America..—Thomas H. Reed; professor of political science, University of Michigan, Ann Arbor. The useless lumber which has made up most of the curriculum of the Amer- ican school must be discarded. Children must be brought into contact with actual- ity and reality. They must be taught within their limitations to consider the tremendous influences which are at work upon modern life and the momentous problems with which they will have to deal—Rollo G. Reynolds, principal, Horace Mann School, Teachers College, Columbia University. This industrial high-speed civilization is doing damage to the physique of our people. Rapid changes from a rural to an urban population and from an agri- cultural to an industrial life dominated by the machine have caused the rapid rise of a new set of national diseases that play havoc with the race, especially in the ages of middle life. We have con- quered communicable diseases, increased the longevity of life in the years preced- ing the forties, and decreased child mor- tality, yet there is an increase in the October, 193? SSeS death rate of adults between the ages of forty and sixty-five—James Edward Rogers, National Recreation Associa. tion, New York. Three problems which are outstandj are how to adapt the school to the child, how to fit the curriculum to presentday community needs, and how to develop character. These problems must be solved if our schools are to fulfill their destiny, —Mabel Skinner, Washington Irving High School, New York. The increasing urbanization of life is taking men away from the restraints and recognitions of small communities. We must develop characters which can stand up under cover of darkness and the crowd. The education of tomorrow must beget more loyalty to locality. The local community is the laboratory in which we shall work out the formulae of our social solutions. At present there is a kind of restless chain-store mood pervading both teachers and pupils. Teachers are fever- ishly looking for larger places. Young people go away to college and then refuse to come back to the home town because it seems too provincial. Unless we can recover something of the old pioneer spirit which made men willing to build themselves into the institutions of their communities, we shall destroy the fer- tility of those smaller communities which have been the chief source of America’s leaders.—Ralph W. Sockman, Madi- son Avenue Methodist Episcopal Church, New York. All the occupations for which we are increasingly and unintelligently prepar- ing our graduates are even now over- supplied. Recently a survey of 7000 Ill- nois seniors showed that 50 percent of them were hoping to enter four profes- sions—professions then employing only 2% percent of all those gainfully em- ployed!-—Lucy L. W. Wilson, prit- cipal, South Philadelphia High School. The maladjusted of tomorrow are in the schools of today. What are the schools doing for them? Little or noth ing—until we adopt a philosophy of edu- cation that makes the emotional stability and social adequacy of the child its cat dinal aim; until administrators realize that the program of the individual child must inevitably vary with his potential- ities and handicaps; until teachers ate trained to see the whole child, and are admitted to the classroom only whet they are themselves wholesome persolr alities and safe for children to live with. —Harvey Zorbaugh, professor of edu- cation, New York University. ful me gle jus nust ocal 1 we cial d of both ver- yung fuse ause eer Duild their - fer- vhich rica’s fadi- urch, e are epal- over- ) Illi- nt of rofes- only j em- prin- chool. re in bility ‘AN WE not in some way harness the school to the task of building a better, a more just, a more beauti- ful society ? Can we not broaden the senti- ment of patriotism to embrace the strug- ges which men must ever wage with ignorance, disease, poverty, ugliness, in- justice?” —George S. Counts. Readers are invited to send material for this page. Elementary schools—One require- ment of a “standard” elementary school in Evansville, Indiana is that before the end of the tenth week of the fall semester, every parent or guardian of every pupil visit the child’s classroom. Teachers may put the schoolroom on the 100 per- cent list by making visits to any homes where the parents are unwilling or unable to come to the school. This plan has been in operation for more than four years. Five school forests were added last April to the three already established in Marinette County, Wisconsin. All of these forests are adjacent to rural schools and the forestry work is done by pupils under the direction of the junior extension for- ester of Wisconsin and the Marinette County club leader. The students pledge themselves to plant trees and protect forest life. High schools—East Junior High School of Lancaster, Pennsylvania with an enrolment of more than 1000 pupils has an intramural program of games in which practically all participate. Those who are physically incapacitated act as managers for their team. Points are given for winning games, for attendance at the games, for being in uniform, and for taking showers afterward. The journalism class of the Bristow, Oklahoma high school saves the expense of a school paper and gets real experience in news writing thru a plan with the Bristow Daily Record whereby copy is sent to this daily without any attempt ata school page. Material is also sent to the local weekly paper and to state papers. This plan has been in effect in the Bristow high school for two years. The next step is to place students for limited periods in a newspaper office. Colleges and universities — Ten faculty members in the new college divi- Sion of the University of Chicago were honored last May with a special citation for “distinguished teaching contribu- tions.” The selection follows the policy, anounced in 1930, of recognizing un- An Index of Educational Progress Schools That Are Prophecies usual teaching ability in the same way that unusual research productivity has been recognized at the graduate level. ME: Inez J. Lewis, superintendent of pub- lic instruction for Colorado since January 1931, is working to improve rural schools. She says: “There must come into being a fair plan of taxation for the support of rural schools.” Summer Educational Opportunities is the title of Pamphlet No. 27, U. S. Office of Education, which describes novel and attractive features of university and col- lege summer sessions. Nearly all of the hundreds of courses described might well be mentioned on this page. Teachers colleges and normal schools—New entrance requirements to Pennsylvania state teachers colleges have been established, some of the principles adopted being: those applicants gradu- ated in the upper half of their high- school classes admitted without examina- tion; integrity and appropriate person- ality; health, physical vigor, emotional stability; satisfactory command of Eng- lish. The tests to be used will be pre- scribed each year by the board of presi- dents of these institutions and will be uniform for all state teachers colleges in Pennsylvania. Southeastern Teachers College, Du- rant, Oklahoma is trying out the plan of holding a three-day conference of gradu- ates who are teaching their first year; student teachers from the college are substitutes in the schools while the regu- [ 227] lar teachers are in conference at the col- lege. City departments of education— Beginning December 1, 1932, no appli- cant will be appointed to a teaching posi- tion in the public schools of Denver, Colorado who does not hold the bachelor of arts degree or its equivalent. The only exception will be teachers of trades. “In discussing limitations in school finances with our board of education, the board instructed me to make such retrenchments as I felt necessary but that I should make one exception, namely, in the school health program. No cuts or curtailments were to be made in that work. The board stated that our work in health is fundamental at all times but during a period of depression it becomes far more vital to the welfare of our chil- dren.’—D. J. Kelly, superintendent, Binghamton, N. Y. [March 1932.] County departments of education —Logan County, West Virginia schools have set for themselves these objectives for the year: one hundred percent en- rolments in the state education associa- tion, the pupils’ reading circles, and the West Virginia clubs; one hundred stand- ard schools; one hundred illiteracy classes and a like number of parent- teacher associations affiliated with the state and national organizations; home project in each room. All the rural teachers of Washington County, Iowa had a physical examina- tion either before school began or dur- ing the first month of school, 1931-32. Most of these were given by the county health physician and nurse. There are twenty rural teachers on the dental honor roll of the county. State departments of education— The General Assembly of Kentucky early in 1932 authorized the governor to ap- point an educational commission to study Kentucky’s educational needs and to formulate a program for the educational development of the state. Education associations—The State Central Athletic Committee [New York | has voted to discontinue all statewide in- terscholastic games and tournaments at the end of the 1931-32 school year and to make the athletic programs of the eight sections into which the state is now divided the final units in athletic attain- ment and administration. The committee voted to encourage a wide range of in- tramural sports and activities. States Populat: *Negro population not | 1930 included 1 2 Total ; 113,841 Alabama* | 4,701 Alaska : 59, Arizona 435 Arkansas* ; 1,376 California , 5,677 Colorado 1,035 Connecticut 1,606, Delaware* 205, District of Columbia* 354, Florida* 1,036 Georgia* 1,837 Hawaii ; 368 Idaho 445, Illinois. . 7,630, Indiana ~~ 3,238 Iowa 2,470, Kansas 1,880, Kentucky* 2,388, Louisiana* | 2,338, Maine | 797 Maryland* P |. £.388., Massachusetts | 4,249, Michigan | 4,842, Minnesota |} 2,563, Mississippi* | 1,000 Missouri wd eo) ee Montana........ | 537 NOMA: «.....-0...5) 8,399 Nevada , | 91 New Hampshire 465 New Jersey...... | 4,041 New Mexico..... 423 New York ; 12,588 North Carolina* | 2,238 North Dakota a 680 ere | 6,646, Oklahoma’*...... y ee Se III, Sheree es was 953 Pennsylvania ; | 9,631 Rhode Island. .......| 687 South Carolina®*. . | 945 South Dakota ; 692 Tennessee* - 2,138 Texas* ‘ | 4,969, BE foxia kaa Sala 507 | Vermont arr 359 Virginia* 1,771 Washington 1,563, West Virginia* | 1,614, Wisconsin | 2,939, Wyoming | 225, | _404*! ,573 ,019* sane 12 791) 1 ,383* ,381*| 336 , 503 ,103* 611 ,686*) ion 278 903 778*) 801* 032 | 654 | 1 939 999 549*| 1 267* ,423 |.. 147* 614 325 953 ,367 | 1 ,606 , 963 ,058 , 293 ,334 »317 , 066 ,629* , 845 697 842* , 786 , 350 ,497 ,084*) , 849 ,910* ° 751%} 17, ore 396 312* 006 565 Growth of National Congress of Parents and Teachers 1920-1932 Can your school afford to be without a parent-teacher association ?P $56 | | | | “1,200 3, 880) 2,385 3,280 | ,073 |189,282)401, , 047) , 405 ,015 ,414 ,785 , 340) 159] 023 , 238 ,640 ,608 , 255 ,675| , 142) 267| 359 202 increase. Percentages ’ | ‘HIS TABLE will enable you to follow the 15 are found by dividing like figures in progress in membership in your state column 11 by those in column 10. Percent | Percent Percent peo] Number of Members by Years Growth | of popu-|of popu-| Rank | increase Rank ; se — . _| orlossin| lation lation in or de- in pas: | | member-| mem- | mem- | column (crease in columa its 1 1924 1926 1928 | 1930 1931 1932 ship bers in | bers in 13 metber-| 15 I 1931 1932 ship zen | j | | sages ag a es 5 6 7 8 9 10 ll 12 13 14 15 16 shot Ba nth gat Ber i | | ee 490|651 , 387|968,995|1, 275, 401/1, 481, 105/1,511, 203|1, 393,454) 117,749] 1.33 1.22 — 7.79 ’ cou 5,293) 9,799} 14,199] 14,335] 22,589} 21,492);— 1,097] 1.33 1.26 25 — 4.86) 93 Ra Reiekie lamin sil 611 620 895)+ 275) 1.05 | 1.51 17 |+ 44.35] men 3,798) 4,424) 4,739 5,695 5 ,319| 5,831|+ $12] 1.22 1.34 23 + 9.63} 43 t 70| 4,632) 16,681 27,169} 28,406) 26,332;— 2,074) 2.07 1.91 11 — 7.30) % por 79, 808/132,229| 150,884! 180,888) 183,630) 170,906|— 12,724) 3.23 3.01 3 — 6.93) tion 25,888] 31,934) 47,437| 55,675) 56,239] 45,985)— 10,254) 5.43 4.44 1 — 18.23) 4 7,624, 9,099) 10,181 12,328) 13,730) 14,657\+ 927 85 91 34 + 6.75) 4% P 9,698) 11,011 9,155} 10,028 7,860 6,002;— 1,858) 3.82 2.92 4 — 23.64) 49 2,960} 5,432) 9,626} 12,262) 11,220) 13,371/+ 2,151] 3.16 5.32 2 + 19.17 6 Edu 1,626] 7,914) 16,512} 23,744) 24,334) 25,787)+ 1,453) 2.35 2.49 6 + 5.97] 47 Ame 14,184) 23,882) 35,635) 45,529] 43,369| 35,529}— 7,840) 2.36 1.93 10 — 18.08) 39 to | 254] 1,229) 3,339; 10,123) 10,482 8,638}— 1,844) 2.85 2.35 7 —~“17.59| 36 3,846) 5,174| 5,633) 4,404 5,491 5,167| — 324) 1.23 1.16 28 — $.90) % tuni 54,007| 74,154; 96,592) 108,912) 118,419} 93,498|— 24.921] 1.55 1.23 26 — 21.05} 4% ; 16,427| 24,832} 29,089) 27,789; 30,322) 35,662)/+ 5,340) 94 1.10 | 30 + 17.61 . oye 25,126] 35,059} 40,997] 48,1761 50,373} 41,197;— 9.176) 2.04 1.67 1s |— 18.221 49 next 17,383} 21,156] 29,684) 30,986, 32,095} 28,020;— 4,075} 1.71 | 1.49 18 — 12.70} 33 : 16,000} 15,817; 19,724) 21,887) 23,193) 22,045|— 1,148) .97 | .92 | 33 |— 4.95) % by i 967} 3,550 4,812 8,431; 10,194) 11,248/+ 1,054 a ee 38 «| + 10.34] 49 di 1,126; 1,945 8.427 4.183} 4,076 Sas 02: S| Ss i a \+ 7.68} 44 |g Una 6,009} 5,636 8,310) 6,812 8,155 7,434) — 721; 60 55 | 46 |— 8.84 3 next 10,397} 11,844) 18,882} 17,992) 19,412) 19,421;/+ 9 46 46 | 48 + .05} 2 hum 40,567| 57,885| 63,842) 73,135) 68,311) 55,506/— 12,805) 1.41 1.18 | 29 |— 16.75) 12,551} 19,282} 27,174) 35,686) 37,901| 33,703}— 4,198) 1.48 tai | — 11.08] 3) dren 10,504) 11,388} 13,018) 14,945) 11,154 9,058}— 2,096) 1.12 | a | 36 — 18.79) 44 | 34,239] 46,939} 62,192) 58,054) 55,363 $3,903| - 1,560} 1.53 1.48 | 19 |— 2.82} a 0 sata 2,946) 4,214 6,336 5,912} 4,826;— 1,086) 1.10 90 | 36 |— 18.37] 4@ less 4,874| 14,142; 19,786; 27,380) 26,056) 21,458};— 4,598) 1.89 1.56 | 16 |— 17.65] 3 444| 40| eae 41 7\+ 6} 05 0S | Si |+ 14.63] @ denc 106} 2,857 3,614 3,437 1,997 3,098}+ 1,101] 43 | 67 | 40 |+ 55.13 1 h | | j t 29,114) 41,464] $4,316) 57,774, 66,230 73,020|4- 6,790) 1.64 1.81 | 12 |+ 10.25|)° @ ae 776| 2,082! 1,837 2,099 2,760) 2,109) — 651, 65 50 | 47 — 23.59) 48 ment 24,648) 43,781) 55,153) 73,513 75,848) 72,690;— 3,158 .60 58 | 44 |-— 4.16 2 B... 10,180] 13,711} 17,065| 22,682 3,626} 23,655|+ 29} 1.05 105 | 31 + (42 49 jg Catio 2,751} 8,552} -23,960| 10,575 17,236] 13,337;— 3,899] 2.53 1.96 | 8 |— 22.62) 47 | | | | 40,027) 67,099 1.196 95,429 96,713 91,398|}— 5,315) 1.46 1.38 21 i—_{ §.50| Sn C 7,617] 12,752) 16,450} 13,353] 15,937) 14,583}— 1,354 .72 66 41 |— 8.50) 30 dutce 11,164) 17,703} 16,592} 17,907) 18,091 17,014;— 1,077) 1.90 1.78 | 13 |— §$.95| am 20,150} 29,107) 52,198} 60,264) 57,200) 61,479|/+ 4,279 .59 .64 42 |+ 7.48) 15 schot 4,787| 9,099 pea 10,216; 10,734) 11,769/+ 1,035) 1.56 1.71 14 + 9.64 12 attit 1,796) 3,844 4,958) 4,691 4,789 6,586)+ 1,797 S51 .70 39 + 37.52) 3 5,039} 6,350} 10,032} 12,788) 12,573 9,454)— 3,119] 1.81 1.36 22 — 24.81 integ 7,792| 5,123) 26,721) 33,743} 29,111] 29,500)/+ 389} 1.36 1.38 20 + 1.34 18 and 30,608] 43,737, 56,235} 70,789} 71,117) 58,323|— 12,794) 1.43 37 27 — 17.99} 38 re _— 1,812 3,073 2,131) - 942 61 .42 50 |— 30.65) St affait 3,824] 4,855) 8,481 9,979) 8,167 9,186}+ 1,019) 2.27 2.55 5 + 12.48) 9 3,493) 4,532 8,039| 10, 408) 9,467 7,852|— 1,615 53 .44 49 — 17.06} 35 H 32,158] 33,852] 34,709 38,090) 38,136] 30,398|— 7,738] 2.44 1.94 9 — 20.29) 45 hvs 2,041} 3,819 5,435} 14,045) 11,347) 13,843|/+ 2,496 .70 . 