193 SOL. 21 NOVEMBER, 1932 







NATIONAL EDUCATION 
it ASSOCIATION 


‘@he J OURNA Ly the 


; TiS Si Sines eS Ie 





















rain a iia 
Safeguarding the Schools—Editorial . ‘ , ; : , ‘ ; 241 ’ 

My \ The Honor Seat—Eliza C. Hannegan . ; ‘ ; 242 
i } The Unemployed High-School Graduate—Herbert ‘H. Helble. : ; ‘ 243 

I | A Superintendent Looks at the Kindergarten—Willis A. Sutton . ; ‘ 245 
The Selection and Use of Pictures—Zoe A. Thralls ; ; ‘ ; 247 ; 
SI \ Personal Growth: Some Negative Aspects—Frederick L. Patry . R ’ 249 ' d 
=| | Physical Education vs. Competitive Athletics—Eildis E. Beals , ; :, 250 , 
q fl : Saying Hello to the Parents—Norman C.Smith . ‘ . ; ‘ 251 ' 
Fig A Chat with Mary-from-the-eighth-grade—Milliam Meikle , 252 
2xs Education for Leis :e—Eugene T. Lies ; , ; : 253 | 
sale, The Teacher and the Health of the School—Thomas D. W ood ; ; ; 255 
Li! High School Is a Disappointment ; ; ; ; ; 257 
ey \ Growth of Summer-School Attendance—Statistics : ; , ; . 258 ; 
=A) They Don’t Pay Taxes—Susie E. Cowden . ; ; : ; : ‘ 259 ; 
Ww ; The Centennial of a Famous Song , ; , ,; ‘ . 262 ) 

‘ Your Mind In the Making . , : , ‘ . ‘ ‘ ; ; 263 
AD I The John Newbery Prize Book . , 265 

£42) { Electing a President of the United States ; ' ; ‘ ; ' 266 

a An Evening Among the Magazines ' : ‘ , , 267 

\ Schools in Europe and America—William Dow Boutwell ‘ ; 268 

Az ‘ New Frontiers for American Life—Milton C. Potter ; : ; ; 269 

= KI} The Future of America ; , ; : ; : , : ; 271 

iT H3 Significant Facts About the Schools. ; ; 271 

Vitalized Group Study and Faculty Meetings ; ; , : : 272 

RA) The Call to Chicago ; ; 273 

Education thru Professional Organizations—Elizabeth McCormick , 274 

ti | \ What Articles Interest You Most? : ; ; . ; j 275 

What’s in a Name?—Lewis H. Chrisman . ; , ; ; 276 

RAZ) f Notes and Announcements. : ; ' , A-134 

A Contents of previous issues of The Journal of the National Education Association can 

‘ 


4 


- 
- 


be found by consulting the Readers’ Guide and the Education Index in your library. 


/ 


open || Ly 
< 4 
Ls ih 







Pusuisnep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE 


tt 





ee: NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- 
TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- 
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D. C., UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT 
SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF 
OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. 


IX 













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Editorial for November 1932 


Safeguarding the Schools 


children in the schools is the big- 

gest single task which faces the 
teachers during 1932-33. The harm which 
has already come to children will be felt 
for at least a generation. Teachers are in 
a position to understand the needs of 
child growth and development and to 
interpret those needs to parents and 
citizens. The school is not something 
apart. It is ourselves working together 
in the education of the children. If the 
schools are kept strong and effective, our 
nation will move forward. If the schools 
are handicapped as the result of bad man- 
agement in finance and industry, the na- 
tion will go backward. 

Let each school faculty appoint a com- 
mittee to study the present emergency 
and its effects on the children in the 
schools. The three important questions 
are: What is the nature of this emer- 
gency? How is it affecting the children in 
the schools? What can the teachers do 
to safeguard the schools? 

What is the nature of this emer- 
gency P—At the risk of over-simplifi- 
cation, I shall sketch certain elements in 
the present economic situation. Back of 
all the theoretical points usually given 
are a few relatively simple truths: 

[1] The American people do not have 
all the things they want or need. 

[2] The American people have the 
raw materials and the human skill and 
energy to produce the things they need 
in the form of food, clothing, transporta- 
tion, housing, recreation, and education. 

[3] Our failure to use our common 
skills to meet economic needs is the re- 
sult of ignorance, wrong purposes, and a 
lack of planning on the part of those re- 
sponsible for our economic affairs, which 
in some measure includes us all. 

[4] The pivotal point of breakdown is 
the maldistribution of wealth and the eco- 
nomic diseases which grow out of wealth 
congestion. 

[5] The commonsense ways to cor- 
tect wealth congestion are to raise the 
standard of living among the masses and 
to distribute work so that there will be 
secure employment for all. 

[6] The points of attack in our ef- 
fort to reduce economic congestion are 
[a] to spread sound economic educa- 
tion among the people; [b] to increase 
‘the buying power of wages and salaries; 
[c] to revise our local, state, and na- 
tional tax systems to bring about bet- 


T: SAFEGUARD the wellbeing of the 


ter distribution of wealth; [d] to de- 
velop comprehensive systems of indi- 
vidual, local, state, and national plan- 





| | Aaperpeea: law, an advanc- | 
ing psychology, and social | 
science have the brute, the 
dull, and the defective well in 
hand. The broad task now is a 
vast and difficult political re- 
| construction of the world’s af- 
fairs, with Smart Alec as the 
main recalcitrant. . Con- 
tinually the modern commu- 
nity, thoughtfully, steadfastly, 
powerfully, must be anticipat- 
ing, circumventing, defeating, 
and, as may be necessary, 
punishing Smart Alec. For 
Smart Alec is now the chief 
| enemy of mankind. His role is 
to prevent the salvaging of | 
civilization. We have to fight | 
him in the whole world about 
us. We have to fight him by 
school, by art and literature 
and law. We have to meet and 
fight him in our daily transac- | 
tions. We have to fight him in | 
ourselves—H. G. Wells in | 
The Work, Wealth and Happi- | 
ness of Mankind, p884. | 






























ning; [e] to make in our economic sys- 
tem the changes which scientific planning 
suggests. 

[7] Our economic adjustment will re- 
quire a new leadership which must be 
trained in our high schools, colleges, and 
universities. 

We may have a superficial prosperity 
for some of our people within a few 
months or years, but universal prosper- 
ity and security must await the slow 
processes of education and the develop- 
ment of a new social and civic leadership. 

How is the emergency affecting 
the children in the schools?—Be- 
cause the schools involve intimately the 
entire life of the community they are 
deeply affected by the disorganization of 
finance and industry. There is pressure 
to reduce budgets at the very time when 
the situation demands more and better 
education. The schools are subjected 
to destructive criticism and pressures. 
Classes are increased beyond the point 
where effective service can be given to 
individual children. Curriculums are im- 


[ 241 ] 


poverished when the need for enriched 
education for vocations and for leisure is 
imperative. Health services are reduced 
in the face of undernourishment and in- 
creasing need. The standard of living for 
teachers—always too low—is still further 
reduced. Teaching staffs are reduced, 
thus swelling the army of unemployed. 
There are efforts to force upon the schools 
the very practises which have wrecked 
industry. Crushing burdens are placed 
upon school administration. The keen 
competitive struggle in commercial life 
has led some shortsighted advertisers to 
seek to commercialize the schools and to 
use them for sales promotion. In the uni- 
versities and colleges, and in some meas- 
ure in the high schools, there have been 
efforts to restrict the freedom of teach- 
ing at the very time when the critical 
spirit is most important to really solve 
our economic problems. 

What can the teachers do to safe- 
guard the schools?—To protect the 
interests of the children during this 
emergency will require the combined 
strength of all teachers, working both as 
individuals and as members of the great 
profession. Among things which teachers 
can do are the following: 

[1] Make the school as helpful as pos- 
sible to each child enroled therein. 

[2] See that each child makes prog- 
ress not only in knowledge but in his 
habits, ideals, and attitudes. 

[3] Visit the home of each child in 
your room, talking with the parent about 
the child, his interests, ambitions, points 
of excellence, and emphasizing the desire 
of the school to be helpful. 

[4] Study the civic budget and the 
school budget of your community. Teach 
these in your classes as a part of the 
courses in arithmetic, civics, and the like. 

[5] Interpret the services of the 
schools to all citizens thru conversation, 
writings, and public addresses. 

[6] Support with your dues and per- 
sonal efforts local, state, and national 
education associations. 

[7] Assume your share of civic leader- 
ship on behalf of intelligent and clean 
government. Vote faithfully. Encourage 
others to do so. Do your part to maintain 
an informed public sentiment on the 
major questions of the day. 

[8] Make yourself a student of to- 
day’s life. Buy and read the best books 
and magazines. Wellinformed leadership 
wins recognition—Joy Elmer Morgan. 











The Honor Seat 


EvizA C. HANNEGAN 


Instructor of Speech Reading, Portland Evening School, Portland, Maine 


ACATION was over and the children 
came trooping back to school. The 
teacher of the fifth grade looked 

at the clean, bright faces of her new 
pupils and hoped she would have a good 
year. She began seating them with a deft- 
ness born of long experience. In the cus- 
tomary way, she placed the short pupils 
in the front seats, the middlesized ones 
half way up the aisles, and the tall ones 
in the rear. 

When she came to Mary Jane Folsom, 
she paused a moment—Mary Jane 
seemed a bit hopeless. It had taken her 
a long time to reach the fifth grade; she 
was head and shoulders above the other 
pupils. Teachers spoke of her as a prob- 
lem-—as being antisocial as well as re- 
tarded—and had tried first this theory 
and then that on her without much suc- 
cess. Yet she had been sent from one 
grade to another and had finally reached 
the fifth grade. 

But the teacher, Miss Fletcher, was 
equal to the occasion. Smiling, she said, 
“Mary Jane, take the one back seat 
which is left.” 

Mary Jane’s heart sank. This teacher 
had appeared so understanding and had 
such kind eyes. “If I were only brave 
enough to tell her,” she thought as she 
looked at Miss Fletcher wistfully. 

Her strong intuitive sense prompted 
Miss Fletcher at that moment to ask, 
“Don’t you like to sit in the back seat?” 

At this, Mary Jane’s courage rose 
stronger than her fears. She squared her 
shoulders and, looking at her teacher, 
said, ‘“Not very well. I can’t always hear 
when I sit back there.” 

“You can’t hear!” exclaimed Miss 
Fletcher. “Why, Mary Jane, I did not 
know that you were hard of hearing! Did 
your other teachers know it? Does your 
mother know it?” 

“T told mother but she doesn’t believe 
me,” replied Mary Jane. “She says she 
doesn’t want to hear any such talk from 
me. She says I can hear well enough 
when I want to but that most of the time 
I just don’t pay attention.” 

Miss Fletcher was amazed. Mary 
Jane’s mother was wellknown as a Civic 
leader, yet here was her own child, a 
victim, perhaps, of misunderstanding and 
neglect! Miss Fletcher put her hand on 
Mary Jane’s shoulder and said, ““We shall 





have to see what we can do about your 
hearing, my dear. Perhaps it will be best 
for you to have the honor seat, which the 
janitor will set up this afternoon. It is 
close by my desk and I keep it for my 
best pupil. I think it will be just the seat 
for you, as you will be near enough to 
hear me as well as to see the children 
when they recite. That will help you in 
your classwork. Would you like that?” 
She read in the child’s grateful eyes her 
affirmative answer. 

At the afternoon session the children 
were surprised when Mary Jane took her 
place at the front of the class. Miss 
Fletcher said quietly that Mary Jane’s 
seat was the honor seat, that she was go- 
ing to try hard to keep it, and that they 
would all have to do their best in order 
to keep up with her. 

This was the beginning of happier 
days for Mary Jane. Miss Fletcher, con- 
scious of her hearing defect, learned to 
recognize when she was having particular 
difficulty, and helped her over the hard 
spots. She became aware of the sometimes 
slovenly speech of many of her pupils and 
realized that even a person with normal 
hearing might have difficulty in under- 
standing them. She bent her efforts to- 
ward remedying this defect. Presently 
signs adorned the walls of the room: 
“Stand well and speak well,” “Speak 
clearly,” “Sound the ‘ing’,” and others 
of like import. Small chests swelled with 
pride when the visiting supervisor de- 
clared that speech in the fifth grade was 
becoming the best in the school. One of 
the boys, boasting about that later, had 
to back it up when challenged by another 
in the sixth grade. But of what account 
was a black eye when won in such a glori- 
ous cause! 

Mary Jane’s work improved steadily. 
Her mother showered Miss Fletcher with 
compliments on her ability as a teacher, 
all the time insisting that Mary Jane’s 
previous failures had been due simply to 
lack of attention. 

Then one day the principal sent word 
to Miss Flecher that all the children 
would have their hearing tested with the 
4-A audiometer the next morning. Par- 
ents were invited to observe the test, a 
special invitation having been sent to 
Mary Jane’s mother. To Miss Fletcher’s 
great delight, she not only came but she 


{ 242 ] 


herself took the test. She compared her 
paper with her daughter’s. On each side 
of Mary Jane’s paper there were omis- 
sions and when it was checked for addi- 
tional errors the results showed that while 
the defect in one ear was very slight, in 
the other it had advanced to a degree that 
easily accounted for Mary Jane’s back- 
wardness. A retest was given to check 
upon the reliability of the first findings, 
Poor Mary Jane—or, rather, happy 
Mary Jane—-for at last the mother was 
convinced that her child’s hearing was 
not normal. 

Mary Jane’s mother could not get her 
to the ear specialist quickly enough now. 
The doctor found that she had a form of 
deafness for which no cure was known, 
but he told her mother that its progress 
could be checked by supervision and 
treatment at regular intervals. He ad- 
vised lip reading lessons. When Mary 
Jane told him that in the “honor seat” 
she faced every pupil in the room and 
that it helped her to understand if she 
watched them when they spoke, he knew 
that she was already beginning to use her 
eyes and that she would be a good lip 
reader. The doctor encouraged her to 
keep on with her school work, telling her 
that he knew many hard of hearing boys 
and girls who had been graduated from 
college and were making good. He warned 
her, however, to choose a vocation in 
which her impaired hearing would not be 
too great a handicap. Heeding this im- 
portant advice, Mary Jane chose a pro- 
fession in which acute hearing was nota 
necessary requirement—painting. 

A score of years have passed. They 
have been years crowded with friendli- 
ness and happiness for Mary Jane. They 
have been busy years, too, in which she 
has won recognition thruout the country 
for her work in child portraiture. But 
when dusk descends on the studio and 
Mary Jane sits beside her open fire, the 
picture most vividly before her as she 
looks into the flickering flames is not one 
of salons and applauding critics. She sees, 
rather, a fifth-grade room and a woman 
with kind eyes—Miss Fletcher, the 
teacher who really understood and helped 
her to analyze and conquer her handicap. 

—Presented at a special session of the Speech 


Readers Club of Portland, held with the Maine 
Teachers Association. 


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The Unemployed High-School Graduate 


Principal, High School, Appleton, Wisconsin 


HE PROBLEM of the unemployed 
“T iesschoo graduate is new and in- 

creasing. Until recently, society 
had places waiting for our graduate if, 
indeed, it did not actually succeed in 
tempting him to drop school for these 
vacancies even before he had earned a 
high-school diploma. Now, there is a sur- 
plus of high-school graduates looking for 
employment. Just exactly how extensive 
this problem is remains a matter of con- 
jecture. It seems almost impossible to se- 
cure accurate statistics on the amount 
of unemployment. How many members 
of the classes of 1930, 1931, and 1932 are 
today neither in college nor employed? 
Estimates of educators vary all the way 
from 35 to 75 percent. No one seems to 
know. At least one state proposes to find 
out: 


Under the combined auspices of the Depart- 
ment of Public Instruction, the University Ex- 
tension Division, the Department of Vocational 
Education, and the City Superintendents and 
High-School Principals Associations, an inves- 
tigation is now under way in Wisconsin which 
aims to establish definite facts concerning this 
problem. Who are these unemployed? Where 
are they located? What are they now doing? 
How many are there? What are their needs? 
What can we do for them? These, and other 
pertinent questions, are being asked and will 
ultimately be answered, for Wisconsin’s unem- 
ployed high-school graduates. 


Awaiting the results of this interesting 
study and of similar studies, which, no 
doubt, will be made in other communi- 
ties, may be a lengthy and time-consum- 
ing process. What about these young 
people in the meantime? Perhaps a few 
Suggestions for immediate application 
might not be amiss. 

Put yourself in the place of one of 
these young people. Ask yourself the 
questions he is asking himself—now. 
What would you do—no, better still— 
what would J do if I were he? Summer 
has elapsed. Months of vacation, of care- 
free loafing in most instances, have come 
and gone. Parents are unable to finance 
further education. That much-hoped-for 
job which fond expectation led me to be- 
lieve would develop during the summer, 
is still nonexistent. The prospect of un- 
employment for me seemed a dim and 


- distant unreality last January, yes, even 


last June. But now it has overtaken me. 
Perhaps I have already been unemployed 


HERBERT H. HELBLE 


for a year or more. What now? What 
shall I do next? Thousands of worthy 
young high-school graduates are think- 
ing just such thoughts and are asking 
themselves just such questions. What can 
we do to help suggest practical and 
worthwhile answers to their questions? 
First of all, some of these unemployed 
high-school graduates can work on farms. 
The back-to-the-farm movement is sound 
—socially and economically. If neces- 
sary, a young man can work for main- 
tenance alone. Most of our city-bred 
high-school graduates are at least one or 
two generations removed from the soil. 
Personal, as well as race, welfare calls 
for a renewal of the acquaintanceship. 
Some have friends and relatives in the 
country who can take them in. Rather 
than permit the subtle, yet certain phys- 
ical, mental, and moral degeneration 
which blights the victims of continued 
unemployment, a boy might better keep 
busy on the farm. It is highly significant 
to note that the movement back to the 
farm is now definitely under way. Stu- 
dents of rural sociology welcome it. Our 
unemployed high-school boy can, at 
least, live and be useful on the farm, 
which is more than can be said for most 
in the city under existing conditions. 
Secondly, I would suggest that he map 
out a course of reading and study for 
himself. Reading one book a week as 
part of a plan will, in time, give an in- 
telligent student a mastery of almost any 
subject or field of study. Our high school 
recently graduated a lad who knows more 
about organized baseball than anyone in 
our town of 26,000 inhabitants. Tho it 
took him five years to finish high school, 
he can reel off major league standings 
of teams, individual players, world series 
statistics ever since their earliest days, 
or what not for years past. How did he 
do it? Simply by devouring and organiz- 
ing everything he could read and hear 
about his chief interest. Anyone with 
equal drive and willingness to pay the 
price can succeed equally well. There are 
literally hundreds of interesting subjects 
which might be mentioned as fields of 
endeavor. Librarians, everywhere, are 
only too willing to offer suggestions and 
map out reading courses for their patrons. 
Former teachers are just around the 
corner with help, encouragement, and 


[ 243 ] 


books, if the graduate only cares to make 
the approach. With hundreds of golden 
hours of leisure available for most of you, 
here is an opportunity for which many 
busy adults would sacrifice much. Grasp 
this opportunity while it is available. 

Next, I would encourage some of our 
boys and girls just out of school to vol- 
unteer their services as playground direc- 
tors or leaders of directed play. Because 
of financial economies made necessary in 
municipal, park board, or schoolboard 
funds, many communities are faced with 
the abandonment of organized play- 
ground and evening recreational activi- 
ties. Why can’t our high-school graduates 
throw themselves into this breach and 
help save the painstaking work of years? 
Free volunteer service is what many of 
our communities now need. Youth is ever 
idealistic and altruistic and American 
high-school graduates are no exception. 
If high-school education stands for any- 
thing at all, we have a right to expect a 
few leaders from each class who can 
properly organize and supervise recrea- 
tion on a small scale at least. You ath- 
letes, who have had three or four years 
of intensive coaching in high school, you 
stars of the gymnasium, you leaders in 
class plays and school dramatic perform- 
ances, you former members of the school 
student council, you exclass officers— 
here is your opportunity to serve. Many 
of you have had the experience and pos- 
sess the personality—even at eighteen or 
nineteen years of age—to succeed at such 
enterprises. Running a public playground 
or helping direct a public recreational 
program will teach you how to handle 
people. 

Closely allied to this suggestion is my 
urge to young graduate America to take 
an active part in all community enter- 
prises. Has your town a citizens’ club or 
ward voters’ club? If so, attend the meet- 
ings and join, if you are eligible. Volun- 
teer your services as scout or cub-pack 
leader. There is many an insipid, weak, 
Sunday school class, church, YMCA, 
YWCA, or other social service enterprise 
about ready to expire, waiting for the 
virile, intelligent, and active infusion of 
young blood. Many of you can analyze 
problems, organize programs of activity, 
and make clearcut, convincing talks, es- 
pecially if you have made the most of 


f 
i 











these opportunities at school. Judging by 
the floundering failures of the adults, the 
penalties of which youth, as well as 
adults, are now paying, not to mention 
the hopeless confusion in which our mu- 
nicipal, state, and national legislative 
chambers have become entangled in their 
efforts to solve present conditions, we are 
safe in assuming that to turn affairs over 
to some of our recent high-school grad- 
uates for a while would not change mat- 
ters for the worse, to say the least. It was 
only a few short years ago that boys of 
high-school age were sufficiently mature 
and intelligent to fight and die for their 
country. Perhaps the lads of this genera- 
tion, in the midst of another national 
crisis, may now be sufficiently mature 
and intelligent to live, think, and work 
for their country. 

My fifth suggestion is that you try 
your hand at writing. Again, I ask you to 
have confidence in your own abilities. 
Writing is not an innate gift granted to 
only the few, as so many people believe. 
There is no single style of writing. There 
are literally thousands of styles of writ- 
ing. Develop your own. Yours may be as 
good as any yet devised. The market for 
this commodity is great. Each year marks 
the birth of new publications. Each year 
notes the great increase in the number of 
consumers of the printed word. Writing 
contests of one sort or another are an- 
nounced almost weekly by newspapers, 
magazines, radio stations, commercial 
advertisers, and the like. Abandon any 
mistaken search for highly complicated 
or romantic subjects on which to write. 
There are dozens of simple subjects at 
your very elbows awaiting the fertile 
imagination of your pen or typewriter. 
Tell the world about your vacation or 
your unemployment experiences; your 
first venture in helping mother keep 
house; a fishing or hunting trip. Try your 
hand at reviewing a book. Perhaps you 
can develop an article of interest for one 
of the countless trade journals which are 
found on so many business men’s desks. 
Send in a news article to your local edi- 
tor. Express your thoughts in the people’s 
forum. 

Receiving remuneration for your ef- 
forts is the least of your reward. You will 
get a brand new thrill when you see your 
journalistic efforts launched. You will be 
giving yourself training which may lead 
to permanent employment. Publication 
or no publication, however, cash or no 
cash, daily writing for a few hours im- 
mediately removes you from the ranks 
of the unemployed to the employed. 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





November, 1932 





As a sixth suggestion for our unem- 
ployed graduate, may | call attention to 
the development of hobbies? If in high 
school you participated in extracurricu- 
lum activities—athletics, forensics, music, 
dramatics, journalism, clubs—you al- 
ready know the joy which comes in de- 
veloping hobbies or leisure-time activi- 
ties. In the absence of a vocation, you 
can do no better than to practise an avo- 
cation. If I were you, I would acquaint 
myself with the history and early settle- 
ment of your particular region. The local 
library, newspaper files, scrapbooks, and 
old settlers still living, would be my 
sources of information. Next, I would 
learn the kinds of birds native to the 
region; study their habits, songs, en- 
vironments; and seek to identify them 
in flight, by their song and tracks. I 
would study the animals indigenous to 
the region. Having exhausted the domain 
of zoology, I would transfer my study of 
nature to the field of botany. Like the 
intrepid, out-door-loving, young Wander- 
vogel of Germany, I would organize hik- 
ing and tramping expeditions of my com- 
rades to points of historical interest or 
natural beauty within reasonable dis- 
tance. Young America no more needs 
automobiles or other forms of mechani- 
cal transportation for such purposes than 
does Young Germany. As an offshoot 
of your rapidly growing interest in nat- 


ural history, why not begin a collection’ 


of objects which interest you? Pull out 
and dust off your*boyhood or girlhood 
stamp or coi collection, and use it as a 
point of departure for a study of world 
geography and international affairs. Re- 
new your acquaintance with music, with 
gardening, with domestic animals, with 
home-made games and entertainments 
which all of us enjoyed so thoroly in our 
earlier days. Join the back-lot baseball 
squad and the neighborhood horseshoe 
pitching contest. Many of these things 
will cost nothing in actual money spent. 
Just because you are numbered among 
the unemployed does not necessarily 
mean that you must also be numbered 
among the idle. Whether or not you have 
really carried away from high school its 
maximum benefit will partly be deter- 
mined by your reactions to this oppor- 
tunity of what to do with your leisure 
time, the only commodity of which you 
seem to have plenty just at present. It 
all depends on you. Your own happiness 
and future wellbeing are at stake. Are 
you equal to the challenge? 

Rather than remaining idle, volunteer 
to serve an interneship in some office or 


ns 


business establishment with which yoy 
would like to be connected permanently, 
This is my seventh suggested outlet of 
activity for those of you who find your- 
selves stranded among the unemployed, 
Would you like to learn the mercantile 
business? Are you interested in manv- 
facturing? Very well. Arrange for an in- 
terview with the owner or manager of 
the firm whose business you would like 
to learn. Tell him your dreams and as- 
pirations, frankly. Convince him, as well 
as yourself, that it is no passing fancy 
but that you are really serious about 
serving an apprenticeship with his par- 
ticular house. Offer to work for nothing, 
He may be so astounded at this offer that 
he may fall off his chair, but, neverthe- 
less, you are bound to make an impres- 
sion. Tho he cannot pay for your services, 
there is probably some work he can find 
for you in his establishment. If he takes 
you on, you are well on the road to learn- 
ing a vocation as well as securing a job. 
And when business conditions improve 
and you have made good, a stroke of the 
pen places you on the payroll. In the 
meantime, you have been learning a trade. 

Lastly, young high-school graduate, 
keep your intellectual machinery from 
growing rusty. The shorthand, the type- 
writing acquired with so much pains at 
high school, will soon leave you unless 
you practise it constantly. The correct 
habits of English, both oral and written, 
some of which we hope you acquired 
while at school, will soon slough off into 
lower and less-accepted forms of English 
unless you constantly use better English. 

To guard against these dangers, some 
of you ought to return to high school for 
postgraduate work. Others of you might 
attend adult night schools now found in 
so many of our communities. A few of 
you can afford to enrol for extension 
courses, of high-school or college level, 
offered by public as well as private agen- 
cies. Postgraduate courses of diverse in- 
terests are available at vocational schools, 
of which there are now several hundred 
in the United States. Because of your 
high-school education, you may even 
have an opportunity to develop leader- 
ship by teaching others less advanced 
and of acting in such capacities as assist- 
ant in the library, laboratory, gymna- 
sium, school office, music or art room. 
Opportunities have a way of developing 
suddenly for those who are prepared or 
ready to seize them. 

Young America of the classes of 1930, 
1931, 1932! Have faith in America. Have 
faith in yourselves. 


