‘Ghe J OURNAL of the NATIONAL EDUCATION ASSOCIATION The End of an Epoch—Editorial ‘ Hunger on the March—Paul Hutchinson The Junior College: A Community Center—/. B. Gri See The Classroom Teacher, a Mental Hygienist—Ruth Smalley Globes, Graphs, and Meneust Materials—Zoe A. Thralls Thru the Day with Herbart—Rachel L. Dithridge Nationwide High-School Debating—Wéilliam H. Witt ; , ‘ : L The Journal’s Annual Roll Call. ; ; ; oon + . ‘ : : GAG 1 ith a It! Fach) om : il | in r_ {9 | —— Ml mn |: —— | Facts on School Costs Shall Class Size Be Increased? In Support of Our Profession—W. P. Clark An Evening with the Magazines. I Believe in the American College—W illis M. Ooste rho " School and Home Working Together Good Schools in Bad Times Vitalized Group Study and Faculty Meetings First Schools of the Last Frontier Scenes from the Twin Cities The Superintendents Meet at Minneapolis . The Education of All Children—George Drayton Strayer The Functions of the Educational System The Child and Community Influences : . . ‘ ‘ ‘ Master Builders of Our Profession . ‘ ; ‘ : ‘ , , ’ 35 Builders of Our Profession : ' : ‘ , > ; : , : 36 Notes and Announcements. : ' : R ‘ ; ‘ , . ae | i i | | | “ERC || om CMs Contents of previous issues of The Journal of the National Education Association can be found by consulting the Readers’ Guide and the Education Index in your library. Pusuisnep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, D. C.. UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. — oo ee oOoc> SOOO — —; — none Sin TES Sr Tey i seu : Smaller yet Greater Capacity An Ideal Book Truck for School Libraries. Most small Book Trucks have only two shelves, but this Truck has the advan- tages of a small Truck, yet the three shelves give it greater carrying capacity. The same principle of construc- tion used in Gaylord two-shelf Trucks keeps it from ever rack- ing or becoming loose. Made of quarter sawed white oak in light or dark finish. Its casters are 5-in. ball bearing—two fixed and two swivel, regular mounting. Diamond mounting will be furnished if specified on order. Priced at $28.50 Freight Collect, with attractive discounts available on orders for three or more. GAYLORD BROS.. Ine. LIBRARY FURNITURE & SUPPLIES SYRACUSE, N. Y. —@— STOCKTON, CALIF. THE ANIMALS WENT IN 2 The Jacket Library Sponsored by The National Home Li- brary Foundation, a NON-PROFIT making organization created to place within the reach of everyone books of substance that have become the epics of generations of critical readers. Titles will be selected by forty dis- tinguished scholars, writers and edu- cators comprising its advisory board. Cc per volume TITLES NOW AVAILABLE NEW TESTA- MANSIONS AY OF ALL RCHANT OF E (With Notes) N'S ESSAYS RIOT WONDER- hs. H THE TREASURY OF LOOKING GLASS SONG AND VERSE Convenient in Size, 414 x 634 inches. Ex- cellent printing; easy-to-read type. Hand- somely and Durably Bound in Fabrikoid Covers. A Special Price of 10 cents per vol- ume is extended to schools, colleges and in- stitutions. Sample copies will be sent on re- ceipt of 15 cents AMONG THE ADVISORY BOARD Cora WILSon STEWART, Chairman James TrRusLow ADAMS Mary AvusTIN GrorGE PIeRcE BAKER DorotHy CANFIELD Stetta S. CENTER Stanwoop Coss Wixsur L. Cross JoHN DEWEY Witt Durant Havetock ELLis W. Wivsur HartrFietp WitiraM ELLery LEONARD Joun Livincston Lowes Ropert A. MILLIKAN EvucENE O'NEILL Howarp C. RossBins James Harvey Rosinson E. A. Ross Louris UNTERMEYER HENpDRIK \VILLEM VAN Loon A. E. WInsHIP All Books Complete and Unabridged NATIONAL HOME LIBRARY FOUNDATION DIVISION OF THE JACKET LIBRARY 1518 K Street N. W. WASHINGTON, D. C. BY 2 VIVE LA COMPAGNIE! THE ELEPHANT AND THE KANGAROO VIVE LA COMPAGNIE! How fortunate that dictionaries were not yet invented in Noah’s time! Had he ever suspected that the elephant was really ‘‘a mammal having a flexible proboscis serving as a prehensile organ”’ or thai the kangaroo was ‘‘a herbivorous leaping marsupial’ he never would have let them on board. ; THE WINSTON SIMPLIFIED DICTIONARY ELEPHANT —1, a huge, four-footed mammai of were supposedly made for school use. further search, waste time, and discourage pupils from using the dictionary, with the following clear, usable and authoritative definitions, from Seriously, these quotations are taken word for word from dictionaries which Contrast these words, which require KANGAROO —any of a family of mammals of India and Africa, having thick, wrinkled skin, a long, flexible snout, or trunk, and long, curved, ivory tusks; hence, 2, anything cumbersome, awkward, or unwieldy. Australia, feeding on grass and ieaves, and having short forelegs, long, powerful hind iegs with which it leaps, a long, strong tail, and a marsupium, or external pouch for carrying its immature youn. THE WINSTON SIMPLIFIED DICTIONARY is the one dictionary that defines every word so that use and meaning can be instantly understood. Editions are available for all school needs — write for full information. THE JOHN C. WINSTON COMPANY CHICAGO ATLANTA WINSTON BUILDING, PHILADELPHIA Vol. 22, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-] A Complete Line of Duplicators THERE is a Ditto machine for every copying This will give you an idea of the valuable ser- need of every kind of educational institution. vice which Ditto can render you. For many And here are some of the reasons why Ditto has _ years Ditto has specialized in every phase of been spoken of as “the most useful apparatus school duplicating work. a school can buy.” 1 Ditto makes 100 or more copies direct from your original pencil, pen and ink, typewritten or printed original. Q Copies as many as 8 colors—all in one operation—direct from | your original writing or drawing. 3 Requires no stencil, no carbon, no typesetting. 4 Makes copies on any size sheet from a small card to a large form. § Copies on thin tissue or heavy card stock. © Costs less than 5 cents per 100 Jcn1oR—A versatile school dupli- Rotarr—Completely automatic— cator. Sturdy and practical for ee ae "The ; = y 7 school use. Many th is ’ . apd _o copies. J Is the fastest method yet devised ee ae most popular duplicator thet is educational institutions. used in schools today. for making copies. @ Is extremely simple to operate. Children can make the copies. Y More than 9000 schools now use Ditto because it is the easiest way to make copies. Write for more complete information and for actual samples of Ditto work done in schools. Corr Krr—For teachers’ per- | PorTaste—A low-priced duplica- sonal home use—for rural schools. tor for the small school or for the This copying kit is complete in individual teacher. An unusually equipment, all ready for dupli- attractive Ditto at the special price cating. now offered to schools Virtually Limitless in its Uses For the Faculty For Students For the Office Examination questions School newspaper Instructions to teachers Study outlines Athletic schedules School records Drawings, graphs, Election ballot forms Notice of meetings l N sketches Dramatic club mss. Reports of Board of C Oo R P oO R A T E D Shorthand samples Glee club arrange- Education Laboratory experiments ments Bulletins and office forms Maps, music scores All kinds of posters Registration card systems 617 South Oakley Boulevard, Chicago, Illinois Lectures, notices and drawings Attendance records Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1933 Sharp's Series f English Exercises 11 Books... A Book for Each Grade In Use in 4700 Cities Designed for supplementary use in English work in Grades Ill through Xil. Each book provides exercises in lan- guage work suitable for the grade. The books may be used in conjunction with any textbook. This fact, in part, accounts for the desirability and popularity of the series. THE SHARP SERIES Language Practice for Third Grade... Drill and Test material -15¢ Language Practice for Fourth Grade.. .15¢ Drill and Test material Language Drills and Tests............. 