86 37 + 22.00; § je Pays 5,920} 19,472} 23,690) 20,715} 21,008) 17,853}— 3,155 eal 61 43 |— 15.02) 3 le 1,226} 1,830 3,760 3,301) 1,777 2,269) + 492 .79 1.01 32. |+ 27.69) 4 = | ish | In to how states can maintain their ranking jf how or raise their position. (4) Study compara- Educ and to make comparisons with other states. Sources of data: (1) U. S. Census, 1930; All membership records are for April 15. Colored population is not included for states Columns No. 12 and No. 13 show the per- marked with an asterisk (*) as these are cent of population in membership in 1931 served by the National Congress of Colored and 1932 respectively. Column 14 gives the Parents and Teachers. (2) Paid member- rank of states according to population in ship reports of the treasurer of the National membership. Column 15 shows the percent Congress of Parents and Teachers. of increase or decrease in membership the Practical use of this table: (1) Com- past year and column 16 gives the ranking _ parison of state records. Percentage of popu- of states according to their percentage of lation in membership indicates the ability in column 12 are of a state to provide large memberships. found by dividing similar figures in column (2) Deductions from this table can be given 9 by column 2; percentages in column 13 _ publicity to local newspapers and com- by dividing 10 by 2. Percentages in column munity groups. (3) A study can be made as tive increase in membership over longer periods of time. (5) Teachers can formulate practical arithmetic problems, the solution of which may be presented to teachers meet- ings or P.T.A. (6) Make other tabulations showing rank of states in actual membet- ship, in greatest gain during the year. Further information concerning the organ- ization or the parent-teacher association program can be secured by writing the Na- tional Congress of Parents and Teachers, 1201 16th St., N. W., Washington, D. C. Let every teacher and principal take part in com- munity leadership thru parent teacher work. onger ulate ution meet: tions nber- yrgan- iation e Na- chers, C. Let 1 com: work. Platform of the National Education Association tion believes that education is of major concern to the American people. The influences exerted upon the passing procession of youth, which makes its way from infancy to responsible citi- znship by the pathway of the schools, should effectively promote the ideals of democracy. Looking to the future of our country the Association calls upon lay- men and teachers to examine and to sup- port the following statements of educa- tional policy: Part I. THE CHILD—The National Education Association believes that American fathers and mothers desire to ut their children to higher oppor- tunities than they have themselves en- igyed. This zeal for the happiness of the next generation, kindled in our country by its first pioneers, has been passed on undimmed from one generation to the next. As a people we are convinced that human progress marches only when chil- dren excel their parents. Ti National Education Associa- Opportunity—Every child, regard- less of race, creed, social position, resi- dence, or physical condition, should have the opportunity for the fullest develop- ment of his individual powers thru edu- cation. Character—Character is the major outcome of education. All activities of the school should contribute to the habits and attitudes which manifest themselves thru integrity in private life, law observance, and intelligent participation in civic iB aiairs. Health—The school program for physical and mental health should sup- a lement the efforts of the home to estab- | lsh habits of clean and wholesome living Initiative—Children should be taught tow to think more than what to think. Education should prepare the rising gen- — ‘This platform and the resolutions which follow were opted by the Representative Assembly of the National ucation Association at Atlantic City,N.J.,July 1, 1932. eration to meet the social and economic problems of an ever-changing world. Labor—No child should engage in HIS PLATFORM represents seventy-five years of ex- perience and study on the part of the teaching profession of the United States. Since 1857 the National Education Asso- ciation has been the clearing- house for educational ideas and ideals. The teachers in the vari- ous states have counseled to- gether in the Association to set up standards to guide their thinking and action. Each year a new committee has studied the resolutions of former years, has taken account of new needs and new problems, and has brought to the Association for consideration, amendment, and addition, the fruits of its labors. This year the committee made a special study of all past reso- lutions and codified them into this platform. It may well be the subject of study and discus- sion by every school faculty. Classes in every teachers col- lege should study it carefully. It should be a part of the per- sonal library of every candi- date for teaching. premature or excessive employment that deprives him of the benefits of comrade- ship, of play, and of education. Part II. THe TEACHER—The Na- tional Education Association believes that progress in education depends largely upon the preparation and char- acter of the individual teacher. No nation can afford to entrust its children to in- competent teachers. Democracy in the profession— Teachers, regardless of position or title, are workers in a common cause. Efforts to capitalize the talents of all teachers thru curriculum committees and other shared responsibilities should be encour- aged and extended. Ethics—As individuals and as groups, teachers should observe the principles of conduct set forth in the code of ethics adopted by the Association. [This code will be found in the May 1932 issue of THE JOURNAL. For a more complete dis- cussion see Research Bulletin of the Na- tional Education Association, Volume IX, number 1, January 1931, entitled “Ethics in the Teaching Profession.” | Improvement in service—Every teacher should be a student of profes- sional problems seeking in every way to know and to advance better educational practises. Associations— Membership in educa- tional associations should be encouraged, for thru such agencies group effort may be brought to bear upon professional and social problems. Part III. Loca, ScHoo, Systems —The National Education Association believes that the continuous mainte- nance of efficient local school systems is of fundamental importance. Conditions in every school must be such that chil- dren and teachers may work together with the maximum of effectiveness. Financial support—A modern pro- gram of education requires generous sup- port from public revenues. Local districts should add to state and national sources of income the funds necessary to provide a complete program of education. Unit of administration—To the end that classroom instruction may be most effective, the local unit of school control should be large enough to justify the em- ployment of men and women with special training in educational leadership, ad- HE STATE TEACHERS ASSOCIATION is a policy forming organization. It has put into operation movements which have brought about good school conditions. It has bound the teachers into a single unit for the accomplishment of its purpose. The local associations have directly benefited society by shaping public opinion. The state associations have improved education by raising the standards of certification, by inculcating in their membership a desire for further educational accomplishment. Longer terms of school have been secured. Equalization funds have been made available in order that nearly equal rights might given to the children of all sections. Rural supervision has come thru the state association activity. etirement, free textbooks, and sabbatical leave are other association achievements.—Roy W. Cloud, cretary, California Teachers Association, San Francisco, California. a (Order reprints of this four-page feature from the JOURNAL of the National Education Association; $30 per 1000; $4 per 100; 20 for $1; 1 copy, 10¢. No. 21229.] [ 229] 230 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1932 ministration, and supervision of instruc- tion. Outside the urban areas this unit should be large enough to provide an edu- cational program commensurate with rural needs. Distinction of functions — There should be general recognition of the dis- tinction between the lay control of public education and the professional adminis- tration of schools. Lay boards should not nullify expert services by unnecessary interference with the professional activi- ties of their employees. School budgets— School budgets should be prepared by the school superin- tendent and his staff and presented to the board of education for consideration. There should be no retrenchment in school budgets without due consideration both of the immediate and the ultimate consequences. Where genuine economies seem advisable they should be made with the advice of the professional staff. Edu- cation should be one of the last govern- mental functions to be restricted or cur- tailed. Basis of selection and promotion— All teachers should be selected and pro- moted on the basis of their professional qualifications and attainments. Schoolboards—Local and state boards of education should be chosen on a nonpartisan basis, selected at large from the area which the board is to serve, and granted terms of office of such length and arrangement as to make it impossible to choose a majority of the board at any one time. Curriculums—The educational pro- gram should take into account the inter- ests, needs, and abilities of individuals. It should prepare pupils for cultural, vocational, recreational, and civic re- sponsibilities. Educational interpretation — The educational program today needs the active support of all citizens and organ- ized community agencies. Educators should make a practise of keeping the aims, practises, and achievements of the schools constantly before the public. Part IV. THe State AND Epwuca- TION—The National Education Associa- tion believes that the control and the | asap from countries overseas who visit Amer- ica often comment on the re- markable uniformity of educa- tional progress in a country where responsibility for school administration rests in forty- eight sovereign states. The an- swer lies in our professional organizations and the policies which they have set in motion. The essential rightness of the ideas for which the profession has stood thru the years has proved more powerful than law or edict. People have moved forward because they have been convinced of the soundness of each step as it has been worked out in the demo- cratic discussions of the profes- sion. This platform points the way toward further advance. Let the schools be lifted to a new level of effectiveness to meet the needs of this new age. organization of education are state func- tions. Upon the state falls the major re- sponsibilities of organizing a system of schools, preparing the teachers, provid- ing adequate financial support, and main- taining the necessary educational stand- ards. The quality of future citizenship depends largely upon the effectiveness of the state in discharging these functions. State school system—Each state should provide and support from public funds a system of free schools beginning with the kindergarten and extending thru the university. Adult education—Opportunitie should be provided for adults in every state to enrich the cultural aspects of life to prepare for parenthood, to develop personal talents, to improve or to re-edy- cate vocational abilities, to remedy def- ciencies in education, and to learn the responsibilities of social life. Rural education—Children in rural communities should be provided with an education as generously supported ag that given to urban children. State and national school authorities are urged to study curriculum needs and possible ad- ministrative reorganizations, particularly of rural education. Special education—Gifted, excep. tional, and handicapped children should receive instruction, guidance, and special care in accordance with their respective needs. Surveys by local, state, and na- tional authorities are needed to provide the basis for an adequate educational program for these children. Guidance—Provision should be made for systematic programs of guidance and counseling in state school systems. The programs should be balanced so as to in- clude the educational, the social, and the vocational problems of the individual student. Competent persons, prepared in the field of counseling, should be em- ployed whenever possible. Vocational education—Every state should provide a complete program of vocational education for youths and adults. Classes should be organized and maintained as integral parts of local school systems. Partime and _ evening classes should be provided wherever net: essary. Teacher preparation — Upon the preparation, the character, the selection, and the placement of the teacher depends in large measure the ultimate success of education. It is important that the prepa ration of teachers should be adequate, rich in professional and subjectmattet HE CASE for our educational budgets in recent years does not solely rest upon educational considera tions in the narrowest sense of that term. By far the greatest part of the board’s vote is spent on salaries. The teachers, like the judges and police, the soldiers and sailors, are guardians of public order. It is no part of political wisdom to refuse them such a measure of remuneration as may keep them com tented and happy. {I am, of course, aware that the country must not spend more than it can afford, an only offer these observations in the hope that no ill-considered onslaught will be made upon our present educational system, which, for the first time, perhaps, in its history, need fear no comparison with that of any other country.—H. A. L. Fisher, great English statesman and educationist. [From Secretary Crab- tree’s annual report, 1932.] Vo ‘he cep- ould ecial ctive | Na- wide ional made e and . The to in- id the vidual red in e ef r state am of s and -d and local vening er nec on the lection, lepends cess of > prepa lequate, tmatter lera- it on rder. con: and esent that rab vol. 21, No. 7 THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 231 content, and adapted to the demands of actual service. Certification standards — Profes- sional and academic requirements for be- ginning teachers should be increased and enriched in many states. The minimum standard recommended by the Associa- tion is four years of preparation beyond the high school. Tenure of service—Teachers should hold their positions during competence and good behavior. There should be legis- lation to protect teachers from discharge for political, religious, personal, or other unjust reason, but the laws should not prevent the dismissal of teachers for in- competence, immorality, or unprofes- sional conduct. Retirement systems—To promote eficiency in public education every state should adopt a sound plan for the retire- ment of aged and disabled teachers. School finance—Adequate support ofa modern system of schools requires a system of taxation which conforms to the best theory and practise. Continued re- search should be made to find and to dis- sminate facts about the best sources for local and state governmental revenues. Such unbiased studies of public finance should be followed immediately by legis- lation which will provide adequate sup- port for education. The units of taxation aid the distribution of public funds should insure a reasonable minimum edu- tation for every child. State departments of education— ltis an obligation of each state to pro- vide a state department of education ‘quipped to certify as to the adequacy of eal programs of education in meeting state standards. This state department thould, thru experimentation and thru personal leadership, stimulate local com- munities to provide increasingly more adequate programs of education, to the td that the state minimum program tay from time to time be advanced. State education associations—The Ylendid growth and development of Sate associations for teachers is hailed as widence of an alert profession. Under vie leadership these groups can be wurces of strength to the educational Mograms of the states. Part V. NaTIoNAL RELATIONS IN Boucation—The National Education ‘sociation believes that there are func- ons in the education of children which ily the national government can dis- charge. General recognition should be given to the federal government’s obli- gations to unite, to guide, to stimulate, For Faculty Meetings HE POINTS developed in this plat- form concern every educational worker in the nation. These statements influence legislation. They influence the decisions of city and state superintend- ents of education. They are studied in thousands of faculty meetings and teachers colleges. {Here are a few sug- gested topics for discussion: 1. Which points in this platform ap- peal to you as most important P 2. Into what main divisions is the platform divided? 3. Do you agree with the order in which these divisions are arranged? 4. Who should prepare the school budget P 5. Why is educational interpretation emphasized P 6. What minimum standard of prepa- ration for teaching is recommended? 