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The Young Child 


A Superintendent Looks at the Kindergarten 


in September, one sees a large 

group of raw recruits, each an in- 
dividualist. These children from many 
different types of homes are making first 
contacts with the world outside. They 
come from the careful attention of the 
mother to the careful guidance of the 
teacher. But now instead of being the 
center of all interest, each child finds him- 
glf one of a group of his own age. A 
little boy sits silent and watchful; a 
homesick little girl weeps for her mother; 
half a dozen children, stimulated by the 
new environment, move restlessly about 
the room; others have begun to play to- 
gether or to investigate the attractive 
equipment. In May the visitor sees a 
different picture. The child who was 
silent in September is now leading a 
group in a constructive activity; the little 
girl who was homesick is capably serving 
an imaginary meal to others in the doll 
house; instead of the aimless response 
of the unadjusted groups of September 
there is now the gentle hum of coopera- 
tive effort. 

Many factors have combined to bring 
about this change and perhaps that of 
greatest importance is social adjustment 
thru common interests. It is but a step 
fom the home environment to that of 
the school when that step is kindergarten, 
yet how much it involves. This venture 
out into the big world requires adjust- 
ment of personality with that of other 
children and the teacher, and with the 
school environment. A new set of habits 
must be formed in addition to, and per- 
taps in place of, those heretofore prac- 
tied. These are some of the problems 
hat confront the teacher in facing a new 
lass and her goal is to see that before the 
thildren leave her, they will have formed 
tabits that fit them to face squarely any 
‘ituation in which they find themselves, 
vith a feeling of selfconfidence in meet- 
ig these situations and in attacking new 
ields of endeavor. A little girl said of a 
labit, “It’s something you get to doing 
and can’t quit.” This sums up rather 
‘uccessfully the thought in the teacher’s 
tind when she plans to help children 
rm habits that will fit them for worthy 
ttizenship, be it that of school or com- 
Tunity, ge we 6 6 

The way is long and citizens are made, 


[Pas into the kindergarten room 


Wiis A. SUTTON 


Superintendent of Schools, Atlanta, Georgia 


not born. There must be ample time for 
experimentation and creative effort, with 
many opportunities for that feeling of 





Eager interest in a new world. 





success which is so stimulating to growth. 
There must be contact with the home so 
that the teacher may learn as much as 
possible about the previous training and 
background of each child in order to 
understand his present capabilities, past 
experiences, and special interests—upon 
which to base her plans for his further 
growth. With these facts in mind, the 
teacher is ready for adventuring with her 
children into new experiences which will 
broaden their concepts and lead them to 
see new possibilities in the life about 
them. Tho their previous experiences 
may have been meager, children’s 
thoughts naturally reach out into fields 
of interest and action in the world about 
them. By using this interest to help them 
increase their ability to think clearly, the 
teacher, as a member of the group helps 
them to make plans for themselves which 
will lead to group effort in vivifying ex- 
periences of social value. At first she 
encounters “I want to,” “Let me do it,” 
“Tt is mine,” for the beginning kinder- 
garten child is intensely individualistic. 
Gradually, however, he begins to recog- 
nize the part others must play. He even- 


[ 245 ] 


tually reaches the point where he says, 
“John can do that; he makes good ones.” 
He has learned to subordinate his will 
for the good of the group and to take 
turns at being both leader and follower; 
in other words, to work harmoniously to 
accomplish the activity undertaken. 

Thru many experiences involving co- 
operative undertakings and group ap- 
praisal of the values involved, comes the 
ability to make individual judgments of 
an impersonal nature. A child, seeing 
water spilled on the table, remarked, 
“Somebody was not careful.” The child 
who had spilled the water, being thus re- 
minded, got a sponge and wiped it up. In 
a group it was necessary to make a rule 
to form in line when milk was being 
served, to prevent the overturning of 
bottles. One day when many children 
wished to use paste, the teacher over- 
heard a child say, “Line up,” a sugges- 
tion which was readily adopted, saving 
time and confusion. Is it not reasonable 
to assume that these habits of selfdirec- 
tion and pupil leadership will carry over 
into the work of the grades? In a kinder- 
garten whose interests turned toward the 
fireman and his work, a trip was made to 
the fire station where the fireman in 
charge was most gracious in telling and 
showing all phases of his work to the 
children. When these children a year 
later reached the first grade and began 
their study of community life, they were 
able to recall much of what they had 
learned and told their teacher and new 
classmates about their experience. The 
“three R’s” of the elementary curriculum 
are tangible means of measuring what 
education does for the child, and are 
therefore held of the utmost importance, 
but those values of learning to live with 
others and of adjustment to the many hu- 
man relationships are so subtle that they 
are apt to be overlooked or not under- 
stood by the taxpayer or other critic of 
the value of a kindergarten program in a 
public school. 

The kindergarten teacher often has a 
better understanding of a child than the 
parent has. Thru her knowledge of child 
psychology and her daily association with 
the child in his relationship to other chil- 
dren she can frequently interpret the 
child to his parents, thus bringing about 
a better understanding of the child on 


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246 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


November, 1932 





their part and a better way of dealing 
with him. The flexibility of the kinder- 
garten program permits an informal 
“dropping-in” of mothers who may see 
the children and teacher at work together, 
or the child with other children, or there 
may be a few minutes of casual conver- 
sation with the teacher in which a sym- 
pathetic relationship is established. The 
mothers of the community may naturally 
form the habit of turning to the school 
for advice and help. 

At closing time in the kindergarten 
one mother was looking on while the 
children were putting on coats and sweat- 
ers, hats and overshoes. Her little boy 
was struggling determinedly with his 
coat. The mother becoming impatient, 
glanced anxiously at the teacher, then 
moved over to assist her young son. She 
was greeted by a shrug of irritation and 
“T can do it myself.” This mother had 
been spoiling life for her child by doing 
everything for him. In kindergarten the 
germ of selfconfidence was awakened in 
him and was nurtured. 

The kindergarten renders an impor- 
tant service to the home. Thru the child’s 
love of dramatization and his instinct for 
imitation there is developed an apprecia- 
tion of the contributions of others— 
father, mother, sisters, brothers, and 
those in the child’s immediate environ- 
ment. The doll house with its tea parties, 
doll dressing, sewing, and many repro- 
duced home experiences fosters love, 


honor, and intelligent obedience to par- 
ents. The lunch period brings a happy op- 
portunity for developing skill in hand- 
ling of foods and dishes, courtesy thru 
conversation and behavior, knowledge 
of proper food and how to eat it, indus- 
try in the cleaning up, habits of washing 
hands before eating, and of thanksgiving 
thru the “blessing.” Habits of health con- 
servation are gained thru the child’s ex- 
periences, dramatizations, stories, poems, 
pictures, excursions, and the like. Some 
may Claim that the child could get all his 
health training in the home but trained 
workers know that he does not. 
Kindergarten leads children to think 
of domestic animals as needed helpers, 
deserving care and consideration. The 
kindness of an understanding heart is 
developed by the real care of pets. The 
bird building its nest or feeding its young, 
the caterpillar spinning its cocoon, the 
butterfly emerging from its chrysalis— 
these and a thousand other things have 
become significant to the children of 
recent years. The plant world, too, makes 
its appeal thru the kindergarten. There 
are the window boxes, the school garden, 
the observation of the awakening seed, 
the forming blossom or fruit, the ripen- 
ing of the seed for the next year’s round. 
The blossoming springtime, the gorgeous 
foliage of autumn, the snow-covered 
landscape of winter have been inter- 
preted and idealized thru song and story 
until the “whole realm of nature seems 


Little Black Sambo—green umbrella, red coat, blue trousers, and brown shoes with crimson soles and linings—visits the kindergarten. 


to the child a veritable fairyland.” yy 

The school and the community in gep. 
eral profit from the kindergarten, not only 
from an increased cooperation on the 
part of the children in obedience to civic 
laws and interests, but in actual mone. 
tary savings. In cities in which the kinder. 
garten is not a part of the public schools, 
a larger enrolment occurs in the first 
grade, making this grade an adjustment 
as well as an entrance grade. An experi- 
ment by an Atlanta teacher shows that 
the percent of nonpromotions of children 
in her own first grade with kindergarten 
training was 9.1 compared to 53.3 of 
pupils without kindergarten training, 
There has been a gradual decrease of 
first-grade failures in Atlanta since the 
kindergartens have become part of the 
public-school system. 

The study of kindergarten theory has 
done much to produce a change in the 
whole educational system everywhere. 
The kindergarten itself is a source of in- 
spiration. The kindergartner’s attitude 
toward her children is one of cooperation 
and comradeship, and contains a sym- 
pathetic insight into their interests and 
needs. The children’s attitude toward 
their work is marked by spontaneity. 

The attitude of the world toward child- 
hood has been revolutionized; mother- 
hood has taken on a new and higher sig- 
nificance; and primary education has 
been transformed—largely as a result of 
kindergarten influences. 






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Better Teaching of Geography 


The Selection and Use of Pictures 


ZoE A. THRALLS 


Assistant Professor of Elementary Education, University of Pittsburgh 


UCH of our present geographic 
M. knowledge has been accumulated 

by actual landscape surveys and 
further accumulation must be acquired 
in the same way. Therefore the ability 
to read landscapes is a basic skill. In 
school, observation of actual landscapes 
is limited to the immediate vicinity. Con- 
cepts of natural and cultural relation- 
ships in more remote localities must be 
gained thru pictures. The picture, there- 
fore, becomes the substitute for the ac- 
tual landscape and should be used, so far 
as possible, in the same way that the 
landscape is used—as a source of infor- 
mation and a basis for geographic rea- 
soning. 

The criterion for the selection of pic- 
tures for geographic instruction is estab- 
lished by the definition of geography. 
An ideal picture of high geographic quali- 
ity should show a Auman activity in its 
natural setting. On this basis pictures 
fall into three groups: 


First, those which possess inherent or pri- 
mary geographic quality because of the com- 
pleteness with which they show or suggest the 
adjustment of man’s activities to the natural 
landscape. 

Second, those pictures of secondary quality 
which do not directly show or suggest such 
tlationships. Such pictures are landscapes with 
little or no sign of human occupancy. However 
they have value because the atmosphere is con- 
veyed even tho the geographic phase has to be 
injected by another picture or by words. 

Third, those concerned primarily with cul- 
tural items, such as interiors of factories, street 


4 Xenes, monuments, and the like. These as a 


tule have nothing in them to suggest relation- 
hip to the natural environment. This does not 
mean that all pictures of this class should be 
liscarded. Sometimes they are very necessary 
‘0 convey concrete impressions. For instance in 
the study of Brazil, a picture of one of the 
ine streets in Rio de Janeiro is needed to give 


# the idea of the progressiveness and modernity 


if this city in the southern hemisphere. 


In considering any picture to be used 


4 geographic instruction the teacher 


hould ask herself two questions: “Does 
his picture contribute to an understand- 
tg of the geographic relationships which 
ould be developed in this unit?” “Can 
luse it so as to bring out geographic re- 
tionships?” 

A second classification concerns itself 
loth with the quality and use of pictures. 


} ‘the first level of geographic instruc- 


tion the purpose is to give concrete im- 
ages of specific natural and cultural items 
in the landscape of a particular region. 
The relationships at this level are those 
between food, clothing, shelter, means 
of travel, types of work, and the elements 
of the natural environment. Suitable pic- 
tures show these specific items in their 
natural settings. Let us apply the fore- 
going to a study of the Amazon Indian. 
The pictures selected for this unit might 
de as follows: 


A steep-roofed, grass-covered house with 
sides of interlaced vines or grass set in a small 
forest clearing near a stream; a garden in the 
forest showing manioc plants and banana 
plants; a picture of a village scene where the 
women are preparing manioc; if these pictures 
have not given a sufficient idea of the clothing, 
then another one that does; a dugout on the 
river; also a picture of a river steamboat so 
that the children will not have the idea that 
the only way of travel is by canoe; some of the 
animals; a picture of the jungle. Such items as 
the type of house, the type of vegetation, the 
manioc plant, are what may be called key 
items associated with life in rainy, low latitude 
regions. With eight or ten pictures of this sort, 
practically all of the major relationships can be 
developed. The picture of the hut suggests the 
following: the materials are evidently from 
the forest in the background; the roof and 
overhanging eaves suggest heavy rainfall; the 
luxuriant vegetation suggests high tempera- 
tures; the forest indicates difficulty of travel. 
Fourth-grade children cannot read heavy rain- 
fall, continuous high temperature, and a high 
noonday sun into this picture. The relationship 
must be developed by the teacher and the read- 
ing material, but after these relationships are 
developed the child should associate such 
habitation, clothing, vegetation, and activities 
with such a region and with such natural con- 
ditions. 


At the second level, instruction is con- 
cerned with human use regions and deals 
with the relationships between the dis- 
tribution of types of work and popula- 
tion and the natural environment. The 
pictures should emphasize the major 
types of work in their natural setting and 
the pictures should be connected with 
maps to give the idea of the distribution 
of particular activities. For instance in 
the corn belt, a desirable picture would 
be a view of a cornfield comprehensive 
enough to depict the extent and level 
nature of the land. Other desirable views 
would show various stages of this type 
of farming; the cultivation of the fields, 
when the corn is being cut for silage, 
when it is in shock. 


[247] 


At this second level, city pictures enter. 
If they are of high geographic quality 
they give an idea of the utilization of 
land in the city for specific purposes. 
Such pictures should have been taken 
from a height to give a comprehensive 
view. A city picture should show the in- 
dustry or industries which are character- 
istic of the particular city. For instance 
a picture of Pittsburgh should give the 
layout of the city in respect to the rivers, 
the location of the steel mills, giving an 
idea of the space required for the storing 
of the bulky raw materials and for han- 
dling the bulky products resulting. Steel, 
meat packing, flour milling, papermills 
are types of manufacturing which have 
distinctive points. Such questions as 
these should be suggested by the pic- 
ture: Why this type of manufacturing 
here? What kind of site is necessary? 

At the third level, the country is the 
organizing unit and pictures should be 
selected with a view of bringing out the 
outstanding adjustments in a country. 
This necessitates the selection of pictures 
of the human use regions within that 
country. Proper balance must be main- 
tained so that the several activities of 
the country shall be properly emphasized. 

At the fourth level of instruction, a 
new idea enters. The child is now dealing 
with countries where there are native 
populations and transplanted groups 
such as the Portuguese in Brazil and the 
native Indian groups, or the Spanish in 
Peru and the native people. The pictures 
should show the adjustments both groups 
have made to the natural environment 
and bring out the contrast between the 
adjustments of people with a différent 
cultural heritage in the same natural en- 
vironment. Also a proper balance should 
be maintained. Children should not get 
the idea that all the people in Peru, for 
instance, live in stone or stucco houses 
with patios or, on the other hand, that 
all live in the small, windowless, primi- 
tive huts that are found in the Indian 
villages on the plateau. They should 
come to recognize the influence of the 
original homelands on the transplanted 
people. 

At the fifth level and beyond, pictures 
become of relatively less importance. The 
pictures will give comparatively few new 


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248 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


November, 1932 





concepts but they may be used in new 
combinations. In the study of world re- 
lations, a study of the rubber industry 
in the United States may bring together 
a picture of a rubber factory in Akron, 
Ohio, and of a rubber plantation in 
Malay. This combination should suggest 
relationship between the manufacture 
and the raising of rubber. 

The selection of pictures may be sum- 
marized under the following heads: 


[1] Their geographic quality; [2] their con- 
tribution to an understanding of the major 
relationships developed at a specific teaching 
level; [3] the maintenance of a proper balance 
so that children will not secure a one-sided 
view of man’s adjustment in a specific region; 
[4] the inclusion of key items, natural or cul- 
tural, characteristic of a given region or activ- 
ity. 


Few teachers seem to realize that chil- 
dren must be taught to read pictures. 
In order to read a picture three abilities 
are involved: 


[1] The ability to recognize the significant 
natural items in the picture, [2] the ability to 
recognize the significant cultural items, [3] the 
ability to recognize the relationships between 
the two. The third is the most important be- 
cause a picture is not interpreted geographi- 
cally unless the relationships are recognized. 
In a picture showing a flat-roofed house of 
sun-dried brick, the child may recognize the 
house as such. As it acquires meaning to him 
that type of house will be associated with an 
arid climate. He will recognize other signs in 
the picture, such as palms, sand dunes, and 
camels, as associated with this type of house 
and this type of region. As he learns to relate 
the human signs to the natural items he will be 
able to understand the relationships suggested. 


The teacher must guide the children 
with questions until they are able to an- 
swer these three questions: 


[1] What signs of work or other human ac- 
tivity are shown in this picture? [2] What kind 
of place is it? [3] What reasons are suggested 
by this picture as to why the people are doing 
this particular kind of work here? The answer 
to each of these questions must be developed. 


Each must be broken up into smaller ques- 
tions directed toward the recognition of spe- 
cific significant items such as: 


What kind of roof has this house? Of what 
does the house seem to be made? What kind of 
trees are in the picture? From the trees and 
other plants, does this seem to be a dry or 
wet region? Does the house seem to be suited 
to such a region? Y 


After the child has secured the desired 
information, an opportunity should be 
given to express it and the inferences 
made. After associations are once de- 
veloped he should be expected to apply 
them again and again in any similar 
situation. Three rules, then, may be given 
for the use of pictures: 





[1] Give the children something definite to 
look for in the picture; [2] give them some- 
thing within their power to do; and [3] give 
them something worthwhile to do, that is, 
something which contributes to the major geo- 
graphic understanding being developed. 


YOUNG AMERICA'S 


3010) GS PVI.ND)D 


|. pes WEEK poster, designed by Walter Cole 
and issued by the National Association of 
Book Publishers, 347 Fifth Avenue, New York. 





Pictures may be used to contribute to 
a unit in four ways: [1] for motivation, 
[2] for assimilation, [3] for summariza- 
tion, and [4] for application and testing. 
In introducing a unit, pictures serve as 
a means of orienting the pupil in the 
new region. They also serve to motivate 
the unit thru stimulating questions or 
problems. In motivating a unit, a set of 
pictures may be used to make a survey 
of the region. For this purpose the chil- 
dren look first of all, just as if they were 
surveying a real landscape, for the signs 
of human activity. As they note the vari- 
ous types of activity, the question natu- 
rally arises: “Why are these people do- 
ing these kinds of work?” The answer 
may be found in part from the pictures 
if they have been wellselected, but the 
children will need go to their maps and 
texts for a complete answer to the prob- 
lem. Again in the introduction a picture 
or pictures may serve to connect the old 
with the new. The children may have 
acquired imagery and ideas connected 
with a rainy, low latitude type of forest. 
In a new unit they are given a picture of 
a forest landscape in the western part of 
the United States. They note certain 
likenesses and certain differences. The 


differences suggest that this is a new 
region with probably a different climate. 
Certain likenesses suggest that the cop. 
ditions causing this forest are in some re. 
spects like the conditions met with in the 
other region. Here is a basis for thought 
and a reason for seeking more informa. 
tion concerning the new region. 

The second way in which pictures may 
contribute is during the assimilation or 
problem solving stage. The motivation 
may move so smoothly into the assimila- 
tion that the two activities merge. When 
the problem has been raised as to why 
the people are carrying on specific types 
of activities in a region, the children can 
return to the picture to discover from the 
natural environment some of the prob- 
able reasons. In this case they are read- 
ing the pictures for information of a spe- 
cific kind just as they read textual mate- 
rial to secure information to solve a prob- 
lem. At this stage the picture frequently 
is studied in detail for basic concrete 
imagery, for certain specific facts, and 
for the relationships suggested. Attempt 
is now made to answer definite questions 
from the picture. Other materials, maps, 
graphs, statistical tables, reading mate- 
rial are all used to verify the inferences 
drawn from the picture. 

In summarization, testing, and appli- 
cation exercises there are numerous ways 
of using pictures. The following is an 
example of a test exercise based on a 
single picture showing the planting of 
sugar cane. | Hoppes, Gladys. “Ability of 
Pupils To Read Pictures for Geographic 
Purposes.” Master’s thesis, University of 
Chicago, 1930. | 

1. Underline the name of the general kind of 
work being done in picture 3. 
logging transportation manufacturing farming 


2. Underline the special kind of work being 
done in picture 3. 
irrigating plowing planting mowing barrowing 

In each of the following paragraphs, put an 
x before the word or group of words which 
correctly completes the unfinished sentence. 
Mark only one group in each paragraph. 

3. The natural vegetation shown in picture 3 
suggests that in this place 

_.-. rainfall is scant 

_.-- rainfall is rather heavy 

_.-- rain falls only in summer 


4. The natural vegetation shown in picture 
3 suggests that this place might be 

__-_ between equator and Arctic Circle 

..-. north of the Arctic Circle 

_.-- near one of the poles 

5. If another picture were taken of this field 
a few weeks later one should expect to fin 
growing in the field 

once COMM 

---- potatoes 

---- sugar cane 


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Mental Hygiene 


Personal Growth: Some Negative Aspects 


ENTAL HEALTH in its broadest 
M sense is the ability of an in- 

dividual to adjust satisfac- 
torily to life as he has to face it and 
that with a reasonable amount of hap- 
piness. Mental health is not merely a 
matter of internal harmony with one’s 
thoughts and feelings but it also vitally 
concerns the relation of the individual 
to his fellows and various environmental 
situations. It indicates the ability of the 
individual to capitalize his opportunities 
and to meet with reasonable comfort the 
inevitable stress and strain which befall 
each of us in our daily activities. 

Certain shortcomings in the mental 
health aspects of teacher relationships 
which have been reported to me are 
noted below. I am aware that the more 
positive contributions would far out- 
weigh any negative aspects. However, 
since we learn from our mistakes as well 
as our successes, you will understand 
that such comments are made from the 
constructive angle. 

Selfcenteredness: the person who 
lacks the ability or willingness to see 
things dispassionately and objectively 
from the other person’s point of view. 
Everything is interpreted from his own 
angle. 

Selfsatisfaction: such individuals 
lack a desire to improve themselves pro- 
fessionally or socially. They feel self- 
sufficient and display a bumptious atti- 
tude. 

Unnaturalness: there is a tendency 
for certain professional men and women 
to be selfconscious of their position in 
life. It may be partially based on the er- 
toneous conception that to be respected 
one must hold oneself aloof. 

Mental dishonesty with them- 
selves and others: the word dishonesty 
isnot used in an antisocial sense. Rather 
it connotes an unwillingness to face pres- 
ent facts of reality; a lack of desire to 
accept one’s limitations and an attempt 
0 overcompensate for them to the ex- 
lent of trying to give the impression 
that one knows more than he does; a 
tendency to evade or smooth over diffi- 
culties and procrastinate rather than 
deal squarely with the now and here. 

Lack of a sympathetic and friendly 
attitude and manner in dealing with 
others: as one superintendent said, “All 
the really big people I have known 
#e humane, kindly disposed, friendly, 
thoughtful, and considerate of others.” 


Teachers who lack such an attitude are 
apt not to recognize, or to brush aside, the 
little bubbles in a child’s life. They fal 
to be ever watchful for minute symptoms 
of strain, difficulty, or unhappiness such 
as the trembling lip, the misty eye, or 
the changed intonation. Such teachers 
may get results in terms of “marks,” al- 
tho their formal, pedantic manner con- 
comitant with using a “club” to get con- 
tent across, may produce havoc in the 
lives of their charges thru the emotional 
strain involved. 

The person who takes himself too 
seriously: this trait is an exaggeration 
of a commonsense attitude. It probably 
feeds on an overconsciousness of one’s 
authority and position as well as being 
tinctured by mild inferiority feelings. 

The teacher who inhibits others 
rather than draws them out in a 
positive manner: such an individual 
tends to overdominate the situation 
rather than to gain active cooperation. 

The person who is unable to 
frankly discuss matters from a 
purely impersonal point of view: 
such individuals are apt to be overin- 
trospective, often of a ruminative, wor- 
rying, or foreboding nature. 

The teacher who is unable to take 
criticism from his colleagues or 
superiors: such a person often over- 
rates his own ability or is handicapped 
by egotistical and supercilious attitudes. 
It may be a defense reaction against real 
or imaginary inferiority. 

The “shut-in” or withdrawal type 
who is usually overintrospective, lacks 
cordiality, and experiences difficulty in 
socializing himself. i. 

The moody person who is given to 
short circumscribed dips of “blues.” 
These may be situationally determined 
but are often evidence of constitutional 
emotional instability. 

The sarcastic person: this is usually 
a symptom of some personality difficulty. 

The person who is group-centered 
in only his own profession: such an 
individual lacks breadth of view and 
tends to be intolerant of viewpoints other 
than his own. 

The person who works with one 
eye on the clock and merely com- 
plies with the letter of prescribed 
requirements: this is rarely encoun- 
tered as a teacher habit. 

The person who lacks good habits 
of work, play, rest, and sleep: such 


[ 249 J 


persons who lack a fairly rigid program 
or daily schedule are apt to waste their 
time, get into irregular habits of retiring 
and arising, and indulge excessively in 
social activities. 

Lack of critical evaluation of 
statemegts made by socalled au- 
thorities: somebody has said that there 
is perhaps no other profession which ral- 
lies around a slogan so readily as the 
teaching profession. This has advantages 
as well as chances for missing larger re- 
lationships. 

“Schoolmarmitis”: I have coined 
this word to denote a rather common 
tendency on the part of some educators. 
It is based upon a magnified selfaware- 
ness of oneself in the role of dispenser 
of knowledge and wisdom to children 
and, on occasion, to their parents. Un- 
consciously this has developed, in cer- 
tain educators, a superiority feeling, a 
tendency to “lord it over,” and a patron- 
izing attitude toward others. 

“Nervous complaints”: happily the 
various types of part-reactions commonly 
called “nerves, obsessions, doubts, fears, 
compulsions, aches, pains, and physical 
complaints which are not on the basis 
of organic diseases but rather body pro- 
tests to mental and emotional conflicts, 
are rare in teachers. 

Now that we have dealt at some length 
with certain negative aspects of teacher 
personality functionings, what has the 
psychiatrist to offer by way of positive 
contribution? How may we assist the 
teacher to a larger measure of normal 
mental health? In what way may we 
answer such questions as, “Do I have 
good mental health?” “In what points 
am I weak?” “In what points am I 
strong?” “How can I grow personally in 
mental health?” 

In order to give a sound and essential 
exposition of this important constructive 
phase of mental hygiene, it is desirable 
that we scratch beneath the surface of 
much that passes for mental hygiene 
principles and practises. If we are to 
know ourselves better and thus assist 
those for whom we make ourselves partly 
responsible, we must get down to bed- 
rock and examine the core of the prob- 
lems and integrations of mental health. 
This side of the question will bediscussed 
in the December JouRNAL.—Frederick 
L. Patry, M. D., neuropsychiatrist, 
State Education Department, University 
of the State of New York. 


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cat OO lt A OC G2 LE AOE COTE OS I 








Physical Education vs Competitive Athletics 


ARIOUS SUBJECTS and departments 
\ / in our high schools and colleges 
are striving for more recognition 
and status in the curriculum. The whole 
matter of physical education [which in- 
cludes gymnasium classes, competitive 
athletics, intramural sports, health edu- 
cation, and hygiene] is undergoing con- 
siderable turmoil and change of view- 
points. We have no yardstick with which 
to measure the social value or worth of 
educational subjects. When we discover 
this yardstick, and when our high-school 
curriculum is organized on a scientific 
basis, we shall be able to evaluate these 
studies properly. Meanwhile, we are 
groping and attempting to do something 
about the proper placement of these im- 
portant phases of education. 