15¢ Fifth grade Language Drills and Tests............. 15¢ Sixth grade English Exercises............. oa eem aelais 25c¢ Seventh grade ‘ so vc ccdsdebecsscaasae 25c¢ Eighth grade REC ee 35e¢ Book I for High School, [LX grade TO ee 35c¢ Book II for High School, X grade EE eee re 35c¢ Book III for High Se hool, XI grade ESET TE ee 35c¢ Book IV for High Sc hool, ‘XII grade English Exercises for Senior High ey ee 30¢ A Teacher’s Manual for each book contains brief directions and correct answers for each group of exercises. These books lay great stress on the fundamen- tals, save teachers’ and pupils’ time, create a new classroom interest and add no additional cost to the pupil. All prices postpaid. Webster Workbooks and Seatwork Books 100 Titles—Millions in Use In addition to Sharp’s Series of English Exer- cises, we publish a workbook for every subject. We can help you in: Reading Geography English Social Science Latin Health French Arithmetic Spelling Algebra History Geometry Civics Junior High School Mathematics Choose a product ready for teachers’ and pupils’ use. Based on the subject and not restricted to any particular text. More economical to use than blank paper. Send for free catalog and additional information. Webster Publishing Co. 1808 Washington Ave. St. Louis, Mo. MAGNIFYING THE SCHOOLS IN TEN MILLION HOMES American Edueation Week Is Your Opportunity Help Make It Vital and Effective in Your Community ORE than 4000 members of the Department of Superintendence were asked to suggest themes and topics for the American Education Week program in 1933. The statements below are based upon their preferences for points of em- phasis. Will you not place a check mark after the three which you would like most to emphasize in your own community? Add on the blank lines any other state- ments expressing ideas which you would like to see stressed during American Education Week 1933. Check the ones you have added if they appeal to you most. The cooperation of all N. E. A. members is desired. HIS cooperative planning for American Education Week is the first step to- ward a cooperative observance which will reach literally millions of homes in 1933. Act now. Mail the checklist below at once. It should be received by the National Committee on American Education Week before February 20, 1933. (Cut Here) To THE NATIONAL COMMITTEE ON AMERICAN EpUCATION WEEK, NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. I am glad to cooperate in planning a program for American Education Week in 1933, which will help communities everywhere in their efforts to save the schools. The three statements which I have checked below seem to me to be the most effective around which to build the program for American Education Week 1933. Check / Why the nation can afford to educate its children How the schools are helping the nation to meet the present emergency What is needed for the recovery of progress in our schools Why it is important to maintain educational opportunity in the present crisis Why it is important to maintain a high quality of teaching in our schools How the schools make selfgovernment possible What the schools are doing to prevent crime How home and school work together for the welfare of childhood wenn How the schools contribute toward economic progress in our nation What the schools do to prepare youth and adults for the wise use of leisure ee ee ee ee ae ee iii (Street) (City) (State) MAKE AMERICAN EDUCATION WEEK COUNT IN 1933 Mention THE JournaL when writing our advertisers. Vol. . Vol. 22, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Upwards of a million chairs in | use have proven CLARINS the | most economical portable seat- ing available. Ask any user you meet in Minneapolis. We will be there, too. (i omplete your Curriculum Beyond the Horizon in Space D-15 ty, . IYO 'S Clarin Manufacturing Company 4640 W. Harrison Street Chieago, Hl. FSO EDUCATION, like charity, may begin at home—but it ends BEYOND THE HORIZON. The zest of learning — is the quest for nn ned far objects, hidden answers. Sd The very richest field of knowledge, unplumbed and unspoiled, begins at Hawaii. Here is the beginning of a new world, a new lore, a new spirit of living. Research Bulletins Timely—Authoritative—Helpful BJ Due to the less-than-5-day service of the three splendid liners “Mariposa,” “Monterey” and “Malolo,” the word “far” is no longer a stumbling block—while the answer to “How can I afford it?” is revealed with economic clarity by the moderate fares that prevail. j 8 Bur your vacation may invite a longer, farther quest—to fascinating New Zealand, a scenic revelation, then to Australia, oldest and least- known of continents, burgeoning with new sights. The School Board Member. Vol. XI, No. 1, January, 1933. 48 pp. $.25 Facts on School Costs. Bf En route through the romantic glamour of the South Seas, with Vol. X, No. 5, Novemb 1932. _ stops at Pago Pago and Suva, the “Mariposa” and “Monterey.” —(new 7 oe De emannas, ERE 36 op 5 Matson-Oceanic super-ships) write upon this pagan backdrop in the Crime Prevention Through Education. firm, fine script of modern luxury! Vol. X, No. 4, September, 1932. 68 Pp. 25 i i You, who know values, consider both the curricular and extra- curricular advantages of this unrivalled voyage—then chart your course according to your time and circumstance. A short two weeks’ session in Hawaii—or 46 days to as-long-as-you-like for a comprehensive study, culminating in New Zealand and Australia. You major in economy — yet concentrate on romance and adventure! G Your FIRST LESSON is contained in an attractive, il- lustrated booklet explaining every detail fully. Not least in interest are the attractive round trip fares to > New Zealand & Australia. Won't you send for this information, before commencing any other study? Estimating State School Efficiency. Vol. X, No. 3, May, 1932. 