7. What is the attitude of the Asso- ciation toward federal aid, radio, and parent-teacher associations? and to support education in the interest of a high type of national citizenship. Federal aid—Funds should be pro- vided by the federal government to assist the states in making an adequate educa- tion available to every child and adult. Special funds should be available to pre- vent the interruption of education in areas devastated by floods or other wide- spread disasters. The several states should use these funds for the foregoing purposes without federal dictation. Education by radio — Legislation should be enacted which will safeguard, for the uses of education, a reasonable share of the radio broadcasting channels of the United States. State and national school officials should develop the tech- nics for using the radio effectively in edu- cation. Qualifications for naturalization— The minimum requirement for natural- ization should include the ability to read and to write the English language under- standingly, a general knowledge of Amer- ican local, state, and national govern- ment, the desire to exercise the right of suffrage, and evidence of mental and economic competency. Provision should be made to receive all persons into citi- zenship with suitable ceremony. Department of education — The federal government should promote edu- cation in the states by the dissemination of authentic information on problems of general educational concern. The Asso- ciation believes that this service can be rendered best by a department of educa- tion with a secretary in the President’s Cabinet. Office of Education—The research activities and informational services of the Office of Education deserve the sym- pathetic interest of all teachers. Until Congress establishes a department, the funds of the Office of Education should be augmented to the end that its efforts may be increasingly effective. Parent movements— National movements among parents to safeguard the welfare of children and to bring the school and the home in closer cooperation should enlist the enthusiastic support of teachers. Illiteracy — The number of persons who are illiterate, or who use the funda- mental skills with great uncertainty, pre- sents an insistent challenge to laymen and teachers alike. Illiteracy defeats the purposes and practises of democracy, and hinders the development of world under- standing. The Association commends local, state, and national efforts to eradi- cate this menace to national progress. Part VI. INTERNATIONAL RELA- TIONS IN EpucaTioNn—The National Education Association believes that im- provement in communication, interna- tional business relations, and social inter- course have established many common international interests. In view of these actualities, education should prepare chil- dren and adults for cooperative living in a community of nations. International exchange—Provision should be made for the exchange of stu- dents, professors, and educational publi- cations. State school legislation should make such international exchanges pos- sible and effective. Curriculums—A modern program of education should include the study of the history, the interests, and the problems of other nations. This study should in- clude such instruments of world under- standing as the organizations for inter- national cooperation, the courts for arbi- tration, and the treaties of peace. World education associations — Local, state, and national associations of teachers should be linked internationally for the systematic exchange of profes- sional knowledge, visits, and conferences. Resolutions for 1932 CONOMY AND EDUCATION—The Na- k tional Education Association fa- vors strict economy in the admin- istration of public schools, but it is unalterably opposed to any retrenchment which injures the children of America either by lowering present educational standards, destroying the morale or effec- tiveness of teachers, or eliminating school subjects and activities contributing to the health, culture, or vocational training of our citizens. The Association condemns particularly the following practises: |1] Increasing the size of classes be- yond the point of efficiency. This proce- dure works a permanent injury to chil- dren because sufficient attention cannot be given to individuals. |2] Shortening the school term. Not only does this practise lessen the educa- tional opportunities of children, but it tends to increase juvenile delinquency because of the prolonged and unsuper- vised vacation periods. |3] Reducing the salaries of teachers. Either direct cuts or the substitution of cheap teachers for those who are compe- tent, experienced, and reasonably paid is a blow at school morale and child wel- fare. [4] Eliminating health, recreational, vocational, and cultural services and activities. This destruction of the essen- tials of modern education means return- ing to a narrow, lockstep, uninspired, and inefficient program of education. Education is the right of childhood, the main guarantee of individual happi- ness and economic competence, the best insurance of national integrity and safety, and the best preventive of social disintegration. Nevertheless, thousands of schools have already been seriously injured by unwise, and oftimes unneces- sary, curtailments and many school sys- tems are now being threatened with financial starvation. The National Edu- cation Association owes it as a duty to the nation to enter a solemn protest against unwise or destructive retrench- ment in education. The economic crisis—In the present economic crisis, the immediate need of the nation is a restoration of employ- ee: Resolutions Committee is one | of the most important policy-de- termining bodies within the National Education Association. Each state dele- gation selects one representative for this committee, which elects its own officers. It is selected one year in ad- vance of the convention at which its | report is to be made. This allows time | for study and deliberation. Open meet- ings of the committee are held at times announced in the official program. The proposed resolutions are brought to the Representative Assembly in printed form, where they are further discussed and amended before being adopted. The chairman of the Resolutions Com- mittee for 1931-32 was Joseph H. | Saunders, superintendent of vaso Newport News, Virginia. ment and production. Private enterprise alone is unequal to the task. Collective action on a large scale is imperative. We believe that this means action by the federal government. Sufficient funds should be made avail- able by the federal government for the resumption of public projects, federal, state, and local, which have been planned and approved, but which have been dis- continued solely for lack of funds. Of all the public works which are listed in the relief bills now under consideration, there are none so necessary as public schools. Economy which wastes our resources, material and human, as these resources are being wasted today, is false economy. It tends to give impetus, moreover, to destructive radical movements. In addition to the projects now favor- ably considered by a majority of both houses of Congress, the federal govern- ment, thru the Reconstruction Finance Corporation, should make available to the several states sufficient funds to safe- guard public education against retrench- ment. Congress should not overlook the fact that our public schools are self-liqui- dating enterprises, not in the sense that toll bridges are self-liquidating, but in a sense more vital. Particularly in the pres. ent crisis, retrenchment in education js dangerous, for education is the chief byl. wark of the nation against the destructive forces of extreme radicalism. Law observance—Crime conditions and attitudes of lawlessness in our nation today threaten life, liberty, and the pur. suit of happiness. In many communities individuals and groups flaunt properly constituted authority and endanger the effectiveness of the judicial system. The National Education Association com- mends efforts to prevent crime, indorses the impartial enforcement of all laws, including the Eighteenth Amendment, and urges teachers in the present emer- gency to stress particularly the obliga- tions of good citizenship. Child health and protection—The National Education Association com- mends the careful studies and thoughtful deliberations of the White House Confer- ence on Child Health and Protection. The detailed reports of subcommittees present facts and conditions which de- mand the united action of teachers, par- ents, and others who are concerned with the national welfare. The conclusions and recommendations of the conference should be studied and utilized by teach- ers to meet the educational problems of childhood. National Advisory Committee on Education—The report of the National Advisory Committee on Education is a state paper of first importance. The Na tional Education Association recom- mends the report for careful study by both laymen and educators. An expression of appreciation— The teachers and laymen of Atlantic City and of the state of New Jersey, by their thoughtfulness and _ hospitality, have made this 1932 convention one to be long remembered. The National Education Association expresses its gratitude to all who have made this meeting a notable contribution to the progress of American education. IGHT Now there is an overwhelming sentiment in the United States that taxes are too high and must come down—but there is 4 good deal of overstatement about the average citizen’s tax burden when we consider what he gets for his taxes. Possibly one-ha of the $200 a man may pay in taxes in a year goes to the schools. If he has four children in school he is giving them an education at the cost of about $25 a year. That sounds like a bargain.—Gov. George H. Dern, Utah. [From Secretary Crabtree’s annual report, 1932.] [ 232] thi la -. 1 is yul- ‘ive Ons tion ur- ties erly the The om- yrses aws, rent, mer- liga- -The com- htful nfer- tion. ittees h de- » par- | with s and rence feach- ms of ee on tional n isa e Na- -ecom- dy by Hon— ic City y their have ne long ication » to all sotable nerican Education Week will be observed November 7 to 13. Since this na- tiowide celebration began, a generation of young people has passed thru the schools and there has been unprecedented growth in the demand for educational service with a corresponding extension of educational opportunity. Today there are thirty million young people in the schools of the United States, including five mil- lion in the high schools and another million in the colleges. This devotion to education is the expression of a mighty faith. It is recognition by the parenthood of America that children come first. The schools are the brightest spots in American life today. Nine hundred ninety-five thousand classrooms have kept open and have gone steadily for- ward. No one can estimate the stabiliz- ing force of an institution that occupies the full working time of approximately one person in four of our total population. Just now the schools are facing a grious situation. Taxing systems have broken down. Classes have been increased beyond the possibility of the best edu- cational service to the children. Health activities have been curtailed. Kinder- gartens have been dropped even in cities where there is no place for the children to play outside of school. Music and the fine arts—especially needed in an age of increasing leisure—are too often crippled. The schools will weather this emer- gency and come out of it stronger and better than ever if the public can be made to understand the crucial importance of education, its relatively low cost, its in- spiring history, its dynamic philosophy of a better life for the masses. The teach- ers of today are called upon to do what pioneer teachers have always done—to justify the worth of school service; to magnify the importance of childhood; to show that schooling pays in terms of a ticher and finer life. The great need of this hour is not a lower standard of living but a higher standard of living which will provide work for all. Enriched ‘edu- tational opportunity is one of the surest Ways of raising the standard of living. The schools of America are ready to meet the challenge; to take their case to the people; to present the facts just as the nation’s founders in an earlier day boked forward, charted new courses, and aroused the aspiration of the nation. T= TWELFTH annual American American Education Week 1932 Meeting the Emergency in Education America is great because of the ideals which the pioneers established for its homes, for its schools, and for its demo- AN UNUSUAL OPPORTUNITY T is the privilege of every teacher to help parents and citizens under- stand their schools. It is important that this work of interpretation go on thru- out the year that informed parents may demand and support worthy opportuni- ties for their children. During Ameri- can Education Week each year parents and citizens participate in this work of school interpretation. This year the | emergency in education gives special significance to American Education Week. The integrity of the schools is seriously threatened at the very time when their services are most needed in the interest of stability and prog- ress. Let every teacher, every principal, every superintendent, every parent, and every citizen join in this nationwide movement to understand the purposes, | the achievements, and the needs of the schools—J. W. Crabtree, Secretary, National Education Association. cratic community life. It has chosen to take the higher path, to reach up and out and forward. The future of America de- pends simply on our being ourselves; on our standing by the ideals that have made us great; on magnifying the home; on building up our schools; and on keeping alive among our citizens the spirit of reform and social advance. The observance of American Educa- tion Week is sponsored each year by the American Legion, the United States Of- fice of Education, and the National Edu- cation Association. The general theme for 1932 is The schools and the nation’s founders. The following topics are suggested for day-by- day programs: Monday, November 7—The homes of the pio- neers. Tuesday, November 8—The schools of the pio- neers. Wednesday, November 9—Two centuries of progress in new-world schools. Thursday, November 10—The schools and equality of opportunity. Friday, November 11—The schools and Amer- ican ideals. Saturday, November 12—The schools and pro- gressive living. Sunday, November 13—The schools and the things of the spirit. Each state and each locality will adapt the program to its needs and conditions. [ 233 ] It is especially important that teachers, pupils, parents, and citizens think of their individual schools in concrete terms; that they appreciate whac their school has meant to their community and to their children; that they understand what it costs as compared with the other factors in their personal and community budg- ets, It is also important that they under- stand the history of the schools, their philosophy, their relation to life, char- acter, citizenship, and national progress. The 1932 platform and resolutions of the National Education Association, which appear elsewhere in this issue of the JOURNAL, may well be made the basis of special study and discussion. Earlier is- sues of the JOURNAL, the Proceedings, and the Research Bulletins of the Na- tional Education Association are filled with material which can be adapted for use on this occasion. The following ref- erences, which have been ranked first by JOURNAL readers in each issue, may form the nucleus of an American Education Week library: The American Melting Pot—Francis G. Blair (16:197-201, October 1927) The Sources of Ethical Character—editorial (16:267-8, December 1927) The Teacher’s Philosophy of Education— George W. Frasier (17:165-66, June 1928) The School of Tomorrow—editorial (18:1-2, January 1929) Education: What Program? What Price ?