The modern high school as we know it 
is a strange mixture of tradition, college 
preparation, vocational education, train- 
ing for social purposes, liberal education, 
and what not. Systematic physical educa- 
tion has been added comparatively re- 
cently; competitive athletics have been 
a part of it for many years. The high 
school took on the aspects of the college 
in this respect since it was patterned after 
the college and was organized at first 
to prepare young people for college. 
Most of the subjects—including competi- 
tive athletics—that were included in the 
early high schools are still retained and 
many other subjects have been added. 
Systematic physical education got the 
present impetus, slight as it is, about 
1918 because of results obtained when 
the soldiers were given physical examina- 
tion for war service. Over one-third of 
the young men who were examined for 
military service were rejected because of 
physical unfitness. Fourteen states im- 
mediately passed compulsory physical 
education laws. 

Competitive athletics have been a part 
of our high-school programs for scores of 
years. The coach has had a rank along 
with the principal of the high school or 
the president of the college. Whether or 
not he and his work deserved such a rank- 
ing, no one ever questioned. The public 
was educated to a point where it de- 
manded good coaching, good coaches, 
and winning teams. Some people are still 
in this frame of mind, tho in many quar- 
ters the tide is turning. 








E Luis E. BEALS 


South High School, Grand Rapids, Michigan 


Competitive athletics, which include 
football, basketball, track and field 
events, and often baseball and swimming 
are optional and elective; a school can 
drop them altogether; students do not 
have to enrol in any competitive sport. 
When physical education is compulsory 
by law, it is a component part of the 
curriculum. The course is directed by a 
regularly employed teacher and includes 
all kinds of physical activities that tend 
to develop the student physically and 
morally. Which of these two major school 
activities should receive the greater 
amount of attention from parents, school 
authorities, and taxpayers? 

Let us think of a high school with an 
enrolment of two thousand. Let us as- 
sume that half of the student body is 
made up of boys. Football—that is the 
first and second teams with their sub- 
stitutes—might attract eighty or a hun- 
dred boys; basketball might attract 
thirty boys for both teams; track and 
field, possibly fifty. Allowing for no du- 
plication or overlapping of personnel, we 
have a list of one hundred and eighty 
boys out of a possible thousand. Com- 
petitive athletics, then, touch only about 
eighteen percent of the boys and nine 
percent of the studentbody directly from 
the standpoint of physical education. 
And even then it is an unsettled question 
as to whether competitive athletics are 
beneficial to the physical welfare of 
adolescent boys. 

Physical education, in the Grand 
Rapids high schools at least, touches 
every ablebodied student. Classes meet 
at least a hundred times a year for at 
least forty-five minutes each meeting. 
If the work is being done properly, the 
student is given a heart test; special 
exercises are given to those who need 
some kind of physical correction; open 
games and free play usually are the rule 
with a little calisthenics sprinkled in now 
and then. There is no end to the good 
that can come from a properly con- 
ducted class in physical education—last- 
ing health, correct posture, physical 
grace, alert mind, welltoned muscularity, 
and coordination of muscles and senses. 
Physical education leaves its mark more 
indelibly than does any other course in 
the high school. 

What are the objectives of competitive 


[ 250] 





athletics? I doubt that these objectives 
have ever been defined. Some say char- 
acter development; some say general 
health. But even if these are true, we are 
touching only about ten percent of the 
studentbody. We might define the ob- 
jectives of competitive athletics as fol- 
lows: they are designed and fostered to 
give the school an extracurriculum ac- 
tivity which will engender school spirit 
and loyalty; and that is the one big 
thing that they do. The main reason why 
competitive athletics hold their present 
prestige is that the public wants such 
activity. A superintendent, principal, or 
board of education that abolished all 
forms of competitive athletics would 
doubtless encounter difficulties. Yet many 
high schools in several sections of the 
country have abolished football alto- 
gether for high-school boys. Many towns, 
notably Detroit, have limited all games 
to their own city. Many of the high 
schools of New York City have no com- 
petitive athletics at all. 

In the not distant future the secondary 
school will undergo radical changes and 
we shall change our points of view and 
our attitude toward many of the present 
standards and practises. Emphasis will 
be shifted from competitive athletics to 
systematic physical education. The di- 
rector of physical education in the city 
or school will have charge of this depart- 
ment. Next to the principal of the school, 
he will be the most important man on 
the staff. Attention, instead of centering 
around athletic prowess as at present, 
will concentrate on health, muscular tone, 
physical posture, physical examinations, 
and the like. We shall realize that edu- 
cation is for the student’s life at present 
and for his later adult life. We shall 
realize, then, that competitive athletics 
as we know them today do not carry over 
into adult life as do the athletic activi- 
ties taught in physical education classes, 
such as golf, swimming, walking, and 
tennis. 

The time is close at hand when we shall 
give more of a standing to physical edu- 
cation than to competitive athletics. 
Schoolmen are seeking this now and are 
changing their points of view. Physical 
education and health education will some 
day occupy one of the topmost places 
in our secondary-school curriculum. 






Saying Hello to the Parents 


NorRMAN C. SMITH 


Former Instructor, McKinley High School, Honolulu, Hawaii 


visit each of your homes at least 

once. I cannot tell when I will come, 
or how soon, but will you kindly tell 
your parents to expect me, and that 
when I do come it is not to pry into 
your home life, but merely to have the 
opportunity of meeting your parents and 
having them know one of the teachers to 
whom they are entrusting their chil- 
dren.” 

This was the fateful announcement 
which, last fall, led me into the length- 
jest and yet most interesting experience 
I have had as a teacher—that of seeing 
the home environment of the student. 
I trust that those who read this article 
will not take offense at the occasional 
personal references; to write objectively 
of such an experience is difficult. 


The pledge had been made to visit; 
now to the execution of the promise. 
Each student made out a file card on 
which he listed his address, district in 
Honolulu, which of his parents was liv- 
ing, and whether they could speak Eng- 
lish or not. These cards were then sorted 
into districts—Kalihi, Palama, Kaimuki, 
and the like—in order to avoid travel- 
ing over the ground aimlessly. Visits 
were planned with my wife in such a 
way that we could enjoy the experience 
together and also make it into sort of 
a holiday. Consequently, most of the 
visiting was done during weekends. 


The cards totaled 170 names, a dis- 
couraging number when, after our first 
visits, we realized we could cover but 
five an hour and do the job well. How- 
ever, recalling the proverb, “all good 
things come slowly,” we determined to 
forget the number and instead enjoy 
each home as we came to it. Taking the 
job by segments proved just the right 
attack for, after five weekends out, the 
pile was considerably diminished. 


Students were never told beforehand 
when calls would be made, because it was 
our desire to see the homes as they were 
without any “dressing up.” Which dis- 
trict was to be taken of a Sunday was 
determined by mood; if slumming was 
desired, ““Hell’s Half Acre” was chosen; 
if something less depressing, perhaps 
Kaimuki. Never was the rule imposed 
that one district be completed before an- 
another was begun. 


r Is my desire sometime this year to 








Naturally, two things were indispen- 
sable for such a project as this: an auto- 
mobile and a map of Honolulu. The map 


ye TEACH people one must 
understand them. There 
must be mutual sympathy and 
confidence. To interpret the 
home the school must under- 
stand the home. For the 
teacher to visit the home, rec- 
ognizes its importance and 
adds to the children’s respect 
for their parents. This article 
describes an unusually fruitful 
experiment—one that every 
teacher can take unto himself. 
Nothing could do more to hu- 
manize the schools and to tie 
them to the hearts of parents 
than for every teacher to visit 
every home represented in his 
classes in this friendly, under- 
standing way. This is most 
effective interpretation of the 
schools to the public. If the 
teacher is too busy to perform 
this essential educational serv- 
ice, either there is bad plan- 
ning or the teaching load is too 
heavy. 








was studied diligently at home and the 
cards routed. Then came the trip. My 
wife and baby taken along gave parents 
who saw them a feeling of comradeship 
and mutual interest. Before going into the 
student’s home facts on the cards were 
noted: whether both parents were living 
and their command of English. This 
saved considerable embarrassment as one 
would not ask for a parent who had al- 
ready passed away. On one occasion I 
asked to see a girl’s mother. She said: 
“Mother is not here now.” “I will wait; 
when will she return?” “Not very soon,” 
replied the girl, “she’s in China!” 

A rap on the door invariably brought a 
flock of interested children to the win- 
dows and, soon after, the parents. The 
student was usually asked for; if he hap- 
pened to be away we conversed as well 
as possible under the conditions. At first, 
visits were extremely clumsy, but after a 
technic had been worked out it was pos- 
sible to enter a home, stay ten minutes, 


[ 251] 


do a good deal of observing and leave the 
impression behind that the reason for the 
call had been to have the pleasure of 
meeting the parents. In fact, it was not at 
all uncommon to have parents come out 
to the machine to meet “Mrs. and the 
baby” after which ritual all were friends. 

On these calls the attempt was always 
to be constructive; I mentioned good 
traits of the child if there were any to be 
found. Perhaps this attack accounted for 
gifts we received of Chinese foods, nar- 
cissus plants, presents for the baby, and 
on one occasion an invitation to a luau. 

Any teacher who visits homes will find 
that the parents are greatly thrilled to 
have him come. It is inconceivable to 
them that he is interested enough in them 
to want to pay a visit and to this honor 
they respond with courtesy and enthusi- 
asm. Mothers without teeth may cover 
their mouths with a handkerchief; fa- 
thers may refuse to offer their gnarled 
hands at first, but appreciation will be 
quite evident. The teacher, in turn, will 
experience the “thrill that comes once in 
a lifetime.” 


May I summarize what seem to be the 
values that result from such home visits? [1] 
The teacher comes to understand the back- 
ground of each student as he could never hope 
to in the schoolroom. [2] By knowing the 
background of each child he is able to adapt 
his teaching to him much more successfully. 
In my own home visits I kept an elaborate 
notebook of impressions which soon became 
obsolete for I found that each home stuck so 
persistently in my mind that to look at a pupil 
in‘ class was to recall his whole environment 
even to the pictures on the walls, in some cases. 
This also was a surprising byproduct of the 
visits. [3] The instructor gains the apprecia- 
tion and Aloha of the parents, making them 
feel that, after all, their children are just as 
important, just as worthy of attention as the 
richest child in Honolulu. [4] The pupils be- 
come better workers in school because they 
feel that if the teacher can find time to visit 
their homes they, in turn, can certainly find 
time to do their lessons right. [5} One gains 
just that much more knowledge of life and 
what it means; by contrast, he appreciates the 
blessings he has and does not expect more from 
the student than he is capable of producing. 
[6] A number of seemingly insoluble “prob- 
lem” cases may be cleared up in the process of 
visiting. 

Let me cite but two from a number in 
my own experience. Soo Sun Sing [no 
names are real| continually slept in my 


classes. He seemed intelligent enough but 
always lazy and indifferent. Conversa- 








252 


tions at school helped but little. The home 
visit revealed the trouble. The father is a 
baker. He told me that Soo Sun helps 
him bake bread until 11 each night and 
awakes at 4 in the morning to deliver the 
fresh loaves. He then rushes to school 
with five hours of sleep to his credit. How 
can a teacher expect attention under 
these conditions? The very fact that the 
teacher understands the situation, how- 
ever, makes the student eager to do the 
right thing. 

Yako Yakobe is a Japanese boy with a 
fertile brain. He knows his history, not 
only by heart, but by mind. He can put 
two facts together and deduce a new his- 
torical idea. I take it that this is creative 
thinking. His intelligence is a constant 
inspiration. But he never smiles. I won- 
dered why until I visited his home. Com- 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


ing late one Sunday afternoon without 
announcement, and before he could hide 
what he wished to so badly, I learned the 
truth—an epileptic brother of ten. He 
was all miserable apology, refusing to in- 
troduce his parents. I left without further 
attempts at an interview. He later told 
me that the gloom of this tragedy in the 
home was responsible for his depressed 
condition. Not so far from being a paral- 
lel of Clifford Beers, is it? 

Of course, the two cases cited above are 
negative; I could mention many that are 
a joy to recall. For instance, one of my 
most charming students is a little girl 
right out of “Hell’s Half Acre.’’ How she 
has remained so fine despite the degraded 
Palama Lane with its labyrinth of side 
lanes, crowded shacks, absence of any 
greenery, and low type of humanity is a 





November, 1932 


EE 


mystery and probably will ever remain 
one. s# oH oH Sn a) 

Only three cases have been mentioned 
to indicate the insight that can be gained 
of a child’s home and problems. What a 
potentially rich field is that of the visit- 
ing teacher [with every teacher a visitor | 
If all of us in Hawaii could find time dur- 
ing the year to make these visits without 
hurry, what constructive achievements 
might result! The need is not limited to 
Honolulu; out on plantations, up in the 
hills, perhaps, are homes that are just as 
interesting as those in the cities. Well 
may the teachers of Hawaii in their posi- 
tion as child guides bear in mind the 
French phrase—noblesse oblige —From 
Hawaii Educational Review. [Hawaii has 
more members in the NEA than there are 
teachers in her schools. | 


A Chat with Mary-from-the-eighth-grade 


ing space. Mary-from-the-eighth- 

grade came into the office a few days 
ago during one of these rare times and 
the principal helped her complete her 
errand and then unwittingly began the 
conversation which follows. His com- 
ments and questions will be left out as 
they can easily be imagined from Mary’s 
talk. 

“Sure, I’m a good girl this year. My 
Ma’s awful strict now. She says four or 
five dates a week is enough for me.” The 
principal did not deny this. Twelve-year- 
old Mary went on, “One thing I wish, 
tho—those cops should mind .their own 
business. We’re getting tired of them 
coming to the house every night.” .... 
“Sure, they’ve come every night for a 
month.” .... “Oh, I guess they’re look- 
ing for some of the boys that hang around 
us girls. Then they’re so smart. Every 
time they see us on the street, they drive 
the squad car up to the curb and say 
things to us. Cops ain’t got no right to 
bother us. We mind our own business.” 
.... “Oh, I guess the boys come around 
to see us. They’re scared of my Dad, tho. 
He’d fix them.” .... “Oh, Ma and Dad 
ain’t home so much and Alice and me 
get sick of those guys around.” .... 
“Slicker and Charlie and Stealer and Joe 
and Lick and Murphy. They live around 
22nd Street. Murphy is the leader. He 
carries a gun, too. I saw it. That ain’t his 
name, tho, I think. I heard some guys 
call him Kopec once.” ... . “The cops 
are scared of him. He’s eighteen years 
old. They kicked him out of high school. 
I guess none of them guys go to school. 


apes a principal has a breath- 


They bother us—only Lick don’t. I wish 
Lick would come alone but those guys 
push the door in or crawl in a window. 
My little sister Rosie always lets them 
in cause they give her candy and stuff. 
And Stealer’s always taking stuff.” .... 
“He took my Ma’s pin and a medal and 
a knife and lots of stuff. My Ma’s going 
to make him give it back.” ... . “Oh, 
he’s about eleven. He thinks he’s tough. 
He takes bikes and money or anything.” 
.... “Yeh, well, I guess he don’t go to 
school. He ain’t scared of cops. He says 
they can’t catch him. If they do, his Ma 
will get him out of it. I’m going to keep 
the watch he gave me until he gives us 
back our stuff. He said it was his but 
one of the boys told me he got it in a 
store down in Cicero and some rings and 
other stuff, too.” ... . “He’s proud. He 
calls himself the ‘Stealer.’ ” 

All this while the principal had put 
in friendly questions often enough to 
show a flattering interest. But back in 
his mind was a riot of thoughts. What 
an alien world was revealed by this 
casual chatter of pretty, slightly dirty 
Mary, who so demurely sat thru the 
routine of an eighth-grade school day— 
thru reading and spelling and history 
and civics! Her philosophy of life and 
love is formed and perfected. 

“T think it’s all right to have a good 
time with the boys. I know how to take 
care of myself. My Ma says have a good 
time but don’t never bring shame on 
us.” .... “I don’t do nothing wrong— 
just have a good time.” ... . “I don’t 
like those kid games. We don’t play with 
no girls, hardly. Only last week I was at 


my girl friend’s at Cicero. And Murphy 
ain’t got no right to do such things.” 
.... “Well, Lick was in the house and 
Murphy’s gang come and they were go- 
ing to get him and he run out the back 
way and they caught him, and my girl 
friend’s Ma run out and yelled at them 
and we carried Lick up and put bandage 
on him where he was bleeding. Murphy 
ain’t got no right to beat up Lick only 
Murphy thought Lick was with his girl.” 
.... “Murphy’s gang beats up lot of 
guys.” 

Mary’s mother comes to school several 
times a year. Her six children are her 
pride and she stands by them thru all 
difficulties. She is friendly and jolly. 
Mary’s father is a salesman with some- 
what dubious connections. He tells of 
his boyhood in New York City where his 
father was “a big Tammany man.” 

In school Mary is an average student. 
Her childish face looks up at her teach- 
ers, who carefully sift all materials pre- 
sented so that her young innocence will 
not be shocked. There are thousands of 
girls like Mary in the schools of our 
cities, altho she is outstanding in her 
frank talkativeness. What have our tra- 
ditional courses of study to offer them? 
What shall we do with Mary? She is 
wellfed, clothed, and housed by doting 
parents who offer little criticism of her 
conduct. 

Perhaps nothing can be done for Mary 
but is not such a glimpse of the real ac- 
tivities and ideas of a twelve-year-old 
child enough to set us all thinking?— 
William Meikle, principal, Hiawatha 
Elementary School, Berwyn, Illinois. 








Education for Leisure 


EUGENE T. LiEs 


Special Representative, National Recreation Association 


SE OF LEISURE calls for acts of 
| | choice. The more leisure, the more 

choosing called for. The present 
generation, having more leisure at its dis- 
posal than had any previous generation 
in history, must needs make more choices 
in a lifetime than did any earlier genera- 
tion. 

We are told that the use made by any 
people of its free time reveals the quality 
of its civilization. Some commentators go 
farther and declare that a people’s mis- 
use of leisure can destroy civilization it- 
self. Even slight consideration of the sub- 
ject leads to the inevitable conclusion 
that here are vital issues involved. 

Main street towns are main street 
towns because the bulk of their people 
want to be “main street.” They are just 
mediocre.- There is such a thing as “city 
tone,” yes, even “nation tone;” the peo- 
ple’s desires determine that tone. 

The archives of social work are full of 
records revealing the results of misuse of 
leisure. The clinics and hospitals, the 
courts, jails, reformatories, and prisons 
of America deal year in, year out with 
thousands of human maladies that go 
back directly or indirectly to wrong use 
of the free time which was at the dis- 
posal of the people involved. Here are 
misery and social disaster aplenty. 

What determines the ways in which 
human beings do choose to utilize their 





free time? Is it not, by and large and in 
the last analysis, their interests which 
cast the die? Their interests form the 
stimuli which prompt decision and ac- 
tion. And how are interests established? 
Probably we can safely say that they are 
the result of biological urges plus educa- 
tional influences—home education, envi- 
ronmental education, religious education, 
social group education, and school edu- 
cation. 

Biological urges fundamentally tend 
toward selfenlargement in the physical, 
emotional, and intellectual realms. We 
know that they can be taken in hand and 
given direction and application; they can 
be discouraged or encouraged. They can 
be made to destroy the individual or 
glorify him. That is where education 
plays its part: in training, guiding, door- 
opening, opportunity-giving, and stage- 
setting. Education can determine destiny. 

Tho the forces of education are many, 
it is not going far afield to assert that the 
American people are depending more 
largely upon school education than upon 
other types to produce a population 
with ability to live a safe, socially-bent, 
healthful life, a rich and creative life, 
such a life as will be capable of using 
wisely that wealth of time—aside from 
required work time—so abundantly 
vouchsafed to the people of our day. 











Every state has its compulsory edu- 
cation laws, its laws threatening punish- 
ment of parents who keep their children 
out of school without good reason. The 
people pay ever-increasing taxes for the 
support of their schools and more and 
more millions of young people are ex- 
tending their years of school life. What 
lines of opportunity does the school need 
to stress in our day if it is to prepare, in 
some fair measure at least, its young 
charges for the right use of their leisure? 

The school, of course, must deal ade- 
quately with the basic tool subjects but 
comparatively little time is necessary for 
these if they are handled rightly. Cer- 
tainly, the social subjects call for much 
more attention than they have been get- 
ting. But it must be remembered that as 
things stand at present, tho some may 
deplore the fact, more people do use free 
time recreationally than they do in civic 
and social service. It is, therefore, of first- 
rate importance that schools should give 
thoughtful heed and make large provision 
for education in high-level recreational 
interests. 

Based upon a study in which I have 
been engaged during the past year, I 
am prepared to say that our public 
schools are giving this very type of edu- 
cation in larger measure than ever be- 
fore. The end of the World War was a 


great turning point in American educa- 











The foundations for the wise use of leisure are laid in the playtime activities of young children. 
































254 


tion, and one who has not studied the 
matter cannot realize the advances made 
in those very fields which are related to 
the recreational uses of leisure—namely, 
in physical education, art, music, hand- 
craft, literature, extracurriculum activi- 
ties, after-school sports, dramatics, and 
to a lesser degree, in nature study. And 
yet is it not strange that precisely these 
school interests, or most of them, have 
been in the past—and are still by some 
people—regarded as nothing but frills 
and folderols? Increasingly, on the other 
hand, at least among the thoughtful, they 
are—in view of the needs of our period— 
accepted as downright necessities. It is 
for the thoughtful groups in our com- 
munities to see to it that the present econ- 
omy wave does not lead to ruthless de- 
struction of departments which are fur- 
thering these important school activities, 
a thing which is actually happening 
where ignorant schoolboards or political 
schoolboards, playing to the galleries, are 
in authority. 

Any commendation of our schools as 
to the progress they have made along the 
lines indicated must, however, be coupled 
with the further assertion that the situa- 
tion as far as broad America is concerned 
is still decidedly “spotted.” Not all school 
systems by any means have made equal 
progress, and in any particular place, not 
all schools are equal in degrees of progress 
achieved. Further, in the same school one 
finds varying abilities in teachers as to 
the richness of personality and effective- 
ness in the handling of the materials of 
learning and education. By and large, 
nevertheless, we may feel encouraged 
over what has happened and is happen- 
ing. 

There can be no effective school educa- 
tion for leisure without effective teach- 
ing, and effective teaching means teach- 
ing done in the spirit of adventure, a 
process of arousing and building up cu- 
mulatively, interests in the fields of 
thought, imagination, and creative ac- 
tion on high levels. Effective teaching 
means making it possible to live a rich 
life even during school hours. It means 
the enhancing of lifelong desire for ever 
more growth in appreciation and skills, 
more adventure in ways which spell self- 
realization and at the same time are 
socially desirable. It means every possi- 
ble aid in developing selfcontrol and 
power to pick and choose with discrim- 
ination amid the welter of high-powered 
offerings from the commercial amuse- 
ment world, together with ability to re- 
sist the influence of mechanization and 
standardization. It means also habituat- 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


ing young people during school years to 
the enjoyment of those outside, perma- 
nent community agencies and institutions 
such as the public libraries, art galleries, 
museums, parks, and playfields so that 
after school years it will be second na- 
ture to go on using them. 

To achieve more rapid and more wide- 
spread progress in this all-important mat- 
ter of effective training for the wise use 
of leisure, there are needed, as far as the 
public schools are concerned, more super- 
intendents who thru hard thinking on 
the problem itself, have come to fervid 
convictions as to the implications for 
education inherent in our leisure-time 
situation. We need more superintendents 
like the one who declared that “‘this situ- 
ation is slapping educators in the face, 
demanding their attention,” rather than 
like the other one who said he had lately 
begun to think about the matter and had 
come to the conclusion that the solution 
of the problem lay in “shrinking leisure 
time and extending work time!” No hope 
there. As well try to sweep back the ocean 
tide with a feather duster. We need more 
principals who will open the way to large 
freedom, for teachers under them to use 
modern ways and means of instruction 
and guidance. We need better types of 
normal schools and colleges for the turn- 
ing out of teachers who will know the 
real nature of the times in which they 
and the children they would guide, ac- 
tually live, teachers who will know more 
of what L. P. Jacks calls “leisure-craft.” 
We need drastic reforms in many senior 
high schools where formalism and the 
iron hand of the colleges and universities 
still rules. Infusion of some kindergarten 
and progressive elementary-school spirit 
and methods would help them greatly. 
And then we dare not forget that we shall 
need an enlightened public opinion de- 
veloped in every community to support 
such schoolmen and schoolwomen. The 
educational lump in America truly has 
been leavened but it needs much more 
leavening. 

In all this we must hurry. Time 
presses. We must hurry because life goes 
on apace and the tempo of American life 
is swift. We must hurry because the 
money-grabbing purveyors of low-down 
leisure-time recreation have been moving 
fast these latter years. They have been 
flooding the newsstands withputrid books 
and periodicals, have been polluting pub- 
lic taste with pornographic motion pic- 
tures and stage plays; have been cater- 
ing to the basest emotions of human be- 
ings at the night clubs and road houses, 
all of their nefarious practises being 





November, 1932 


_———  —— — roo sSs939)9) 0. 


aided and abetted by psychologically 
powerful advertising. Give these rascals 
an inch and they take a mile; and we 
know that they have already taken miles 
and miles! Essentially, they are defying 
the schools and other molders of tastes; 
they have declared wholesale war on de- 
cency! They know that for millions of 
people in America leisure time is play- 
time. They would make that play-time, 
whoopee-time—and let the devil do his 
worst! 

The call of the hour in respect to the 
problem we are discussing is for the band- 
ing together of community forces which 
will strengthen the influence of those edu- 
cators who are day by day dealing with 
some twenty-five millions of developing 
boys and girls in the hope of bringing 
forth a generation fit, first, to withstand 
the onslaught of degrading stimuli in 
their environment and to rise above that 
mediocre, flat type of living in which all 
too many of us Americans are forever 
wallowing; and better still, a generation 
able to appreciate the best in creative 
human achievement and warmly desir- 
ous of adding thereto their own positive 
contributions to the sum total. If we will 
but go out of our way a bit to understand 
what these better educators are trying to 
do, the attendant difficulties they con- 
stantly face, and the courage with which 
they carry on, we shall more likely want 
to do our utmost to strengthen their 
hands. There is still extensive and woe- 
ful ignorance among otherwise intelligent 
people, including social workers and 
civic leaders, as to the progress made in 
the last twenty-five years in public- 
school education. This very ignorance 
and consequent indifference is a real hin- 
drance to more rapid progress. 

We need to do all this, and in addition, 
see to it that out in our communities 
many and varied doors are opened for the 
continued avocational exercise by young 
people in later life of those skills in 
music, art, handicrafts, dramatics, crea- 
tive physical activities, and ccher lines 
which the schools helped to develop. This 
will certainly in turn tend to give the 
schools further impetus to provide still 
better and better training in these very 
fields. 

The leisure time situation then, 
fraught as it is with real dangers to the 
best in our civilization, but at the same 
time fraught also with the possibility of 
making over and elevating that civiliza- 
tion, is hurling a mighty challenge to all 
of us——An address before the National 


Conference of Social Work, Philadelphia, 


May 17, 1932. 


\e 


wewTFwF Ft - Vw 


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A, 


The Teacher and the Health of the School 


Tuomas D. Woop, M. D. 


