er, 19 educ, nten{ e i ind eee PERIODICAL RC ame LIBRA Udy. OF VOL. 21 DECEMBER, 1932 NV 2 ) 3 [ala Racal t_ S —_ = | wet dite i. ale Frit IG: Uy i om 2 * ml =) | Alii iti kl - = SKE! eae = 1 | lin —_ - ‘ Rt { Cit (c | Uy, a lis oH tHe JOURNAL ¢&F the NATIONAL EDUCATION ASSOCIATION ——— ee => —-- > - >> —_—— eee ee SO oe What Are We To Do With Our Lives?—Editorial ‘ ; , : . 277 The Choice of Tycho Brahe—Benjamin Cardozo . . ; , 278 The Kindergarten and Nursery va ee D. Stoddard , ° . 279 Achievements of Civilization : : , ‘ ‘ 282 Lizzie Moore Forgotten!—J. W. Crabtvee : ; ; ‘ ' 283 Pioneers Who Believed in Children First—W. H. M orton ‘ ‘ ‘ , 286 The York, Pennsylvania, Schools—Photo Feature . ‘ ‘ , ‘ 287 The Pact of Paris ‘ : : ‘ , ; : ‘ 288 The Child’s Own Library—N ora Beust ‘ ‘ ‘ , ° ; 289 A Public Servant and Friend—Alice Richards Sorbo ; , : ‘ ‘ 291 Reading in the Junior High School—Stella S. Center. ‘ ‘ ‘ ; 293 Robert—Bessie Cunningham : : , . ‘ ‘ : ‘ , 295 Questions for Teachers ‘ ‘ , . : , , ‘ 296 Making Christmas Real to the Children ; ; ; ‘ ; , : 297 A Teacher’s Reply—Eillis R. Martin. , : ‘ ‘ ; : , 298 A Business Man’s Reply—H. G. Hecker ‘ ; : ; ‘ . ; 298 Shall Married Women Be Barred from Teaching? , : ; . ‘ 299 Chicago the Beautiful . : ‘ ; ‘ 300 The Use of Maps in Geographic Instruction —Zoe A. Thralls: ; , ‘ 301 Personal Growth: Some Positive Aspects—Frederick L. Patry : . : 303 Vitalized Group Study and Faculty Meetings , ; . . 304 The Teacher’s Personal Accounting—A Monthly Record Sheet : , : 305 Occupational Distribution According to 1930 Census—Statistics . , ‘ 306 Master Builders of Our Profession ‘ ‘ ‘ ‘ ' : , . 307 Builders of Our Profession . ; ; ‘ ; ; ; ' : 307 New Department Presidents 1932- 33 . . : ‘ ; ‘ ‘ ‘ 310 Contents of previous issues of The Journal of the National Education Association can be found by consulting the Reader’s Guide and the Education Index in your library. Pustisuep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, D. C.,. UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. 2 PI Sr PL ee 7 I It; ‘= Weal) om = iia at an fh A NEW PLAN for the Teaching of Commercial Arithmetic BUSINESS MATHEMATICS By R. R. ROSENBERG, C. P. A. Instructor, Dickinson High School, Jersey City, N. J. For years textbook writers have been trying to hu- manize the subject of arithmetic, to make it alive, in- teresting, practicable, teachable. Some have succeeded— a few more than others. In his new book, Mr. Rosenberg goes all the way in eliminating the ‘‘underbrush” to be found in so many texts on commercial arithmetic. The result is an in- tensive, interesting, teachable text that pupils and teach- ers alike will enjoy. “Business Mathematics,” writes a prominent teacher, “will mark a new era in the teaching of commercial arithmetic. ‘The time-saving features and the low price alone should commend it to every thoughtful teacher of the subject.” BUSINESS MATHEMATICS is published in two parts—pad form. Part I, Elementary, 60c; Part II, Advanced, 80c. There is an answer book for teachers. BUSINESS MATHEMATICS wiil add pleasure to your work and will insure measurable results. The Greg¢ Publishing Company New York Chicago San Francisco Boston Toronto London Sydney Gregg Books Are Authoritative SYRACUSE, N. Y. 300 ADOPTIONS IN 3 WEEKS This is the record of the new book which is making The STAMP of QUALITY Master craftsmen with years of experience, our own modern factory and the best of equipment and machinery ensure the pro- duction of highest quality Library Supplies and Furniture. GAYLORD customers may always be sure of obtaining highest quality merchandise at attractive prices. GAYLORD BROS., Inc. Library Furniture and Supplies STOCKTON, CALIF. TEXAS THE LONE STAR STATE history in the elementary business field * INTRODUCTION te BUSINESS KIRK, BUCKLEY AND WAESCHE A sound, interesting, up-to-date course in business fundamentals, rich in exploratory and cultural values. has just adopted for five years’ exclusive use in grade 3 HOME FOLKS A Geography for Beginners A new viewpoint and a new approach. Coordinates the or facts of business with the business of living, helping DR. J. RUSSELL SMITH Columbia University each pupil to become an enlightened consumer. Hand- *” writing and business arithmetic correlated with every chapter. Objective tests. economical workbooks. tive Tests now ready. Examination copies sent on request, with a view to adoption THE JOHN C. WINSTON COMPANY WINSTON BUILDING, PHILADELPHIA Atlanta Dallas SoU CELEUOLOUITOUUVELAUELUGAUEEOUEODEGOUCOUEEOUEEOUEOOGQOEOUEOQUOOOUNOUOOOOOQUEOQUSOOOOOUOOOOOQUEGQUNOOEOOONOQNCOUEOQHOOUOOQNOQO00U00UC00RO0U000080000000000800000080000000G0000000UNNONOOUOUOOOONL Chicago Abundant pupil-activities. More than 250 illustrations, many in colors. Practical, Teachers’ Manual and Objec- Other books in the new Smith ‘‘Single- Cycle Plus’’ Series are WORLD FOLKS, Grade 4 AMERICAN LANDS AND PEOPLES, Grade 5 FOREIGN LANDS AND PEOPLES, Grade 6 WRITE FOR FULL INFORMATION San Francisco Editorial for December 1932 What Are We To Do With Our Lives? time to give attention to the higher values even as we prepare for the new year by an inventory of our financial affairs. The Christmas season suggests a per- spective of more than nineteen hundred years during which the race has survived and moved forward, which creates a fair presumption that it will do so in the fu- ture. A hundred years from now the fears and confusions of today will seem small indeed. Our republic has survived many tests of courage and endurance. 