— Frank D. Boynton (18:69-72, March 1929) Education for a New World—J. W. Crabtree (18:212, October 1929) The Leisure of Tomorrow—editorial (19:1-2, January, 1930) The Need for Educational Interpretation—edi- torial (19:37-38, February 1930) Education in the Spirit of Life—Frank Cody (19:103, April 1930) Education and the Improvability of Man—edi- torial (19:135-136, May 1930) ‘ The Ideal Teacher—George Herbert Palmer (20:1-8, January 1931) Children First—editorial (20:75, March 1931) How Much Do You Count—editorial (20:189, June 1931) Dr. Sutton Looks at Education (20:233-35, Oc- tober 1931) For Every Child an Education—editorial (21: 1-2, January 1932) The High School of Tomorrow—editorial (21: 75-6, March 1932) Education, the Nation’s Safeguard—Charles H. Judd (21:113-16, April 1932) The Bicentennial Bill of Rights—editorial (21: 141, May 1932) The Children’s Charter—(21:159, May 1932) Education in a Time of Crisis—George W. Frasier (21:174, June 1932) each important activity. See that 9 every member of the school staff has something to do. Enlist the support of citizens thruout the community. Select committees which are willing to work. Let the superintendent of schools take the lead. The American Education Week Committee will select topics appropriate for use in your community. It will ap- point special committees of teachers, par- ents, and others to help plan and carry out programs for each day. Subcommit- tees have been found useful for each of the following purposes: B= EARLY. Fix responsibility for To plan day-by-day programs. To cooperate with the American Legion. To cooperate with parent-teacher groups. To cooperate with the churches. To cooperate with service clubs and other ups. . To work with the press. . To work with radio. . To provide for pupil participation. . To prepare special publications. CUM Fe OD gr omna a The material which the Division of Publications of the National Education Association has prepared for American Education Week has been developed to meet the emergency in education. The quality has been improved and costs have been reduced. It is now possible to get for one dollar a packet of material which includes an American Education Week handbook, a set of posters and car- toons, 2 beautiful colored announcement posters, 5 copies of a 16-page Message to Parents, 5 copies of a four-page leaflet Children First, and one copy of a four- page leaflet Your Child and His School. The amount of material available at this low cost is limited. Schools are advised to order early while the supply lasts. The following topics are suggested for day-by-day programs: Monday, November 7—The homes of the pioneers. Picture the pioneer home with its meager but appreciated educational oppor- tunities. Show how these opportunities were improved thru courageous devotion to ideals and unflinching sacrifice. . Tuesday, November 8—The schools of the pioneers. Describe the pioneer school buildings, curriculums, methods of instruction. Urge each community to pay tribute to its early educa- tional leaders. Wednesday, November 9—Two centuries of progress in new-world schools. Describe the evolution of buildings and curriculums. Point out the increased training of teachers. Show how teachers have helped the nation keep children first. Show how important it is in the American Education Week 1932 Planning a Program present economic crisis to hold the gains our schools have made. Thursday, November 10—The schools and equality of opportunity. Point out the great TEACHER PARTICIPATION HAT pupil activity is in the school, teacher activity is in the profes- sion. It is the basis of personal growth. By working at their problems teachers come to appreciate the larger signifi- cance of the school. They develop per- sonality. They establish professional contacts. They develop leadership. They command the respect of other citizens. They help to improve the community. They help to pay the debt which everyone owes to the profession by which he makes his living. Amer- ica is under great obligation to the pioneer teachers who have laid the foundations of our marvelous system of schools. Shall not the teachers of this generation thru their cooperative efforts build upon the foundations which have been laid? inequality which exists in the ability of dif- ferent communities to support their schools. Explain the principle of taxing wealth where it is and educating children where they are. Stress the equality of opportunity represented by free and universal education as the corner stone of American democracy. Friday, November 11—The schools and American ideals. Show how the democratic associations of youth in the schoolroom re- move class prejudices and increase respect for excellence in people of every economic and social level. Show how the schools open the door to improvement for all, regardless of poverty, lowly ancestry, or foreign birth. Saturday, November 12—The schools and progressive living. Explain the significance to human progress of the new ideal of continuous mental and spiritual growth thruout life. Show how the schools have increased vocational effectiveness and have enriched life for the aged by preparing them for intellectual pur- suits after their physical powers have declined. Sunday, November 13—The schools and the things of the spirit. Pay tribute to the Amer- ican pioneers in the spiritual kingdom. Urge communities to memorialize early day eligious leaders. Exalt the courage which led them 0 carry a spiritual message into the wilderness. The program will be adapted in each community to meet the needs of the local emergency. The following topics are sug- gested: The School as a Stabilizing Influence— Show how the schools in the present con- ditions of widespread unemployment provide an occupation of selfimprovement for future vocational success to many thousands of young people and adults who would otherwise be idle. Call attention to the fact that loyalty and de- votion to the country with which the schools [ 234] inspire childhood prompts those in economic distress to better their conditions by lawfy process rather than by theft or violence. Needed Educational Legislation—Arrange public meeting for the discussion of needed edy- cational legislation in your state. Point out the successful experiments of your own or other states in revising the system of taxation for schools, in fairer distribution of state financial aid to schools, in provisions for continuation and adult education, in teacher tenure and retirement systems, in removing elected school officials from political contests. The Value of Superior Teachers—Arrange for public exercises honoring the community’s oldest teachers. Ask citizens who were their pupils to speak. Discuss the growth of a pro- fessional spirit in education. Show how require- ments for entering the profession are being ad- vanced and the period and quality of teacher education are increasing. Point out the rapid development of national, state, and local teach- ers’ professional organizations. The Schools and Parent Education—Make an intensive effort to have every parent understand his child’s school. Plan a course of study for parents in the seven objectives of education, Conduct each night of the week classes in which parents may study systematically the aims, needs, activities, and achievements of their school. Visit every home. The Schools and Character Building—Show how the schools foster high ideals and sound habits. Emphasize the influence of the teacher. Show how character is enriched by studying the lives of noble men and women. Show how edu- cation gives a vision of the hopes and needs of mankind and inspires a desire to help make life for all men worthier and happier. The material for American Education Week which has been published each year in THE JOURNAL may well be re- viewed for suggestions. It may be found in the following numbers: 10:183-184 Dec ’21; 11:374-376 Nov '22; 12:292 Sept ’23; 13:254-255 Sept-Oct '24; 14:227 Oct °25; 15:218 Oct °26; 16:221-228 Oct ’27; 17:223-230 Oct ’28; 18:235-238 Oct 29; 19:205-210 Oct ’30; 20:245-252 Oct 31. Message to Parents—The follow- ing two pages when folded form a 16-page booklet for distribution to parents by local schools. To make a sample booklet cut out these pages and fold as directed. This message may be duplicated in your print shop with or without change or it may be obtained folded and stapled at the prices indicated on page 16 of the booklet. Write for special prices on quantities above 1000 with the im- print of your school substituted for the price note. In the regular edition the price note is replaced by the sig nature of the National Committee on American Education Week. 2 v v \ Lal = * “ 4 ¥ ” . . a . : N ca) ~ . ~ 8 . ” » v . ~ *. ws set the child im our - ¥ - greatest our midst YOUR CHILD'S CHARACTER YOUR CHILD'S SCF 1VOL IK Manon character is the supreme ob- en ee UL. Aw EDUCATION FOR HOME Wie HOME is the fundamental in- stitution among all civilized peo- ples. The school is educating your child for worthy membership in the home which you provide for him to- day and in his own future homie. The school maintains the atmosphere of cooperation and_ unselfishness which is essential to happiness in home relationships. It teaches your child simple home skills—how to cook, to sew, to repair home equip- ment, to decorate and furnish taste- fully and economically, to manage the family budget, to care for in- fants, and to nurse the sick. It teaches the principles of sanitation, of home and community planning. The school gives your child training in reading, music, conversation, and recreations which enrich home life. It magnifies the home as one of the finest things in life. Second—Fold away from this line *Jooyos UOWIUWIOD 9Y4} 0} 9}NQII} OpIM -uo1jeU B UI UIOf USsAp]IYyO pue ‘s19yove} ‘SUdZI}IO ‘syud1ed OUT} SIQ} JB ABOA YOR “ABT SOISIULIW sopnjour YyoryA Ye0M 94} ZUlINp poje1qs[so ‘VOOM, UOKCONpAY uvoliouwy YyIM UOoT}DOUUOD UI NOA 0} }USS SI OFvssoW SIH sjuoleg OT, IS BSSOJ| MP? AA MOBRMIVPINPsS wUP2142 44 | 8. =] and chool 2 e ) for ation ez5z:5n & SS 2 vo ezvoz 10 -—Feld away from this ling? 8° ewe Phir range hity’s ‘s 8 THE TOOLS OF LEARNING i MOST important tools are the tools of the mind—our systems of letters, numbers, symbols, and maps; our mother tongue; our dic- tionaries, encyclopedias, and hand- books; our world of print and libra- ries. The school is giving your chiid possession of these tools. He learns to read rapidly with understanding. He learns the importance of good food for the mind. Thru association with schoolmates and teachers, he acquires the ability to learn from others. Thru class discussion he learns to test and modify his conclu- sions. He learns to think. He becomes familiar with the world of scholarship and science. He learns the laws of life and of nature. He studies the great human institutions and ideals. He acquires sound habits of study. He catches the spirit of learning and the good life. To learn is to grow. [9] [or] [‘908ds sq} ur joogos 4n0A jo JUIIdUT 943 QIK ‘SatzIjUBNb Jaze] UO sadlid [BI9eds 10J OIA “[$ 40} OZ ‘pespuny sod p¢ {puvsnog} Jod ogg : sa0tsg “FD ‘ql ‘UOIZuIYysEM “AA CN ‘399436 q3U923xIg [QZI ‘UOnRBID0ssy UOTIBONPA [BUOIZBAY OY4Z JO SUOT}BOIIGnY jo UOISIAIG] 943 WOsJ ‘UOI}NGII}sIP 40; pa[dejs pus poploy ‘39[400q sty} Jo saidoo 19psQ] ‘POOUPT!YO Jo a.18j[OM oy} 0} MOUB SOA[ISINO 9}80IPOp ‘SUIUJOUI 94} PABMO} soo; ino $Zu1jjos ‘poy Ayysiwyy jo 90813 oY} Aq ‘pue UdIpTIYyo S}I NAY} PAVBMAOZ SOAOU 99B1 oy} By} MOUy SN joy ‘o[dood vw AOAjsop puB UdyvOM 43BY} sZury) Ysylos pue A}j0d oy} [|e sAoge ‘sor1j1[0d sAoqge ‘ssoursng saoge ‘Arjsnpul sAoge UITY j/B “x9 SN joy ‘AyIqisuodsoa Sur -Zud]]Vyo JsOUI NO puB YI[BOM 3s9}¥018 ANNO sB 4ysprur AMO UE PIFUO Oy 3°8 So an zs oS gf acher 3 eo. gs each ke an stand y for ition. vhich a Show ound cher. g the edu- ds of YOUR CHILD’S LEISURE _™ generation enjoys more lei- sure as men learn how to make machines work for them on the farms, in the mines, factories, and offices. Rapid transportation, rapid communi- cation, speedier services of all kinds are increasingly saving time. Your child will have more hours free from labor than you have had. The school seeks to teach him to use his leisure with discrimination and wisdom. In school your child learns to appreciate fine companionship, wholesome con- versation, the world’s finest litera- ture, sculpture, music, and other art. He may be developing skill in one of these arts himself. He is encouraged to pursue worthwhile interests, to learn games for healthful recreation, to swim, to enjoy outdoor life, to pre- fer those leisure activities which build instead of destroy, to make daily play a source of joy and strength. 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S.ca ira |-228 - Oct 1 e life ‘tion pach » Te yund 22 24 Ow: m @ 1 to ake ig ‘ - = n = o co) > 3 = 3 7 = ° 1 2 a be =) _ YOUR CHILD’S TEACHER | eee the praise of the unknown teacher. Great generals win cam- paigns, but it is the unknown soldier who wins the war. It is the unknown teacher who delivers and guides the young. He lives in obscurity and contends with hardship. For him no trumpets blare, no chariots wait, no golden decorations are decreed. He keeps the watch along the borders of darkness and makes the attack on the trenches of ignorance and folly. He awakens sleeping spirits. He quickens the indolent, encourages the eager, and steadies the unstable. He com- municates his own joy in learning and shares with boys and girls the best treasures of his mind. He lights many candles which, in later years, will shine back to cheer him. This is his reward.—HENRY VAN DyKE. 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OF dos 49A9 NOA aC] FOOHDPOS S.AUHD HW.AOA : ESERB ; on tion g222 age | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | I | | | | | | | | I J / [ 235] YOUR CHILD AND YOU H* Looks like his daddy,” is a com- pliment that has stirred many a father’s heart. Even as they resemble the physical features of their parents, children come in some measure to hold the ideals their parents have for them in health, in home, in learning, in citizenship, in vocational success, in leisure, and in character. “Alli I am or hope to be I owe to my angel mother,” is a great man’s tribute to a wise and faithful parent. What will your child say of you when the storms of life have tested the body and mind and soul which you helped him build? Do you work as hard to make a suc- cess of your child’s life as you do to make a success of your business? Your child’s school is your ally. Every day it does something for your child. A sound schooling is the richest legacy you can leave him. It gives confidence and security [2] [2] “"yy[BemM ysuy OY} SI YI[BOFY “908s JY} JO VS14d319j}U9 UOWUWOD [B}IA B pus ssauiddey jo uo “BpUNO} B SB YIBOY JOJ UOI}BIDZIddB $9}89J9 [OOYIS sy] ‘s[BowW poouLjEeg -]]94 N43y} J9IP [NJYyI;Bey sSafesnos “ua pues ‘usipyiys poddesipuey 40; SassBjo jeioads ‘paysisnousapun 9y} 40} 9189 [Bloods SapiAoid jy ‘SasBasiIp SNOIZBJUOD JSUIBZB $399}0Id 37 “S}IGuYy YIeey 3993309 sayoBa} jooyos sy] *U01}B9I09I [NJYI[BIy IZesnoous suinis -BUWAZ pUB Spj>ayAB[g “9SI939X9 JAI} “094309 PUB JU9Wj}BII} [BOIPaW Nsy} WY} FWOIJIAO 0} Sdjay puB s}daj;ap SIPAOISIP UOTJIGdSUI [BOISAY ‘swO0O0I “YSBM puB $33]103 AsBziIUBS {a1n}sod 3993109 9FBsINOIUD 3BY} S}B9S {U0IZBIIR “UdA puB ‘yeay “3y81] Jodosd yim Jur “PIINg 9]qQB310;WO UBaID B UI pasnoYy St JOOYyIS UsJapowW sy ‘“pyryos sn0A JO} JUZWUOIIAUS [B}UIW puUB [Bd -isAyd ayes B SaprAoid ICOHDS aa § HLTIVAH S.QTIHD YNOA Ss os i=] zs em prol kno _— 2 able the = to oO THE AMERICAN SCHOOL HIE NEXT time you pass a school pause a moment to think what that school means to humanity. Re- call the long dark centuries when the masses were kept in ignorance—when greed and oppression ruled the world with an iron hand. From the very be- ginning of man’s struggle for knowl- edge, selfrespect, and the recognition of his inalienable rights, the school has been his greatest ally. We refer to the school as “common” because it belongs to us all; it is ourselves working together in the education of our children. But it is a most uncom- mon institution. It is relatively new. It is democracy’s greatest gift to civi- lization. Thruout the world, among upward struggling peoples, wherever parents share in the aspirations of their children, the American com- mon school is being copied. Let us cherish and improve our schools. (15] [or] *sasodind pues sjeapi uow -W09 0} [BAO] Og 0} SUJBa] JPY “Sans peysijqe3sa Aago 0} pue ‘AjI]1qQIsuods -31 948} 0} SUsBa] BY ‘diysuBUszs0ds poo? jo z1s1ds ay} SdojaAap azy *ss9y}0 JO s}yZ1s pus Ajsadoid 94} yoadso1 0} SUIBI] OF] *S}OB} YFI9M pus J9yjIEF 0} SsUIBa] BFY ‘swWalqoid jBID0s pueB IIWOUOTS jUBJIOdWII 0} pajjBd st UOT} -U9}}B SIF] ‘Papying si uoIjZBU ay} YoIyM uodn sajdisutsd ay} Saipnjs apy “sa0s0y SsIy @9woI9q SsdpuNo} suOT}BU OY] *Aajunod sity JO AJOJSIY DY} SUIBIT JF] *$194}0 JO SOYSIM PUB SpaoU 9Y} 0} 389 -J9}UI YSY[aS SIY 9JBUIPsOgNsS 0} sUsBa] 2}{ ‘U01jBs9d009 pue Ajsauoy jo 90uB} -J0dwI 9Y} SUIBI] SFY ‘[]Mpoog pues ‘gouagijpozur ‘aorjsnf ‘ssousrey yo y1sIds ay} puBIssspuN 0} SaUI0D ay j[OOYS 94} JO sdiysuorjejas ajduiis ay} ur yued Zurye, Ag ‘diysueziyi9 yo sagaprarid pueB sarzijiqisuodsas 94} 403 pyryd snoA $Zuisedaid st “IOOHDS ee iF dIHSNAZILIDO S.QTIHD YNOA com edu evel aoa... 8©,.