Professor Emeritus of Health Education, Teachers College, Columbia University; Chairman, Joint Committee on Health 
Problems in Education of the National Education Association and the American Medical Association 


HE TEACHER is the guardian, during 
T ite school day, of the health of the 

children under her instruction and 
care. She is the first line of defense against 
disease and injury that may attack or en- 
danger her pupils during the hours when 
they are in school. This health service of 
the classroom teacher is at once a privi- 
lege and a duty. The teacher who is 
genuinely interested in her work and rea- 
sonably welleducated for it, will keenly 
understand the importance of doing 
everything within her power to conserve 
and improve the health of her pupils for 
the sake of better results from the teach- 
ing program. Healthy, robust children 
do better work in school than those 
handicapped by ill health or injury. 

The appropriate health work of the 
classroom teacher is now recognized to 
be a vitally important educational serv- 
ice, as the result of nearly a half century 
of experimental and progressive school 
health work in our own and other coun- 
tries. The teacher is in a position to know 
her pupils better in some respects than 
anybody else during the school period. 
The opportunity and obligation of the 
classroom teacher for certain kinds of 
health service have been conclusively 
demonstrated by experience and entirely 
without original assignment of such du- 
ties to her. 

This does not mean that the teacher 
who is most efficient in her full proper 
share of the inclusive health work of the 
school will or should encroach upon or 
usurp the professional functions of physi- 
cian or nurse, infringe upon the privilege 
and prerogative of the parents, or tres- 
pass upon the authority and executive 
action of the administrative school officer 
under whose supervision she teaches. It 
does mean that by nature and necessity 
the health work of the school is a com- 
plex cooperative program, and that the 
teacher has a contribution to make for 
which she is individually privileged and 
responsible. 

There are several phases to the health 
services of the teacher. The first of these 
has to do with measures for the preven- 
tion and control of contagious or com- 
municable diseases in school. It is clearly 
recognized now by the best medical and 
health authorities that no child should 
ever knowingly or intentionally be ex- 


posed to a communicable disease; that, 
in general the older the child is before 
being exposed to a communicable disease, 
the less likely the child is to contract the 
disease; and that, on the average, the 
older the individual is before developing 
a communicable disease the less serious 
will be the attack. 

The health service program in schools, 
as distinguished from the health educa- 
tion program, was inaugurated in this 
country about fifty years ago under the 
general title of medical inspection. 
Under the legal authority gradually 
granted by legislation in an increasing 
number of states, pupils were excluded 
from school attendance when they 
showed symptoms which enabled board 
of health physicians or school physicians 
to diagnose definite diseases in them. 
The privilege and responsibility for diag- 
nosing diseases belonged then, as now, 
for the public safety, to registered physi- 
cians. 

The slogan adopted by many health 
officials now for control of communicable 
diseases is: “Jsolate the individual who 
shows suspicious signs, and diagnose 
afterward.” 

It is now wellunderstood that some 
important communicable diseases are 
very contagious in the early stages be- 
fore all the symptoms have developed 
so that the particular disease can be defi- 
nitely diagnosed. Measles, for example, 
one of the most common diseases among 
school children, is now recognized by our 
best medical authorities as most conta- 
gious during one, two, and sometimes 
three days before the characteristic rash 
develops which enables the physician to 
definitely and confidently diagnose the 
disease as measles. If children in school 
are to be protected from exposure to this 
disease, it is necessary to exclude from 
school and send home the child who is 
in the early stage of measles, before the 
measles rash appears and before the phy- 
sician can decide definitely that the child 
has measles. This preventive protection 
in large measure can be given to children 
who would be exposed to the child “com- 
ing down” with measles, if this child is 
excluded from school when certain signs 
of health disturbance appear which com- 
monly show themselves in the early 
stages of measles, but which also occur 


[ 255 ] 


in other health disorders. The child then, 
if excluded early enough, is sent home 
not with measles but with agreed upon 
signs of health disturbance important 
enough to keep him away from school. It 
is to be remembered that only the physi- 
cian has the privilege and responsibility 
for diagnosing disease. Permission for 
the child to return to school after illness 
should be given either by the family phy- 
sician, or the school physician, and in 
cases of contagious disease also by the 
board of health physician, who in the 
rural school may be the county health 
officer. 

To maintain the health service re- 
quired by present standards there should 
be in every school building thruout the 
school day some person qualified and 
authorized to exclude and send home 
pupils who are not in good enough health 
to remain in school. In the city and town 
school or in a consolidated school in the 
country, the principal is the administra- 
tive school officer vested with authority 
to exclude. The principal in the large 
school frequently authorizes a school 
physician, a school nurse, or a health 
counselor to make decisions and arrange- 
ments for the exclusion of pupils for 
health reasons. In the one-teacher rural 
school, however, the teacher must assume 
the primary responsibility and action not 
only in making the health inspection of 
the pupils but in acting at once for the 
isolation and exclusion of the pupil or 
pupils presenting the suspicious signs 
which form the basis for such action. 
The signs or indications of health dis- 
order which justify exclusion from school 
should always, of course, be approved 
and authorized by the health and educa- 
tional authorities uf the school district 
or community. In the case of the rural- 
school teacher it is very desirable, when 
conditions permit, that she should be 
able to communicate promptly by phone 
or messenger with the county superinten- 
dent or health officer, or both, to obtain 
approval and advice relative to the ac- 
tion to be taken by her in a particular 
case. In case of emergency, however, the 
teacher should, on her own authority, 
isolate and send home the suspected 
pupil. 

There should be in every school build- 
ing, even in every one-teacher rural 








256 


THE JoURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





November, 1932 


een 


school, an isolation room where a pupil 
with suspicious signs may be separated 
sufficiently for the safety of other pupils 
until arrangements can be made for the 
pupil to go or be taken home. In the ab- 
sence of an isolation room, which un- 
fortunately is the rule at least in rural 
schools, the teacher should make the best 
approach to isolation possible, perhaps 
in a corner of the room. The rural-school 
teacher capable of exercising the practi- 
cal skill and good judgment so valuable 
in dealing with health emergencies 1s en- 
titled to fine recognition and praise. For- 
tunately, teacher education institutions 
in gradually increasing numbers and in 
slowly improving programs are providing 
theoretical and practical instruction to 
prepare prospective teachers for health 
services in the schools. 

Whether the classroom teacher, on ob- 
servation of signs of health disturbance, 
is simply to refer the pupil or pupils with 
suspicious signs to the office of the prin- 
cipal or the school nurse or doctor in the 
same building for administrative decision 
and action; or in the rural school to deal 
with the suspected case as already ex- 
plained—a certain general health pro- 
cedure, nonmedical in type, is now recog- 
nized as scientifically sound and of great 
practical value in the prevention and 
control of communicable diseases in 
school. This may be considered the daily 
health inspection—not health habit in- 
spection. 

When a child shows at home, before 
going to school, any of the signs listed 
below, he should remain at home and 
away from other children until the adult 
in position of responsibility is certain 
that the child has no contagious disease 
or other illness. It requires at least 
twenty-four hours to be sure of this. 

Some indications of health disorders— 
[1] Unusual paleness or flushing of the face 
which is more than momentary or due to pass- 
ing emotional disturbance; [2] running nose 
or sneezing; [3] red or inflamed eyes; [4] 
sore or inflamed throat; [5] new cough; [6] 
swelling or tenderness of any kind, including 
acutely swollen “glands” of the neck; [7] 
fever or unusual hotness of the skin; [8] ear- 
ache or ear discharge; [9] faintness or dizzi- 
ness; [10] nausea or vomiting; [11] chills or 
convulsions [fits]; [12] failure to eat break- 
fast to which child is accustomed; [13] un- 
usual condition of the child in relation to alert- 
ness, apathy, fatigue, inclination to play or 
study, ability to concentrate; [14] any dis- 
tinct change from usual appearance and be- 
havior of the child. 

This daily health inspection by the teacher 
should be under ordinary circumstances and, as 
far as possible, the quiet observation of objec- 
tive, visible signs; desirably without, or with 
minimum of, consciousness of the child that he 
is being inspected. Under usual circumstances, 


if pupils form the habit of personally greeting 
the teacher in the morning, the teacher, if a 
keen observer with some training of a health 
vision, may get all the information that may 
be needed. In many situations, however, where 
more careful inspection is needed, a definite 
plan may be used. The teacher stands with her 
back to a good source of light..Each pupil passes 
before her, giving her a brief opportunity to 
notice all observable parts of the body. The 
child can: [1] lift his own hair as requested by 
the teacher, [2] draw down his own lower eye- 
lids, [3] tip back the head so that the openings 
of the nostrils may be seen, [4] open his mouth 
and say “Ah,” so that the throat may be ob- 
served, and [5] show the palms and backs of 
the hands with fingers spread. 

This method requires five to eight minutes 
for thirty to forty pupils depending upon the 
skill and interest of the teacher inspecting, 
and the age of the pupils. The teacher should, 
without fail, wash her hands following the ob- 
servation of any suspicious case [which is iso- 
lated and excluded] and after the whole class 
has been inspected. 


Whether the health inspection is entirely in- 
formal or more definite in method the teacher 
should avoid any form of observation which 
involves subjective signs or indications. Pupils 
should not be asked by the teacher whether 
they have pain or discomfort, or whether they 
feel bad in any way. It is important to notice 
that the signs in the above list are objective in 
character, referring to indications in the chil- 
dren which can be seen or heard by the teacher 
for the most part without asking questions. 


In this program of health inspection and 
control, in the absence of doctor or school 
nurse, it is exceedingly helpful if the teacher 
can use a Clinical thermometer. Instruction in 
the use of the clinical thermometer is usually 
given in a First Aid Course, and such a course 
should be a part of the education of every 
teacher, and particularly of the rural teacher, 
to enable her to deal intelligently and help- 
fully with the accidents and emergencies which 
occur inevitably in the lives of children. 

For efficient prevention and control of com- 
municable diseases in school it has been found 
of great practical value to obtain and keep on 


.record the information made available by a 


Classroom Immunity Chart. [Health thru Pre- 
vention and Control of Disease by Wood, 
Thomas D. and Rowell, Hugh Grant, Yonkers, 
N. Y.: World Book Co., pp122.] Accurate in- 
formation with reference to the regulations re- 
garding referring of pupils to parents, family 
physicians, and health officials; the readmission 
of pupils; and the ways in which communicable 
diseases are spread and controled are all of 
great importance to the fully qualified teacher 
today. Such information may be found in the 


book mentioned here as well as in other pub- 
lications. 


The schoolroom environment cannot 
be made as healthful as possible without 
the active cooperation of the teacher. In 
the large city-school building she may 
have little responsibility for control of 
temperature, lighting, general cleanli- 
ness, and other practical details of sani- 
tation. The rural-school teacher, in the 
nature of the situation, finds herself re- 
sponsible for a considerable and often an 


unreasonable share of the janitorial work 
of her school. If the schoolroom and the 
schoolhouse should be kept as clean as 
a good housekeeper keeps her home, the 
contribution of classroom teacher in 
rural, town, and city schools to that 
worthy health objective is absolutely in- 
dispensable. 


Two illustrations will explain the nature of 
the distinctive service of the teacher who has 
health interest and health vision. To conserve 
the vision of pupils, the teacher will instruct 
them in the simple rules of eye hygiene, such 
as keeping the reading page 12-14 inches from 
the eyes and having the child sit in good pos- 


ture and with good light falling over the left 
shoulder. 


She will quietly watch children to observe 
signs of eyestrain, such as headaches, red or 
inflamed eyes, blurred vision, granulated eye- 
lids, and the child’s habit of holding the book 
too near to the eyes or holding the head in a 
distorted position with reference to reading ma- 
terial. If any of these signs are present, the 
teacher should refer such pupils to the prin- 
cipal, the school nurse, or school physician for 
prompt examination. Pupils with defective vision 
should be seated at the front of the room. The 
teacher should keep a list of the children sup- 
posed to be wearing glasses and check up this 
list frequently to see that glasses are being 
worn conscientiously. The teacher should also 
see that the glasses worn by the pupils are kept 


_clean and that frames are properly adjusted. 


At least 10 percent of school children 
are hard of hearing. These pupils should 
be assigned seats in the front of the 
room, and in the best position to read 
the lips of the teacher. 


The vitally important problem of 
mental hygiene also presents itself to the 
teacher. If this complex phase of health 
is to be dealt with and solved in a ra- 
tional and successful manner, the entire 
preventive, constructive program of nor- 
mal mental hygiene for all school chil- 
dren must be carried on by the rank and 
file of the teachers of the land who have 
sufficient understanding and _ practical 
skill to secure in the classroom the es- 
sential intellectual and emotional atmos- 
phere, and to assure the wholesome 
guidance of pupil activities which form 
the basic essentials for mental health. 

Health education is a healthful way 
of living much more than a separate or 
special subject in the course of study. 
Health education involves all the experi- 
ences of the child. The classroom teacher 
is the key person in the entire program 
of health education. The education world 
has as yet little understanding of the pro- 
fessional education and the supervisory 
guidance in service which classroom 
teachers must have if they are to per- 
form well their part of the school health 
program. 








High School Is a Disappointment 


high-school student is reprinted 

from and copyrighted by The 
Scholastic. Te essay won an honorable 
mention in that magazine’s annual com- 
petition for creative work in literature. 


T ii FOLLOWING discussion by a 


AM TIRED of school, tired of this inces- 
It sant hurrying from class to class in 
an attempt to obtain an education. There 
is not enough time for the things that 
matter to me—I am carried swiftly down 
a sea of faces that I dimly recognize to 
be my friends. I think that they are tired 
too; tired of putting down a paint brush 
and paper, of being told to wipe this 
brush and put that paper away because 
the all-important bell has rung. They 
learn very soon to mask their enthusi- 
asms to suit the hourly bells and find it 
easy to lose interest in what, with leisure 
for thought and study, might become 
absorbing. For students like me and my 
associates, new-born ideas must be care- 
fully tended before they can expand, or 
we shall forget that they ever came to us. 

High-school students are called super- 
ficial, with no thoro knowledge of any 
one subject. It is true. Mediocrity is our 
god. The fellow who dares to be different 
and ask for an extra assignment is a 
traitor to his soft-minded, carefully dull 
classmates. Copying is accepted as a mat- 
ter cf course among us; we slide by on 
whatever we can force ourselves to ac- 
complish in an odd moment. I am not 
speaking of the diligent student who is 
out for grades and the satisfaction that 
they give him. I am speaking of the great 
majority who have so little time for any 
one thing that they do not bother much 
about studying at all. 

I should like time to write an essay 
without being disturbed, to make a book 
report that rings true with what I feel. 
If I do justice to these, the time is stolen 
from other classes and the hourly bells 
are not appeased until I have made peace 
with them. Of course, I can fill a paper 
with platitudes and hand it in to a 
teacher who is so used to mediocrity that 
she accepts it, perhaps surprised that I 
have written a book report at all. And I 
can go to my next class with the feeling 
that, here again, I have slipped in any 
standard which I may have. 

When my period for French comes 
I should like to devote complete con- 
centration to translating, thoroly satis- 
fying my curiosity as to the entire mean- 


ing of the passage. But this is only a 
dream. All I have time for is learning to 
rattle off the answers to the questions 





T IS WELL to look at a complex in- 

stitution like the school from many | 
angles. To the statesman it is a means 
of securing a stable and intelligent 
government; to the industrialist, a 
source of skilled workmen and gener- 
ous buyers; to the teacher, a profes- 
sion and an opportunity; to the city 
planner, a part of the city’s housing 
scheme; to the parent, a place where 
his children may have a better oppor- 
tunity than he had. What does it mean 
to the youth? Is there not need for 
closer mutual understanding between 
the school and the student in order 
that his point of view may have its 
part in shaping policy and that he 
may have a sense of his own responsi- 
bility? 














which the teacher says will be included 
in the tests. The clock goes too fast! 
Why are we ruled by bells? Why can’t I 
say, comfortable in my conception of the 
right of things, “I am not going to my 
algebra class because I have here a draw- 
ing which I want very much to finish.” 
Warmed-over lessons are a painful duty 
and I am so used to sliding that I will 
go to a movie if the opportunity offers, 
rather than do them in the evenings. 
What good will it do me to put two more 
proofs down for my algebra lesson, trans- 
late another paragraph of French, finish 
the poem for which I cannot now find an 
ending? Is this education? Can this 
mincemeat, spread over four years of 
high school, give us anything but a coat- 
ing of superficial slapbang culture? 

Let me give you an example of a high- 
school day. In the morning I go to Latin, 
my enthusiasm fresh for Horace. Horace 
may be as enthralling as a scene from 
Romeo and Juliet, but that is no account 
when the bell, which might be called an 
ornament of democracy, because it re- 
duces rich lessons and poor to the same 
level, rings to tell us the class must dis- 
band. I have five small minutes in which 
to erase Horace from my mind and pre- 
pare it carefully for the onslaught of 
geometry. During the next hour, if my 


[257] 


mind strays back to a passage I had not 
completely understood, a sharp glance 
from the teacher reminds me where I am 
and what I have to do. As the swing of 
the daily lesson envelops me, I can 
soon explain why triangle ABC is con- 
gruent to triangle DEF, but the bell 
rings; the lesson half-done is crammed 
anyhow into the book; and another class 
begins. I have half an hour for lunch. 
I may stand at the end or in the more 
fortunate middle of a line of students 
with eager trays, or I may get a bar of 
candy and read an enjoyable book for 
that half-hour. Perhaps there is a lesson 
to prepare for an afternoon class. 

Soon I am making a drawing of a very 
interesting starfish, which goes regret~ 
fully back into the desk at the end of the 
period. I must again prepare my mind 
for the definite stamp that the next class 
will put upon it. This, five days a week, 
twenty weeks a semester, two semesters 
a year. Why can’t we have, say, half a 
day allotted to a subject? There would be 
time then for reading, experiment, delv- 
ing into an absorbing study. As it is, 
we are likely to be sickened on cream, 
skimmed from the top and not wholly 
digested. I have work here on my table, 
little suggestions written on hasty scraps 
of paper, assignments jotted down, books 
spilling sheets that have never been and 
never will be completed, because there is 
always a new lesson tomorrow and he 
who lags behind is lost. 

High-school students look older than 
their ages; their faces are glazed care- 
fully with unnatural “noncommittalism.”’ 
Some of them seem to be walking in a 
daze—there are so many ideas, so many 
diversified statements, so many things to 
think about that do not, and should not, 
fit together. In a school baseball or foot- 
ball game, this daze is replaced by sud- 
den eager enthusiasm; there is one 
thought in each mind—our team must 
win. This is why athletics hold such an 
important place in school life—out of the 
muddle of it all is a clear conception of 
just what to go after and how to get it. 

The question is, are we being really 
educated? We, or others for us, judge 
high school important enough to spend 
there four of what should be the most , 
enjoyable years of our lives. Is it worth 
them? Can these years, crowded with 
odds and ends of unfinished work, fit us 
for living, for work that has any signifi- 
cance at all? 


Growth of Summer-School Attendance 


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




















Summer school enrolment: 


Percent that 
enrolment 
in courses 

of education 
in 1932 is 
of number 
of teachers 


Number 
Number of 
States and other units of eA | Cee Ee eee rec ee f summer 
teachers! on 


schools 

1929-30. All reporting 
courses 

1 3 


courses 


All 
courses 


Courses in 
education 


Courses in 
education 


Courses in 


schools 
education 


19323 1932 
9 10 
i | a r oreee 417,501 | 269,928 422,754 271,095 358,131 231,411 565 555 A 


10,697 10,078 7,174 6,879 4,472 
1,292 1,211 919 930 625 
3,638 4,369 3,189 2,096 1,554 

20,225 19,114 6,616 16,311 7,291 
8,621 9,512 6,557 7,155 5,083 


1,149 1,202 1,202 1,608 1,278 

338 440 365 493 395 
3,174 3,455 908 3,039 1,008 
2,551 2,790 2,275 3,079 2,250 
4,999 7,884 4,259 6,870 4,110 


794 847 739 703 502 
25,585 24,951 13,762 21,876 11,100 
13,433 11,820 8,605 11,186 8,493 
10,071 10,025 6,783 8,178 5,441 
10,298 10,350 7,232 8,624 6,283 


9,591 6,482 7,979 5,887 
7,736 3, 833 6,410 3,296 
1,631 1,406 1,237 1,034 
2,907 1,999 2,917 1,696 
8, 806 3,894 6,618 2,739 


18,047 11,696 12,337 7,196 
6,221 8,107 5,125 
2,262 1,855 1,525 
10,979 11,637 8,149 
1,107 1,551 1,200 


6,044 7,675 4,651 
73 0 0 
564 308 


3 
4 
5 
9 
3 
7 
6 
4 
6 
0 
4 
0 
3 
5 
9 
4 
0 
1 
3,111 2,088 5 
2,427 1,810 2 
9 

0 

2 

0 

1 

4 

7 

0 

9 

4 

9 

3 

1 

6 

7 

6 

5 

1 

1 

7 














8,679 

719 
2,966 
10, 268 
5,948 


1,060 

231 
1,265 
1,809 
4,163 


702 
16,426 
10,154 

6,286 
6,991 





-_ — 
AaAnw 
- 
aAnw 


WO TWOARPW OH 
-_ 


WO NWOARPwW WA 





Connecticut 
Delaware 
District of Columbia 


2 
8 
S 
1 
3 
6 
2 
0 
8 
0 


Kentucky 


9,239 
Louisiana 


7,296 
1,474 
2,251 
8,550 


15,938 


6,824 
2,988 
1,308 
1,590 
3,269 


9,547 
4,402 
2,577 
9,070 
1,011 


6,495 
116 
332 

2,260 

1,624 


22,678 
8,011 
3,567 
14,214 
10,790 


2,602 
15 ,643 

210 
2,510 
1,734 


10,473 
19,290 
1,109 





Maryland 
Massachusetts 


Michigan 
Minnesota 
Mississippi 
Missouri 


New Hampshire 
New Jersey 
New Mexico 





40,115 21,416 
8,768 6,795 
3,199 2,740 

16,984 10,381 

16, 666 11,301 


3,103 1,772 
21,910 15,956 
1,064 834 
1,782 1,206 
2,676 1,954 


8,611 7,412 
23/863 18,231 
1,876 903 
716 1/523 1/441 822 
5,760 8,128 6,820 4,850 


4,774 6, 4,361 
5,251 7,414 5,732 
7,433 10,556 6,635 
1,088 1,114 890 


973 631 


North Dakota 
Ohio 


16,871 


4,442 
23,278 
217 
3,087 
2,716 


11,336 
30, 266 
1,649 





Pennsylvania 
Rhode Island 








Washington 

West Virginia 

Wisconsin 
Wyoming 














Hawaii 








995 














READ table as follows: In Alabama 


school work than others. Conse- 
there are 17,777 teachers, princi- 


for 1929-30, the last year for which 
quently many teachers attend sum- 


figures are available. They include 








pals, supervisors, and administrative 
officers in public elementary and 
secondary schools. In this state 15 
institutions conduct summer schools. 
A report was obtained from all of these 
summer schools in 1932. These 15 
institutions reported a summer 
school enrolment of 6,879. Of this 
total, 4,472 were enroled in teacher 
training or education courses. In 
Alabama the ratio of summer school 
enrolment in education courses to 
the number of teachers in the state 
is 25.2 percent. This percent gives 
Alabama a rank of 25 in this regard. 

In interpreting the figures of this 
table it should be kept in mind that 
some states offer fewer and _ less 
attractive opportunities for summer 


mer school outside the states of their 
service. For this and other reasons 
columns 11 and 12 should not be in- 
terpreted as a measure of the number 
of teachers serving in any state who 
attended summer school. Further- 
more, many teachers now gain their 
professional advance in extension 
courses during the regular year. 
This table takes no account of such 
work. 

Considered as a whole the table in- 
dicates a strong desire on the part of 
teachers thruout the nation to im- 
prove their professional preparation. 


1With the exception noted the 
figures as to number of teachers are 
those of the U. S. Office of Education 


teachers, principals, supervisors, and 
administrative officers of public ele- 
mentary and secondary schools. 

2Figure supplied by reliable state 
agency for 1932. 

3 The number of institutions in this 
column is that reported in the Educa- 
tional Directory for 1932, United 
States Office of Education, Bulletin, 
1932, No. 1. All institutions were 
given three opportunities to report. 
Of 565 institutions conducting sum- 
mer sessions, 555, or 98 percent, re- 
ported. A complete report was re- 
ceived from all institutions in 42 
states and territories. The rank ofa 
few states is lowered because one or 
two of their institutions failed to 
report. Such states may be identified 
by comparing columns 9 and 10. 












HERE have these children been 

\ X | going to school, Mr. Moore?” I 

asked. The chairman of the 
schoolboard was driving with me to the 
opening of my mountain vacation school. 

“Most of them have never been to 
school,” he replied. “Those folks don’t 
want a school. They could have sent the 
children to Stony Ridge, but they don’t 
want an education. The superintendent 
and I went to their homes and told them 
we would send them to jail if they did 
not send the children to school this 
summer.” He laughed as he added the 
last. “You see, Miss Carroll,” he contin- 
ued, “we are going to have you teach in 
their church, which is not more than 
two and a half miles from the farthest 
away.” 

“How far are they from the Stony 
Ridge school?” 

“Why, the nearest of them are not 
more than a mile and a half, and I reckon 
the farthest away are four or five. You 
see the board put the school at Stony 
Ridge because that is where most of 
the taxpayers live tho it happens that 
most of the children now come from 
these mountain homes up those hollows 
there back of the church.” 

I had been a supervisor of schools in 
a mountain county and a teacher in sev- 
eral different rural schools, so realized 
that I was getting only one side of the 


They Don’t Pay Taxes 


picture from this board member in whose 
home I was to live. I knew that work 
with these children and parents would 
soon enable me to form my own opinion 
about their desire and need for a school. 

We found two boys sitting under a 
tree when we drove up before the small, 
unpainted church building. Mr. Moore 
unlocked the door and I looked into a 
typical small church of the country— 
two windows on each side, a platform 
across one end, an altar rail, crude home- 
made benches, and a stove in the center 
of the room. A small piece of blackboard 
was tacked in front and eight double 
school desks were placed in front of the 
long benches which were crowded into 
the back of the room. My spirits rose 
as I noted the oiled floor and was told 
by Mr. Moore that the women of the 
community had had a cleanup day on 
the Saturday before I came. The men 
had cut wood and piled it in the back 
of the room for fires for the cool morn- 
ings. There was a new box of chalk and 
new erasers, and I was told that the 
schoolboard would furnish books for the 
pupils not able to buy them. I remem- 
bered the stacks of new books and other 
materials in the back of my car, and 
I thought with pleasure of the feast I 
could give these hungry children. Mr. 
Moore, the boys, and I soon unpacked 
my car, and by the time the other chil- 


dren came there were maps, charts, and 
pictures on the wall and two benches 
stacked with pretty books. 