58 pp. Write for complete list of bulletins Discounts on Quantities i of same bulletin Increase your value to the profession. Order Now NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street Washington, D. C. MATSON LINE + OCEANIC LINE 215 Market St., San Francisco * 7305S. Broadway, Los Angeles « 271 Pine QJ St, Portland, Gre. + 814 Second Ave., Seattle « 535 Fifth Avenue, New York — = e 230 North Michigan Avenue, Chicago ¢ 213 East Broadway, San Diego Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION OURAGEOUS cooperation is maintaining America’s high standards of educa- tional progress. Educators—school officials—Parent Teacher organizations—and parents themselves are working hand in hand that schools may function with unimpaired efficiency though school expenditures may be curtailed. If Education reaches a standstill—progress will cease. Thus, today’s budgets which call for readjust- ments should nevertheless provide for modern equip- ment—modern teaching tools. School executives, always conscious of the pupil’s mental and physical welfare, have found a way to avoid penalizing children due to economic ills. Even though school budgets may be cut, pupils need not suffer. So in 1933 budgeting provision is made for modern, pos- turally correct seating and desks even if funds do not permit new buildings. In that way classrooms are mod- ernized without costly expenditure and within available funds. Pupil health and efficiency is safeguarded, for authorities agree that posturally correct seating — seat- ing that makes it easy and natural for the pupil to sit erect —is a primary factor in the health of the pupil dur- ing the long school day,andanaidto his mentalalertness. American Seating Company SATIN Makers of Dependable Seating for Schools, Churches and: Public Auditoriums General Offices: GRAND RAPIDS, MICHIGAN Branches in All Principal Cities | GRAND RAPIDS, MICHIGAN. Please send me. without obligation, a copy of your Posture Poster and copies of the booklets checked. Modernizing that school executives will find economical and efficient Educational authorities make a place in their budgets for main- tenance and replacements. Much of this appropriation is usually ap- plied to new seating. So each year anumber of classroomsare brought up to the most efficient seating standards. For a relatively small annual expenditure in comparison to the total cost of education, they are enabled to give students seating thatis posturally correctand a defin- ite aid to their healthand efficiency. Superintendents, principals and teachers are invited to write us (or use coupon) on matters pertain- ing to seating and posture. For the sake of your pupils modernize your school where it means most to them and costs least to the community. Use American Universal Desks! The facts are available For modernizing schools, American Universal Desks should have your serious consideration. They give you greatest value for your expenditure. Scientifically designed and constructed, they make it NATURAL and COMFORTABLE for the pupil to sit cor- rectly. They safeguard health by protecting vital organs from be- ing cramped and crowded. And so they promote physical and mental development. Send the coupon for the detailed facts about this outstanding school desk. Oe whee GaThO a] vous STumnes aye. f mh “ \> Send the coupon for Bates Free Classroom Posture Poster and | Authoritative Seating Booklets... (They contain no advertising) Send the coupon... and we will mail you free a three-color posture poster, size 17}2 x 25 inches which shows children why they should sit erect. Teachers, principals or superinten- January, 1933 ——— dil dents will be supplied with a poster for each classroom on request. With them, too, any of the following authoritative, instructive and interesting booklets: “Essentials of Hygienic Seating’, which shows what constitutes good and bad posture, the relation of seating to posture, adjustment of seats, desks, and lighting and seating arrangements ... “Ideals and Standards of Classroom Seating”’, covering the essen- tials of good seating and the grade distribution of school desk sizes ... The Rela- tion of Posture to Tuberculosis” ...“The Buying of School Equipment” ...and “Forty Years of School Seating”. Please use the coupon indicating the booklets you wish. Position ) Number of Classrooms (indicate here whether you are Superintendent, Principal or Teacher) ( ) Essentials of Hygienic Seating ( ) The Relation of Posture to Tuberculosis ( ) Ideals and Standards of Classroom Seating th ) The Buying of School Equipment (_ ) Forty Years of School Seating Mention THe JourNaAL when writing our advertisers. Editorial for January 1933 The End of an Epoch the present situation of mankind there lies a deeper current, cen- turies long and worldwide. We have now been carried far enough upon that cur- rent for it to be fairly plain that the human race must come to grips with a new order of economic life. Have not statesmen in every country been contra- dicting themselves like children? Is it fair to assume that they have deliberately meant to deceive their peoples? Is it not wiser to assume that they have done their pest: that they are as much the victims of an outgrown system of thinking as the poor citizen who in a world of surplus is denied an occupation by which to earn a living? This is no passing depression, no or- dinary financial panic, no mere reac- tion from war, but a deepseated change in the center of gravity of human affairs, which requires adjustments on the part of mankind as a whole. The world is passing from a condition of economic xarcity to a condition of economic sur- plus. For untold thousands of years man- power or horsepower was the limit of hu- man control over nature. That epoch is ended. Gunpowder, explosives, and dy- namos millions of times more powerful than the strongest muscles, have de- stroyed the economic basis on which civilization has been built. The truth of the present situation is so extravagant as to seem fantastic. We do not like to believe it. We do not like to face it. We do not like to make in our personal lives, in industry, and in gov- tment, the changes which are inescap- able. The facts are kept from the people. Radio is turned over to commercialists, who, while appearing to be generous in other directions, exert over matters of business and industrial reform a censor- ship which no democratic government would dare to maintain, while at the ‘ame tirhe they open the air to short- ighted propagandists with an axe to grind. We temporize and delay until con- ditions get out of hand. Greedy bankers, Bis: all the petty explanations of manufacturers, and politicians try to save themselves, forgetting that in a time like this, he who would save his life must lose it in the common good. F school folk do not face soon the responsibility of learn- ing the plain facts about the economic situation and of teaching those facts to both youth and adults, the schools may be seriously handicapped or forced to close entirely, as a result of the complete break- down of the machinery of pro- duction and exchange. There is no time to lose. In the end we shall have to do not what we desire, not what our traditions call for, but what the situation itself de- mands. This can be made plain by refer- ence to the Reconstruction Finance Cor- poration. Had either political party dared in 1928 to advocate state capital- ism on a vast national basis that party could not have won at the polls, and yet when the crisis came the Reconstruction Corporation was established with little debate. It is not likely soon to finish its labors. It is highly probable that it will be followed by other emergency bodies to deal with great issues as they get out of hand— issues such as the regulation of working hours and the conditions of labor. The economic and social consequences of the wholesale production of electric power grow plainer and plainer. Such power makes the automatic tool possible. This new revolution in power production began in 1912 with long-range power transmission. It finds its climax in the de- velopment of machinery which elimi- nates men at a fabulous rate. This substi- tution of machinery for men has gone forward at such a headlong pace that only after the breakdown occurred did it enter the mind of either government or industry to collect facts which would States Supreme Court. — M™ SERIOUS THAN WAR—The people of the United States are now confronted with an emergency more serious than war. Misery is widespread, in a time, not of scarcity, but of over-abundance. The long- | continued depression has brought unprecedented unemployment, a catastrophic fall in commodity prices, and a volume of economic losses which threatens our financial institutions.