@e BEeEeE SS & SSBER SR BEET ABZS8 THE SUCCESS OF DEMOCRACY | wy NO ONE tell you that democ- racy has failed. It is precisely at those points where the American system is least democratic—where it least reflects the ideals and homely virtues of the common people—that the breakdowns have come. Our schools are the greatest contribution of democracy to civilization. Into them we have drawn nearly one per- son in four of our total population. These schools are intelligent, honest, efficient to a degree that is true of no other business of like magnitude. Were all other business as well man- aged as democracy’s schools, America would move forward to a new level of achievement and glory. The future of democracy and the futvre of the common school are one and insepar- able. Let them go forward and up- ward together. What the school is to- day democracy will be tomorrow. [14] Cit] *ysom yo Aof 94} 918 YOIYM sUOoT}OBysI}eS @s0Yy}3 G0UdIJOdxO [JIM 94 JF] NIYyI ‘op 03 ysaq saxty OY sBYyAa AT[NGTIIAS op 0} WIy sdjay jooyos ay} e8snvo -ag ‘Ajyisodsosd [ersajBu sity 0} 93NqQI43 -U0d [[IMA Yoram 351743 puB Asjsnpur JO siqey Purysijqeyse si, pyiyo snod Jooyps uy ‘gof 8 puy wry djay [jm 991 -AJaS JUaWWaBI/d JOOYDS Y ‘s{[Iy4S UB -soduit dojaaap 0} wiy sdjay gurures} [BUOIzBI0A “ARIIGe PUB jJsaJo}UI SITY jO asned9qg paadons 0} AjayxI] ysOUur SI ay YoryM UI UOISsajold 40 apes} 9y} puy 0} pyryo sanoA djey aoueping ur S9SINO7) "S9SOOYS JY YJOM 9Y} JO SARIS uBy} Jaye JaJsBuI oq ABW ay 4BY} JOPsJO UI ‘SUOT}BOOA SNOTIBA 0} ZulZB[ II $}0B} WIY SOAIP J] ‘SONBWOYJeW pue ‘Purjzism ‘Zulppas—uorjednsv0 Asoo ut Ppepeeu sjejusWEepUNny WIY SoyoBa} 37 ‘UOI}BOOA UBSOYyD B UI pavd0Ns 0} Pity snoA Zursedaad st 1OOHOS moe Fi NOILVOOA S.QTIHD YWOOA ures toon Ss aH = >—- { SEE SAE YOUR CHILD'S HOME N THE HOME a child lays the founda- tions of life. He establishes proper habits of eating, sleeping, elimination, and exercise. His home provides him with good books, a place to study, musical instruments, pets, a garden, play space, and the stimulating influ- ence of intelligent family discussion. The home trains your child in the performance of simple chores; it teaches him the value of money and gives him his first experience in co- operation. In the home he learns to share with others, to keep his word, and to respect authority. He learns to be loyal and to assume responsibili- ties. With his brothers and sisters he takes the initiative in filling leisure moments with worthy activities. Most important of all he learns the value of home. His own future home will resemble that of his parents. Let us magnify the home. sees fz25 BS & leac [3] [9] ‘uoI}BONps sAOJduIT OF AzIUNW “Wood pus ‘jooyss ‘awoYy 0} afuaT]eYyo B aie Ady] ‘SsOyORay pue sjusIBg JO ssasguo7) [BUOT}BA) 94} puB UOT} “BIDOSSY UOI}BONPY [BuOIzBAY 9y3 Aq poydope Ajjeioyjo useq aABy saarjool -qgO UdAVS BsayT ‘ssaurddey pus 30u9] -]29x9 jsoyZry 94} JO ostwosd UT Yyors pue papunoj]jom oq [[!a jt] sry 3By3 aouBsiNssB 94} YIM sosodind uaaas asoy} punose pjiyd 94} jo y Mos 24} oping Avul sJoyoOva} puB sjUudIBg J9}0BIBY') [BII4IT aInsia’7y JO 9Sf) OSIM SSOUSAT} “99H «IWOUOI puB [BU0IzBI0A I1:poos PjsoAy pue drysuazi3iy) gurusvsey JO ysidg pus ‘soruyoay, ‘SJoOy,, 34} Jo Asazseyy digssaquisyy owoFy AqWOM Ajajeg pue yi BoFy @Aaryow pyryo AsaAa djay 0} SI [OOYIS UJapOU oy} JO WIB ay] *OjI] 2]OYA 94} SUIZDU0D NOILVONG NOILVONGY HO SHALLOALAO [ 236] 2. 2 i-esS e Sh UL e.,.hlC CCC = jyooyos ew ssud nos oul} LXdN 4H ee a aad ADVUDOWAAG HAO SSHOONS AHL 38 Ajesi9esc St 3] “Peli’s; Se oe -oowep 3843 NOA {[[9} ANO ON sedoad soystjqeise oH ‘opty JO suony I -Bpunoj 943 SAB] P]Iyo B AWOH AHL N AOA ANY ATIHOD NAOA AOOHDS NVOINAWNY aHL AWOH S.QVTIND UNOA Character Education Character Emphasis in the Classroom IS ARTICLE is reprinted from the | Seventh Yearbook [1932] of the Department of Classroom Teachers, entitled “The Classroom Teacher and Character Education.” Some chapter headings of this 272-page volume are: “The Program in Character Education,” “Problems of Method in Character Edu- cation,” “Character Values in Out-of- Class School Activities,” “The Teacher and Individual Pupil Guidance,” “The Home and the Community in Character Education.” = TEACHER who has caught the vision of the new education feels an added responsibility and a greater chal- lenge to provide for the pupils a type of guidance that will bring about desir- able reactions and constructive behavior responses. It was formerly thought that the right type of subjectmatter strongly emphasized was adequate in meeting the problem. The modern teacher, however, knows that the problem is much more complex. With the knowledge that all education is character education—that every experience of the child makes a positive or negative contribution to his character—it becomes necessary to study all the factors in the classroom environ- ment before the reactions of the child can be adequately understood, evaluated, and improved. The development of char- acter thru the regular subjects therefore assumes a new significance. It is not merely a matter of giving pupils subject- matter which has a high moral tone. It tequires teachers with superior personal qualifications and education, a sound technic of teaching, a modern and dy- tamic curriculum, wise disciplinary meas- ures, and a generally wholesome class- foom environment. An important element of classroom procedure is success and failure. The teacher is confronted with the task of de- termining how the regular subjects of the curiculum can contribute to character development. Much of the value which these subjects have for character edyuca- tion rests in the theory that any useful iece of work welldone contributes to the tevelopment of character. We now at- tibute to the experience of success the value that was once thought to be ob- ined only thru an experience of failure. The child who succeeds in spelling is mo- wated to still greater effort and higher achievement. Development of the child replaces the extreme emphasis formerly laid on subject achievement. The adapta- tion of the work to the ability of the slow- learning child, so that he may have a consciousness of growth and power, is more essential than the accumulation of subjectmatter. The needs of the child should be studied, and situations that are related to his interests should become a part of classroom procedure. When a piece of work has been welldone, it means that the learning situation has been favor- able and that achievement has been pos- sible. Any subject in the curriculum— spelling, arithmetic, reading, or history— may help to develop good character in the child when he feels the need of mastery, makes conscious effort, and experiences the joy of achievement. Modern tendencies in education indi- cate that subjects in the curriculum can best contribute to character development when learning is thought of as an activity process. It is necessary, of course, to de- fine the nature of an activity significant for character development and to formu- late criteria for determining whether the activity has a place in the curriculum. Another important element is the necessity for capable teachers. The de- velopment of character thru the activity process will depend upon many factors. One of the most important of these is the teacher himself. While working with chil- dren only a few hours each day he must recognize that the development of char- acter is a twenty-four-hour process. He must know each child as an individual, realizing that without a knowledge of physical condition, personal interests, fears, ambitions, and home environment, guidance becomes most difficult. To guide the child toward desirable actions and responses, teachers must have more knowledge of what constitutes normal child behavior. Wickman states: We are in need of a general shift of emphasis from the psychology of learning and of mental and intellectual differences in children to the psychology of the social development of chil- dren with particular reference to the essential differences between child and adult behavior. Teachers likewise need to check class- room procedure to learn what principles of mental hygiene are being observed and applied, and to determine whether the child is progressing with a sense of ac- complishment rather than an attitude of [ 237] fear. The development of a teaching technic that aids the child in meeting his learning problems and in reaching satis- fying solutions is essential. Most impor- tant, however, are the teacher’s emotional temperament and social adjustment. He should be able to meet cases of negative behavior calmly and sympathetically, and to wait, listen, and learn the child’s view- point before forming judgments. Un- doubtedly one of the great functions of the teacher is to strive for a greater under- standing of child nature and to keep alive a growing conception of human worth which includes a vision of the develop- ment of the individual child regardless of his mental or social status. The child who feels that he is understood and respected and has a place in the social group will tend to develop right attitudes and con- structive responses. The contribution of the curricu- lum—Another very important factor in the success of classroom activities is the selection of subjectmatter around which the activities are organized. In spite of modern educational theory, it is not un- common to find that tradition and habit have influenced unduly the content placed in textbooks and courses of study. The emphasis within recent years on how we should teach has often resulted in too little attention to the all-important prob- lem of what we should teach. In many schools pupil activity has become an im- portant part of classroom procedure more rapidly than suitable subjectmatter has been introduced. This has frequently led to the selection and acceptance of class- room projects which tended to emphasize physical activity rather than the social importance of the project. For example, a sixth grade decided to study the Pan- ama Canal and spent several weeks on the construction of a miniature canal—build- ing locks, carving small boats from wood, and constructing the immediate physical features. No mention was made of the part the Canal plays in bringing the peo- ple of the world closer together, of the effect on freight rates and production, or of the life, customs, and contributions of the people of Central America. The wise choice of subjectmatter will play an im- portant part in developing understanding and appreciations, and in preparing the child for meeting the pressing social and economic problems of modern life. : The Tenth Yearbook of the Depart- > ‘ 238 ment of Superintendence makes this striking statement concerning the relation of the curriculum to a program of char- acter education: Any curriculum that makes a sincere, intelli- gent, and courageous approach to the real prob- lem of living is a character education currricu- lum. After giving general suggestions for good curriculum building and presenting a number of illustrative social problems demanding immediate attention, the same reference concludes as follows: A curriculum which brings to youth a con- sciousness of the problems of life, some under- standing of these problems, a sense of personal responsibility in contributing to their solution, a reasonable degree of technical efficiency of procedure, and a rich personal life in harmony with the good of others, is achieving the end of character education. The content of every subject in the curriculum should be carefully analyzed and material should be chosen primarily on the basis of its relative value in de- veloping good and useful citizens. The time spent in figuring premiums on fire insurance policies in an arithmetic lesson, for example, might better be used in studying the best methods of fire preven- tion, the fire rate for the city, and what boys and girls can do to decrease the fire rate. Learning to spell can increase the child’s selfrespect and incite him to greater effort when he has mastered words that he understands and which meet a real need in his everyday life. The wealth of worthwhile material for the English course makes selection difficult. Too frequently teachers accept the read- ing lists, poems, and essays suggested for the grade or course instead of meeting the needs and interests of the children. To pre- sent live content that is on the level of the child’s reading ability is necessary if interest is to be maintained and finer apprecia- tions developed. The reading aloud of poems selected or written by the pupil tends to create a love of poetry, while mere memorization of so many lines assigned by the teacher may create a wrong atti- tude toward it. Special care should be used in the selection of mate- rial for slow-learning THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION groups if right attitudes and finer appre- ciations are to be developed. History and civics likewise present opportunities which are frequently over- looked. Children become very proficient in mastering dates, facts, and events, but too often are not taught to interpret this knowledge in terms of human problems and human needs. When teachers began to transfer some of the emphasis on learn- ing facts to thinking about facts, a de- cided forward movement was initiated. We now realize, however, that our task is not finished until, in addition to acquir- ing knowledge and thinking thru real problems, we help the child develop the ability to feel the results of events and conditions in terms of good or ill to hu- manity at large. How can every classroom teacher help in the development of a character-build- ing curriculum? A brief but comprehen- sive answer is given in the following quo- tation from the Tenth Yearbook of the Department of Superintendence: If . . . the curriculum is thought of as a product of all those activities and experiences in which pupils participate, the problem of involv- ing pupils, teachers, and society in its construc- tion becomes less baffling. With such a defini- tion, all those activities which are carried on in preparation for the classroom experiences and activities of pupils would be termed curriculum planning. Those preparatory activities that lead to the publication of courses of study would be regarded as only one phase of this planning. It would be important, of course, that a large number of teachers make contributions to cur- riculum planning at this level, in order that the courses of study might assume the most ad- vanced point of view which the philosophy of the teachers who were to use them would per- mit. A still greater contribution on the part of the teachers to curriculum planning would come thru the careful study of these courses for the Has the air pilot taken the place of the railroad engineer in the small boy’s ambitions? October, 1932 purpose of adapting them intelligently to their own classroom situations. Analysis of the classroom ep. vironment—As indicated earlier in this discussion, any adequate attempt to de. velop character thru the regular subjects must consider all aspects of the classroom environment. The importance of class. room stimuli which create a learning sit- uation where right attitudes and cop. structive responses are natural outcomes has been too little emphasized. Children’s behavior problems have often been at- tributed to some deficiency in the child, while the influence of negative factors in the school or classroom has been over- looked. Many teachers are inclined to seek elsewhere than in their own class- rooms for the causes of children’s failures, Burnham, in The Normal Mind, states: Failure, of course, is discouraging to the teacher as well as to the pupil, and teachers have as many defense mechanisms, perhaps, as the children. Among the more common of these are the contentions that the children are stupid or feeble-minded, that they have not been properly taught in the lower grades, that the parents have spoiled the children, that they are engaged in too many outside occupations, that they are not properly graded, that the classes are too large, that the children are lazy, and oo 6B. . . The causes of failure, both in the home and the school, are manifold. Some of the more common causes of failure in the school have been distinguished. Some of them are due to the faults and lack of training in teachers; some are due to the wrong methods and improper arrangement of school work; some are due to the conditions of the school system and the educational machinery. Many of the negative responses and behavior problems of children have been traced to some undesirable factor in the classroom environ- ment. A young teacher who complained that her class was a group of idlers later discov- ered that her direc- tions for work had never been made clear to the children Teachers who are in- telligently seeking the causes of children’s difficulties realize the need for analyzing children’s negative re sponses in terms of teaching technics and teachers’ reactions 4 well as in terms of the personal peculiarities of the child. T 1932 Missa Anizc Irv Onto- Wash Conn Minn New n’s ild, $ in ver- | to ass- res, tes: the chers S, as these tupid been t the y are that lasses , and e and more have ue to some yroper lue to id the ; and been n the yiron- acher that proup iSCOV- direc- - had > clear lren. re in- ng the |dren’s ze the y zing ive re- ms of cs and ons as of the arities Builders of Our Profession HERE ARE the progressive