I wish I could describe the eighteen 
children who came to school. Most of 
them were barefooted, and their clothes 
were old, too long or too short, and 
sometimes none too clean. Their hats 
defy description. The children were 
plainly scared. More than half had never 
been to school and the others had at- 
tended very little. In a kind, impersonal 
tone I told them to take off their hats, 
put them on one of the benches near the 
door, and come to the desks at the front. 
They did this. They gave their names 
and ages with the mountaineer’s love of 
strict truthfulness: “Pauleen Lawrence, 
sixteen goin’ on seventeen;” “Harper 
Grayson, fifteen goin’ on sixteen;”’ “Janet 
Lawrence, eleven goin’ on twelve’”—and 
on down to “Helen Lawrence, four goin’ 
on five.” While waiting for the superin- 
tendent I invited them to look at my 
pretty books. I felt their starved hunger 
as with solemn reverence they touched 
those blue, red, green, and orange books 
and opened their eyes in silent wonder at 
the colored pictures inside. I was later 
to find it a source of joy and annoyance 
to have them blurt out in glee: “Oh, 
Miss Carroll, look! Here’s a picture of 
that elephant you read us about.” “Miss 
Carroll, what is this? Ain’t he funny?” 

















The first week of school 


To my surprise I found that sixteen of 
my eighteen children were in the primer 
class. By the end of the second week they 
were grouped as follows: May Jewel, 
seven; Joe, seven; Edna, six; Priscilla, 
five; Helen, four—all doing preprimer 
or kindergarten work; Pauleen, sixteen; 
Janet, eleven; Koy, ten; Ezra, eight; 
Virginia, eight—all beginning the use 
of the primer; Harper, fifteen; Wood- 
row, thirteen, and Cellie, eleven—in the 
primer but taking much longer lessons 
than the others; Ray, ten—in the second 
reader but doing arithmetic, language, 
and geography with Clarence, ten, who 
was in the fourth reader. The last three 
in the primer and the ones in the second 
and fourth grades were the only ones who 
had been to school enough to write their 
own names and read a little. 

We had a daily program something 
like this: 

[1] Opening exercises, health inspection by 
the officers of the Health Club, a discussion of 
health rules, a short practise on songs, or memo- 
rizing a psalm or the Lord’s Prayer. 

[2] Reading lesson with seat work for all 
not reading. 

[3] Short recess with games directed by the 
teacher. They loved Farmer in the Dell, Three 
Deep, and Locked Arm Tag. 

[4] Writing and drawing period. 

[5] Spelling for older pupils and board work 
for the little ones. 

[6] Story period for all. I read them dozens 
of stories ranging from Bible stories and Kip- 
ling’s Just So Stories to the simplest things in 
the supplementary readers I had. 

[7] Noon—all little children excused to go 
home, the more advanced kept to finish their 
lessons or to have a second lesson in reading if 
they were learning fast enough and wanted one. 


I want to tell you the story of Jasper. 
His home was the farthest away from 
school. The parents had sworn they 








THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


would never send their children to Stony 
Ridge—and hadn’t. Not one of the nine 
children could read a word. They all lived 
in a small, one-room log cabin. The 
mother came with a three-weeks-old baby 
in her arms, leading a two-year-old to 
one of our picnics. Both parents came to 
our Sunday School. Three girls from that 
home were in school the first day and told 
me that Jasper would come the next day. 
He evidently wouldn’t risk it until the 
others had tried it. 

The second day I looked up from my 
work to see a big, strong, sandy-haired 
boy in the door followed by six girls, all 
his sisters and cousins. I knew the Law- 
rences had arrived. This boy who looked 
for all the world like the Dillons in John 
Fox Jr.’s story must be Jasper. He came 
in and sat where I asked him to. In spite 
of his determination, he was scared and 
could hardly tell me his name. When I 
asked him his age he said, “fourteen goin’ 
on sixteen,’ and the other children 
laughed. I said to them, “Now that is all 
right. If he is fourteen, he is certainly go- 
ing on sixteen.” I never knew them to 
laugh at him again. He could count and 
read his numbers, but could not write 
them. He knew most of his A B C’s when 
he saw them. He could make change up 
to $1. His power of observation was un- 
usual. From that first day he could take 
sentence strips and match them on the 
chart tho he couldn’t read them. As soon 
as he could read a page in his primer he 
would take phrase and word cards and 
by finding them in his primer learn to 
identify them alone. From the first he 
worked independently and soon he and 
an eight-year-old boy were ahead of all 
the others. When the other boy was ab- 
sent a few days, Jasper went on alone. 
He was always shy, but his pride in being 
able to read before the school or before 


The mountaineer children 





November, 1932 


OE 


his parents was evidenced by the light in 
his eyes. I taught him to write his name 
then other words, and finally to write <- 
tences from his reader on the board. He 
learned to make his numbers with little 
effort. He was as quick in learning the 
addition and subtraction combinations as 
the pupils who had been in school a year 
or so. Division was hard for him. I'l] 
never forget the look of pain on his face 
the first time I did some division on the 
board for him. That look of pain changed 
to a grin when I took erasers and called 
them hogs, and pieces of chalk and called 
them ears of corn, and divided twenty 
ears of corn among his four hogs and 
then wrote that on the board. 

He loved the story of the flag and never 
forgot what the colors meant. He liked 
the story of Washington’s riding his 
mother’s horse. He liked the story of 
David and Goliath. Dog stories always 
fascinated him and he never tired of 
tracing, coloring, or cutting out pictures 
of dogs. After he learned the directions 
on a map he liked to spell out the states 
and ask me what they were and some- 
thing about them. He became neat in his 
clothes, even wearing a tie to school. His 
hair, which was long and uncombed the 
first day, was always cut and carefully 
brushed. He never forgot to bring his 
handkerchief or to use it. He carefully 
kept a “wash up” chart and never ate 
his lunch without washing his hands even 
when the nearby spring dried up and he 
had to go a long way to wash. He learned 
to play games with the others and by the 
end of school was learning to be a leader. 
He and his two older brothers joined a 
4-H club organized by the Home Dem- 
onstration Agent. Music and poetry were 
new languages to him. He was slow 
to feel their rhythm tho he liked them 
without knowing why. 





on the school “campus” 














Vol. 21, No. 8 


EEE 


I said one day, “Jasper, if they get a 
high school here at Brooksville, you can 
go there, can’t you?” He answered very 
seriously, “I guess that is too far away.” 
I said, “Why, Jasper, that is just about 
three miles. I drove over six hundred 
miles alone in my car to come here and 
teach you this summer.” He looked very 
serious and troubled as he said, “That’s 
a right long way.” 

Three times during the two months we 
had a program to which the parents were 
invited. We planned nothing new, but 
showed them what we were doing in 
school. The health officers conducted a 
rigid inspection of the other pupils, ahd 
when a child was found to have dirty feet 
or to be without a clean handkerchief in 
this public inspection he was sure to be 
100 percent clean the next day. The more 
advanced pupils read stories they had 
read in class; the younger or weaker ones 
recited something or helped the others 
dramatize some story they had done in 
class. Every child had a special part be- 
side the songs and other group activities. 

Twice we had a picnic on the river 
bank. A number of pupils, a few parents, 
and the teacher went in swimming while 
the Home Demonstration Agent and the 
parents who did not swim prepared the 
picnic. Each time the parents came down 
they were prouder of their children and 
happier over their own school. 

It was from the parents that I gradu- 
ally learned what Mr. Moore meant when 
he said, ‘““They don’t pay taxes, anyhow.” 
Some years ago a large land company 
conducted a survey of all the mountain 
land about there. They bought several 
thousand acres of this land. All the par- 
ents of my pupils, except one who owned 
about four acres upon which he had a 
corn patch and garden, lived on this sur- 





Jasper’s mother on the porch of the one-room cabin 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


vey. The land company paid all taxes 
and allowed these families to use the land 
rent free. The children had told me they 
lived on “the great survey,” but had not 
been able to explain the term. 

I had agreed to help with the Sunday 
School. I taught the adults and had a 
number of the parents in my class. One 
Sunday near the close of school the lesson 
topic was “Jacob and Esau.” I talked 
about following the line of least resist- 
ance as Esau had done. At the close of 
the lesson I said something like this, “I 
have talked to you about following the 
line of least resistance because it is the 
easiest thing in the world to do. It is 
easier to let your children grow up with- 
out an education than to send them four 
miles to school or to work hard enough 
for a school here that the board will give 
you one. The schoolboard meets next 
week. If you want a school of your own, 
go before that board and ask for one. 
Prove to them that you are interested 
enough to keep your children in school. 
Don’t try to send them when you don’t 
need them. Send them when you know 
you can’t get along without them. It will 
take courage of the highest type for you 
to get and keep a school here, but, my 
friends, you have the best children I’ve 
met in all my experience. They have done 
beautiful work this summer. Give them 
a chance. Then when they are thru here 
get them into college if they want to go. 
If you haven’t the money and don’t know 
where they can work their way, let me 
know. I'll help them find a place. There 
are always schools who want children 
whose parents are behind them.” 

When the schoolboard met they were 
there. An old man who had only one 
grandchild in school was the spokesman 
for the crowd. He talked in the pictur- 








Jasper in front of his home 





esque and forceful words of the illiterate 
who is not ignorant. In substance he said, 
“Our parents neglected us. I can’t read 
or write. We’ve never had a school here. 
We’ve neglected our children. The board 
has never done anything for us, but it is 
our fault. Now we want a school. If you'll 
give us a teacher, we'll get together and 
get the wood. We'll do our part if the 
board will only send us a teacher.” 

The schoolboard was convinced that 
these people did want an education and 
a school. This winter for the first time 
those eighteen children will have their 
own school for eight months. However, 
here is the tragedy—the schoolboard has 
no money for a much-needed new build- 
ing. This one can hardly be made com- 
fortable in the winter months. The new 
teacher will bring to the school neither 
the experience nor the equipment of the 
rural supervisor. A little money is being 
spent where a great deal is needed. The 
schoolboard is not to blame. The county 
is already paying a school tax of almost 
$2. State aid this year enables them to 
run their school eight months—but these 
children do not have money for books, 
tablets, and pencils. They do not have 
enough to eat or sufficient clothing to 
keep them well and comfortable. They 
don’t pay taxes because they own noth- 
ing of value to be assessed. They haven’t 
the education to make a decent living. 
To share in the government and control 
of this county these boys and girls must 
not only be taught to read and write, but 
they must become selfsupporting and 
contributing members of the county. 
They must pay taxes.—Susie E. Cow- 
den, Simpkins Demonstration School, 
Christiansburg, Virginia. 























The Centennial of a Famous Song 


HE UNITED STATES has several be- 
loved national anthems. Every well- 
taught child loves these beautiful 
expressions of aspiration and idealism. 
The national anthem, so far as law has 
any significance in a matter of this kind, 
is “The Star Spangled Banner.” Prob- 
ably the favorite of the schools is “Amer- 
ica the Beautiful.” Another favorite 
which has “that indefinable simple some- 
thing that gets into the hearts of the 
people” is “America.” This latter song 
has a particular significance this year of 
its centennial. Children should be taught 
the complete version of “America,” es- 
pecially some of the verses which have 
usually been omitted and which are par- 
ticularly significant to children because 
they emphasize education and the school. 
Let these verses be restored to the seng 
book. Let this song be used widely during 
American Education Week. 

The following statements are abridged 
from an article, by Elmo Scott Watson, 
which was distributed by the Western 
Newspaper Union in connection with the 
George Washington Bicentennial. 


INCE “America” was first sung in pub- 
lic on July 4, 1832, special attention 
was paid during our 1932 Fourth of July 
celebrations to honoring Rev. Samuel 
Francis Smith, the man who wrote the 
song. Dr. Smith was born in Boston on 
October 21, 1808. As a boy he attended 
successively a “dame school,” the fore- 
runner of the modern kindergarten; the 
Eliot school; and the Boston Latin 
school, in all of which he showed unusual 
talent and won many medals for scholar- 
ship. At the age of seventeen years he 
entered Harvard college. He was a class- 
mate of Oliver Wendell Holmes who, in 
one of his class reunion poems—‘The 
Boys’ —wrote this quatrain: 


And there’s a nice youngster of excellent pith; 

Fate tried to conceal him by naming him Smith; 

But he shouted a song for the brave and the 
free— 

Just read on his medal, “My country, of 
thee.” 


After graduating from Harvard he 
studied theology at Andover. While a 
student here, he wrote “America.” He 
also wrote other hymns, religious in char- 
acter. The best known of these is “The 
Morning Light is Breaking.” For many 
years Dr. Smith served as a Baptist 
minister. He became editor of the 





Christian Review and, later, of the Mis- 
sionary Magazine. 

The circumstances under which twen- 
ty-four-year-old Samuel Francis Smith 
wrote “America” were these: 

In 1831 William C. Woodbridge, a 
noted educator of New York, visited 
Germany’s public schools, particularly 
for the purpose of bringing back any idea 
which might be adapted for use in the 
schools of the United States. He learned 
what every good German knows, that 
musichas an important place in the life of 
the people and in school life, as well. Con- 
sequently some of the school music books 
brought back by Mr. Woodbridge were 
passed along to Lowell Mason, a talented 
musician and pioneer in the introduction 
of music into the Boston public schools. 
Mr. Mason was not a student of German. 
He asked Samuel Francis Smith, who had 
an extraordinary facility in languages, to 
make translations from the German or to 
write new verses which could be set to the 
German music. 

“On a dismal day in February 1832, 
looking over one of these books, my at- 
tention was drawn to a tune which 
attracted me by its simple and natural 
movement and its fitness for children’s 
choirs,” wrote Dr. Smith years later. 

“Glancing at the German words at the 
foot of the page, I saw that they were 
patriotic, and I was instantly inspired to 
write a patriotic hymn of my own. 

“Seizing a scrap of waste paper, I be- 
gan to write, and in half an hour, I think, 
the words stood upon it substantially as 
they are sung today. I did not share the 
regret of those who deem it an evil that 
the national tune of Britain and America 
is the same. On the contrary, I deem it a 
new and beautiful tie of union between 
the mother and the daughter. 

“T did not propose to write a national 
hymn. I did not think that I had done 
so. I laid the song aside, and nearly for- 
got that I had made it. Some weeks later 
I sent it to Mr. Mason, and on the follow- 
ing Fourth of July, much to my surprise, 
he brought it out at a children’s celebra- 
tion, where it was first sung in public.” 
Edward Everett Hale, then ten years old, 
was one of the children in the choir. 

The original manuscript of the famous 
song is now treasured by the Harvard 
University library, to which it was be- 
queathed by Doctor Smith’s son in 1914. 
In accepting the gift W. C. Lane, the 
Harvard librarian, wrote, “This is one of 


[ 262 ] 






the most precious bits of original manu- 
script which any American library could 
desire to own.” 


There has been considerable dispute 
as to the origin of the tune. The most 
celebrated national anthem with this air 
is the English “God Save the King.” 
Germany, Switzerland, and Denmark 
also sing the same strains. 

“America,” as written by Samuel 
Smith, contained eight verses: 


My country, ’tis of thee, 
Sweet land of liberty, 

Of thee I sing; 

Land where my fathers died! 
Land of the Pilgrims’ pride! 
From every mountain side 
Let freedom ring! 


My native country, thee, 
Land of the noble free, 

Thy name I love: 

I love thy rocks and rills, 
Thy woods and templed hills; 
My heart with rapture thrills 
Like that above. 


Let music swell the breeze, 
And ring from all the trees 
Sweet Freedom’s song: 

Let mortal tongues awake: 
Let all that breathe partake; 
Let rocks their silence break, 
The sound prolong. 


Our father’s God, to Thee, 
Author of liberty, 

To Thee we sing: 

Long may our land be bright 
With freedom’s holy light; 
Protect us by Thy might, 
Great God, our King! 


Our glorious Land today, 
’Neath Education’s sway, 
Soars upward still. 

Its halls of learning fair, 
Whose bounties all may share, 
Behold them everywhere 

On vale and hill. 


Thy safeguard, Liberty, 

The school shall ever be; 
Our nation’s pride! 

No tyrant hand shall smite. 
While with encircling might 
All here are taught the Right 
With Truth allied. 


Beneath Heaven’s gracious will 
The stars of progress still 

Our course do sway; 

In unity sublime 

To broader heights we climb, 
Triumphant over Time 

God speeds our way. 


Grand birthright of our sires, 
Our altars and our fires 

Keep we still pure! 

Our starry flag unfurled, 
The hope of all the world. 

In Peace and Light impearled, 
God hold secure! 





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YOUR MIND AND YOUR 
COMPANIONS 


bp you choose your compan- 
ions you have taken a long step 
toward shaping your destiny. The 
things people talk about and do to- 
gether, they think about and attach 
importance to. If your companions are 
trivial or sensual or vicious, you can- 
not escape those elements in your own 
life. If your companions are interested 
in worthwhile things, if they are con- 
cerned with citizenship, with affairs, 
with science, with art, and with worthy 
achievement, you too will attach im- 
portance to these things. Fine com- 
panionship is one of the great achieve- 
ments and abiding satisfactions of a 
wellplanned life. To be a good com- 
panion, a worthy playmate, a helpful 
brother or sister, a cherished husband 
or wife, a respected neighbor, an 
honored colleague, is to have made a 
good beginning toward the develop- 
ment of your mind. 


[8] 


[1] 


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YOUR MIND AND RADIO 


Des GENERATION has been privi- 
leged to see the birth of a new 
force hardly less significant than the 
development of language or of print- 
ing. To produce and distribute a sin- 
gle book to the entire world would 
require a long time. By the magic of 
radio it is possible for a single teacher 
to reach millions of minds in an in- 
stant. Radio like printing can debase 
or elevate. It can emphasize the taw- 
dry or the noble. Radio has done 
much to debase human life—to appeal 
to the lower tastes and emotions. It 
has exposed home and family life to 
the vulgar and indecent attitudes 
which are developed by commercial- 
ized recreation in large cities. Radio 
has also done much to elevate human 
life thru beautiful music, inspiring 
sermons, and the discussion of public 
affairs. These by the turn of a switch 
you can select as the raw materials 
of your mental heritage. 


[9] 


ee GIT] STI} WIJ ALME P[O¥—punD00g * 


[ 91 ] 


‘D ‘d ‘NOLONIHSVM 
uoI}BID0SSY 
UOT}BONPA [BUOIJBA] OY} JO [euINos 
YOLIGW ‘NVDUOW, YAW TA AOL 


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“IIMA 319M SHOOK ONIMOTION AH 


AAV HO AHdMOSO'TIHdM YWNAOA 


ee ee ee ee oe ee» First—Fold away from this line 


HELPING YOUR SCHOOL 


OUR SCHOOL is your larger self. 

You and your associates influence 
each other. You develop an atmos- 
phere; you set standards for each 
other; you arouse interests and stimu- 
late ideals. In your school you form 
the associations of a lifetime. From 
among your schoolmates you are 
likely to select your wife or your 
husband and in later years your busi- 
ness or political associates. If your 
school has a good name you share in 
that name. If you and your fellow 
students take pride in reflecting honor 
upon your school, the standing of 
your school will be a source of 
strength in your life. Your school is 
what you make it. If during your 
school days you stand for the best 
things in your own life and among 
your associates—talk about them, 
dream about them, think about them, 
plan for them—that school will be a 
power in the making of your mind. 


12) 


[ £1] 


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yUIUIDASIYOV 3eVaIZ ABAD JO MDV 


AWIL HAO ASN ASIM AHL 


THE BEGINNINGS OF A MIND 
4 b- MIND, like the body, grows by 

what it feeds on. Wise parents are 
as careful to nourish the minds of 
their children as to feed their bodies. 
They surround them with order and 
beauty; they plan to satisfy curiosity 
just as they seek to satisfy bodily 
hunger. Curiosity is the appetite for 
mental food. It leads the child to 
look, to examine, to experiment, to 
taste, to feel, to listen, to contemplate. 
What he gets in this way becomes the 
raw material of his mental processes. 
Have you ever noticed how your own 
mind goes back to your earlier ex- 
periences? How you attach meaning 
to each new fact in terms of what you 
know? Preserve therefore your habit 
of curiosity. Do not close the doors to 
new experience but select what comes 
into your mind with discrimination. 
Richness of experience is the founda- 
ton of mental growth. 


[5] 


[+] 


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B 30338 Apnjs 0} At} JBAD NOA AI 


AdOd YNOA ANV ANIW YWNOA 





[ 263 ] 





YOUR MENTAL HERITAGE 


N the great scheme of things each 

part has its place—the soil and the 
sea, the flowers, and the animal king- 
dom. Many of these are truly marvel- 
ous—the charming life of the birds, 
their freedom in flight, their skill in 
nest-building, their exquisite art in 
song. But beyond the most gifted of 
all animal creation comes man with a 
larger control over his own destinies 
than any other creature. The center of 
this control is the mind, the supreme 
gift of all creation. Were you to in- 
herit a million dollars would you not 
think carefully how you should man- 
age that great heritage? You have a 
far greater gift in your own mind and 
the possibility of using that mind day 
after day thruout life to determine 
your achievement and destiny. The 
first mark of a student is an apprecia- 
tion of the worth of his own mind. 


[2] 


[2] 


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S¥OOd GNV GNIW YNOA 


PLANNING AHEAD 


HE RACE gets ahead, you get ahead 

by thinking and planning beyond 
the moment. That means imagination, 
memory, intelligence, persistence. It 
is as easy to plan the expected life of 
70 years as to construct a building of 
70 rooms. It can be broken up into 
units of 10 years or 5 years each; 
special points can be emphasized dur- 
ing each of these units. Up to 20 
years—schooling ; 20-30—establishing 
a home and family; 30-40—years of 
thrift and financial planning; 40-50— 
transition years with children in col- 
lege; 50-60—rounding out a career; 
60-70—the sunset years which should 
be the happiest of all. Of course not 
every detail of the plan will work out. 
You will change your plans as life 
moves on but you will be better and 
get further for having made them. 
Use your school years to plan a life- 
time of learning and growth. 


[15] 


[ OT] 


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9y} Ssasseul ay} 0} pouedo adA} 

QIGBAOW JO UOTJUBAUT 9Y} SB mn 


SHIAOW AHL GNV GNIW YNOA 





THE ART OF CONCENTRATION 


GOOD PLAYER keeps his eye on the 

ball. That is the secret of skilled 
workmanship. The hand follows the 
eye. Where one looks he strikes. The 
mind is like that. Many problems 
which seem difficult become simple 
when one keeps his mind upon them, 
holding it there, bringing it back over 
and over again until the solution ap- 
pears. Each time you assert mastery 
over your mind it becomes easier to 
control. You can train for occasions 
of great mental performance even as 
the athlete trains for the Olympic 
Games. Just as the longdistance run- 
ner begins slowly and each day goes 
further, you can train your mind un- 
til it is able to perform sustained 
mental tasks with joy and vigor. Keep 
your mind where you want it to be. 
Thus you will develop what Wood- 
row Wilson described as a disciplined 
mind. 


[14] 


[It] 


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4J9Y}OUW PIJOASP pus asIM B 0} pom | 


YHHOVAL 
YNOA GNV GNIW YNOA 





YOUR MIND AND YOUR SPIRIT 


M”™ is not something apart. We 
l speak of it by itself merely for 
emphasis. The whole life is one— 
mind, spirit, and body are but phases 
of the whole, each inescapably linked 
with the other to serve as a handi- 
cap or a help in one’s effort to im- 
prove himself. Spirit, like mind, can 
be cultivated and enriched. Think of 
the people you like best; make a list 
of the adjectives that describe their 
spirit and you will set down such 
terms as faith, cheerfulness, integrity, 
courage, persistence, humility, sym- 
pathy, and affection. The mind of the 
child is tempered in the love of his 
parents, his companions, and his 
teachers. What the soil is to the plant, 
affection is to the growing mind. The 
marvelous mind of Abraham Lincoln 
is associated with an abiding affection 
for the human race. Humility and 
sympathy are marks of a great mind. 


[3] 


[9] 


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SLIAVH HO FONVLYOdWI AHL 





[ 264] 





















INUILILY GA .LNGJUNUS BY LG y Sa MA V #442 FV wee eS SPU 


LIYIdS WNIOA GNV GNIW GLIOA 





gE NavAHos call it the Waterless 
WV ican, because on its top 

and on all of its sides there is 
not one spring; but no one knows what 
may be in its heart. There are six differ- 
ent directions always—east, south, west, 
north, above, and below. Below is the 
deep heart of things.” 


HESE are the words of Uncle, the 
[ pernien man, to Younger Brother, in 
the latest Newbery medal book, Water- 
less Mountain by Laura Adams Armer. 
Younger Brother seeks to understand 
“the deep heart of things” in his own 
thoughts, in the beauty of nature, in the 
legends and religious ceremonies of his 
own people, the Navahos of Arizona. To 
reveal “the thoughts and feelings and 
growth of this Navaho boy is a daring 
subject for a white woman to tackle,” 
says Oliver La Farge in the foreword of 
the book and adds: “Many readers will 
question the high religious ideas, the con- 
stant talk of beauty, the mysticism, that 
Mrs. Armer ascribes to Younger Brother 
and his priestly Uncle; one can only say 
that, contrary to the general idea, many 
Indians are so.” 

Mrs. Armer has given a wonderful gift 
to children in Waterless Mountain. In 
this book they have a different picture of 
the Indian than the usual one of cruelty 
and savagery. The simple, natural things 
of life, which children enjoy if given the 
opportunity, are here set forth in an in- 
viting way. Their love of a good story is 
satisfied in the adventures and experi- 
ences of Younger Brother’s boyhood. 
This Indian boy of today with his appre- 
ciation of the legends, traditions, and 
ancient religion of the Navahos, brings 
to the readers of Waterless Mountain an 
acquaintance with a people that has lived 
in our country for centuries, almost un- 
changed. 

Waterless Mountain is a_ beautiful 
piece of writing—the kind of prose that 
is worth reading more than once for its 
beauty. Perhaps the author’s intimate ac- 











The John Newbery Prize Book 


quaintance with the Indians has helped 
her to write in a simple, direct style which 
appeals to children. Waterless Mountain 


© Longmans, Green & Co. 
- Mrs. Laura Adams Armer 





is her first book, written partly because 
her paintings could not fully express all 
she knew and felt about the Navahos. 
Mrs. Armer is a native of California. 
When a young woman, she studied paint- 
ing and drawing in San Francisco, where 
she met and married Sydney Armer, an 
art student. After the marriage of her son, 
Mrs. Armer gave all her time to paint- 
ing. Her interest in the primitive forms 
of art led her to the heart of the Navaho 
country, the Black Mountain region of 
Arizona. She chose a remote trading post, 
far away from railroads and tourists. It 
meant learning customs, language, and 
manners, making friends, and gaining the 
trust of the reserved Navahos. She lived 
among the Indians in a hogan or hut they 
built for her. 

Unaccustomed hardships were a part 
of Mrs. Armer’s daily life but she took 
them for granted. One time she spent two 
months without a shelter in the canyon. 
When the sand storms came so hard that 
she could not paint, she would take refuge 
in the hogan with her Indian guide. 
His children carried water for two miles 
for her to drink. It was muddy and alka- 
line and they brought it in kegs fastened 
to a burro’s back. They chopped cedar 
wood for her which their father had found 
in the wash brought down from the 
mountains in a storm. Mrs. Armer says: 

All I had to eat was mutton and bread cooked 
in a Dutch oven on my campfire. People have 


asked me if I enjoyed living so crudely; I 
answered that I wasn’t seeking pleasure but 


[ 265 ] 


knowledge. When I watched a Navaho woman 
kill a sheep, skin it, and cut it up to cook; when 
I saw her climb a cottonwood tree and chop off 
a branch, I felt very insufficient in my weak- 
ness. I admire these women for their skill in 
weaving. I love the shy children and I found 
much to admire in the colorful ceremonies of 
the men. 