1857 was a year of terrible panic. To the people then struggling with affairs, the end must have seemed near. Even the Union with its hopes of a new order of government seemed to be dissolving. Hardship was everywhere, and yet looking back to 1857 from this distance we can see that it was a time of seed sowings. The Atlantic Monthly, established in that year, began setting new literary standards for the na- tion. The National Education Associa- tion was organized. The foundations were laid at that time for preserving the Union. Viewed against the perspective of the centuries, it is plain that the condition of our minds and spirits has more to do with our progress than the condition of our pocketbooks. The first step must be in our thinking. Our performance cannot tise above what we are able to think and to plan. Time was when the race literally lived from hour to hour. As memory and imag- ination were quickened man was able to take advantage of the seasons. Then came the conquest of famine, the effort to plan over a span of years. The time has come for a still broader outlook on the needs and possibilities of the human race. Have we not in the White House Con- ference on Child Health and Protection asuggestion of what this broader outlook might be? Is it not easy to visualize this system of fact-finding, discussion, coor- dination, statement of principles, and planning extended until our entire Amer- can civilization would be leavened with anew motive? Is it not easy to imagine these conferences held not once in a dec- ade but once every two or three years, and to think of summaries, such as the Children’s Charter, which would cover almost every phase of American life? The beginnings have already been made. The first step is to recognize the Te CHRISTMAS SEASON is a good simple fact of change. There is not a science or a social system that is not plainly faced with the necessity for new = N™ one thing is fairly plain to most of us who are waking up to the need of living our lives in a new way and that is that we have to put our own minds in order. Why have we only awakened now to the crisis in human affairs? The changes in progress have been going on with a steady accelera- tion for a couple of centuries. Clearly we must all have been very unobserv- ant; our knowledge as it came to us must have been very badly arranged in our minds; and our way of dealing with it must have been cloudy and muddled, or else we should surely have awak- ened long ago to the immense neces- sities that now challenge us. And if that is so, if it has taken decades to rouse us, then quite probably we are not yet completely awake.—What Are We To Do With Our Lives? by H. G. Wells. adaptations. People no longer expect to find security in a traditional system of life. The rate of change just now is so great as to create for large numbers of people a piralyzing uncertainty and fear. The poisons of social fatigue have blurred our vision, but this period of inaction thru which we are passing should be followed by a new burst of energy and a new spirit of progress. The time has come to recog- nize that this uncertainty need not be, that there is stability in orderly progress. We shall find this stability by careful and systematic planning, by thinking far enough ahead—10, 25, 50, or 100 years— so that the major disasters may be avoided by constructive policies. The greatest obstacle to progress is in our own minds. It is our inability to lay aside habits of thought that are no longer useful, that are actually harmful. The man who says that war can never be abol- ished is the slave of such a habit of thought. The man who thinks that self- ishness is a more powerful motive than altruism is likewise a slave to a tradi- tional past when there was not enough for all. Idealism has stood at the very heart of all the great historical religions—and religions have had a central place in the preservation and advance of civilization. We all feel the need to get away from ourselves—to lose our lives in great en- terprises that give us a sense of signifi- [ 277 ] cance, direction, and achievement. The challenge of this hour is for ideals, vigor- ously applied to the everyday needs and opportunities