—Justice Brandeis of the United show the magnitude of the transition. A growing list of specific examples is now available. Forty thousand bricks per man per hour take the place of 450 bricks per man per day. The same number of em- ployees produce ten times as much steel as formerly. A single machine for making electric bulbs displaces 10,000 men. A half million men on the railroads can do what formerly required two million. To quote from Edmund B. Chaffee in the Christian Century: More technological advance in the last 150 years than in all previous recorded history. More such advance in the last 25 years than all the rest of the 150 and probably more ad- vance in the last half dozen years than in all the rest of the 25. The tempo is increasing. The speed is accelerating. It is taking our intellectual and spiritual breath away. We have 13,000,000 unemployed now. Millions—perhaps half of them—are never going back to the old jobs. As our engineering friends see it, unless some- thing entirely unforeseen occurs in another two years the number of unemployed will be doubled. .. . We are in the midst of what is probably the greatest revolution in all human history. The machine has become so efficient that it is rap- idly tending to reduce the economic need for human labor to zero. Technology can make economic goods almost as free as the air we breathe. But this will mean fundamental changes which will go far beyond the “new deal” of any of our politicians. Unless we make those changes, and fairly soon, human society will be caught and torn to pieces by the very wheels it has created. Is America ready to pauperize perma- nently a fourth or a half of her popula- tion by making them dependent upon public feeding? Is she willing to turn over the increasing leisure to the hands of the exploiter? Is she willing to send millions of youth out of the schools and colleges to find their high hopes crushed as they seek in vain an outlet for their talent and training? These questions will not answer themselves. They will not be answered by the bankers or the indus- trialists, the advertisers or the politi- cians. The major task is that of chang- ing age-old habits of thought and action, which is the domain of education. Let us turn now to activities which have given or which may be expected to THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION give employment to large numbers of people. America has built a vast system of highways since the war. She does not need to duplicate that system. She has built a vast system of hotels far beyond any possible need for many years to come. She has built huge office buildings which may never be fully used. She has built factories far beyond permanent needs. Where shall we turn during the next decade for constructive activities suffi- ciently vast to take the place of the ones just mentioned? Housing is perhaps the most promising. Ninety percent of our houses are poorer than our automobiles and 30 percent are unfit to use. But ex- perience already shows that realtors will oppose housing reform. Every major re- form which is suggested will encounter these groups whose interests are inevit- ably involved. There is also the possi- bility that vast automatic factory pro- duction of standard houses would prac- tically eliminate the entire building trade. Sharing labor at present wages may help temporarily but it may also multi- ply discouragement, weaken the position of labor, and still further destroy morale. What about the return to the soil? Certainly people on small farm holdings are better off in a time of crisis than those in city slums. They can grow much of their own food. But that does not solve the problem. The science of agriculture as now developed if applied generally could probably supply all the farm prod- ucts now used with one-half the person- nel now engaged in producing such prod- ucts. May it not easily be that men will be displaced by the industrialization of agriculture faster than they can be ab- sorbed by the recovery of industry? In desperation it is sometimes sug- gested that we shall turn to the way of Russia or of Italy. Undoubtedly we shall learn much from our neighbors, but our problems are quite different from theirs. We have already had a greater revolu- tion than Russia. Her real crisis will come when she reaches the point where we now are, the point of surplus and overproduction. Russian youth join eagerly in a crusade of sacrifice and achievement as did American youth in the period of industrial pioneering. Amer- ican industry as now run can neither em- ploy youth nor finance schools for them. But, says the industrialist, look at the potential foreign markets. Yes, but for- eign peoples are waking up. They want to manage their own _industrialization. They learn from America and better the instruction. They do not relish our methods of finance and advertising. They say our advertising is committing suicide and carrying down journalism and radio HE BOOKS in the following list are helpful to students of current prob- lems. They includehistorical background, philosophy, citizenship, and economics. [1] Epic of America by James Truslow Adams. [2] Psychology of Social Institutions by Charles H. Judd. [3] Culture and Education in America by H. O. Rugg. [4] Educations for Political Citizenship by David O. Snedden. [5] Sociological Philosophy of Education by R. L. Finney. [6] Education and the Social Crisis by Wil- liam H. Kilpatrick. [7] Man’s Social Destiny by Charles EIl- wood. [8] Constructive Citizenship by L. P. Jacks. [9] The Awakening Community by Mary Mims. : [10] The New Agriculture by O. M. Kile. [11] A New Deal by Stuart Chase. [12] Annals of the American Academy of Political and Social Science, January 1933. [13] Thunder and Dawn by Glenn Frank. [14] The Power Fight by Stephen Raushen- bush. [15] Soviet Challenge to America by George S. Counts. [16] A Planned Society by George Soule. [17] As I See It by Norman Thomas. [18] La Fin du Capitalisme by Ferdinand Fried [In French]. [19] Work, Wealth and Happiness of Man- kind by H. G. Wells. [20] America Faces the Future edited by Charles: A. Beard. with it. They speak of debasing the cur- rency of American culture in the mad scramble of the “supersalesmen.” [Per- haps