In gaining the confidence of the Nava- 
hos, Mrs. Armer achieved her ambition 
of copying their sacred sand paintings 
which are made on the floors of medicine 
lodges as part of the ceremony of heal- 
ing. The sand painting is a symbolic pic- 
ture with a basis of clean, white sand 
with pictures worked in colored sand 
upon it. It is exquisite and tho it takes 
a long time to do, it is destroyed as soon 
as the ceremony is over. No woman, In- 
dian or white, was allowed to see all the 
healing ceremonies in an Indian lodge 
but Mrs. Armer worked and waited, made 
friends and painted whatever she could, 
and finally was permitted to sit quietly 
in a corner and take part in a single 
ceremony. She has copied 100 sand paint- 
ings which are now in the new Anthropo- 
logical Museum in Santa Fe, New Mex- 
ico. The end papers of Waterless Moun- 
tain are “The Whirling Logs,” a sand 
painting from the night chant of the 
Navahos. The beautiful illustrations of 
the book are done by Mrs. Armer and her 
husband. 

The Newbery medal is awarded in 
memory of John Newbery, a London 
bookseller of the 18th century, who was 
the first person to publish books for chil- 
dren. The Newbery medal books are: 

The Story of Mankind [Liveright] by Hen- 
drik Van Loon; The Voyages of Dr. Doolittle 
[Stokes] by Hugh Lofting; The, Dark Frigate 
[Little, Brown] by Charles Boardman Hawes; 
Tales from Silver Lands [Doubleday, Doran] 
by Charles J. Finger; Shen of the Sea [Dutton] 
by Arthur B. Chrisman; Smoky [Scribners] by 
Will James; Gay-Neck [Dutton] by Dhan Gopal 
Mukerji; The Trumpeter of Krakow [Macmil- 
lan] by Eric P. Kelly; Hitty, Her First Hundred 
Years [Macmillan] by Rachel Field; The Cat 
Who Went to Heaven [Macmillan] by Elizabeth 

Coatsworth; and Waterless Mountain |Long- 
mans, Green] by Laura Adams Armer.—E. B. 





as si 


© Longmans, Green & Co, 











Learning Units in American Government | 






Electing a President of the United States 


DRAMATIC OCCASION—Once in four 
A years a President is chosen to 
guide the destiny of the United 
States. The spectacle of millions of peo- 
ple going to the polls to select this man 
is a thrilling one. Here we see representa- 
tive government at work. Several steps 
toward the election of the President have 
already been taken, however, and more 
will be required before the election is 
legally completed. What are these steps? 
First, selection of delegates to na- 
tional party conventions—Ours is a 
party government. Thruout most of our 
history there have been two major parties. 
The national party conventions are 
usually held in June of the election year. 
During the preceding spring months dele- 
gates to the conventions are chosen. 
Prior to 1912 nearly all delegates were 
chosen by state or local conventions. 
Now, many are selected at primaries. 

Second, the national party conven- 
tion—A national convention performs 
two important duties: First, it drafts the 
platform upon which the party will base 
its appeal to the public; second, it nomi- 
nates candidates for the office of Presi- 
dent and Vicepresident. 

Third, political parties in each 
state prepare their lists of candi- 
dates for electors—The Constitution 
provides that electors shall be chosen in 
each state equal to the total number of its 
representatives in both houses of Con- 
gress. These electors are nominated by 
the state party convention or committee. 

Fourth, election of electors—At 
the November election the voter casts 
his ballot, not directly for the president, 
but for the electors who represent the 
party of the candidate he favors. 

Fifth, meeting of electors in each 
state—The framers of the Constitution 
intended that the electors should consti- 
tute a deliberative body and actually 
select the president, thus giving the peo- 
ple only an indirect opportunity to elect. 
They did not foresee the coming develop- 
ment of parties. In practise the electors 
exercise no authority. The electors in 
each state meet the second Monday in 
January and cast their ballots for presi- 
dent as instructed by the voters in No- 
vember. The ballots are then sealed and 
sent to tre President of the United States 
Senate. 

All of the electoral votes in a state go 
to the party receiving the highest num- 
ber of popular votes. This makes it pos- 


sible for a president to be elected by a 
minority of the popular votes. This is 
due to the fact that he may carry a suffi- 


ve You as a teacher studying gov- 
ernment and teaching your stu- 
dents to study government as it actually 
operates and as it ought to operate if 
it is to meet the needs which you see 
all about you? The schools dare not 
neglect their opportunity to develop 
enlarged social vision and an aggressive 
attitude on the part of the citizen to- 
ward his own government. Schools can 
no longer be content to teach the past 
alone; nor can they be satisfied with 
teaching the present in addition to the 
past. They must also become conscious 
planners for better tomorrows! There 
is no other agency to assume this task. 








cient number of states by very narrow 
margins to give him a majority of the 
electoral votes while his opponent may 
carry enough states by tremendous ma- 
jorities to give him a majority popular 
vote but not enough electoral votes. 

Sixth, opening of electors’ ballots 
—These ballots are opened and counted 
the second Wednesday in February be- 
fore a joint session of Congress. Then and 
only then, is the president legally elected. 

The real election—Only two of the 
above steps attract the popular interest. 
These are 2 and 4. Actually, tho not 
legally, the next president will be elected 
November 8. 

The campaign—After the candidates 
have been nominated in June the real 
campaign begins. The candidates make 
a series of speeches, sometimes only a 
few, sometimes several hundred. The 
national party committees are at work 
sending printed material thruout the na- 
tion; copy is lavishly supplied to the 
newspapers; speakers are sent into every 
section. In recent years the radio has 
been widely used. Instructions go out 
from the National Committee headquar- 
ters to every state and precinct. 

Special attention is centered upon so- 
called “pivotal” states. Failure to secure 
a few hundred votes may mean all or 
none of the electoral votes of one of these 
states for a party. In these states corrupt 
election practises have naturally been 
most prevalent. In such cases the un- 
scrupulous local party boss is most per- 
nicious. He possesses power without re- 
sponsibility. 

Things to do—Encourage your pupils 


[ 266 ] 


[1] to stage a mock political convention: 
[2] to consider who represented them at 
the political convention of the party of 
their choice and how he was selected: 
[3] to secure and study sample ballots: 
[4] to follow the issues of the election 
in newspapers and magazines; [5] to 
study the platforms of the parties; [6] 
to remind their parents and friends to 
vote; [7] to familiarize themselves with 
the workings of local politics; [8] to de- 
bate the question, “Resolved, That a 
strong third party would be a benefit to 


the nation;”"[9] to listen to political | 
radio addresses and discuss them in | 


classes. 

Questions for discussion—[1] Are 
national party conventions provided for 
in the Constitution? [2] How are dele- 


gates to the national conventions chosen? | 


[3] Why is it that the President is not 


legally elected in November? [4] Did | 


the framers of the Constitution intend 


that the people should elect the president | 


by direct vote? [5] Have their expecta- 
tions been followed in practise? Why? 


[6] Explain how a President can be | 
elected by a minority of the total vote 
cast. [7] What proposed amendment is 
now before the states which would change | 


the date for the beginning of the presi- 
dential term of office? [See the May 
1932 JouRNAL, p. 146.] [8] Trace the 
development of political parties in the 


United States. Do you think their de- 


velopment has made for more or less 
satisfactory presidential election arrange- 
ments than the plan the framers of the 
Constitution had in mind? [9] What is 
the meaning of these terms used in con- 
nection with elections: padding the 
voters’ list, personation, repeating, ballot- 


box stuffing, ballot-switching, intimida- | 


tion, bribery? [10] What would be the 
merits and demerits of compulsory vot- 
ing? [11] What is a primary? An open 
primary? A closed primary? A nonpar- 
tisan primary? What are the advantages 
and disadvantages of primaries? 
References—[1] Your civics and 
history textbooks; [2] Current news- 
papers and magazines; [3] Beard, 
Charles A. The American Government; 
[4] Kent, Frank R. The Great Game of 
Politics; [5] Merriam, C. E. and Gos- 
nell, H. F. The American Party System ; 
[6] Munro, William B. Social Civics; 
[7] Robinson, E. E. The Evolution of 
American Parties ; [8] Sait, E. M. Amer- 
ican Parties and Elections —L. W. A. 

















Sat ered 






















































ih tA MBER REN Sh TET ile RE OS 


icy of closing the schools to married 
women teachers is called “pure un- 
adulterated asininity” by Walter A Ter- 
penning of Western State Teachers Col- 
lege, Kalamazoo, Mich., writing in the 
Forum and Century for October. 
Professor Terpenning reviews and dis- 
misses the various arguments for debar- 
ring married women from teaching. De- 
pression or no depression, the schools are 
not eleemosynary institutions for provid- 
ing indigent spinsters with jobs. If some 
married women teachers neglect their 
teaching to do housework, the administra- 
tion should discharge the malingerers, in- 
stead of indiscriminately ruling out the 
whole group. The idea that marriage and 
parenthood unfit women for the teaching 


Ts EDUCATIONAL VEIL—The pol- 


profession is highly inconsistent on the - 


part of school authorities who are pro- 
moting parent-teacher associations 

“The only legitimate consideration in 
the employment of teachers is so simple 
that a wayfaring man, tho a school super- 
intendent, ought not to err therein. It is 
nothing more or less than the welfare of 
the pupils and, therefore, the securing of 
the best possible teachers, married or 
single, old or young, male or female.” 

A Challenge to the School—Moral 
Illiteracy P—‘‘The faults of education 
become the problems of penology,” says 
Warden Lawes of Sing Sing Prison, in 
the September Good Housekeeping. He 
says that the public school has almost 
finished its job of wiping out illiteracy 
but charges that it has done nothing to 
develop the character of the people. 

“The scope of our system of educa- 
tion has been too narrow,” Warden 
Lawes insists, as he urges more voca- 
tional instruction and an expansion of 
out-of-school services to truants and 
other problem children. 

“To carry out these programs, so essen- 
tial to the prevention of crime and the 
wellbeing of our national ideals, is to 
broaden rather than restrict the scope of 
our school system. It cannot be accom- 
plished merely by adhering to the tradi- 
tional and scanty ‘three R’ formula. The 
necessity for widening the scope and in- 
fluence of our public schools may require 
larger instead of restricted appropria- 
tions. Yet there will be a satisfactory bal- 
ancing of budgets. For there will be less 


need for juvenile corrective institu- 
tions. . . 





An Evening Among the Magazines 


“If the school is really to mold the 
character of America, it must mature 
from mere scholasticism to socialization. 


HIs is the first of a series of fea- 

tures which will bring to members 
of the JoURNAL family significant com- 
ments on education from current maga- 
zines. This material is prepared by the 
Educational Research Service of the 
Department of Superintendence and 


the Research Division of the National 
Education Association. More points of 
contact between homes and schools, be- 
tween taxpayers and school officers, be- 
tween laymen and professionals are 
clearly needed. Let the schools profit 
by the intelligent criticism of laymen. 





As I read the reports that accom- 
pany newly-admitted prisoners to my 
prison, I see clearly their negative per- 
sonalities. I see what they are not. And 
most of them are not adequately trained 
for life. They received no encouragement 
to develop their individual and intimate 
talents. They have no sense of social re- 
sponsibility. They were not taught the 
satisfaction, the contentment, and happi- 
ness that comes with honest toil. In cor- 
recting these faults, the school must play 
its part. It must find the missing link be- 
tween education and character.” 

Creed of a Schoolmaster—‘What 
is taught to a lad is not so important as 
who teaches it.” This is the theme of a 
thoughtful article by Claude M. Fuess in 
the Atlantic Monthly for October. 

“How is one to paint a word portrait 
of the ideal teacher? He should be in- 
telligent but not pedantic, dignified but 
not pompous, firm but not intolerant. He 
should be young enough to remember his 
boyhood, but old enough to have put 
aside childish things. With all his scholar- 
ship, he should be aware that it would be 
a sad world if all his pupils were trained 
to be teachers—like himself. He should 
not be ashamed to possess or disclose his 
ideals, but should temper them with prac- 
ticality. He should be able, outside his 
own bailiwick, to mix with other people 
on even terms, without selfconsciousness, 
superciliousness, or timidity. He should 
maintain at all costs his patience, his sym- 
pathy, and his sense of humor. If, in ad- 
dition, he has energy and optimism, he 
should be qualified to secure and hold a 
position, and leave behind him a place in 
the memories of alumni.” 

Education at the Crossroads— 
War or Peace?—Education for ad- 


[ 267 ] 


justment to life is not the right kind of 
education, when society itself needs re- 
construction, writes Norman Boardman 
in the August North American Review. 
The world today is a war world, with in- 
ternational peace nothing but a breath- 
ing spell between rounds. He demands 
that education must meet the problem 
of producing a peace order of society. 

“It does very little good to try to 
build up cooperative attitudes in our 
schools and then turn their products out 
into a society that is a regular ‘dog-eat- 
dog’ affair. Those who think 
that we can continue to pay lip service 
to peace and at the same time live in a 
war world are dwelling in a fool’s para- 
dise. A war world means arming to the 
teeth and arming to the teeth means the 
ultimate destruction of civilization. .. . 

“The task for education is not that 
of producing individuals capable of ad- 
justing themselves to the world as it is, 
but is rather one of producing individuals 
who are not satisfied with such a world 
and who are determined to change it. 
The race is between such a new order of 
society and world catastrophe. On which 
side of the fence is education going to 
cast its lot?” 

Books of My Boyhood—The brief 
list of biographies, school readers, and 
other books that Calvin Coolidge de- 
scribes in the October Cosmopolitan con- 
tains only a few titles that are recog- 
nized today but he recalls them now as 
lifelong sources of guidance. 

“T have found courage, faith, and in- 
spiration in literature which I do not be- 
lieve could have been secured from any 
other source. As my reading has broad- 
ened with my experience my conviction 
has deepened that the progress of the 
world is dependent upon a widening ap- 
preciation of good literature. ‘Man shall 
not live by bread alone.’ We have mate- 
rial needs which are important and 
should not be neglected, but we also have 
spiritual needs which are imperative. We 
are beings with aspirations which cannot 
be satisfied with money alone. There is a 
power in truth and beauty which will not 
be disdained. 

“For more than a generation we have 
been worshiping science and glorying in 
its application to our physical needs. 

But all the wonders with which 
science has surrounded us merely tell us 
what we can do, they do not reveal what 
we can be.” 


oti Z 


bag 
































































The United States Office of Education 





Schools in Europe and America 


NITED STATES 
| | Commissioner 
of Education 
William John Cooper, 
just back from a two- 
months investigation of 
education in eight Eu- 
ropean countries, sum- 
marized his observa- 
tions on a nationwide 
radio broadcast Sep- 
tember 26. 

After describing edu- 
cational conditions in 
each country he said: 
“Out of all this do we 
get any worthwhile 
lesson for the United 
States? There is every- 
where in Europe a 
marked tendency to 
limit secondary in- 
struction. As a matter 
of fact, the positions 
which require second- 
ary education of the type given in Eu- 
ropean schools are those places filled 
by about 8 percent of the population. 
Generally they have about 10 percent 
of the population in the secondary 
schools. Last year, according to avail- 
able statistics, we had in the high schools 
of this country 53 percent of our eligible 
population. When one takes into con- 
sideration the sparsely settled areas in 
the country, it means that 75 or 80 per- 
cent of our city population go on from 
the elementary school into the high 
school. A great many of these are pre- 
paring for college. 

“What* does this mean? For a few 
occupations we have figures. There are 
in this country today more physicians 
per thousand people than in any other 
country in the world. Yet our medical 
schools are strictly limited, so much so 
that some of our boys and girls go abroad 
to study medicine. I do not believe that 
we need any more medical schools or 
medical departments in this country. I 
think there are probably enough physi- 
cians being turned out at the present 
time. There are undoubtedly too many 
lawyers, especially if they were all prac- 
tising law. ... 

“Secondary education, then, is all a 
question of whether America is ready to 
accept education as worthwhile in itself, 


oH,” 


had 
o. 
a 
‘? 
te 
*. 


Veo reak 
. rebar 








EAF CHILDREN “hearing” thru their fingers—an illustration from “Parents’ Prob- 
lems with Exceptional Children,” a new Office of Education bulletin, 110¢). To 
the questions parents ask about handicapped and exceptionally bright children, Miss 
Martens, the author, gives answers and exambles of what was done in actual cases. 





and not put quite so much emphasis on 
the dollars-and-cents value of it. 

“T have a feeling that an education 
should be worthwhile to carpenters, 
plumbers, bricklayers, hod carriers, and 
in fact to every skilled tradesman. I do 
not understand why it would not be de- 
sirable for these men to have a cultural 
civic education in addition to their vo- 
cational skills. I think the same prin- 
ciple applies to business. Why would it 
be objectionable for the man who does 
the dry cleaning to have in addition to 
his knowledge of his trade a good cul- 
tural education? Or for the man who de- 
livers the groceries to one’s home to have 
in addition to his knowledge of the 
grocery business a knowledge of how 
the government of the United States 
works? I wonder how many people really 
know how the government of their cities, 
the state, and the nation is actually 
carried on. Here is a large field for edu- 
cation and one which is growing day 
by day. If at some time we can get peo- 
ple to accept this view of an education, 
I think it will be worth trying.” 

Commissioner Cooper’s analysis of 
education in eight European countries 
will appear in November School Life, 
official organ of the Office of Education. 

Ten cents a day—“Ten cents a day 
paid by each of the 72,943,624 persons 


[ 268 ] 


of voting age in the 
United States in 1930 
would pay the entire bill 
for the public education 
of almost 26,500,000 
students. The annual 
cost of publicly con- 
troled education per 
adult twenty-one years 
of age and over in 1930 
was $36.42.” These 
facts and others espe- 
cially useful in prepar- 
ing American Educa- 
tion Week talks and 
articles can be found 
in “Statistical S um- 
mary of Education, 
1929-30,” Chapter I, 
Biennial Survey of Ed- 
ucation in the United 
States, [5¢] and Chap- 
ter II, “Statistics of 
State School Systems,” 
[10¢]. 

The latter gives especially significant 
comparisons for the 10-year period 
1920-30. 

“Altho the total public-school enrol- 
ment increased by more than 4,000,000 
pupils from 1920 to 1930,” this chapter 
reports, “there was within the decade 
an almost steady decline in the increase 
in the elementary-school enrolment.” 
The increase in high-school enrolment 
over the decade was 99.9 percent. 

Depression and the schools—The 
Office of Education is now gathering 
information which will be of great in- 
terest to the friends of education. To 
colleges, universities, city-school sys- 
tems, and rural-school systems it has 
directed inquiries asking specific data on 
reductions of term length, salaries, staff, 
and the like. This information will sup- 
plement the National Education Asso- 
ciation’s investigation of last spring. It 
will be released in three mimeographed 
reports. The circular on the situation in 
higher education [summarized in Sep- 
tember School Life] is available free on 
application. The circular on depression’s 
effect on rural schools should be ready 
shortly after this reaches readers; that 
on city-school systems, about Decem- 
ber 1—William Dow Boutwell, edi- 
tor-in-chief, United States Office of Edu- 
cation, Washington, D. C. 






























































































































































































) 
r 
P 
. 





New Frontiers for American Life 


MILTON C. PoTTER 


Superintendent of Schools, Milwaukee, Wisconsin, and President, Department of Superintendence 


ica should send their chief stewards 

to the annual convocation for renewal 
of courage and faith in America and her 
institutions. On the northwestern frontier 
will come confidence in the ability of our 
citizens to restate their faith in terms of 
adventure and goodwill to mankind. In 
the spirit of our forefathers we will there 
gird our loins for the long struggle on the 
new frontiers where beast and savage 
and storm are replaced by greed and envy 
and sloth. They may threaten destruc- 
tion, but never achieve it because of the 
matchless qualities which have gone into 
our making, generated on recurrent fron- 
tiers and stored up for direst need in such 
a day as this. 

Specialists are adapted people. Adap- 
tation to specific environment creates the 
specialist. This is true of states and cul- 
ture epochs as well as of individuals and 
species. Mastery of fixed conditions 
means safety and survival so long as 
those conditions do not change. Change 
of conditions necessitates for survival of 
the inhabitants a flexibility, a readiness 
for correlative change, adaptability. The 
Minneapolis program will discuss those 
qualities. It will recognize and acclaim 


[' IS FITTING that the schools of Amer- 





| head of navigation on the Mississippi. 


——__ 








— EDUCATIONAL LEADERS of the na- 
tion will meet February 25-March 
2, 1933, in the Twin Cities of the great 
Northwest to consider the timely theme 
chosen by President Milton C. Potter 
for the sixty-third annual convention 
of the Department of Superintendence 
—New Frontiers for American Life. 
The ringing challenge to find new fron- 
tiers with which restless souls may 
struggle is appropriately sounded from 
the land where the old frontier van- 
ished. {The pioneers of yesterday were 
on the forefront of change. With meager 
financial and physical resources they 
fashioned a new world to the require- 
ments of man. The pioneers of today 
face a confusing wilderness of ideals 
and purposes. It is their task to adapt 
a new social order to human need. On 
this frontier only unified effort can win. 
The annual winter meeting of the su- 
perintendents is a council of progress. 
It exemplifies the strength that comes 
from common purpose and vision. 











change and readiness for change. Educa- 
tion is readiness for change. 
Adaptability is the characteristic of ex- 
panding states. It has always character- 
ized America outside of schoolhouses. 
Wistful retrospection has characterized 
many schools and school curriculums. 


Numerous teachers have emulated Lot’s 
wife in looking backward. In most schools 
scholarship—an indispensable tool in dig- 
ging small fields—has been the goal. 
Scholarship is not education. Many 
scholarly men are clearly uneducated. 
The frontier called them “educated fools.” 
A truly educated man may have no spe- 
cial scholarship. Schools long looked only 
toward scholarship. It is an important de- 
tail in education. Education may contain 
it. It may not contain education. 

The frontier was a great educational 
agency. Healthy states of the world have 
had free frontiers for the restless. Their 
absence has historically meant national 
disease and ultimate death. The physica! 
frontier vanished in 1890. Our nation 
must hereafter digest its own irritant 
toxins which formerly escaped to the 
frontiers. If adaptability is not to cease, 
and if freedom and individualism and a 
healthy national life are to survive, there 
must be some suitable substitute for the 
vanished frontier. The artificial imitation 
or restoration of any feature of nature is 
vastly expensive. To afford frontier op- 
portunities for children’s education rather 
than ruminative scholarship is the 
school’s most important and most costly 
task. 








= Cyrus NortHrop MemoriaL AupiTorIuM at the University of Minnesota where the vesper services opening the sixty-third meet- 
| ing of the Department of Superintendence will be held Sunday afternoon, February 26, 1933. General sessions and exhibits of the 
| Convention will be held in the new Minneapolis auditorium. The university plan, of which this beautiful new building is a part, was 
| created by the late President Marion Leroy Burton who for years was active in educational affairs as a speaker and executive. The 
Plan is being carried to completion by President Lotus D. Coffman, distinguished as an active leader in the Department of 
Superintendence. Right: Mississippi River Barges—A typical scene in the famous Minnesota Twin Cities which are situated at the 











[ 269 ] 











HE ACCOMPANYING cartoons were drawn by Rieno Niemelo, 

Mission High School, San Francisco; Helen L. Fisher, 
Central High School, Evansville, Ind.; and Ted Stennette, 
Matthew Fontaine Maury High School, Norfolk, Va. They 
were submitted in the third nationwide High School Cartoon 
Project, sponsored by the Division of Publications of the 
National Education Association. The object of the project is 
to encourage talent in this art among high-school pupils and 
to focus the attention of these pupils upon the significance of 
the schools to society and to themselves. Students in art de- 
partments of high schools are asked to draw cartoons picturiz- 
ing some ideal or event in education of enough importance to 
attract nationwide attention. The activity is considered an 
important feature in the program of interpreting the schools 
to students. 

The entries submitted display unusual skill in cartoon draw- 
ing and thoughtful consideration of the purposes and results of 
education. One of the nation’s leading cartoonists praised 
them highly. No awards are offered for these cartoons other 
than the recognition they receive by being printed in pub- 
lications read by hundreds of thousands of people. The Divi- 
sion of Publications finds many uses for these cartoons in 
connection with its program of educational interpretation. 
The best of them are widely used in educational magazines, 
newspapers, and school publications. Some appear in books. 
The original sketches are exhibited at schools and conven- 
tions. Engravings are made of the best drawings. Mats of the 
above cartoons and certain others submitted in the project 
may be obtained at 25¢ each. The entire series of five may 
be obtained for $1. Because of their economy and appropriate- 
ness they are recommended for use in high-school newspapers. 

The Division of Publications announces the fourth annual 
cartoon project. Students in any high school may submit draw- 
ings thru the high-school teacher of art or the school prin- 
cipal. Application blanks and other information will be sent 
by the Division of Publications of the National Education 
Association, 1201 Sixteenth Street Northwest, Washington. 








































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WHY PUT IT IN THE ICE BOX? 








American Education Week 


The Future of America 


HE SUBJECTMATTER of social 
T ‘sien is the subjectmatter of 

letters. Great poets, essayists, nov- 
dists, and critics often penetrate more 
deeply into the social order than pro- 
essed writers on that theme, for, as John 
\orley says, they represent mankind in 
its most enormous intellectual move- 
ments. Many of the classics in econom- 
ics, history, and politics are also classics 
in letters. A nation without them is 
shabby in spirit. Letters reflecting deep 
currents of humanity inform, inspire, 
and illuminate living in all its aspects; 
letters which do not are ephemeral, if 
not antisocial, in character. Since this is 
true, social science in the schools has 
a duty to encourage literary ambitions 
and interests among students. In this 
way it can counteract the cheap, flashy, 
and degrading trash which floods the 
market, set up standards of judgment, 
and raise the tone of those who write as 
well as the taste of those who read—no 
mean contribution to our supreme object 
—the making of a civilization. 

At peril of making wrong guesses in 
some directions and raising undesirable 
controversies in others, we may venture 
to make a distillation of American his- 
tory—to summarize in tabular form some 
of the goals which the American nation 
seems to have set for itself—goals which 


Significant 


OW SCHOOLS contribute to eco- 
H nomic stability — The schools 
are the nation’s biggest business. 
They represent an invested capital of 
$6,000,000,000; their payroll and supply 
bill is $2,185,000,000 annually. The 
money spent for running the schools 
lows directly into the channels of other 
activities. Every increase in school sup- 
port is a boost to general prosperity. 
The growth of the American high 
school to a point where it enrols half 
the eligible youth of the nation is one of 
the most significant facts in our country’s 
history. Within a generation the 5,000,- 
000 students of these institutions will 
€xert an influence upon human progress 
that has no parallel in past achievement. 
Schools and city life—As mere de- 
vices to keep children off the streets, 
school buildings are necessary. There 
could be no cities if there were no schools 
o supplement the narrow living quarters 





must of necessity shape instruction in 
the social studies: 


[1] National planning in industry, business, 
agriculture, and government to sustain mass 
production of goods on a high level of con- 
tinuity and to assure the most economical and 
efficient use of our material resources. 

[2] The expansion of insurance systems to 
cover protection against sickness, old age, un- 
employment, disasters, and hazards to civilized 
life. 

[3] Universal education from the earliest 
years of youth to the last years of old age, 
including public schools, colleges, institutes for 
adult education, and libraries. 