around us. The life of the Great Teacher is an eternal reminder that true teachers always radiate ideals. They are not afraid to stand for the best. Teachers as the largest body of trained public servants in the nation are in a position to lead in a new advance. This they can do only by becoming students of civilization thru close observation and broad study. When teachers from kinder- garten thru the university become stu- dents of civilization in its mighty onward sweep; when teachers have a deep convic- tion of their own part in affairs; when they are willing to take hold and teach as tho the very survival of civilization rested upon their teaching, the world will move on to a human order founded upon intelligence, motivated by high purpose, and fortified by scientific truth. This struggle for a new human system that shall be broader than government, broader than industry, wider than conti- nents, H. G. Wells has described as ““The Open Conspiracy.” He believes that this new order can be brought about without revolution in the violent sense, if the peo- ple of intelligence and goodwill, each in his own sphere, will catch the spirit of the new civilization and do his part to “mobilize the conscious commonsense of mankind.” The world has only begun to use its motive forces. Consider, for example, the vast amount of moral force that is wasted all about you in needless antagonisms be- tween individuals; between this party and that; between greed and public in- terest; between nation and nation. By simply using this moral force construc- tively, there could be provided for- all by scientific method more than the most greedy could now use. There are many things that teachers can do individually. Each will think out his own objectives. Here are two sugges- tions: jirst, inform yourself in the field of economics where the machinery has broken down; second, give to your com- munity a leadership broader than just classroom teaching, however important that may be. An inspiring example of such leadership is described in a recent book by Mary Mims entitled The Awak- ening Community. Cannot we do in every state what Mary Mims has done in Loui- siana?—Joy Elmer Morgan. The Choice of Tycho Brahe BENJAMIN CARDOZO Associate Justice of the United States Supreme Court HAT VALUES shall we choose— __inits proper place. “And is this all?” they The victors may forget us. What of that? those of today, or of tomorrow, said. “Not all, I hope,” said Tycho, “for | Theirs be the palms, the shouting and the or of a future that is close at I think before I die I shall have marked _— itera 7 hand, or of the unplumbed future, track- a thousand.” You can almost hear their npatrnaatnrneneilaciteliadibia sy a: less as the sea? Every one of them is a_ laughter, can you not? All the prophets That was Tycho Brahe’s choice of good one. Let us not make the blunder and the seers have listened to the like. values... . of decrying any of them. If we could “To what end,” said the messengers, “to I have spoken of a man who was one have them all, it would be well, but sel- what end the travail and the waste? Show of the. famous of the earth, whose name dom can we have them all. There is need it to us now; show them now before we _ has re-echoed thru the corridors of time. to make a choice. How shall it be guided? ~—_go.” Resounding thru the centuries I hear Let us not make the blunder of supposing Not all of us will make the same choice; familiar echoes. Never a philosopher has _ that to live in communion with these in- not all of us ought to make the same. lived, nor a saint nor a scientist nor an effable values of the spirit, to spend one- What choice is it worthwhile to make if artist, but has been summoned to a like self utterly in sacrifice and devotion, js one feels the mystery of the universe more proof—to show the value for today—not a lot reserved for a chosen few, for an deeply than one’s fellows? What choice the value for the unplumbed future, but artistocracy of genius, for those that will will be made by you? Before that ques- the value for today.-I will read you be ranked in history among the mighty or tion is answered, let me tell you an anec- Tycho Brahe’s answer as I find it inthe the great. To the glory of our humanity, dote. Let me tell you of the choice that poem: the lowly equally with the mighty may about four centuries ago was made by he he en to ena be partakers in this bliss. Along the com- someone else. Let me tell youof the choice gaia Tycho Brahe, “Perhaps a hundred years, mon ways I have walked with men and that was made by Tycho Brahe. Perhaps a thousand, when our own poor names women—you would not know them from Tycho Brahe was born in Denmark of Are quite forgotten, and our kingdom’s dust, the crowd—men and women who had goodly lineage, and educated in youth at —_©n one sure certain day, the torch bearers made the choice of Tycho Brahe. They ~“— ; . 