schools? W ‘ese! after month these lists of builders point to the progressive ghools of the nation. The more progressive they are, the higher they are likely to stand on the list. Many schools are now found to have maintained their hundred percent status for ten years or more. Teachers who stand by the profession in this way help to stabilize teaching. They form the habit of working on their problems, thus assuring progress. New Life Enlistments — FOLLOWING LIFE MEMBERS have been reported since the list was published in the June 1932 JourNaAL. The number of life members enroled in the National Education Association on September 1 was 4984. CaLIrFoRNIA—Hugh L. Dannels, Frank Arthur Hen- derson, Mrs. Mabel C. Huston, Frederick Francis Martin. CoNNECTICUT—Sara H. Fahey. Georcia—Aster Asterion-d’Apire. ILtinois—Gertrude Axelson, S. H. Berg, Kuester Walton. InDIANA—Zenith May Eller, E, E. Ramsey, Mrs. Francis B. Rankin. lowa—B. C. Berg. Maine—San Lorenzo Merriman. MASSACHUSETTS—Deborah O’Connor. MissourI—F rederick C. Alston, Edmund R. Brown, Herman Dreer, Frank O. Kruh, F. Luther Merry. New JerseEY—M. Bernice Hamilton, William M. Smith, Thomas Wayne Trembath. New Mexico—Irvin P. Murphy. Oxn10o—Lillie Birkenbusch, Eugenie J. Brown, Margaret M. Dugan, Marie L. Seal, Marie Shutts. Clara PENNSYLVANIA—Jennie M. Farley, Miriam E. Geist. TENNESSEE—Ernest C. Ball, Harry Henderson Clark, Mildred Scrivener, G. Edwin Shofner. Texas—R. Curtis Bostick, Alice Y. Bruce, Har- non L. Lowman, Jack R. Morton. WasHINGTON—Kenneth R. Powers. West Vircinta—O. K. Robinson. Completed Enrolments — List of 1931-32 100 percent schools came in too late to appear in the June 1932 issue of THE JOURNAL. Thirteen Years MissournI—St, Louis, Special School Number 5. Twelve Years AnzonA—Mesa, Mesa Public Schools, Franklin, Irving, Lincoln, Washington, Webster. Eleven Years Ouio—Scienceville, High, Thorn Hill Avenue. Nine Years WisHINGTON—Seattle, Horace Mann. Eight Years QnecticutT—Stratford, Garden. o1is—Chicago, Parker Practice. NESOTA—Minneapolis, Harrison. Six Years New JerseY—Hightstown, Primary. wis HAVE YOU DONEP—What have you done to help build up the teaching profession during the past Five Years FLoriwA—Palm Beach County, Palm Beach County Public Schools, Belle Glade, Boca Raton, Boynton, Canal Point, Conniston Road, Delray, Green Acres, Hypoluxo-Lantana, Jupiter, Kelsey City, Lake Worth, Junior-Senior High, Lake Worth North Grade, Lake Worth South Grade, Lake Worth West Grade, Pahokee, Palm Beach High, “One for all, and all for one!” N.E.A. P.S.E.A. P.T.A. Join All Three! “ Professionally-minded teachers recognize the importance of a fully organized profession. They are proud to be members of their local, state and national associations.” Join All Three! N.E.A. P.S.E.A. P.T.A.- WILLIAM E. BURKARD, President Philadelphia Teachers Association HE PHILADELPHIA TEACHERS ASSOCIATION [P.7.A.] gives a three-fold leadership on behalf of the city, the state, and the national associations. Palm Beach Elementary, Palmetto, Riviera, South Bay, South Palm Beach, West Gate, West Palm Beach Central Junior High, West Palm Beach Cen- tral Primary. MINNESOTA—Minneapolis, Audubon. PENNSYLVANIA—Montgomery County, School District. North Wales Four Years Oun10o—Cleveland, Larchmont, Nottingham; Martins Ferry, Martins Ferry Public Schools, High, North. Three Years FLor1inA—Tampa, Ballast Point. Grorcia—A tlanta, Maddox Junior High. Iowa—Des Moines, Adams. MoNnTANA—Glendive, Lincoln. PENNSYLVANIA—Pittsburgh, Gladstone Junior High. Two Years CALIFORNIA—Lomita, Orange Street. District oF CoLuMBIA—Washington, Force. Nevapa—W hite Pine County, McGill. PENNSYLVANIA—Montgomery County, Upper Merion Township School District. Current Year MASSACHUSETTS—Holliston, Andrews. Missourr—St, Louis, Busch, Turner. New HAmpsHiRE—Barnstead, Parade. New Jersey—Merchantville, Roosevelt. On10—Scienceville, Junior High. PENNSYLVANIA—Pittsburgh, Continuation. WIsconsIN—Marshfield, Grant. HE FOLLOWING SCHOOLS have completed their 100 percent enrolment for 1932-33 in the National Education Association since the list was published in the June JouRNAL. Seven Years MINNESOoTA—St. Paul, Riverside. Texas—Houston, Park Place. Four Years Iowa—Des Moines, Adams. Three Years CALirorNia—Stockton, Jefferson. Iowa—Des Moines, Benton, Brooks, Two Years Missouri—St. Louis, Des Peres, Dumas, Eliot, Froebel, Gardenville, Glasgow, Gundlach, Herzog, House of Detention School, L’Ouverture, Madison, Meramec, Peabody, Penrose, Pestalozzi, J. H. Schroeder, Shenandoah, Sigel, Washington, Wilkin- son. New Jersey—Roselle, Chestnut. Current Year ConNECTICUT—Stratford, Putney, Washington. ILLINOIsS—Freeport, East Side, First Ward, Harlem, Henney, Junior High, Lincoln, Union. INDIANA—I ndianapolis, Public Number 20, Public Number 42, Public Number 44. Iowa—Des Moines, Cattell, Longfellow, Scott. Maine—Biddeford, Biddeford Public Schools, Birch Street, Bradbury Street, Emery, High, Washing- ton Street, Wentworth Avenue; Norway, High and Elementary; Fairfield, Lawrence High. MAsSACHUSETTS—Lexington, Parker. MINNESOTA—St. Paul, Chelsea Heights, Como Park, Desnoyer Park, Gutterson, Highland Park, Irving. Missouri—St. Louis, Bates, Carondelet, Carr Lane, Clay, Clinton, Delany, Dewey, Fremont, Hum- boldt, Lincoln, Lindenwood, Longfellow, Marshall, Mason, Monroe, Oak Hill, Resident Open Air, Rock Spring, Scruggs, Special School Number 3, Special School Number 6; Springfield, Campbell, Ed. V. Williams. - Me- NeEBRASKA—North Platte, Kinley, Roosevelt. New JERsEY—Atlantic Highlands, Grammar, High; Burlington, Springside, Stevens; Elizabeth, James Caldwell Number 7, Christopher Columbus Num- ber 15, William Livingston Number 10, Victor Mravlag Number 21; Freehold, Broad Street; Jersey City, Public Number 33; Newark, Rose- ville Avenue, Summer Avenue; Perth Amboy, Perth Amboy Public Schools, Grammar High, Public Number 1, Public Number 2, Public Number 4, Public Number 5, Public Number 6, Public Num- ber 7, Public Number 8, Public Number 9, Public Number 10, Samuel E. Shull Number 11; Roselle, Harrison, Lincoln, Washington; South Orange, Montrose; Westfield, Franklin, Grant; West Orange, Fraimount. On10—Salem, Columbia, McKinley, Prospect, South Street; Youngstown, Washington. PENNSYLVANIA—Reading, Eleventh and Pike Streets, Maple and Cotton Streets, Park, Sixteenth and Haak Streets. Ruope IsLanp—Westerly, Elm Street. TENNESSEE—Nashville, Brown. Texas—Dallas, Pacific Avenue. VERMONT—Bennington, Cora B. Whitney. Vircinia—Petersburg, A. P. Hill. WISCONSIN—Milwaukee, Wisconsin Avenue. Cleveland, Lincoln, year? Have you encouraged at least one younger teacher to work on the problems of the profession? Have you secured one new member or life member in your professional organization? Have you passed _your copies of THE JOURNAL on to some professional associate or to some influential layman? Have you undertaken some pioneer project to make the schools better? Have you helped to interpret the meaning of “Children First?” [ 239 } Vitalized Group Study and Faculty Meetings HE REASONS given for teachers "| meting usually include such points as the improvement of in- struction, the growth of professional spirit, the transaction of business in con- nection with the school, and the oppor- tunity for social enjoyment and acquaint- ance. In addition to these, THE JOURNAL has been emphasizing another—the study of local, state, and national problems in education, so that teachers can and do interpret the schools to the public. The need of informing the public as to the purposes, achievements, and needs of the school is set forth in this issue of THE JouRNAL in the special feature on Amer- ican Education Week, in the addresses of the Atlantic City convention stressing economic conditions, and in the resolu- tions of the Association which show the standards towards which the profession is working. In the first faculty meeting of October, plans for American Education Week can be made. A committee of teachers and administrators will wish to examine the special material prepared for American Education Week by the Na- tional Education Association. A valuable packet containing samples of all this ma- terial may be had for $1. This material, widely used, will help to protect the schools from penny-wise economy. Plans can be made for home visiting, so that every home is visited early in the year by a teacher. In the ups and downs of the next decade, the teachers who work on their problems will be the ones that get ahead. The plan of THE JourNAL for vitalized group study is being followed by an in- creasing number of schools, especially those which have 100 percent membership in the NEA and their own state associa- tion. Beginning with the simple plan of using the uptodate material in the NEA JourNAL and their own state journal many faculties are studying, in addition, other NEA publications and other pro- fessional literature. The peculiar advan- tages of the journals of state and national associations are their variety of fresh ma- terial on special and general problems and professional information not found elsewhere. Vitalized group study and faculty meetings are based on these principles: Teacher participation in planning and con- ducting group study and faculty meetings. Leadership of principals and superintendents who recognize that every teacher has a contri- bution to make, and who have skill in en- couraging teachers to grow. The use of current, vital material such as is found in journals of state and national educa- tion associations and other professional litera- ture. Adapting the material studied to local condi- tions in classroom and community. Teachers meetings based on the above principles encourage individual, profes- sional growth. They stimulate study, worthwhile reading, interchange of ideas, a widening of imterest, a larger view of education and its importance in national life. They put into practise the results of study and scientific research. They re- veal leadership and undiscovered talent and encourage cooperation, loyalty, and human elements in teaching. Some important details in planning meetings: Time—The early part of the week is usually selected; the hour, convenient to the largest number. Length—One hour with a prompt beginning and ending is usually sufficient. Frequency—One or two meetings a month seems best. Leaders—The faculty can be divided into committees, each to have charge of a meeting. Leaders should be chosen a semester or a year in advance. A stimulating list of questions might be prepared to guide teachers in their reading. Some teachers are experienced in presiding and in planning meetings ; among new teachers there is always promising talent. Social and business—The first fifteen minutes might be used for refreshments or visiting. Routine matters which can be cared for by maj or the bulletin board are not allowed to mo. nopolize the time of a professional study group, The titles of some recent NEA publ cations suggest their value for group study: Character Education [1932 yearbook, De. partment of Superintendence] The Principal and His Community [1932 yearbook, Department of Elementary School Principals } The Classroom Teacher and Character Edy cation [1932 yearbook, Department of Class. room Teachers ] Eleventh Yearbook [1932 yearbook, Depart. ment of Teachers Colleges] Supervision and the Creative Teacher [1932 yearbook, Department of Supervisors and Di- rectors of Instruction] American Education Week Handbook, 193 Administrative Practises Affecting Classroom Teachers: The Selection and Appointment of Teachers [Research Bulletin, January 1932] Administrative Practises Affecting Classroom Teachers: The Retention, Promotion, and Im provement of Teachers [Research Bulletin, March 1932] Estimating State School Efficiency [Research Bulletin, May 1932] Report of Committee on School Costs [De partment of Superintendence, February 1932] Crime Prevention Thru Education [Re search Bulletin, September 1932] The statement below is from an NEA Research Bulletin: Uninformed complacency and habitual op position to change do not characterize the teach- ing staff of an efficient school system. Increased responsibilities, a broader philosophy, and im proved methods in education require constant adjustment on the part of teachers if they are | to meet their problems with increasing success. An important function of educational leader ship, therefore, is to stimulate teachers by every legitimate and practical means to maintain 4 progressive attitude toward their own profes sional and cultural development. President, JOSEPH ROSIER Joy ELmMer Morcan, Editor committee reports, and other regular publications of the Association. The payment of $100 gives the privileges of the $5 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. at once any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Association of America and is published in accordance with the standards of that organization. | Offices: 1201 Sixteenth Street N. W., Washington, D. C. The Journal of the National Education Association Published monthly, except July, August, and September, by the National Education Association of the United States The payment of $2 active membership dues entities a member to attend all meetings of the A iati i legates to the Representative Assembly, to hold office, and to receive THE JOURNAL. . 2 ee Cee ee ey ae ee e payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, | One dollar of each membership fee is for a year’s subscription to THE JOURNAL. | _. Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C. der th t of A | mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized Sener 3h 1 i. , a [ 240 ] Advertising rates on application. Secretary, J. W. CRABTREE Members are kindly requested to report | Acceptance for | Haroip A. ALLAN, Business Manager | 1932 room nt of 2) room 1 Im- Hetin, search 1932] [Re- fol. 21, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION “More drill material” is the demand of the busy teacher of arithmetic EXERCISES IN ARITHMETIC Smith-Reeve-Morss Here, in this new series, is the answer to the teacher’s need for material that will take care of the individual differences in ability among her pupils. It provides a tablet of carefully organized exercises and tests for each grade from three through eight and is suitable for use with any modern arithmetics. The skills usually taught in each grade have been analyzed into steps of difficulty, and plainly labeled practice covering each step is provided. Modern- type review tests are given at intervals. Much practice in the technique of problem-solving is supplied. A cleverly devised answer-key makes it possible for the pupil to check his own work. Grades 3, 4, 5, and 6 (100 exercise sheets each), 28 cents Grades 7 and 8 (120 exercise sheets each), 36 cents. Convenient... Effective ... Inexpensive THE PROBLEM AND PRACTICE ARITHMETICS Smith-Luse-Morss A series of increasing popularity with modern features that make for effective arithmetic teaching. Important topics are analyzed into difficulties that are presented one at a time. There are abundant concrete and abstract examples. Drill is scientifically distributed. Special lessons teach pupils an effective problem-solving technique. Available in a three-book and a six-book series, with Walks and Talks in Numberland, a delightful number primer, for the second grade. GINN AND COMPANY Boston .. New York .. Chicago .. Atlanta .. Dallas .. Columbus .. San Francisco Mention THe JourNat when writing our advertisers. A-121 — Pee oh — | ' ; ; : I ' oe EE A-122 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 193) Let the child do his own THINKING It has been made easy and natural in The Ameri For Grades three through Everyone knows that the underlying aim of all child THINKING. made tempting to the child . . . automatic, natu unbeknown to the pupil, without being aware of it, he masters willingly and easily, without compulsion. Eminent authorship JAMES FLEMING HOSIC, Professor of Education, Teachers College, Columbia University, universally recognized as an outstanding authority on the teaching of English, together with C. Lauron Hooper, a successful teacher of English and an expert director of classroom activities, are the authors who have worked out this re- markable series learn to do things TO about. ing, problem, are only a control. Fascinating learning experiences Now, in this language series THINKING is actually of the texts in the series is made up of Orientation . . hand what is to be done... discussing the problem, testing inducing mastery through simplified thought Want more facts? Then mail the coupon HERE YOU WHAT YOU'VE W-A-N-T-E-D WHAT YOU'VE N-E-E-D-E-D WHAT YOU'VE W-A-I-T-E-D FOR the Revised and Enlarged GOODE'S SCHOOL ATLAS eight education is to keep the ral and fascinating. All The last work of this master geographer and educator by doing. The content of each With the PRONOUNCING INDEX DO rather than things to read | comprising more than 30,000 names . knowing before- silent read- attacking the attainments . . . these | few of the steps utilized in | A teaching aid no geography teacher should be without . . more comprehensive, pages—300 all told. authentic. Local official spellings for foreign cities. than 30,000 names. the same price as the first smaller edition . . . Larger, more usable ARE Geography Teachers - a reference work literally indispensable for pupil progress from the elementary through the graduate school. than the former Goode’s School More maps—174 by actual count, beautifully colored, easily reg A complete pronouncing index of mor These, and other revisions and additions galore—offered to yoy y $4.00 list, subject to usual textbook diseouny, You will be delighted aj Atlas, Mon . ; . P i Not to n= iH Send the coupon for all the facts , in ste . ; No one advertisement or even an entire Not tomorrow—but today. Ser I i s. : ae ‘of Secu hase in eatin series of advertisements could begin to amazed that it has been possible to compile so much valuable teaching material in gua rress pac ethods. q s ‘ -. eat : ~ . 