that is the very point at which de- cadence is setting in! What goes into the mind comes out in the life. And ad- vertisers have discovered the children! Is it good to turn over the children to per- sons with the teacher’s power but lacking the teacher’s purpose to improve life?] Greater than foreign markets are the potential markets for really useful goods among that half of our own population too little educated to be generous either as earners or consumers. But the indus- trialists would cut off thru tax reduction the schools which would lift this part of our population to a higher standard of living! Dr. Sumner H. Slichter, noted econ- omist at Harvard University, estimates that America could consume ten times as much as was used in 1929 were it pos- sible to make adjustment in the system of wages and exchange which would per- January, 1933 — KKK mit our people to buy on so generous a scale. While ten times the consumption of 1929 is possible theoretically, it does not offer an immediate solution because of inability to make the necessary adjust- ment in exchange, wages, laws, and cus- toms. As a practical problem we face the need for adjustment on present levels of consumption, which means the division of such work as there is among the entire body of workers just as we would divide up food in a time of famine. Even if we should so arrange our ex- change system as to enable the entire population to assume the highest stand- ard of living known among us, our as- tounding and growing power to produce would soon create a surplus unless the working week is drastically shortened. [Some engineers suggest as little as 16 hours per week.] Are the schools ready for that day? Are they even getting ready? Are the churches? Are the homes? Is not the first effect of this crisis to intensify competition, to increase greed, to lower the standard of living, to crush education, to throttle the press, and to paralyze spiritual leadership? No one knows what the new epoch will be or whether civilization can survive the present transition. Certainly it will not survive unless people work for the com- mon good as never before. The four great stabilizing influences of civilization have been [1] religious faith, [2] the affection of loved ones and neighbors, [3] the sense of individual worth that goes with useful work, and [4] the adventure and personal growth that are associated with true educa- tion. At this stage the tidal wave of machinery seems to undermine faith along with social and economic tradi- tion; to weaken family and neighbor- hood ties; to create chronic unemploy- ment; and finally in its own collapse to carry down education and government with it. Most of the elements in our civiliza- tion are fundamentally sound. They. have grown up out of human need and aspiration. They have long experience back of them. But the points of break- down are so vital, the centers of decay are so close to the heart, that the entire structure is threatened. The danger lies in the possibility that the opponents of economic reform will hold out with such persistence and by such unscrupulous methods that the tide of human need and fear will come crashing over good and “bad alike. The choice may be between reform, revolution, or national deca- dence.—Joy Elmer Morgan. get stal kee jus' hin cur pla ma wit act He at bre oft ing val Int wa the no’ mi ush | to will the not om- nces ious and dual and ywth uca- e of faith radi- ibor- ploy- se to ment ‘iliza- They . 1 and “jence reak- decay entire lies in ts of 1 such yulous d and d and tween deca- Hunger on the March ANDOLPH STREET pierces’ the PXixorthnestern railway terminal in Chicago by means of a tunneled passage almost a block long. There, to get out of the pouring rain, I took my stand. The motorcycle police, barely keeping their machines in motion, had just reached the western entrance. Be- hind them, filling the street from curb to curb, an indiscriminate mass of plodding people holding aloft a thousand jerking placards and banners, came the hunger marchers. Out of the downpour they moved into the dry passageway in which I stood, and with them came the low, long roar that accompanies great masses on the march. Here and there squads made an attempt at a sort of regular chant: “We want bread!” “We want food!” Or, more often: “Keep on fighting! Keep on fight- ing!” Some communist locals took ad- vantage of the inclosed space to sing the Internationale. But most of the roar was without form or words—the noise of thousands who paraded thru the rain, not because they had much idea of what might be accomplished by so doing, but because they were hungry and must do something. A man’s parade—There were no bands, There was no quickstep. But rank alter rank of sodden men; their worn coat-collars turned up, their caps—most of them seemed to be wearing caps— pulled down to give as much protection % possible. Here and there women and ifew children, but not a great many. If ithad been a clear day the number of these would have been multiplied many times. But marching under such condi- tions was no business for women and thildren. A man’s parade. Eight abreast. Closely massed. Stretching as far down ihe street as the eye could see thru the a... A heavily built man of sixty or so, tembling with excitement, came rush- ‘up and grabbed my arm. “What do ——,_ PAUL HUTCHINSON you think of that?” he shouted. “Give that bunch just a little dynamite and they could blow this city to hell! There’s enough of them to do it!” Before I could answer, he was running on down the sidewalk. The police sergeant standing a few feet away looked at me and smiled; the marchers next the curb, who also had heard, grinned as they plodded ahead. Some of them were carrying placards in- scribed “Don’t starve; fight!” But it wasn’t a dynamiters’ parade. Intelligent policing—Police arrange- ments were perfect. There had been some stipulations about police censorship over the inscriptions on banners, but a wise police chief had evidently given orders to subordinate everything else to getting the marchers along their route with as little delay and as little cause for wrang- ling as possible. Hundreds of uniformed and plain clothes police were on duty, for there is always the chance that some unbalanced individual may turn such a demonstration into a tragedy. But the police were there to protect and not to pummel the marchers. They brought the converging columns from the various sec- tions of the city into Chicago’s loop in a perfectly timed order; they escorted the procession past the city hall and across the loop to the lake-front park at the height of the noon rush hour without a delay or a disturbance; they provided a place for the mass-meeting of paraders [in ankle-deep mud, to be sure, but that could hardly be charged up to the police] where the bitterness in their minds could have full and free expression... . The delegation that waited on the mayor, as the parade was passing the city hall, expected nothing and got nothing. It did get a chance, to be sure, to present a list of demands which, printed in the evening papers, must have made comfort- able citizens mutter: Cash relief on the basis of $7.50 a week for a family of two, with