[4] The perfection of systems of transporta- 
tion—rail, waterway, air, and highway—link- 
ing all parts of the country and facilitating 
commerce, travel, and intercourse. 

[5] The development of city, community, 
regional, and state planning, coordinated with 
national designs, with a view to giving to all 
the people conditions for living and working 
that are worthy of the highest type of civiliza- 
tion. 

[6] The development of national, state, and 
local parks and kindred facilities for whole- 
some recreations within reach of all, offsetting 
and limiting the pressures and distractions of 
commercialized amusements. 

[7] Expansion of present facilities to include 
a national program of preventive medicine and 
public safety to reduce the death rate, diseases, 
and accidents to the lowest possible minimum, 
supplemented by universal hospitalization to 
care for unavoidable cases of sickness and ac- 
cidents. 

[8] The conscious and deliberate encour- 
agement, both public and private, of science, 


letters, and the arts, not as mere ornaments, 
but as organic parts of the good life. 

[9] The preservation and expansion of a 
reasoned equality of opportunity for all men 
and women to unfold their talents, win re- 
wards, seek appreciation in public and private 
life, employ their creative impulses, and reach 
distinction in the various fields of human en- 
deavor within the map of civilization. 

[10] Cooperation with the other nations of 
the earth in promoting travel, intercourse, 
commerce, and exchange on the faith of the 
declaration that war is renounced as an instru- 
ment of national policy and that the solution 
of conflicts is always to be sought on the basis 
of peace. 


In making this summary, we do not 
include any novel or untried ideas but 
merely enumerate principles already 
widely realized in practise or in process 
of application—principles essential to an 
integral concept of the national ideal._— 
From A Charter for the Social Sciences 
by Charles A. Beard, which is Part I 
of th: Report of the Commission on the 
Social Studies of the American Historical 
Association, under the chairmanship of 
Dr. A. C. Krey of the University of Min- 
nesota. 

See also “The Future of America,” 
editorial, JouRNAL of the NEA 19:205, 
October 1930. Make up your own list 
of goals. Encourage students and classes 
in schools to do likewise during Ameri- 
can Education Week. 


Facts About the Schools 


occupied by the majority of the people 
of this country.—Charles H. Judd. 

How much money is spent for 
schoolsP—Only one dollar of every 
twenty of the national income is spent 
for schools. The average cost per child 
per day from kindergarten thru high 
school is only fifty-one cents. 

Out of each 1,000,000 without school- 
ing, only six attain distinction. Out of 
each 1,000,000 with elementary school- 
ing, 24 attain distinction. Out of each 
1,000,000 with high-school education, 
622 attain distinction. Out of each 
1,000,000 with college education, 5,768 
attain distinction. So it seems that for 
all their faults, the schools are a good 
investment.—Glenn Frank. 

What is the relation of education 
to crime P—Out of the total number of 
prisoners received from the courts, 11.6 
percent were illiterate, 71.2 were reported 
as having attended elementary school 


[ 271 ] 


only, 11 percent as having attended high 
school, and 3.1 percent as having at- 
tended college. It is apparent the great 
majority of the prisoners had only lim- 
ited education at the time of commit- 
ment to prison.—Department of Justice. 

How have educational oppor- 
tunities improved? — The average 
American boy or girl of 1931 receives 
two more years of schooling than the 
average boy or girl of 1914; he is one of 
a class of thirty pupils; his chances of 
going to high school, which were but one 
in ten in 1900 are now fifty-fifty. Today 
one high-school graduate in six goes to 
college. 

These facts are from the American 
Education Week Handbook 1932, an in- 
valuable collection of suggestions and 
facts. Send twenty-five cents for your 
copy to the National Education Asso- 
ciation, 1201 Sixteenth Street, N. W., 
Washington, D. C. 











Vitalized Group Study and Faculty Meetings | 


DVANCES in educational science and 
A psychology and the results of 
educational research cannot be 
disregarded in the modern classroom. 
Findings of educational research are 
coming to be as significant for teachers 
as medical research is for physicians. The 
progressive administrator brings these to 
the attention of his teacher thru faculty 
meetings—NEA Research Bulletin, “A 
Handbook of Major Educational Issues,” 
September 1926. 

As education has advanced, many 
practises, methods, and _ philosophies 
have been discarded but the value of 
faculty meetings and group conferences 
is still recognized as most worthwhile. 
Progressive teachers and administrators 
seek, not a substitute for faculty meet- 
ings, but ways of improving them by the 
use of current, interesting material, by 
studying their own problems and adapt- 
ing new ideas to their own schools, and 
by cooperation in leadership and partici- 
pation in planning and conducting meet- 
ings. 

The most recent statement we have 
read of the value of faculty meetings and 
group study is in the report of the survey 
of the Chicago schools, directed by 
George D. Strayer, Teachers College, 
Columbia University, and made avail- 
able June 1932. It follows: 


The survey staff, after a careful study of 
all of the data collected, offers the follow- 
ing recommendations which, it is believed, 
when put into 
execution will 
materially im- 
prove the Chi- 
cago secondary- 
school system. It 
is recommended 
—first, that pro- 
fessional teachers 
meetings be 
made a regular 
part of the pro- 
fessional work of 
the Chicago sec- 
ondary _ schools. 
T hese meetings 
of administra- 
tors, individual 
school faculties, 
inter-school fac- 
ulties, depart- 
ment groups, 
and research 
c ommittees 
should clarify 
the thinking 
with respect to 
the special pur- 
poses of the jun- 
ior high schools 


uit 
\" 


N 


/ 


) — 
WAL 


i\ 
\ 


and of the senior high schools. They should 
further consider such vital topics as: the de- 
velopment of provisions for individual dif- 
ferences, articulation within and between the 
various units in the secondary field, and 
should accept as an all-comprehensive re- 
sponsibility the solution of professional prob- 
lems such as those presented in this survey. 

Putting this recommendation into ef- 
fect is a big job for a school system as 
large as Chicago. Since it will no doubt 
be done, smaller school systems can feel 
that they too can plan and carry on pro- 
fessional meetings. 

The October JouRNAL, page 240, gives 
specific details for planning and conduct- 
ing meetings. This November page will 
deal only with material. 

The journals of the state education as- 
sociations contain material which is es- 
pecially helpful in your own state. Many 
of them carry articles in every issue on 
tax reform. This subject is of great im- 
portance to schools and teachers. It is 
suitable for study and discussion by 
faculties. What are the merits of the 
proposed tax reform in your state? Its 
disadvantages? What groups or organi- 
zations are supporting it? Do you know 
what the tax budget is in your school dis- 
trict or city? How much of it goes to 
road-building? To streets and sewers? 
To courts? To county or municipal offi- 
cials? To schools? To parks? To other 
items? If the salaries of teachers in your 
district or city have been reduced, have 
the salaries of county or city officials 





N 1857, the year of a great panic, the National Education Association was organized. This cartoon 


entitled “Stocks Down” appeared in Harper’s Weekly at that time. [Reprinted from The American 
Observer, August 31, 1932]. 


[ 272] 


been reduced in like proportion? Teach- 
ers who are students of taxation, eco- 
nomics, and public affairs command re- 
spect. As teachers grow, schools advance. 

In this November issue of the Journat 
there are several articles which could 


easily encourage discussion in faculty 
meetings. 


Note what Elizabeth McCormick, president 
of the Department of Elementary School Prin- 
cipals, says about the use of Tue Journat and 
other NEA publications in teachers meetings in 
her article on page 274. Are there any children 
in your school who are hard-of-hearing ? [The 
Honor Seat,” page 242] Does your school know 
where your unemployed high-school graduates 
are and what they are doing? [“The Unem- 
ployed High-School Graduate,” page 243] Can 
you make a good case for kindergartens to your | 
community ? [“‘The Superintendent Looks at the 
Kindergarten,” page 245] What supplementary 
material is in your school for geography teach- 
ing? Can the children help in making a collec- 
tion? [“The Selection and Use of Pictures,” 
page 247] What growth is your school making 
in physical education? [“Physical Education 
vs. Competitive Athletics,” page 250] Have you 
visited the homes of all your pupils? Have the 
teachers in your school discussed the results of 
such visiting in group meetings? [“‘Saying Hello 
to the Parents,” page 251] What suggestions are 
there for rural teachers in Thomas D. Wood’s 
article, “The Teacher and the Health of the 
School?” For city teachers? Several of the state 
journals published an excellent article, some- 
what similar to Dr. Wood’s, in their September 
or October issues on “The Teacher’s Part in 
Cornering Contagion,” by Dr. Bauer. 


On page 275 is the feature, “What 
Articles Interest You Most?” Kathleen 
Dowrick in the 
high school at 
Lower Lake, 
California, is 
quoted: 

“My first year | 
of teaching 
[last year] I 
doubted the wis- 
dom of belong- 
ing to the NEA. 
I never read THE 
Journat, This 
year I began 
right [!] by 
reading THE 
JourNAL, seeing 
that Iwas paying 
for it. My opin- 
ion about the 
worthwhileness 
of membership 
has changed con- 
siderably.” That’s 
economy, isn’t it, 
to make use of 
resources you al- 
ready have? 





The Call to Chicago 


TION was born in the midst of 
financial depression and _ political 

and social instability. For many years 
conflicting ideas of government had thun- 
dered in legislative halls; widespread bit- 
terness had been smoldering under doubt- 
ful and temporizing compromise; the 
nation was torn by party strife and ex- 
ploited thru frenzied speculation. On 
August 24, 1857, a great bank of high 
repute failed and precipitated a panic 
more tragic than any before or since in 
the history of America. Business sud- 
denly faced the tremendous total of 20 
million dollars of failure liabilities to 
every billion dollars of national wealth 
—more than five times the ratio of fail- 
ure liabilities to national wealth in 1930. 
“Bankers, merchants, financiers, and 
stock jobbers all lost their heads to- 
gether. The banks restricted their ad- 
vances and called in their loans —" 
bank failures, mercantile failures, and 
traders’ bankruptcies were rather the 
rule than the exception . . . mill after 
mill had to close miners of all 
sorts were likewise hard put to it to live 
wheat was unsalable, and hun- 

dreds of millions of bushels were wasted 
while men who badly wanted them were 
discharged from work,” says a historian. 
On August 26, two days after the 
crash, the representatives of ten state 
teachers associations met in the Hall 
of the Controllers of Public Schools at 
Philadelphia and held the first national 
meeting of organized educators. The fol- 
lowing year the members of the new 
association gathered in Cincinnati, home 
of the financial institution whose failure 
crumbled the flimsy economic structure 
of the nation. There was no wailing from 


ik NATIONAL EDUCATION ASSOCIA- 


the speakers’ platform. Never a doubt 
was expressed that the schools would 
carry on; no one advocated the restric- 





W: MEET not as merely a com- 
pany of friends and wellwishers 
to education we have at 
length recognized our peculiar duty to 
come forward and take our appro- 
priate place as the immediate agents 
and appointed organs of whatever 
measures are best adapted to promote | 
the highest interests of society by the 
wider diffusion. The personal 


interest of every individual who pur- 
sues the calling, or who means to 


adopt it, is concerned in every meas- 
ure which tends to elevate its charac- 
ter or extend its usefulness. Every 
teacher who respects himself, and 
whose heart is in his work, will re- 
spond, we think, with alacrity to the 
call which the establishment of such 
an association as we propose makes 
upon him for his best efforts in its 
aid.— From the address of William 
Russell, August 27, 1857, at the first 
meeting of the National Tegchers As- 
sociation in Philadelphia. 














tion of educational opportunity, or chal- 
lenged the American right of a fair start 
in life for every child. The first “de- 
pression programs” of the teachers re- 
flected no despair. 

In the three-quarters of a century of 
its existence the National Education As- 
sociation has more than once faced war 
and panic with confidence and courage. 
Every such calamity has called for in- 
creased energy and sacrifice of teachers. 
It cannot be otherwise—the work of the 
schools is too close to the nation’s heart 
to be unaffected by its palpitations. The 
vital function of education in national 
existence and wellbeing imposes an obli- 


gation to which teachers have been 
always faithful. 

To the last full measure of duty today, 
a noble past inspires. No one thinks this 
task is easy. Adversity has befallen 
many in the first round of struggle, but 
there has been no surrender. The work 
of the organized profession is going for- 
ward with an intensity and fervor never 
equaled. July 1-7, 1933, the National 
Education Association will hold its 
seventy-first annual convention in Chi- 
cago in a manner which will do great 
credit to the vision of those pioneers who 
gathered around the council table in 
Philadelphia during a depression the 
bitterness and severity of which are long 
forgotten. Chicago is a happy choice. 
Nowhere in the nation have teachers 
suffered more in this crisis, or been more 
faithful to their trust. Many months 
without pay, they have kept the schools 
open for the children of their city. Not 
only have they maintained educational 
opportunity; out of their own insufficient 
incomes they have provided food and 
clothing for children who suffered still 
more. Now these teachers, with appre- 
ciation of the strength that comes from 
professional solidarity, call their col- 
leagues to a convention which will unite 
educators thruout the nation in a new 
line of defense for childhood. 

The present crisis will pass as did the 
one of 1857. Already hopeful signs ap- 
pear. The return of prosperity will not 
find the educational leaders of the nation 
disorganized, confused, waiting for some- 
thing to happen, but actively at work to 
retrieve, and retrieve quickly, all that 
the schools have lost. With indomitable 
spirit the nation’s teachers will answer 
the call to Chicago. 





T# IMPOSING SKYLINE OF CHICAGO—The buildings in the foreground mark the course of famous Michigan Avenue, paralleling Grant 
Park and Lake Michigan. On the extreme left is the Stevens Hotel in which convention headquarters are to be maintained. Next to 


the Stevens is the Blackstone and just beyond it the Congress and Auditorium Hotels. In this limited area, practically all of the con- 
vention activities will be held. Members may secure rooms in these hotels at moderate rates. 


[ 273 ] 





President, Department of Elementary School Principals 


S IN every other program planned 
A« this convention, Miss Hale 
has been “looking ahead.” Com- 
paratively little has been done in the 
past in educating teachers thru profes- 
sional organizations. In the educational 
crisis in which we find ourselves we 
should make use of every possible re- 
source to prevent professional attitudes 
from being swept away in the economic 
cyclone. 

While little has been said or written 
upon the topic assigned me I believe my- 
self that the possibility of teacher train- 
ing thru professional organizations is 
very great. These educational groups 
offer a real mine of resources which we 
have scarcely begun to use. I am con- 
vinced that membership in professional 
organizations does more than anything 
else in the line of training to develop 
real professional attitudes in teachers. 
In using the term teacher in this discus- 
sion I mean to include not only class- 
room teachers but superintendents, prin- 
cipals, and supervisors. 

Were there no teacher training in- 
stitutions, and educational organizations 
were the only available means of pre- 
paring teachers for service, I believe a 
good job couid be done. For teacher 
growth in service, it is our greatest 
opportunity. 

If I were hiring an experienced teacher 
the first question I would ask would be, 
“Of what educational organizations are 
you a member?” Why? Because I be- 
lieve that membership in professional 
organizations is, as a rule, an indication 
of professional attitude. Because I any 
convinced that just to be a member of 
such organizations exposes one to Con- 
siderable education. Membership focuses 
attention on educational problems. At- 
tention creates interest. Interest demands 
knowledge. Knowledge develops enthusi- 
asm. 

Up to the time that one develops in- 
terest in professional organization of 
some sort his work remains merely a 
job. For that reason beginning teachers 
should be urged to unite with the edu- 
cational organizations as soon as they 
begin to teach. 

It occurs to me, in this connection, 
that training schools miss great oppor- 
tunities for effective service in not mak- 


Education thru Professional Organizations 


ELIZABETH McCCorMICK 


ing more use in their classes than they 
do of the publications issued by educa- 
tional groups. Many teachers colleges 
and normal schools do make some use 
of the journals, the yearbooks, the bul- 
letins, and the research reports. I be- 
lieve that these publications coming as 
they usually do from practical workers 
in the educational field contain the cream 
of contemporary educational literature. 

I find that beginning teachers, as a 
rule, know very little about the pur- 
poses, workings, and connections of edu- 
cational organizations of which there is 
such a network. They are puzzled as to 
what it is all about. Why not add to 
education courses a study of the kinds 
and aims and workings of the several 
organizations? I am sure a real contri- 
bution to a teacher’s education could 
be effected in this way. There would be 
much more value in such teaching than 
in many of the courses now given in 
pedagogical institutions. 

No one told me about the Wisconsin 
State Teachers Association during my 
school days. I just happened to hear 
about it. I found a copy of its Journal. 
I became interested. I made a study of 
its proceedings. I joined it and from 
that time my job began to take on the 
nature of a profession. I discovered that 
in my isolated country school I could 
still be in contact with other teachers. 
I have mentioned the possibility of edu- 
cation thru the literature published by 
educational associations. I call attention 
particularly to the yearbooks issued by 
the Council of Education of the National 
Education Association, the Department 
of Superintendence, the Department of 
Elementary Principals, the Department 
of Classroom Teachers; to the reports of 
the Association for Childhood Educa- 
tion; to THE JOURNAL of the National 
Education Association and to the vol- 
umes of its Proceedings. The possibilities 
of the education of teachers thru this 
one source offers material for a discus- 
sion longer than this address can be. 
THE JOURNAL of the National Education 
Association would make a very accept- 
able textbook for a course in the prob- 
lems and practises of contemporary edu- 
cation. 

There are many ways that the litera- 
ture just mentioned may be used to 


[ 274] 









Publis 
. e oe ber, 
bring about effective training. I shalj 


mention, without attempting an exhays. 


: ; ; , SE 
tive discussion, some experiments we Jo 















have made. These are merely suggestive. ae 

{1] The literature has been used for direct } 17 
study in faculty meetings. =e 

[2] Reports have been called for by in. }  Repre 
dividuals. When a teacher needs some help it . 
is much more effective to ask her to make a § memb 
report on some successful experience of an. 9 bershi 
other teacher than to deal directly with her | %n" 
own case. It gets away from the sometimes om 
trying personal elements of supervision. ay 

[3] Sometimes these reports are called for Ss 
as the basis of personal conferences with J pe 
teachers. old a 

[4] At times we call for the most interest. 1 
ing article in THe JourNAL for the month, oe 
The individual differences in teachers’ opinions | — 
show up and offer occasion for interesting edu- Joy 





cational debate. 






Activity of teachers in groups teaches 
the meaning of cooperation. Contro- 
versial questions settled by groups thru 
reference to what others have done may 
be mcre happily settled than by super- 
visors. I must speak of the personal 
growth that comes to teachers thru active 
participation with their group in creative 
activities. Nothing can do more for the 
esprit de corps of a building than that 
which results from the activity of the 
several group organizations. 

I have merely touched a few high spots 
in the possibilities of education thru 
teachers organizations. I have suggested 
that the first and most important one is 
to get teachers to join the several organ- 
izations. I have pointed out ways of ac- 
tive participation in important activities. 
I have called attention to the valuable 
publications of educational organizations 
in solving everyday problems, both in 
training institutions and in service. 

More than eighty years ago Horace 
Mann, America’s greatest educational 
prophet, said in arguing for the poss 
bilities of organization: 
























-_ wk i. a a | ke ee ch a ee (eee ce, ee 


















These advantages pertain to the head, to 
our ability to conduct the great work of edu- 
cation in the wisest manner. But the heart 
may be as much warmed as the head is m- 
structed. By communion and sympathy of 
assembles like this, we can not only enlighten 
grinding forces of the mind but we can gener- 
ate the impulsive forces of the heart. We can 
not only diffuse new intelligence but we can 
excite new enthusiasm. 


—Address before General Session B, 
Atlantic City Convention of the Na 
tional Education Association, June 30. 
















































































for 
rith 


est- 
ith. 
ons 
du- 


hes 


bru 
ay 
yer- 


‘ive 


the 
hat 
the 


ots 
hru 


ace 
nal 


Ssi- 


, to 
edu- 
eart 
| in- 
r of 
hten 
ner- 









The Journal of the 
National Education 
Association 





— 


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


J.W. CRABTREE 


Secretary 








JosePpH RosIER 
President 











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


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

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

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


Joy Elmer Morgan Harold A. Allan 


Editor Business Manager 











db SCHOOLS would be vastly worse 
off today than they are were it not 
for the work which local, state, and 
national associations have been doing 
during the past ten years in the inter- 
pretation of education to the public, 
but there is now an even more pressing 
need for individual interpretation by 
every teacher. If the people are not to 
think of the schools as something apart, 
the schools and homes must be brought 
much closer together than they now 
are. The parents think of education ia 
terms of the individual teachers of their 
children. Let every teacher learn to ask 
himself such questions as these with 
reference to every parent represented 
in his classes: 

[1] Do these parents know me? 

[2] Have I been in their homes? 

[3] Do they know my classroom? 

[4] Do they feel free to talk with me 
about their problems? 

[5] Do they understand the needs of 
the school P 

[6] Do they know this school, its his- 
tory, its services, its significance, what 
it costs and why, and how the larger 
enrolment reflects public appreciation 
and faith? 

[7] Have I talked with the parents 
of my pupils about the present crisis 
and its effects on the children of this 
community P 

[8] Am I doing my part to spread 
this information in daily contacts with 
pupils and citizens and in addresses 
before community organizations? 

[9] Have I emphasized the impor- 
tance of keeping children first and of 
letting them be the last to suffer as a 
result of the mismanagement of their 


eldersP—J. E. M. 


Cut on this Line 


What Articles Interest You Most? 


HIS IS an invitation to you to share in a service which for several 

years has been carried on by letters, reaching a limited number 

of readers. Much of the improvement in THE JOURNAL is due 
to this hearty cooperation within our Association family. 


This is an opportunity for you to help us know what kind of material to include in 
THE JOURNAL. In the blanks below, opposite the articles which you found most interesting, 
kindly write 1, 2,3, 4,5, showing your ranking of the articles in this issue. Write x opposite 
any feature you would omit. Many principals and superintendents of 100 percent schools 
find this plan of selecting articles an excellent preparation for group study and faculty 
meetings. You will be interested in-these comments from readers: 


When I receive THE JouRNAL, I enjoy 
reading each article from the beginning to 
the end, advertisements also, and from them 
we have received some valuable informa- 
tion in the form of books and pamphlets 
which can be used in class work. It is rather 
difficult to select the five articles from so 
many wellwritten ones, which I have been 
checking and sending in for some time.— 
Elizabeth Booth, Preston School, Bryn 
Mawr, Pennsylvania. 

I had no idea how much more THE 
JOURNAL would mean to me by reading the 
articles with the intention of rating them. 


Discriminating readers will encourage a 
magazine of distinction—Carolyn Sparrow, 
Northern State Teachers College, Aber- 
deen, S. D. 

My first year of teaching I doubted the 
wisdom of belonging to the NEA. I never 
read THE JOURNAL. This year I began 
right [!] by reading the articles in THE 
JOURNAL, seeing that I was paying for the 
magazine. My opinion about the worth- 
whileness of membership has changed con- 
siderably.—Kathleen Dowrick, Lower Lake 
Union High School, Lower Lake, Calif. 


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


better still. 


CONTENTS FOR NOVEMBER, 1932 


Safeguarding the Schools 
The Honor Seat 


Education for Leisure 


They Don’t Pay Taxes 


Your Mind in the Making 


Europe’s Schools and Ours 


Cartoon Project 
The Future of America 


The Unemployed High-School Graduate 
A Superintendent Looks at the Kindergarten 
The Selection and Use of Pictures 
Personal Growth: Some Negative Aspects 
Physical Education, Competitive Athletics 
Saying Hello to the Parents 
A Chat with Mary-from-the-eighth-grade 


The Teacher and the Health of the School 
High School is a Disappointment 


The Centennial of a Famous Song 


The John Newbery Prize Book 
Electing a President of the United States 
An Evening among the Magazines 


New Frontiers for American Life 


Significant Facts about the Schools 
Vitalized Group Study and Faculty Meetings__- 


Select 
5 or 6 


Name and position of reader making report 


EDT ea a ee ee ey ee Se ee eee 


Street and city 


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


[The article ranked highest in June: “Education in a Time of Crisis” by G. W. Frasier.} 


[275] 






7 ae 


What’s in a Name? 


Lewis H. CHRISMAN 
Professor of English Literature, West Virginia Wesleyan College, Buckhannon 


HE STUDY of place names is some- 
"| ting more than a harmless hobby. 

It has in it possibilities of human- 
izing and vitalizing classroom work in 
history, geography, and language. In the 
learning process the mind must begin at 
home and then enlarge its horizons. Right 
here is where place-name study can be of 
great help. 

Illustrations of this can be found on 
any page of an atlas or of the U. S. 
Official Postal Guide. Some names are 
descriptive of geographical conditions. 
In northern Ohio there are two adjoining 
villages, whose names, Big Prairie and 
Lakeville, would naturally prepare the 
traveler to find one village located on a 
level place and the other by the side of 
a large lake. The Great Smoky and Blue 
Ridge Mountains receive their names 
from the }slue haze which hovers around 
their summits. Akron, in Summit County, 
Ohio, is based on the Greek word for 
height. There is a township in Chester 
County, Pennsylvania, called Uwchlan, 
the term being the Welsh for “blue hills,” 
and another, Nantmeal, which in Welsh 
means “‘sweet stream.” There are hun- 
dreds of poetical Indian names which al- 
most invariably describe that which they 
designate. For example, Monongahela 
means “river of the shelving banks,” 
Shenandoah is the “river of the shining 
stars,’ and Ohio is a modification of the 
Delaware name Ohiople or “river of 
white caps.” Authorities differ in regard 
to the meaning of Chicago, but the name 
is likely the Ojibwa word for “skunk cab- 
bage,” coming from the root meaning 
“bad smell.” 

Other names are rich in historical con- 
notations. Pittsburgh |Pa.] reflects the 
friendship of William Pitt for the Ameri- 
can colonies. Cleveland [Ohio] bears the 
name of General Moses Cleaveland, 
president of the Connecticut Land Com- 
pany which settled the Western Reserve 
of Ohio. Braddock |Pa.] calls to mind 
the defeat of the British general and his 
English and Virginia cohorts in 1755. 
Williams, Paulding, and Van Wert, three 
counties of Ohio, were given their names 
as tributes to the freebooters who cap- 
tured Major Andre. Counties in sixteen 
states are named for “Mad Anthony” 
Wayne. 

To study the place names of a given 


section opens many windows into the 
history of the locality. The transplanted 
New England in the Western Reserve of 
Ohio is rich in names like New Lyme, 
Andover, Windsor, and Litchfield, 
brought from the mother state of Con- 
necticut by the pioneers. The place name, 
Salem, is another example of the west- 
ward march of nomenclature. Aaron 
Street moved from Salem, New Jersey, 
to a place in Ohio which he named Salem. 
Together with his son he moved to Indi- 
ana and took with him the same old 
scriptural name. Later the son moved to 
a location in Iowa which he also chris- 
tened Salem. Lancaster, Ohio, was set- 
tled by emigrants from Lancaster County, 
Pennsylvania. The county of Lancaster 
in Nebraska was named after the county 
in Pennsylvania. The same is true of 
towns of that same name in Kentucky 
and California. The mother Lancaster 
County contains names which show how 
different national strata reflect them- 
selves in place names. The name of the 
county itself is English. This is also true 
of township names like Warwick, Salis- 
bury, and Little Britain. East, West 
Lampeter, Caernarvon, and Brecknock 
evidence Welsh settlements. Leacock, 
Dunmore, Colerain, and Donegal re- 
ceived their names from the Scotch-Irish 
while Manheim, Lititz, and Strasburg 
show a German background. 