4 as » ne have injected something of the spirit of acquaint you with the real worth of this | Compact and usable form. play into the learning process . .. have language series. But if you send the made each step to mastery a live, fascinat- coupon, we will mail you free, a compre- ing experience. Not things to read . . . But things TO DO facts in minute detail the coupon... hensive brochure which gives you all the Will you fill in now, before you lay this RAND McNALLY & COMPANY Publishers of Textbooks, Maps, Globes, and Atlases. 559 Mission Street San Francisco Forced thinking is discarded. Children publication aside? Dept. JA-10, 536 S. Clark Street, Chicago, Il. eae EE EO OOOO dd ee ? > y 5 er 270 Madison Avenue | RAND MeNALLY & COMPANY Medione A | Dept. J.L.-10, 536 S. Clark Street, Chicago, Ill., 270 Madison Avenue, New York, | oe | 559 Mission Street, San Francisco. | | RAND McNALLY & COMPANY, | I want to know ali about your New American Language Series. ; | Dept. JA-10, 536 S. Clark Street, Chicago, Illinois. Send me the complete details, and sample pages, without any obligation whatsoever, | I want to see what Goode’s Revised and Enlarged Atlas is like. details. a ae SS ee ae Sy a eee ee ee ae es ene | | | | Name___. een oe me = _— Address ae | sisal | | | Address__~ aeitaaauans nas ee on School. as oe oe a a a ee | j | | 0 a eee ea ‘e sini = = "i a j Position taipieinsntiagiocen in wn omge —_ a | Positi eee eee ee osition hee ee menaran ——— - ° - - -- ass r ALL the facts- coupon le Mail the | NOTES and ANNOUNCEMENTS In this first number of the school year, the members of THE JOURNAL staff wish to express their cordial appreciation to the thousands of readers of THE JouR- NAL family whose personal interest, as expressed in their letters, keeps the staff in close touch with school conditions thruout the nation. A fundamental point of view is presented by Secretary Crabtree in his recent letter to school principals: There are two phases of our main problem for 1932-33. One concerns the educational welfare of the children and the other concerns the pro- fessional welfare of the teacher. People in a financial stringency when forced t6 save every possible penny are likely to forget other than dollar values. The effort to reduce school costs is undermining such creative and cultural as- pects of education as music, art, recreation, health, the kindergarten, and even such earn-a- living subjects as vocational training and home economics. .. . But we must not let the public forget that we owe the same educational oppor- tunity to the children of the depression that we owe to the children of prosperity. There is a tendency in places to put the salary of the teacher on a level with that of unskilled labor. This practise disregards the fact that teaching is a profession. Unless checked, it will lower the status of the teacher, principal, and superintendent and will have a disastrous effect on the efficiency of the schools. To offset this effect, teachers and patrons must be assured that teaching is a leading profession and re- garded by lawyers and physicians as being on a par with that of law and medicine. Should teaching lose its professional status, the depres- sion salary would be continued indefinitely. New NEA president honored— The Fairmont Board of Commerce, Ro- tary Club, and State Teachers College faculty joined in a dinner honoring Pres- ident Joseph Rosier on July 14. Members of the Association will rejoice in this hearty recognition of our new president by his home people. turn of better times. check for $96. President Rosier’s address to the members of headquarters staff on Sep- tember 8 was an inspiring message which was greatly appreciated by all. Philadelphia schools, in a prelimi- nary report on NEA membership for 1932, show an enrolment of 4198. This is Mention Tue JourNnat when writing our advertisers. an increase of more than a thousand over last year’s membership. The Philadelphia Teachers Association in conducting its professional campaign uses an enrolment card with which a teacher may enrol con veniently in local, state, and national associations. Other cities which increase NEA membership—either by adopting this plan carried out by Philadelphia ot by using some other successful method of enrolment—will enable the profession to weather the present economic storm and to make new advances with the te Reports which help—Inclosed is mY It gives me much pleasure to report 100 percent member ship of the Griffin teachers in the Georgia Education Association and the Nation Education Association for the year 193? 33. I mentioned the matter in our fits faculty meeting last Friday and th response was unanimous.—George Wannamaker, superintendent, Griffin, Ge. {Continued on page A-124] Vol. . literally ily read, . Of more O you a Jiscounts, hted and in sud HISTORY George Washington, His Life and Times. Prepared by request of The Bicentennial Commission. Complete. Authentic. 4 reels, 16-millimeter, $140. ee AT HEALTH Home Nursing procedures viv- idly illustrated. The importance of clean- liness, sanitation explained. Above: The Bed Bath. 1% reel, 16-millimeter, $20. INDUSTRY Field trips into many indus- tnes via movies. Both agricultural and manufacturing subjects. Above: Pig Iron 4 Steel. 1 reel, 16-millimeter, $35. = ae od is my Eastman Classroom Films. ..expertly ye much edited motion pictures accompanied by nember- carefully prepared teachers’ guides. Georg These films cover an amazing amount National of material, rapidly yet thoroughly. ar 193%: They are not expensive. A compara- our first and the yrge W. , I ‘HIS page gives but a limited idea of the scope and usefulness of THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Tuts TESTIFIES to my regard for these films” “We have all of the films put out by Eastman Teaching Films, Inc., to date ... There is an understanding between us that all new films are to be shipped to us as soon as they are available. This fact testifies to my regard for these films. “Unquestionably, Eastman Classroom Films are the finest for instructional purposes that have been made available to the schools of the country, and I value them very highly...” (Signed) A. G. BALCOM, Ass’t. Supt. of Schools, Newark, N. J. GEOGRAPHY Field excursions to many sections of the United States and foreign countries, and into many industries. Above: The Dutch East Indies. 1 reel, 16-mm., $35. ¥ Bes abet ee } PHYSIOLOGY Functions of the body ex- plained and illustrated through action and animated diagrams. Above: Circulation (of the blood). 1 reel, 16-millimeter, $35. ~~ CONSERVATION Conservation of life, of property; through health measures, fire prevention and protection. Above: Fire Prevention, 1 reel, 16-millimeter, $35. tively small number of films gives a great amount of teaching help, espe- cially since many can be used for sev- eral purposes. Carefully used, they give years of service. Write for complete information. Eastman Teaching Films, Inc. (Subsidiary of Eastman Kodak « ompany), Rochester, New York. Mention THe JourNnat when writing our advertisers. —— PHYSICS Motion picture animations and scenes make vivid many phenomena or- dinarily difficult to explain. Above: Induced Currents. 1 reel, 16-millimeter, $35. NATURE STUDY Motion pictures of birds, animals, insects, of many kinds and in many places. Above: Rocky Mountain Mammals. 1 reel, 16-millimeter, $35. are valuable as a basis for English composi- tion. Above: The Farm, a special film for very young children. 1 reel, 16-mm., $35. J » Only a small in- / “@« vesiment 1s need- i ed in order to project Eastman Classroom Films. Kodascope, Model A—rugged, pow- erful, especially sutted to class- room work — is priced at $150. Other projectors as low as $50. “a Eastman CLASSROOM FILMS A-123 ENGLISH All Eastman Classroom Films * 3 ' . . | A-124 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION . FF of positive film. with heat absorption filter. tachment for use with Leica objectives. for full description. The New Autofocal LEICA Camera with the UDIMO is especially useful Projector. Small, light, extremely ac- curate, equipped with Built-In Range Finder, which insures perfect focus at all speeds. Seven interchangeable lenses give you in one camera a _ por- trait camera, panoramic camera, tele- photo camera, stereo camera, a class- room and laboratory camera, and many more. Economical—uses standard cinema film, taking up to 36 pictures on a single roll, and giving perfect en- largements up to 12 x 18 inches. En- dorsed by educators everywhere. With 50 mm. £:3.5 ELMAR Lens, $92.50. No extra sales tax. The Projector for All Small Cameras UDIMO For Film and Glass Slides Just what you have been waiting a Universal film and glass slide projector for showing single Pictures are projected with exceptional brilliancy and sharpness at close range or at greater distances. Price $36.50, including film slide at- Write for Booklet No. 1209 Write for Free Illustrated Booklet “The New Autofocal Leica” E. LEITZ, Inc., Dept. 168, 60 East 10th St., New York As te design and s 100% unds as perfect ee frame pictures (% x 1 in.), : gi a double frame LEICA pictures AMERICAN VISUAL SERVICE (1 x 1% in.), and 3 x 4 em. or C. H. Brandon one-half the standard vest pocket size negative. All LEICA Camera lenses can be used on the UDIMO projector, which will hold up to 35 feet Equipped HOLMES Silent in use can be equipped for sound- on film at small cost. Projectors now October, 193) | The lightest 1000 watt _sound-on film projector ever ma and A CHALLENGE to the work in the perfect reproduction of sound ee! finished installation of West Ken- tucky Industrial College last week. the equipment, I certainly want to take my hat off to any man who can equipment that runs as good as this doe @@ Heard other portable sound ments, up to more than double ty price, and I must say, truthfully, thy results with the HOLMES were go fy othly superior that there is no comparigon, gi Dialogue clear and _ distinct, sh muffled tones and one very notices feature, there was no rushing or roe. sound reproduction.@@ ™ ELLIOTT FILM CO. F. York Elliott ing of Complete cludes everything for re ducing sound-on film taking outfit—which in- pictures, ready to run, weighing less than 90 Lbs. | HOLMES PROJECTOR COMPANY 1811 Orchard Street, Chicago, I11. [Continued from page A-122] The Life Membership Dinner, held each year at the summer meeting, has become one of the most outstanding events of the convention, and one to which members look forward annually. Dr. Thomas E. Finegan, president of the Eastman Teaching Films, was the pre- siding officer of the dinner this year. The 1932 Who’s Who in the Profession which was distributed at the dinner, was dedi- cated to the honor guest, Dr. A. E. Win- ship. The Representative Assembly at Atlantic City honored itself and the pro- fession by making Drs. John Dewey and Albert E. Winship honorary presidents of the National Education Association for life. The annual banquet of the Depart- ment of Classroom Teachers at Atlantic City was an event of great interest and significance. Miss Sara H. Fahey, presi- dent of the Department, presided over the all-star program and introduced the honor guests. The teachers of New Jersey were generous in their hospitality during the Atlantic City convention. The envelopes distributed to delegates included a beau- tiful booklet of greetings prepared by the New Jersey State Teachers Association. Atlantic City was wellrepresented by an attractive booklet prepared by the teach- ers of the city. The National Council of Adminis- trative Women in Education became a department of the National Education Association by a vote of the Representa- tive Assembly on July 1, 1932. The Atlantic City convention gave high honor to the heroic services of Chi- cago teachers and school officers during the present crisis. To Chicago in 1933—The 71st an- nual meeting of the National Education Association will be held in Chicago July 1-7. The convention headquarters will be at the Stevens Hotel which will house most of the general sessions as well as registration, exhibits, and other meet- ings. The Stevens Hotel will hold for advance reservation 2000 guest rooms. Other convention accommodations will be found at the Blackstone, Congress, and Auditorium hotels. Most of the state headquarters will be located at the Stevens, where Mr. John F. Bowman, director of conventions, will be in charge. The International Exposition — “The Century of Progress’”—will be in opera- tion thruout the period of the convention. This will add to the many attractions of Chicago and no doubt will result. in re- Mention Tue JourNat when writing our advertisers. duced railroad rates and extended retum privileges. The Department of Superinten¢- ence convention—Milton C. Potter, president of the Department, announced at Atlantic City that his program for nett February would be called “The Frontier Program.” The convention will be held in Minneapolis. More White House Conference Publications available—These new publications are now available: “The School Health Program” 354p. $2.50; “The Delinquent Child” 499p. $3.50; “Orgat- ization for the Care of Handicapped Children” 432p. $2.75; “Vocational Guidance” 396p. $; “Nutrition Services in the Field Combined with Child Health Centers: A Survey” 196p. $2; “Child Labor” 592p. $5; “Obstetric Education 203p. $3; “Parent Education” 354p. $2.50; “Psychology and Psychiatry in Pediatrics 146p. $1.50; “Appraisement of the Child” 3. $2.75. These are published by the Century Company, 353 Fourth Avenue, New York, N. Y. and are in addition to the list published in the November 19%! JourNAL. For detailed information wilt the White House Conference on Child Health and Protection, Department of the Interior Building, Washington, p.¢. A series of fifteen of the Conferenté leaflets. on Growth, Personality, 2°) Vol \ 974 Vol. 21, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-125 —. tt ide Pld ind Teachers Habits have been reprinted by the Farm- Principals er’s Wife, St. Paul, Minnesota at these Supervisors prices: 1 set—30 cents, 10 to 50 sets— 25 cents, 51 to 99 sets—23 cents, all postpaid; 100 to 500 sets, 20 cents each, f.o.b. GROW WHILE TEACHING i] . . od By Using The next six months will be the lly, that . ° . 2 vit THE UNIVERSITY OF CHICAGO peng period 8 a educa ive HOME-STUDY COURSES tion has now n in the twentieth century. oticeadie The new plan courses (required for the Col- —A. E. W inship. Neda lege Certificate) furnish a broad basis for > interpreting trends in our changing economic What do I get for my two dollars bs and social order. Through 435 other courses one es ° ° may begin or continue a high school, college or — Each teacher who joins or maintains ss a ae - ae b hi > h N ° ] Ed e jon « er subjec w | efficiency in the classroom and will also yield mmo Mm the Nationa ucation credit for promotion orfor a Bachelor’s degree, For free descriptive booklet address THE UNIVERSITY OF CHICAGO 701 ELLIS HALL CHICAGO, ILL. Association has the right and the obliga- tion to ask this question just as the taxpayer, the theatergoer, the church member, the buyer of a home has a right to know what he gets for his money. Study this issue of THE JOURNAL and you will find the answer to your question. Note the great convention and its service in arousing ideals, maintaining stand- . ards, and inspiring faith. Note the mate- for Health ‘Teaching rial which has been prepared for Amer- | ican Education Week. Note the various Bac issue of HYGEIA, the Health Maga- VICTOPs Portable ie teh the articles that give you information and zine of the American Medical Association, offers VICTOR, . : a wealth of practical ideas for motivating and STEREOPTICON SLIDE-MAKING KIT help you to realize your part ma great vitalizing health teaching. It contains authentic RS aE STOCK and SLIDES cause. Are not the values in THE JOUR- | source material and references on all phases Made-to-Order NAL itself worth two dollars to you? of health. It is full of helpful suggestions for ( yy + Victor, Cc oe lit eentie d correlating health with practically all other sub- \ WRITE FOR: af ompare it in quality, quantity, an jects, from arithmetic to zoology. No a PRICESSTERMS 1OWA. range of material with any other period- ae 4 Perry Kindergarten Normal School Founded 1898 by Annie Mosley Perry $-year course for high school graduates desiring to become nursery school, kindergarten, primary and play- ground teachers. Limited enrollment insures personal attention. Supervised practice teaching. University credits. Send for booklet ‘‘Training Children.’’ HARRIOT HAMBLEN JONES, Principal, 25 Huntington Ave., Room 316, Boston, Mass. F NY 2 A special department, “HEALTH AND THE ical you see. SCHOOL,” by Dr. J. Mace Andress, gives con- But THE JouRNAL is only a part of a | crete examples of successful health teaching ) ° ; rojects which y “ se ly ze, i , much larger service which has helped projects lich you can use to advantage Bausch & Lomb Balopticons education to hold its own better than any intend: § | For finer projection of Lantern Slides, Strip Films other major phase of American life. Is Use \ G I | A for Potter and Opaque Objects. Simple to operate . .. Give Superior Service ... Long Life. Write for Catalog. not what the Association does to inter- 1 retum | DRAMATIZATION — SAFETY EDUCATION nounced Bausch & Lomb Optical Co. pret education to the public alone worth HEALTH CONTESTS — POSTER MAKING for nett] | 684 st. Paul St., Rochester, N. Y. to you more than ten dollars a year? The | REFERENCE MATERIAL — HEALTH CLUBS Frontier —— | greatest gains for education are yet to be HEALTH NEWSPAPERS be held ——— 1 | achieved. America is approaching her || | period of greatest cultural development. ference} | LIE ALTH | | Individually and thru organization, se new teachers are the natural leaders of this EDUCATION | development. 9: | Save your back numbers of THE ae A program for Public Schools and seaenacaal you will soon have a valu- HYGEIA for 6 moe Children” Teacher Training Institutions able library of the most authoritative sid dees tad . 396p. 2 (Second Edition) educational writings of this remarkable vor ined with “HEALTH TEACHING 196p. 1] 251 pages vvyv =. : PLANS from HYGEIA” ‘ducation” How you can help your Associa- yp. $2.50; GOOD HEALTH CONTRIBUTES tion—Postmasters are required by law ve lag gyn Pediatric TOWARD ECONOMY. to send publishers notices regarding pore eg eat a sid” 34 This report of the Joint Committee change of address of subscribers. If the ae ee operating 2 on Health Problems in Education of the subscriber leaves no new address postal dice experiment with ontmale RETURN Century —— Pavano and the American clerks are required to notify publishers of ———. ‘with $1.00 ue, New —— : were is useful to ee this fact. In the past this service has been ph | on to the ates Pipa ate and authoritative |] | rendered free. New postal regulations | ~~~ ee OF ER per 1931 a ie adopted last spring require postmasters AMERICAN MEDICAL ASSOCIATION J } jon write oe et ye —— | to charge publishers automatically two | | **Evtisea is $1.00 for your spectal ofr pom | ba | on Child Pana ee Quantities. | | cents for each notice regarding change of | | gf HYGEIA with “Health Teaching Plans from | | tment 4 National Education American Medical | address. Estimated on the basis of last : iy on, D. a enneneeten _,. Association |_| year’s returns this new charge will cost | | ““”* : | ay pnfereO? BY Washineree Doe tclaee aie \| | the National Education Association more | | asaress gt | | ity, and [Continued on page A-126] | = SE! | 4 Mention THe Journat when writing our advertisers. A-126 [Continued from page A-125] than $500. Members can help reduce this new expense by sending direct to THE JouRNAL prompt notice of their new address. Is your school keeping in touch with all of its last year’s graduates to make sure they continue in school if some worthy occupation is not available to them? A theme for English classes: “To Have or To Be.” See page 210. For parent-teacher associations— What are the problems which “We as parents can work on individually? As a group? In what ways can we work on those problems? Let each member con- centrate on one specific problem. Determine to save and invest wisely some money during this school year. Insurance and building and loan associations are two good places to begin. Insist that for what you buy you shall have real values. Foolish buying fosters foolish industries. Watch the small items. The teacher who shows good judgment in his personal financial affairs will com- mand greater influence in his intellectual leadership of the community. County- and city-school systems are ordering enough copies of the “Mes- sage to Parents” [see page 235] to fur- nish one to each home. Write for samples and special prices. Greater Unity Life Membership Never was the need of safeguarding the interests of childhood greater than now. Life membership is a means of meeting this need. By becoming a life member, more help can be given than can possibly be realized. A Permanent Fund of sufficient size is needed to carry the Association over emergency periods when income from other sources is low. This Association, as well as state asso- ciations, must go on, always working for the children of the nation. With THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Plan this year to spend one per- cent of your income for the nourishment of your intellectual life. Buy some of the best books. Study the carefully selected lists in THE JOURNAL. Are you teaching the Pact of Paris to your classes? Who’s Who in the Profession con- tained the names of life members in nine foreign countries. What better present could an American or an American school make to a friend in some other country than this life membership which will con- tinue thruout life as a tie of friendship and goodwill enriched by the continuing service which the Association gives to all its life members? Send THE JOURNAL copies of your favorite quotations. Be sure to give the source. “Books for Young America” is the theme for Book Week this year, No- vember 13-19. Schools may obtain help- ful information from the National Asso- ciation of Book Publishers, 347 Fifth Avenue, New York, N. Y. A privilege and a duty—A national election is always a matter of great sig- nificance and is particularly so during a time of crisis. Teachers are under special responsibility to exercise their own right of franchise and to encourage others to do so in order that the election may be a full expression of the popular will. strong, well united state and national associations it will be possible to hold the line rather rigidly; without them it cannot be done. Teachers everywhere must concern themselves as never before about the educational opportunities of all children. And they must keep the public informed. The National Education Association is a leading agency for promoting the in- terests of childhood and the profession. Use this blank and enlist now MR. J. W. CRABTREE, Secretary, National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. Dear Mr. Crabtree: I wish to have a permanent part in the great work which you are doing and to become a life member, making my first payment of $10.00 December 1. stand the entire amount of $100.00 can be paid in equal annual installments of $10.00 each. October, 1932 Se EE: Te ee A good way to study civic prob. lems—Let the classes in high school dyr- ing the campaign months when interest is keen obtain and study the platforms of each of the political parties. An jp- teresting piece of work in this connection was that of the civics classes of the Pied- mont, California high school which chose the Republican-Democratic national con- ventions as their project for the spring semester this year. Order U. S. government docu. ments thru your local bookstore— A new law authorizes the Superintendent of Documents to grant to booksellers 25 percent discount on U. S. government publications. You can, therefore, order government publications thru your local bookseller instead of writing to Wash- ington, D.C. A new classified catalog of Office of Education publications will be sent you free upon request to the U. §. Commissioner of Education, Department of the Interior. Where the money goes—Admitted- ly the power question has become one of the three or four most important eco- nomic and political issues of our time. Consumers are annually overcharged in the neighborhood of $1,000,000,000 for service. Investors have recently lost no one knows how many millions in hold- ing company and other water utility se- curities—Judson King, director of the Greater Concern for the Future in the N.E. A. Do your part in this most critical time by becoming a member for life. On receipt of the application, the member immediately receives the certifi- cate, card and gold pin or button. These are not withheld until the en- tire fee has been paid, but the life mem- ber has the pleasure of wearing the pin or button, which testifies to his profes sional interest, from the date of enlist- ment. There is an additional charge for the key. I under- (Fill out, return at once and receive the life membership certificate, card and gold pin or button.) Mention THE JourNAL when writing our advertisers. Vol Nati for $ seriic livin tutic worl your list | licat leac ticip radi ont Brog bia vem mad ance exac will Octe teac! ings invit prog invit nou! the inter com visic Edu Stre Fed tion suce the Unit tion. 8 fu (am Feffe sion ent 25 ent der ocal ash- g of | be .& nent ‘ted- 1e of time. d in ) for st no hold- y Se f the ure | time 1, the certifi- he en- mem- he pin orofes- enlist- rge for I under fol. 21, No. 7 ee National Popular Government League. Child labor — To exploit children jor selfish gain is always an evil—doubly s) when vast numbers of older people griously need the opportunity to earn a ving. Has your state ratified the Child Labor Amendment to the federal consti- tution? Is there a state committee at york on the problem? Are you doing your part? ' See page A-118 for a complete price jst of American Education Week pub- lications. Outstanding educators and lay leaders interested in education will par- ticipate in American Education Week radio programs which will be broadcast on nationwide hookups of the National Broadcasting Company and the Colum- bia Broadcasting System between No- vember 7-13. These programs may be made an effective part of local observ- ances of American Education Week. The exact hours and nature of the broadcasts will be available about October 20. The October report card envelopes, school- papers, commercial newspapers, parent- teacher associations, and faculty meet- ings are important media to employ in | inviting every home to- listen in on the programs of the national chains. The invitation may be extended with an an- | nouncement of local plans for observing the Week or with material designed to interpret the schools to the public. For complete information write to the Di- | vision of Publications of the National | Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. The regional meeting of the World Federation of Education Associa- tions at Honolulu in July was a great | success. Dr. Paul Monroe, director of ihe International Institute at Columbia (niversity, is President of the Federa- tion. Dr. Augustus O. Thomas is Secre- ry-General. The many friends of Dr. | Thomas will be pleased to learn that he Sfully recovered from the illness which ‘ame upon him in September. Professional organizations prove i‘lective—We have had a special ses- ‘on of the legislature which is just clos- M% today and for forty-one days we fave had a hard fight to hold our own, ‘ut we came thru and saved our tenure 4W, retirement fund law, minimum wage 4v, and about twenty other minor laws iat affect good schools. In every in- ‘ance we won but we never could have Yon this fight had we not had an organ- ation both state and national that we ‘wld depend on for help.—Charles O. iliams, secretary, Indiana State téchers Association. Pay the Doctor, the Nurse, and the Board Bill THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-127 When You are Sick or Injured? This is the question you must decide, and you are deciding it right now—whether you will continue to carry the risk of financial loss and embarrassment in time of need, or whether you will let the T. C. U. assume the risk and share the burden when the loss comes. One In Every Five Teachers Will Lose Salary This Year It is an actual fact, proven by the records, that every year one out of five teachers suffers enforced idleness and loss of salary through Sickness, Accident or Quarantine. You may be that unlucky fifth teacher this year. Why take the risk of being compelled to use up your savings, or to run into debt, to carry you through a period of enforced idleness, when the T. C. U. stands ready to help bear that burden? What the T. C. U. Will Do for You The Teachers Casualty Underwriters is a national organization of teachers for teachers. For the small cost of less than a nickel a day, it will assure an income when you are sick or quarantined, or when you are accidentally injured. Hospital Benefits. These Teachers Know! “It is very gratifying indeed to belong to such a splendid organization, especially during these strenuous times when so many of us teachers have received salary cuts. Every additional expense, such as illness and doctor bills, causes further financial worry, which may all be eliminated by getting under the T. C. U Umbrella.”—Mrs. Genevieve Russell, Detroit, Mich. Send Your Name No Obligation Just fill out and mail the coupon. We will then send you ful! particulars of how we protect teachers. Please do it today. Teachers Casualty Underwriters 627 T. C. U. Bidg. Lincoln, Neb. It will also pay you Operation and “Once again I want to thank the T. C. U. for its fairness and promptness in settling my claim. An operation one month and flu the next is ‘going some.’ It was a comfort to think I would have something coming in and not all going out.’’—Birdie F. Adams, Silver City, New Mexico. To the T. C. U., 627 T. C. U. Building, Lincoln, Neb. I am interested in knowing about your Pro- tective Benefits. Send me the whole story and booklet of testimonials. Name..... Address a bo siou ‘ (This coupon places the sender under no obligation) Unusual Opportunity open to a representative in each state to introduce an indispensable and quick-selling set of books. Every school teacher and school official a logical rospect. Liberal commission. To secure your own Ronse territory, write at once, giving references, to A. S. BARNES & CO. 69 West 44th St. New York SOCIAL SCIENCE WORK-BOOK Beginning Formal Geography Amazingly interesting, psychologically sound, educati efficient. Repitition without monotony, drill without drudgery, mastery with- out misery. Ch sly unique, strikingly original, entirely different 160 pp. Miustrated. Get your copy now. 55 cts. prepaid. Mention THE JourNAL when writing our advertisers. Report of the Joint Committee on GRAMMATICAL NOMENCLATURE Price, $.25 76 Pages Discount on Quantities NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street WASHINGTON, D. C. 1 | | | | | | | Eh AE ae f { 7 A-128 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 193 ‘ Authoritative Educational Material Representing the best thought of leaders— CRIME PREVENTION THROUGH EDUCATION Research Bulletin, Vol. X, No. 4 September, 1932 68 Pages Price $.25 CHARACTER EDUCATION Department of Superintendence Tenth Yearbook, 1932 536 Pages Price $2.00 THE CLASSROOM TEACHER AND CHARACTER EDUCATION Depattment of Classroom Teachers THE PRINCIPAL AND HIS COMMUNITY Department of Elementary School Principals Seventh Yearbook, 1932 272 Pages Eleventh Yearbook, 1932 448 Pages Price $1.50 Price $2.00 THE CORPORATION INCOME TAX AND ITS RELATION TO SCHOOL REVENUE SYSTEMS Studies in State Educational Administration Study Number 11, Aug., 1932 20 Pages Price $.25 TESTS OF INTELLIGENCE AND APTITUDE Review of Educational R.search Vol. II, No. 4 68 Pages Price $1.00 Discounts on Quantities of Same Book NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, WASHINGTON, D. C. 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