additional amounts for each depend- ent; no more evictions; free gas, water, electricity, and coal; free hot lunches, clothing, textbooks, and carfare for school children; free dental and medical care: no foreclosures; exemption from taxes: immediate release of all in jail as a re- sult of unemployment clashes with the police; immediate inauguration of a local program of public works; no discrimina- tion in relief work against Negroes or foreign-born; all unemployment funds to be administered by elected representa- tives of organizations of the unemployed. The mayor said that he had nothing to do with these matters; let them be put be- fore the relief organizations or the RFC. The committee filed out. It had put its demands, by means of the listening re- porters, where it wanted them to go—be- fore that part of the public that even in today’s misery has no idea how the other half is living or what it is thinking. Puzzled onlookers—Still that sod- den line of marchers. By this time I was on Michigan boulevard, that proud and beautiful street which Chicago boasts will match in splendor any other in the world. As the bedraggled paraders, with their defiant banners, came swinging out of the narrow defile of the loop street into this broad esplanade I found myself pay- ing more attention to the onlookers than to the marchers. It was past noon now; the office population of the city lined the curb many rows deep. There was none of that thoughtless laughter that might have been expected at sight of such a tatterde- malion crew. These stenographers, these clerks, these welldressed men accustomed to push buttons and reach for the long distance phone, were obviously puzzled by many of the banners. What was the meaning of this talk about “Restore the 50 percent rations cut?” Who was the Joe Sposob whose last words were said to have been, “They gave me lead instead of bread”? The crowd on the sidewalks did not know what most of this was about. But it did not laugh or mock. Twenty thousand people, plodding thru Dre the recent shift to the left by the labor party, which has expelled MacDonald and Snowden, brought the resignation of Hen- derson from leadership, and almost pushed Lansbury out of the picture, it begins to look as tho the working classes in England Were about to leave that party as an instrument for obtaining their ends and turn to direct action, perhaps on the communist model. or years Britain has been pointed to as evidence of the Anglo-Saxon preference for constitutional reform by orderly means. It is tdly too much to say that proponents of the ballot box as a means of changing social maladjustments have relied upon England as their justifying illustration. If now the masses of England lose their confidence in democratic methods, that change will be felt around © world.—Editorial in The Christian Century. ai the rain, shouting ““We want bread,” is nothing to laugh at in these days. I suppose that this particular parade really achieved its objective in that puz- zled crowd along the sidewalks. If there were twenty thousand marchers, there must have been ten times that many on- lookers. And the tragic truth is that, ex- cept in the vaguest sort of way, these on- lookers had no idea of the state of misery in which the unemployed are living. In Chicago, for example, where there are now about 700,000 people dependent on relief, the basis of relief has been such that a typical family of, say, a man, wife, and two children, would receive food orders worth $5.02 a week and a “county box” valued at $1.25, while during a large part of October shortage of funds, as the parade banners testified, forced a reduction of even this allowance by one- half. Think of trying to support a family of four on $3.15 worth of food a week! Yet as these words are written there is no one connected with either the city’s gov- ernment or its relief agencies who knows how even this provision is to be con- tinued thru the winter. A united front—There was one as- pect of this parade whose significance I suppose escaped practically all the But in these ranks there plodded representatives of communist or- watchers. + he THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ganizations, of socialist clubs, of church and social settlements, of local commu- nity bodies, and of groups that the un- employed themselves have formed. It was a “united front’? demonstration. To those who know the depth and width of the chasm that has divided the commu- nists from the rest of the community, the fact that a “united front’ has been reached in Chicago, under the pressure of slackening relief, carries immense meaning.... This parade, it should be noted, came before the opening of winter. The hard months are yet to come. Already, how- ever, there has been this cutting in half of the food rations; already there has been practical acknowledgment that the only hope for continued relief rests in con- tinued grants from the federal RFC. No such parade had ever been permitted in Chicago before. When permission was asked for this one, it was at first refused. But the pressure was too heavy; the city administration wisely decided that there was less danger of trouble in permitting than in forbidding the demonstration. So we have had these twenty thousand marchers tramping thru the October rain; marching at the very time when the cables tell of other marchers in London. There will be more marchers in more cities before spring. | greg or no bombers, these hungry children will continue to get penny lunches, declare Chicago parents and teachers. 2 for selfish reasons would like to see the school cafeterias closed—bombed the home of Supt. of Schools William J. Bogan, October <¢- January, 1933 a Will they be content with marching? After I had made my way from the crowd wallowing about in the mud at the end of their march to a stool in a nearby coffee shop, I found one of Chicago's long-time radicals at my elbow. ““Twenty- five years ago,” he mused, “I tried to lead a march of the unemployed down Michi- gan avenue. We managed to get almost three blocks before we were arrested. It’s different this year.”’ A long pause. “Even the clergy are calling for socialism—some kind of socialism. It makes me feel like saying, ‘Lord, now lettest thou thy sery- ant depart in peace.’”’ [He twisted an amused glance at me from under his bushy eyebrows; evidently he was won- dering whether I would be impressed by his ability to quote scripture.| A longer pause. Then, suddenly, vibrantly, with his hand gripping my arm: “But there was one thing you didn’t hear out there today, altho it was there. You read and you heard the slogans—‘We want work!’ ‘We want bread!’ Did you hear that other slogan that they were not shouting; only thinking: ‘We want revenge’? Those people have lost their homes. They have lost their savings. They have lost their jobs. And they are beginning to march, thru the rain, by the thousands, because they want revenge.” —From The Chris- tian Century, November 9, 1932. Terrorists—who. ser wh of hat mo sch ver oth Co it | de ed fir ac th aDoxHouonan @&@ — =—_ So g? he by 0’s ty- ‘ad ost It’s en me ike rv- his on- ger vith ere ere and hat ng; 10se ave heir rch, use rise —who. 22. The Junior College The Junior College: A Community Center J. B. GrIFFING President, San Bernardino Valley Union Junior College, San Bernardino, California this valley if for no other reason than the breadth of its community service.” The same conservative banker who spoke thus during the trying days of late 1931 was one of the few who had doubted the wisdom of adding two more years to the system of public schools. Today he echoes the unanimous verdict of business men, editors, and other community leaders: that the Junior College was a wise investment and that it has come to stay. This moral support, so much to be desired in a time when every phase of educational endeavor is being tried as by fre, is an outgrowth not so much of achievement in bringing to the youth of the area the best of modern college cur- riculums as from the effectiveness of the extension service which has been ren- dered to the community at large. Since the many writers who have discussed sagely the purposes of this new and plas- tic organization—the junior college— have limited themselves rather severely to an elaboration of the orthodox ‘“‘pre- paratory” and “terminal” functions, it may be worthwhile to recount the manner in which new trails are being blazed in some of the district junior colleges of California, and particularly at San Ber- nardino where the writer is best ac- quainted. A community-minded faculty— The first step in building a service on the broader basis has been the establishing of community-mindedness on the part of the faculty. “We have an obligation to our local constituency which transcends the daily classroom routine” has been the keynote of the message to the San Ber- tardino staff at the opening of each school year. The success of the move- ment has been due in no small measure to the whole-hearted response, on the part of the faculty, to this call for intel- ketual leadership. Advice of community leaders so- licited—The core of the extension pro- sam has been, of course, the afternoon and night classes which were organized it adults. With no precedent to follow, 0 effort was made to follow the trend of ‘ommunity demand and need. Com# munity leaders were often consulted that Y might aid in discovering what Tw JUNIOR COLLEGE is justified in courses would be of greatest value. Com- mittees from the industrial interests, from the American Institute of Banking, from the parent-teacher association, and from other groups often met in the presi- dent’s office to help in planning the ex- tension program. Each new course would be tried out for a period of six weeks. Then, if attendance did not exceed twenty or twenty-five, it would be termi- nated and give place to another. On the other hand, those subjects which drew heavily would be extended in time, or new sections would be provided for dif- ferent nights. Cultural rather than occupational interest dominates—A rather unex- pected trend developed in choice of courses. One might naturally infer that those subjects would be of greatest in- terest which would contribute to earning capacity. But such was not the case in this industrial community. In spite of the greater emphasis which was placed upon work of a practical sort, the occupational classes drew only 17 percent of the at- tendance hours in 1930-1931, as com- pared with 83 percent in those with a general cultural interest. Lack of interest in the occupational courses reduced the proportion of this type of courses still further during the next year. Culture begets culture—One rea- son for the dominance of cultural inter- est was disclosed when a check was made upon the educational preparation of typ- ical groups of adults attending extension classes. [t was found that 32 percent already held one or more degrees and that 57 percent had done some college work. Those most deeply concerned in continuing selfdevelopment are not the ones who have been deprived of the op- portunity of securing an education in earlier years. The uneducated tend to shy from those diversions which require mental effort. It is the person who has profited most from our school system who has come to realize the importance both of keeping knowledge uptodate and of broadening the horizon still further. Experience indicates that the working principle of adult education, at least in San Bernardino, is, ““For unto everyone that hath shall be given.” Altho popular appeal played its role in the evolution of the program for adults, [5] substantial college material, condensed and highly organized, was packed into every course offered and never was the idea of building up enrolment thru the mere attraction of entertainment allowed to enter. Four major fields of interest—It is interesting to note that four distinct types of courses consistently drew en- thusiastic groups: popular science, world affairs, world music and drama, and child psychology. And while the voice of the people may not be divine, it would probably have been difficult to select a combination which could contribute more to community life. In these major fields of interest, the college frequently brought distinguished representatives to the com- munity. This stimulation not only en- riched the offerings which the members of the faculty were able to present but contributed much to the pride of local citizens, who often say: “This is a college town.” Extension greatly exceeds regular enrolment—The rapid growth in ex- tension attendance at San Bernardino has given an insight into its amazing pos- sibilities. By the end of the second year of its operation, the number of individ- uals so reached far exceeded the enrol- ment of socalled regular students. Dur- ing 1930-1931, a total of 529 day stu- dents took work for credit. In the same period, 4044 adults were enroled in thirty-three different classes. This at- tendance on the part of both groups has been drawn from a resident population within a radius of ten miles and number- ing approximately 70,000. The college staff which served the area was for that year thirty in number. Cooperation with local organiza- tions—Another avenue of approach to the extension problem at San Bernardino has been the cooperation of the Junior College with existing private educational agencies. As in every community, many organizations exist which devote both re- sources and energy to constructive pro- grams of a cultural nature. A partial list of such organizations within the ten- mile radius includes nine service clubs, five women’s clubs, two parent-teacher associations, two ministerial unions, a YMCA, a YWCA, county headquarters of Boy Scouts, a Fortnightly Club, a Delphian Club, a chapter of the Ameri- can Association of University Women, a chapter of the D. A. R., a chapter of the American Institute of Banking, a Botanical Society, the Rift Club devoted to the study of local geology, a number of church groups interested in the study of civic and social problems, and a va- riety of independent study groups and reading circles. Here was a field ripe for the leaven of college influence. It was possible to de- velop cooperation in a variety of ways. One effective means was thru contribut- ing programs. For the fall semester only, of the school year 