These by no means include all of the 
types of place names. Oil City [Pa.], 
Olean |N. Y.], Glassboro [N. J.], Glov- 
ersville |N. Y.], and Coalton [W. Va.] 
are all indicative of the products of the 
places, natural or manufactured. Arctic 


[Cal.] was given in derision because the 
place is in the Mohave Desert. Dea} 
Smith County [Tex.] was named for 
Erastus Smith, an old Indian fighter who 
was totally deaf. The following pic- 
turesque names are still found in the 
U. S. Official Postal Guide: Dollar. 
ville [Mich.], Number Four [N. Y.], 
Big Chimney [W. Va.], Bubble (Ark.],_ 


Caress [W. Va.], Tombstone [Ariz.],“@ 


Josh [Ga.], Cinderella [W. Va.], Zack 
[Tenn.]. There are Biblical names ga- 
lore, such as Bethlehem, Bethel, Beth- 
page, Beulah, Berea, Jerusalem, and 
Palestine, and classical names like Rome, 
Troy, Ithaca, Ulysses, and Syracuse. 


Projects of genuine value in place- 
name study can be worked out in the 
upper grades in any section of the coun- 
try. There has long been a controversy 
as to whether Barbour County [W. Va.] 
was named for Governor James Barbour 
of Virginia or his brother, Philip P. Bar- 
bour of the United States Supreme 
Court. A teacher referred this problem to 
a class, some of whom became highly in- 
terested. One boy finally secured a copy 
of the act of the Virginia legislature 
designating the county as Barbour in 
honor of Philip P. Barbour. It also 
brought out that the county seat was 
named Philippi on account of Judge Bar- 
bour’s given name. It was, moreover, dis- 
covered that Barboursville, a city in an- 
other part of the state, was named for 
James Barbour, as was Barbour County 
[Ala.], and that Barbourville [Ky.] was 
named for Philip. 

In any work done in this field the 
teacher must see to it that certain silly 
hypotheses based on puns on the names 
are to be avoided. The Chagrin River in 
Ohio gets its name from an Indian term 
meaning “clear water” but there is a pet- 
sistent story to the effect that the stream 
was given its name by some surveyors 00 
account of their disgust at being lost. 

Careful studies have been made of the 
place names of several states. There are 4 
few good books in the general field and 
a number of excellent articles. In the 
main, however, the student of this subject 
follows the path of adventure. A little 
attention by an inspiring teacher to such 
study will add activity and zest to the 
intellectual lives of boys and girls. 





ur 


the 
and 
the 
ject 
ttle 


uch 
the 





v.21, No. & 





THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 


A-133 








HE boy whose stomach is empty cannot be expected 

to do good work at school. Babies undernourished 
ough another winter may be handicapped by frail 

ies through life. The hungry father of a hungry 
mnily is hardly the man to seek employment with per- 
sence, or to do well on the job when he gets it. 


before you can save a man’s soul it is often necessary 
feed his body. 
tues of patience, courage and honesty from starving, 
zing men and women. 


You have no right to expect the civic 


If they preserve a just attitude 
watds the laws of the city in which they live, it is a 
hiracle, 


This winter, as never before, it is the duty of all who 
ke well-clad, well-housed, and well-fed to help the less 
htunate. The fact that you gave last year, and the 
The 


Pt that you cannot afford a large contribution must not 
eter you. 


mt before, does not lessen your responsibility. 


The upturn of business with a gradual 
‘Movement of economic conditions does not remove 
% crisis of this moment. Emergency appropriations 
the federal government amount to $300,000,000, but 


t's hard for a Hunery citizen 


to be a C seed 


CITIZEN 


they meet only half the increased national needs for 
human relief. 


The rest is up to you! 


How will your dollars be used? First of all, they will 
feed the hungry, and relieve the absolute want of the 
unemployed. 


They will be used, also, to take care of the sick and 
aged. They will help to maintain hospitals, orphanages 


and schools. They will make 


possible clinics and 


visiting nurses. 


The dollars you give are invested in the forces of 
civilization right in your community! 


WELFARE AND RELIEF MOBILIZATION, 1932 


The Welfare and relief Mobilization for 1932 is a cooperative national 
program to reinforce local fund-raising for human welfare and relief needs. 
No national fund is being raised; each community is making provisions 
for its own people; each community will have full control of the money 
it obtains. 


Give through your established welfare and relief organizations, through 
your community chest, or through your local emergency relief committee. 


Newton D. Baker, 


Chairman, National Citizens’ Committee 


this winter, as never before, support your local Community Campaign 


Mention THe JourNAL when writing our advertisers. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


November, 19 39 























and ANNOUNCEMENTS 





Thanksgiving—No holiday in all 
our calendar is comparable to Thanks- 
giving. There is no holiday quite like it 
anywhere in the world. It celebrates no 
battle, no fall of a Bastile, no bank or 
business holiday; the birthday of no 
great man, no political revolution, no 
church ritual. It is the great holiday of 
common people who have worked all the 
year and now thank God humbly for 
good harvests. We are not celebrating 
Washington or Columbus or the Declara- 
tion of Independence, but just the true, 
good things, the simple blessings of the 
soil and the common life. Most holidays 
are somewhat pagan, and if traced back 
are rooted in the dull and bloody stories 
of some old war; but Thanksgiving is the 
holiday of peace, the celebration of work 
and the simple life. You must go back to 
the old Greeks for anything to compare 
with it—a true folk festival that speaks 
the poetry of the turn of the seasons, the 
beauty of the harvests, the ripe product 
of the year and the deep, deep connection 
of all these things with God.—David 
Grayson. 





HERE YOU ARE 


Geography Teachers 


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 


Saving the schools—Indiana gives 
an example of what organized effort 
among teachers can do. It looked as if 
the tax leagues would control the action 
of the legislature and secure changes in 
the law which would cripple the schools 
for decades ahead. All at once the teach- 
ers as individuals and as an organization 
became aroused and went to the people 
as well as to members of the legislature 
in defense of the rights of the children of 
the state, overcoming the destructive de- 
signs of the league, not only saving the 
laws which had been attacked but plant- 
ing a public sentiment which will safe- 
guard education in the state against 
frenzied groups in the future.—Secretary 
J. W. Crabtree in a letter to Kansas 
superintendents. 

Hang to the rigging—When a ship 
is caught in a storm at sea, the shout, 
“Hang to the rigging,” is heard in every 
quarter of the ship. Weathered seamen 
have learned that in time of storm the 
help of every man aboard is needed. No 
matter how hard the winds blow or the 


fA 


waves roll, each sailor takes his ple 
and hangs on with might and main, 9 
do otherwise is to be a deserter, 

The good ship “Education” is hayjy 
a rough time in the present economid 
storm. To date it has weathered th 
winds and waves without foundering 
Its seams have cracked in a few plap 
and it is leaking here and there, but it 
not collapsed completely. It still give 
promise of riding out the storm if eye 
member of the profession stands by an} 
hangs to the rigging. 

Local, state, and national associatioy 
of teachers are rendering valiant servig 
in this time of distress, but they need th 
support of every teacher—not just 
loyal few. This year of all years eve 
one in the profession should join all thr 
organizations thus giving stability an 
strength to the programs of service whid 
these associations sponsor. Let’s hang! 
the rigging! 

Professional spirit—We believe th: 
the professional advancement of teachin 
in the United States depends large! 


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yol. 21, No. 8 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A-135 





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A PERSONAL | 


upon the National Education Associa- 
tion and other active teachers organiza- 
tions. In order to let you know that we 
are solidly behind the NEA we are en- 
roling 100 percent this year and enroling 
early—L. G. Osborn, principal, Rock 
Jr. High School, East St. Louis, Illinois. 

President Rosier honored by 
West Virginia State Board of Edu- 


cation—The following resolution was 


| voted by the State Board of Education: 


Resolved, That the members of the State 


Board of Education, in meeting assembled, do 


| hereby extend to President Joseph Rosier their 
| warmest and sincerest congratulations upon the 


great honor which has recently come to him 
and to the state of West Virginia in the form 


| of the presidency of the National Education 


} 





Association; that we further congratulate him 
because we appreciate the fact that it is a re- 
ward of merit for long and faithful service and 
devotion to the schools of West Virginia and 
the nation; that we recognize in these times of 
stress and strain, when education has been 
forced to take the defensive along every front, 
the great opportunity offered by the presidency 
of the National Education Association for 
Joseph Rosier to make an invaluable educa- 
tional contribution in service to the nation be- 
cause of his great leadership, his broad vision, 
his fine training and wide experience, and his 
safety and wisdom in council; and that further- 
more, we desire that he avail himself of the 
privilege of every opportunity to make educa- 
tional contacts in other states, and urge him so 
to do, in order that he may contribute of his 
great ability to the whole country, and may 
bring to West Virginia the best educational 
thought and practises of the nation. 


Florence Hale, president of the Na- 
tional Education Association 1931-32, 
will hereafter devote her entire time to 
the editorship of the Grade Teacher. 
Miss Hale became editor of this maga- 
zine in 1927 when it was being published 
under its former title of Primary Educa- 
tion-Popular Educator. 

Life members of the NEA will this 
year give special attention to the move- 
ment for acquainting the public with the 
importance of education from the stand- 
point of vocational efficiency, social bet- 
terment, and improved citizenship. Each 
life member will look at these problems 
in his own way and will inspire others to 
be active in the interest of childhood. 

American Education Week—We 
are trying to do our bit to hook up with 
the national movement on American 
Education Week. It now seems quite cer- 
tain that our school people generally will 
give more recognition to the opportuni- 
ties provided by American Education 
Week than ever before. We are trying 
more than ever to encourage the organiz- 
ing of parent-teacher associations thruout 
the state, for we feel that these provide 
the best sort of avenues thru which 

[Continued on page A-136] 


Mention THe Journat when writing our advertisers. 





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Here is 48-page book, “HEALTH 
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presenting 27 concrete health teaching proj- 
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garten, grades and high school, include: 


Organizing and Operating a Health Club 
Cleanliness Contest 





a 


| Balanced Diet Experiment with Animals 





Lesson on the “Common Cold” 
Good Health Circus 
Fixing the Toothbrush Habit 

Results through Health Habit Charts 

The material in this booklet has been reprinted from 
Dr. J. Mace Andress’ department, ‘‘Health and the 
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A-136 





THE JoURNAL OF THE NATIONAL EpUuCcATION ASSOCIATION 





[Continued from page A-135] 

school problems can be carried to the 
public at large, and at the same time 
they bring into active operation a fine lot 
of people who are vitally concerned with 
matters of education—D. W. Parratt, 
executive secretary, Utah Education As- 
sociation. 

Note the National Education As- 
sociation’s offering for Education 
Week—It is the fullest, most practical 
aid the organization has yet offered for 
this celebration. For a dollar it sends a 
packet of suggestions, posters, cartoons, 
programs, and messages, at cost.—Wil- 
liam McAndrew. 

A remarkable showing—More than 
a dozen states, the Territory of Hawaii, 
and the District of Columbia are repre- 
sented by the authors in this number of 
THE JOURNAL. Each author is an au- 
thority by virtue of study and experi- 
ence. Compare this with any other peri- 
odical you use. Note how the material is 
balanced to appeal to all interests in the 
profession. A trained staff is constantly 
searching for the best material for THE 
JOURNAL. This is one of many Associa- 
tion services to its growing membership. 

Copies of the booklet, “Your Mind 





November, 1932 





in the Making,” [see page 263] folded 
and stapled for distribution to students, 
may be had from the Division of Pub- 
lications of the National Education As- 
sociation, 1201 Sixteenth Street N. W., 
Washington, D. C. Prices: 20 for $1; 
$4 per 100; $30 per 1000. 

Help that high-school graduate !— 
Are some of your graduates without em- 
ployment? What are they to do? Read 
the article on page 243 for a fine ex- 
position of the possibilities for personal 
growth on the part of the unemployed 
high-school graduate. Why not place a 
copy of this article in the hands of your 
students who are out of school and out of 
work? The Division of Publications will 
furnish reprints of this article at the fol- 
lowing prices: 20 for $1; $4 per 100; $30 
per 1000. 

A Superintendent Looks at the 
Kindergarten [see page 245] is espe- 
cially timely during this period when 
people who think more of taxes than of 
children are often strixing at the kinder- 
garten as one of the “fads and frills.” 
Call the attention of influential citizens 
to this statement. 

Editorial project—Announcing the 
third annual nationwide editorial project, 


i). 2. 


the Division of Publications commengg 

: . 5 » Bons 
for their unusual merit, educational edi- 
torials published during 1932-33 jn the 
following high-school newspapers: sain 


The Beacon, Newport News High School, - 
Newport News, Va.; The Easterner, Eastern Mior 
High School, Washington, D. C.; The McKin. an 
ley Trail, McKinley Junior High School, Lo fy — 
Angeles, Calif.; Beaumont School News, Beay. eel 
mont High School, Beaumont, Tex. 


The purpose of this project is to stimy. ~ 
late the writing of student editorials Mune 
based upon accurate information off | 
school needs and achievements. Thef'™ 
project is an important feature of an edy. 
cational interpretation program designed To 
to lay the basis for appreciation of the ee 
American school system by tomorrow’ Tre 
voting citizens. Me] 

Some of the excellent editorials pub-F 5 
lished in 1931-32 will appear in later? 
issues of THE JOURNAL of the NEA andi 
in other educational periodicals. le 

Enrolment blanks and complete in-§?P 
structions may be secured from the Diyi.@™:' 
sion of Publications of the NEA, 12014 
Sixteenth Street N. W., Washington’ 
=<. aly 

NEA cartoon project—Among highf™ 
schools which submitted outstanding car" 








Life 
Membership 
in the N.E.A. 


means Greater Unity 
and Greater Concern 
for the Future 


The need of safeguarding the interests of childhood was never 
An applicant for life membership just wrote us: 
the need for 

large membership is 
So, although we have already faced a payless pay day. 
be delinquent, 
even not paid at all, I am attempting to compensate by joining 
have come to the 
conclusion that the only money we can be sure of saving is that 


greater. 
ing this 
organized 
urgent. 
and although 


period of economic depression, 
effort represented by a 
monthly checks may 
as a life member. From various losses, 


which we save in such ways as this.” 


j Will you not save $10 now and become a member for life? 
Certificate, card and gold pin or button will be sent immediately. 


(Slight additional charge for key.) 





Mr. J. W. Crabtree, Sec., 
1201 Sixteenth Street, Washington, D. C. 


Dear Mr. Crabtree: 


I wish to become a life member, making my first payment 
n. understand the entire amount 
paid in equal annual installments of $10.00 each. 


Jan, 1. I 





National Education Association, 


of $100.00 can be 


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It will be to your ad- 
information from us regarding 





The American 














,21, No. 8 











nds ss during the school year 1931-32 








, Kans.—Washington High School, 
cin High School; Spokane, Wash.—Lewis 


hool, Wj Clark High School; Denver, Colo—Cole 
stern ior High School, East High School; Shil- 
cKin. Bon, Penn.—High School; San Francisco, 
, Los i;—Balboa High School, Girls High School, 
Beay- Mell High School, Mission High School, 
eo High School, Polytechnic High School; 
; ningham, Ala—Woodlawn High School; 
UMU- Birville, N. J—High School; Norfolk, Va— 
orials thew Fontaine Maury High School; Evans- 
n of » Ind—Central High School. For further 
The »mation concerning the project see page 270. 
1 edu- — 
.,{To maintain a good supply of upto- 
Pe m s textbooks is economy. 
a “Irends in American Education 
" 1930 — Enrolment in American 
- pub schools increased 99.9 percent be- 


en 1920 and 1930. The percent of 
dren five to seventeen years of age 
ied in the public schools rose from 
percent in 1920 to 81.3 percent in 
). Of every one hundred children en- 
din 1920 only seventy-five were in 
ly attendance; in 1930 there were 
hty-three of every one hundred at- 
ding daily. While high-school enrol- 
it was increasing nearly 100 percent 
ing the decade, elementary-school en- 
ent was increasing only 10 percent. 
increase in enrolment in the first 

le, however, was only 3.9 percent. 

average child in the United States 
lic schools received 10.8 days more 
Wction in 1930 than did a child in 












ng cat 


nent #@). The average school term stood in 

ould Mat 172 days. [The figures are from 
1 an BoOtiice of Education. ] 

WAdult education, especially in our 

Wic-school systems, is being curtailed 

many cities and towns to a much 

jt extent than other types of educa- 

im- | In times when large numbers of 

their and women are unemployed, the 

ling | t education activities of a city or 

e—is Mshould be functioning for the great- 

r ad- possible good of those in difficult 

rding onic situations —James A. Moyer, 





Mdent, National Commission on the 
chment of Adult Life. 

|} school situation in many locali- 
Sexceedingly grave, particularly in 
tural schools. In some states whole 
les were unable to open their 
nls or were obliged to close after a 
in of a few weeks. Under such con- 
ils, professional organizations are an 
ative necessity. 

lat can you do?P—In spite of a 
on impression to the contrary, the 
P"dual today probably has more 
ff ‘0 determine social policy than 
ae before, You can be a militant and 
“Sive voter, determined that wise, 









| 







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THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


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School savings—The following letter 
from a JOURNAL reader raises an impor- 
tant question. THE JOURNAL will wel- 
come suggestions and experiences from 
other readers. 


Don’t you think school savings in banks 
should be specially protected if any such plan 
is feasible? A young nephew of mine had a small 
amount tied up in a closed bank. He told me 
later: “I am never going to save any money 
any more.” Thus the harm done is dispropor- 
tionately great. No state specially protects such 
school savings. Won’t you please start an in- 
vestigation of the subject? About 5,000,000 
school children have had as much as $25,000,000 
saved any one year. With the carry-over from 


[Continued on page A-138] 





A-138 
[Continued from page A-137] 
previous seasons I believe it is about $65,000,000 

at any one time. 

Church attendance—For churches 
to close now or to “let up” is like hos- 
pitals’ closing during an epidemic. We 
say this because an epidemic of fear, such 
as is raging today, is as dangerous as an 
epidemic of “flu” such as raged in 1918. 
The need of the hour is not more money, 
more real estate, or more stocks and 
bonds, but rather more selfcontrol, un- 
selfishness, faith, and courage. Selfcon- 
trol, unselfishness, faith, and courage are 
spiritual qualities which cannot be se- 
cured from bankers or stores, but from 
ministers and churches.—Roger W. Bab- 
son. 

The American way—Soon after this 
JOURNAL reaches you, the national elec- 
tion will be held. Each ef our citizens will 
take such part as he is moved by his in- 
telligence and conscience to do. When the 
election is over and the successful candi- 
date has been sworn in as President it 
then becomes the duty and privilege of 
every citizen to give wholehearted con- 
structive support to the man who as- 
sumes this colossal responsibility. 

A workable plan—Philadelphia has 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


found a way to reduce foreclosures on 
homes. A welfare committee gives the 
public free advice on real estate prob- 
lems, and cooperates both with home 
owners and home financing agencies. 
Civic and business organizations in other 
communities may find the plan appli- 
cable to their local situation. Details may 
be secured without charge from the Di- 
vision of Building and Housing, Bureau 
of Standards, U. S. Department of Com- 
merce, Washington, D. C. 

Does your state have this prob- 
lem?—The Children’s Bureau of the 
Department of Labor found, in a recent 
survey, that thousands of boys between 
the ages of twelve and twenty are roving 
the country, not knowing from day to 
day where they will obtain their next 
meal. To deal with this present problem 
and to check a future movement of this 
character, the Bureau asks for state as- 
sistance. 

Toward international peace—It 
seems that the only effective way to bring 
about a peaceful settlement of interna- 
tional disputes, and this now seems more 
than ever important to us, is that we 
teach the Paris pact in the American high 
schools. At the present time this can be 





Support your department in the N. E. A.— 


| Some departments of the National Education Association have separate memberships and issue 
| publications which are especially helpful in the branch of the teaching profession in which you are 














November, 193 il. ' 


done entirely voluntarily. This may ye" 
accomplished by the rudimentary styait 
of international relations in history anf? 
other social science classes, the ann 
essay contest on some aspect of the Paw 
peace pact being a helpful optional ji 
ture. I urge each state superintendent #" 
offer this work to his students.—Wij}j,gtt 
John Cooper, United States Compt 
sioner of Education. tic 
The Committee on World Frien§™ 
ship among Children announce #4 
fourth friendship project, designed 
promote mutual understanding, apg" 
ciation, and goodwill between our ch"! 
dren and those of other lands. Inforng 
tion may be secured from the Committ! | 
at 287 Fourth Avenue, New York, § 
For schools and libraries ip" 
year, the World Peace Foundation ¥ 
making available its books on inten” 
tional affairs on a “capacity to pap’ 
basis. Each institution is to select (F” 
books it can use and pay only what 7 
resources will permit. Application blan 
may be procured by writing the Found 
tion at 40 Mt. Vernon St., Boston, ¥ 
Professor William S. Gray, of! 
University of Chicago, advocates 
reading be included in college curr 





interested. Keep in close touch with the progress in your field. 


Join your department and support its specialized studies. It will help you. 


Administrative Women in Education—Dues $1.50. 


American Association of Teachers Colleges—Dues $15. Year- 


book. 


Adult Eduecation—Dues: Active, $2; Associate, $1. 


Education Bulletin. 
Business Education—Dues $1. 


Deans of Women—Dues $5. Quarterly Bulletin and Yearbook. 
The Review of Educational 


Educational Research—Dues $5. 
Research. 


Elementary School Principals—Dues $3. 


book. 


Lip Reading—Dues $1. Occasional bulletins. 


Rural Education—Dues $2. Bulletin. 


A membership in the N. E. A. is a prerequisite to membership in a department 


I hereby make application for membership in the Department of 
for dues for one year. 


| 
a a ern rere 
| 


RS, Soi i tah Se ioe gh ane hdd be bs lesa os 


aie SA aus Mind hare ave Siamquemad City and state 
Fill out and mail at once to 1201 Sixteenth Street, Washington, D. C. 


book. 
Adult 
book. 


Superintendence—Dues $5. Official Report of winter meeting, Felec 
Research Bulletins, and Yearbook. A $25 Educational Research 
Service is conducted in cooperation with the Research Division ] 4 


Supervisors and Directors of Instruction—Dues $4. Fduct- 
tional Method and Yearbook. 


Supervisors and Teachers of Home Economics—Dues $1. 


Bulletin and Year- 


Visual Instruction. 





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Secondary Education—Dues $1. 


Secondary School Principals—Dues $2. 


Social Studies—Dues $3. 


Visual Instruction—Dues $2. 


I understand that this membership entitles me to the publications of this department nd, 











Bulletin and Year * 


The Historical Outlook and Year }j 


The Educational Screen and} 
(Combined. ) 


ooceel 








21, No. & 
r, 193 42h, 










s, He points out that the relation be- 
— en reading efficiency and academic 
B- sgress is significant. 

iby Book Week 1932, November 13- 


= “Books for Young America” is the 
om gested theme for Book Week this 
a ce The idea will be interpreted to in- 
Witkagpade not only the many books about our 
Somme country, but all the many books 
~~ hich give young Americans an under- 
Prien nding of the world in which we live 
nees PY: For further information, write to 
gned ) National Association of Book Pub- 

ers, 347 Fifth Avenue, New York. 
al stice the Book Week poster, page 248. 
wa National Child Labor Day, 1933, 
mmiti be observed Saturday, January 28, 


k synagogues ; Sunday, January 29, in 
" aburches and church schools; and Mon- 


ual y, January 30, in schools, clubs, and 
intent Organizations. Plans for programs 
to pi ay be secured from the National Child 
ole bor Committee, 331 Fourth Avenue, 

a ew York. ; 

on bla The American Red Cross will con- 

. Foun ut its Annual Roll Call, to enrol mem- 

on. Mat for 1933, from Armistice Day to 

_ *?- Buanksgiving, November 11 to 24. 

nye off Colds are dangerous—If you learn 

ee detect cold symptoms quickly and re- 
yt to some simple treatment promptly, 
can save yourself from dangerous 
mequences. How to keep from having 

a ft 

___. J!) Keep your body built up by nourishing 
d, plenty of sleep, sufficient exercise in the 
en air, 

F ] Train your skin to stand changes in tem- 

ISSUE Brture by bathing and outdoor walks. 

u are 95) Wear sensible winter clothing. 

4) Keep your feet dry and warm. 

5] Breathe thru your nose. 

()] Have diseased tonsils, adenoids, and bad 
th removed. 

7] Wash your hands often. 

1 Yeo §] Accustom yourself to a temperature of 
im 68 to 70 degrees. Overheat causes more 
ds than lower temperature. 

d Year: 0) Breathe deep breaths of outdoor air 
asionally so as to sweep out your lungs. 

meeting, lected. J 

Research 

Divise™ 1 problem for arithmetic classes 

Edu an you own and operate an automo- 
‘for $1 a day, calculating interest on 

$1. tstment, taxes, insurance, deprecia- 
een and ", and operating cost? What would 
‘sum amount to in ten years if in- 

Sted in building and loan at 5 percent? 

a Advertising by radio is not per- 

sation anfgtted in Czechoslovakia, Hungary, Hol- 

lepartment 


Mt, Russia, Switzerland, Sweden, and 
ft Britain. In other countries outside 
JX United States where advertising is 


mitted, it is not encouraged or is 
itly limited. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Perry Kindergarten Normal School 


Founded 1898 by Annie Mosley Perry 


3-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. 





RRR! AP MEER 
NATIONAL COLLEGE 


FORMERLY National Kindergarten and Elementary Col- 
lege. Trains women as teachers of —— schools, 
kindergartens, elementary grades. 4-year B degree, 
3-year diploma, 2-year certificate. Sorin term moans 


oP 30th. Summer session June 19 Catalo 
Edna Dean Baker, Pres., Dept. D-112, Evanston, if 
OF EDUCATION 























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A-139 


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A-140 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


INCREASE YOUR 
VALUE TO THE 
PROFESSION 
Now— 





November, 19 















Regardless of this econon; 
stress, the training of members of } 
teaching profession must go on. 


Keep fully informed of the progress in ed. 
tion. You must be up to the minute. Superinter; 
ents, principals and teachers will each find the y 
lications of the National Education Assocation and ; 


Departments very helpful texts for further training. The 
represent the best thoughts of leaders. 





Research Bulletins 


tics Departmental Yearbooks 
Facts ON Scuoon Costs. atte! 
Vol. X, No. 5, November, 1932. 32pp..............00- $.25 Superintendence 
CRIME PREVENTION THROUGH EDUCATION, CHARACTER EDUCATION. Per (i 
Vol. A, No. 4, Septemailer, Te. GH s . . ncccccccsecicn 25 Tenth Yearbook, 1962. S8Gpp. ........02 0002 c0se ee $2 
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De ae i os [THE SUPERINTENDENT SURVEYS SUPERVISION. 
ADMINISTRATIVE PRACTICES AFFECTING CLASSROOM TEACHERS. Eighth Yearbook, 1930. 472pp............ccccececeas 9 
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PEOORMOUGE PLANNING. DOWD. 6i¢ 6054s 0ubodcdncrces reas 1.00 TESTS OF PERSONALITY AND CHARACTER. 
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