7: Will, at some point of contact, see a light Pai the University of Copenhagen. While yet Roving upes tila chacs. The our ees had made it in humbler forms, by love, by a young man he discovered a new star, _Be shut forever in an iron sleep, gentleness, by sweetness, by devotion, by and the discovery brought him fame at _ Their eyes shall see the kingdom of the law, sacrifice of self within the narrow circle home and in many distant lands. Den- Our undiscovered cosmos. They shall see it— of the home: but, be it said to their un- mark had a king then who was a patron 4 new creation rising from the deep, dying glory, they had made it, none the of learning, and the king built an ob- Beautiful, whole. less, We know it when death takes them, servatory for Tycho at the center of a — pjsjointed notes of some supernal choir. if in hours of pride and darkness we have little island, and Tycho called the place _Year after year we patiently record been blind to it before. The life seemed Uraniborg, the “city of the heavens.” All we can gather. In that far off time simple while it lasted. We may not always Here for years and years Tycho worked A people that we have not known shall hear have been conscious of its beauty. The " . th oer F by day and night, watching the heavens et like music to a single end.” end comes, and, behold, it 1S illuminated by night, and figuring his observations Th id q 7 with the white and piercing light of the by day, till star after star with exquisite ey av — = iy cagicit ° “4 divinity within it. precision had been set down upon his ‘S@8€fS Wao had come to appraise the The values of the spirit—These are pa - : values and report. They went back to the : chart. But Frederick, the king, died, and ines, thelr spenter, and. they anid. thet the values that by your witness shall pre- Tycho Brahe’s dreams were fruitless, and vail. I have been reminded. of the noble worse than fruitless, perilous, since “any words of Huxley 7” celebrating the ll . fruit they bore would fall in distant years 18 of Johns Hopkins Univerety : al lavished igi the upkeep of the observa- to alien hands.’ Tycho went forth to ex- not say,” said Huxley, “that I am in "4 tory and this feckless charting of the ile: Uraniborg went down into the dust. slightest degree impressed by your big- stars. They could not see the value of it Alfred Noyes gives it to us thus: ness [i. e., the bigness of America], “ all, and so at last messengers—in the your material resources as such. Size 's name of the new king—went to visit “Yes, I still hope in some more generous land _ Mot grandeur, and territory does not make young Prince Christian came upon the throne with a host of flippant courtiers who grudged the treasure that had been* j T k i d : : Tycho Brahe, to learn, if they could, the Liste pestle 4 3 ate py — a nation. The great issue about which use of all his labor, to quiz him about it, The men that follow me with more delicate art hangs a true sublimity, and the terror of and to pit their values against his. May add their tens of thousands; yet my sum overhanging fate, is what are you going Laughing at the seers—You will Will save them just that five and twenty years to qo with all these things? What is ‘0 4 ° Of patience, bring them sooner to their goal, . the find the tale set forth with moving elo cllinedaen of the te: & tai ote ann, be the end to which these are to be quence and beauty in Alfred Noyes’ noble we @te on the verge of great discoveries. means?” So it is, my friends, with all the and inspiring poem, the “Watcher of I feel them as a dreamer feels the dawn teachings of universities and schools. - -- the Skies.” The messengers asked what —_Before his eyes are opened. Many of you It is wasted unless it strengthens youth Tycho had been doing these five and Will see them. In that day you will recall to the choice of Tychc Brahe.—From 4 This, our last meeting at Uraniborg, A ‘ twenty years. He showed them tables of ang how I told you oe this ap sinte address at the Jewish Institute of Re- the stars, seven hundred set down, each Would lead to victories for the coming age. __ ligion. [ 278 ] t? 1d the The Young Child The Kindergarten and Nursery School schools and kindergartens to supple- ment home care.’’—Children’s Char- ter of the White House Conference on Child Health and Protection. Fi YOUNGER CHILDREN, mursery HE eleven words quoted above from the official recommendations of the recent White House Conference consti- tute one of the most revolutionary pro- posals in American education. Translated into actuality in terms of buildings, equipment, staff, and training facilities, jt amounts to a proposal to spend at least a half billion dollars per year on the edu- cation of more than five million children thus far completely out of contact with our educational program. For the truth is that there are less than five hundred nur- sery schools in existence in the whole United States, while kindergarten facili- ties are available for only one child out of four. What shall we expect of the nursery- school idea whereby children are taken from the home for at least a half day at the age of two or three years and placed under the educational guidance of out- siders? The aim of the nursery school can be made clear by a brief description of the activities and opportunities which it ordinarily provides. Stated briefly, it is to assist parents in bringing their young children to the highest level along lines of physical, mental, social, and esthetic de- velopment. These children are visualized as playful, imitative, social creatures able to learn things essential to an effective and happy life at their own level of ma- MTTTTTTTT; \y PAL turity, and to learn without the usual heavy mechanics of instruction. That tre- mendous strides in selfreliance, socializa- tion, and maturation of habit and beha- vior patterns can be made in this way is clear to anyone who has observed the re- markable growth characteristics of this age range. Do the nursery school and kindergar- ten offer peculiar advantages in these ac- complishments? What is it that school people have learned and how do they apply it? The offerings of the modern nursery school and kindergarten will be listed under ten headings. It will be pos- sible to say only a few words about each, but back of these simple statements is a large accumulation of research and ex- perience. Play facilities—The nursery school [this term will be taken to include the kindergarten activities for the five-year- olds] offers play facilities not ordinarily available to children in the home. The playground is sure to include grassy sec- tions, hard-surfaced runways for wheeled toys, and a sandbox. A large choice of outdoor apparatus is provided. While this is not excessive from the standpoint of the amount per child, it does permit a considerable amount of varying experi- ence for the children. The indoor play- rooms are fitted up with furniture and fixtures appropriate to child needs and child interests. The whole situation is under expert supervision. Assistance in habit formation— There are numerous motor skills which are developed at this period in a child’s life but which tend to be delayed unless facilities and supervision are available. For example, the average two-year-old learns to use hammer and nails rather effectively. This not only provides useful exercise but gives the child a sense of accomplishment. Similarly selfreliance in running, jumping, climbing, playing games, eating, and toilet routine is defi- nitely built up. Language has suddenly become an activity of great importance to the child and the preschool situation pro- vides him rich opportunities in this re- spect. Assistance in problems of nutri- tion and health—The teachers are trained to understand diets and to pro- vide an adequate noon meal in case of the fullday session and supplementary nour- ishment in other sessions. Basic health measures such as vaccination, diphtheria immunization, medical and dental exami- nations are recommended as a matter of course and in many nursery schools are mandatory. We are accustomed to think that parents would very likely take care of these things without the stimulation and supervision of nursery-school people but we now know that such is not the case. The White House Conference, on the basis of a large sampling, showed that 50 percent of our preschool children have had no health examination of any kind, 87 percent no dental examination, 83 per- cent no smallpox vaccination, and 80 per- cent no diphtheria immunization. Provisions for social development —Perhaps the most striking feature of the nursery school is the presence in one ho 50 © THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION Kindergartners in their own house which they built of blocks group of a relatively large number of children of the same age. This is particu- larly difficult to arrange in the modern family or even in the modern neighbor- hood. We have strong evidence that this arrangement provides good opportunity for social development. Children of ap- proximately the same age can build up companionships not possible between the child and the adult. Assistance in preventing and eliminating behavior maladjust- ments—Tantrums, fears, food refusals, bullyings, and timidities are familiar ac- companiments to child rearing. Just as we used to think that every child had to run a certain gamut of diseases, many parents still feel there is no escaping a large num- ber of these maladjustments. Nursery- school people, on the other hand, know that the number is much greater than “nature” ever intended and that our own conditions of living are often directly re- sponsible for them. By reducing tension and the extremes of affection and cold- ness to a relatively temperate middle ground and by calling upon the resources of a person welltrained in child psychol- ogy and behavior, the nursery school is able to reduce these difficulties to a mini- mum and to indicate how good results in the school may be transferred to the home situation. Esthetic factors—We know that early beginnings in graphic and plastic art, music, and literary composition are natural and easy to the child. Very pos- sibly they represent fundamental expres- sions of personality drives. In any case all nursery schools provide encourage- ment to the child, along these lines. An advancing program—The work- ing out of the complete nursery-school program leads to a gradual introduction of responsibility and academic activity. Thus by the kindergarten age the child is well along in his verbal maturity and takes on the additional stress of the more formal subjects with considerable ease. This is something much different from a sudden substitution of a conventional and harsh curriculum for the liberalized December, 1932 te, and imaginative events of preschool days. Transfer to the home—Fundamep. tal behavior patterns in play, eating and sleeping situations, for example, can be built up in a child in such fashion that the good effects are available for parents jp the home situation. This calls for close rapport between preschool teacher and parent and, also, in many cases, for home visitation. Parent education—By means of ob- servations of child behavior in the group and of conferences with the teachers, par- ents themselves obtain a more adequate concept of child needs and behavior. In many nursery schools regular study groups are organized for parents. These call for a systematic reading of literature on child development and family life and for supervised observation of the chil- dren. New findings in nutrition, child psychology, and mental hygiene are now available in popular terms which every parent can understand. It is no longer socially permissible to be ignorant of these fundamental facts. However, the facts alone do not suffice. Actual practise is a full step removed from knowledge about what to do, while beyond practise is the subtle question of attitude. Parent freedom—It is to be remem- bered that the halfday nursery school simply supplies three hours of this “‘extra- familial” guidance and stimulation. The parents [especially the mother] are left with considerable contact with the child’s ‘ The sandbox is a child’s treasured possession Vol. —_ daily ends child these and depr’ very supp arep ing 0 of th for | tivit! P< mar} well, as r nurs impo prov a ch the An i mea! havi thei com rece amo then assu leve heat thru have age ‘ * + te Vol. 21, No. 9 daily activities. Even the fullday session ends early in the afternoon. Much of the child’s day is still in the home. Since these schools are not open on Saturday | and Sunday, neither parent nor child is deprived of essential relationships. In a very real sense of the word, we have a - supplementing of home care rather than areplacement of it. At the same time free- ; ing of the mother during a certain portion ) of the day permits her to carry on work for pay and recreational or cultural ac- eC tivities. n Parents and teachers are sure to re- y mark that these ten points are all very € § well, but even if they could be established € | as representative of ordinary practise, d 7 nursery schools would still be financially - impossible for most communities. But im- provement in taxing systems along with a change in people’s attitudes toward y the value of the work would alter this. An illustration will serve to show what I of mean. We have become accustomed to he having parents earn and scrimp to put * their children thru college. This has be- Be come so common that the parents S€ ff receive scarcely any credit for it either among their friends or from the children - themselves. It is simply the thing to do, * assuming an average mental and social h level in the family. But does anyone ever © | hear of a family scrimping to put Johnnie thru the preschool? What evidence do we have that four college years for the aver- age child is more valuable to him than eft — < om Learning the mysteries of life and growth THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION “Cleaning up” after the first experience in painting four years of special education as a pre- school child? We know that habits begin early, that learning is well along in the preschool child, that the general outline of his behavior patterns and adjustments are clearly observable. We know too that many of the maladjustments which plague children and adults have their be- ginnings in the preschool years. Yet we assume that parents who rarely have had any special training in child behavior are fitted to tide children over these difficult years. f eal