1931-1932, members of the faculty gave, without charge, 122 addresses or full programs of some sort thru these various organizations. Another form of assistance consisted of active service by members of the faculty on advisory boards or standing committees that plan the work of the respective or- ganizations. Representatives of the staff functioned actively on thirty-three of such committees. Here they served, not as selfappointed dictators of the com- munity’s cultural interests, but as fellow citizens chosen by their appreciative neighbors for the tasks which they were eminently fitted to perform. A third form of assistance consisted in the working out of advantageous coop- erative relationships of the organizations themselves. During the very first year of the extension activities at San Bernar- dino, it was found possible to unite a number of groups in a school of training for the leadership of youth. In this, all the churches, led by their ministerial unions, the Christian associations, and the Boy Scout organization took part. The college organized the school and conducted those parts of the program which were of a secular nature, bringing in a number of eminent lecturers for gen- eral sessions. The specialized work of each organization, presented by their own religious or technical leaders, then occupied the remainder of each evening. The series continued one night per week for twelve weeks and permitted the re- spective organizations to fulfill specified requirements for professional training of their workers. This form of cooperative training school is now established as a permanent institution. The value and advantage of such cooperation between organizations are evident. Community planning of cultural activities—A new movement in the spring of 1932, which bids fair to lead to one of the most constructive contribu- tions yet made by the college, has been THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION the beginning of concerted community planning of all cultural and educational activities. A reduced income on the part of many organizations paved the way for cooperation on a still broader scale. A council of representatives of the various groups heartily agreed to accept the serv- ices of the college as a coordinating agent in developing programs, whether by members of the college staff or out- side talent. With this arrangement, un- necessary duplications of effort are being eliminated while, on the other hand, rout- ing of certain numbers thru engagements with several organizations in different parts of the district permits the effective use of superior programs. Other extension services—Besides these major extension activities, a num- ber of lesser undertakings have made contributions of distinct value. Two members of the staff, highly trained in drama, have organized and promoted a little theater movement thru which su- perior local talent has found expression, and have made the college auditorium the setting for the best of modern plays. As the educational institution of highest rank in the area, the college has assumed the responsibility of providing for the professional growth of the teachers in the several different public-school systems of the county. In this, the county board of education has cooperated by wisely per- mitting the option of attendance by the teachers in certain extension courses at the college in lieu of the outworn country fair Christmas institute. For other pro- fessional workers, as well as teachers, the college serves as the agent for two uni- versities within commuting radius and organizes classes to be conducted by visit- ing professors. In this way, credit for ad- vanced college courses may be earned beyond that which a junior college is em- powered to give. The instructor in chem- istry has made the college the headquar- ters for the analysis of soils, fertilizers, water supplies, and milk. The geologist renders expert advice regarding mineral specimens in which the county so richly abounds. And even the physical plant it- self, with its banquet room, auditorium, and equipment, which is made available to every organization with a constructive purpose, plays its part in developing the feeling thruout the community that “this is our college.” Success in other colleges—San Bernardino is only one of fourteen dis- trict junior colleges in California which have developed a community service to greater or less degree. Each locality pre- sents its own peculiar opportunities. The January, 1933 versatility of administrators may be seen in the variety of ways in which have adapted the work to meet log needs. One hundred seventy-five different classes for adults were reported in 193}. 1932 by these colleges with seventy-five different subjects included in the ligt of offerings. Some of the colleges have de veloped unique ways of contributing fp community welfare of a noteworthy na ture. Chaffey Junior College at Ontario, California has organized an experimental farm and local advisory service, the value of which, to the intensive agriculture of that area, would have to be reckoned in millions of dollars. The junior college at ~ Riverside has inaugurated an institute for training of police officers. The work that has been done by these institutions in California to establish the junior college as a community center is not an accomplished task. It is rather the beginning of a process of exploration. Sufficient progress has been made to dis- close the possibilities which lie within the immediate working radius of any institution of similar rank. A working philosophy — Three working premises, universal in their ap- plication, seem to underlie the success that has been so far attained in the com- munitywide service of the junior college. First, a junior college is definitely re- sponsible for the intellectual leadership of the community in which it stands. Second, a junior college instructor owes an obligation of participating citizenship to the community in which he resides. Third, collegiate leadership involves the maximum development and coordination of local talent and resources. The extension service of the junior col- lege can be conducted with less expense than any other department. Economy de- mands an efficient use of plant and staff by the delivery of the maximum of serv- ice to the greatest number. But altho involving least outlay, modern psychol- ogy and experience have demonstrated that work with adults is the most fruitful - and immediate in its returns. The present crisis which has emphasized necessity for retrenchment in all depart- ments of our schools has at the same time presented a challenge unequaled in the history of the junior college movement. A world in chaos is crying out for leader- ship. It is the duty of our educators, both in great centers and in small, to help men keep their poise in the midst of a chang- ing order and to adjust to new conditions. The measure of the junior college of the future will be taken by the way in which it accepts this great opportunity. ‘Be FFF FaRSE 3 ! £e- ‘ship nds. owes ship ides. ; the ition - col- yense y de- staff serv- altho chol- rated ritful - sized part- time 1 the nent. ader- both y men 1ang- tions. yf the vhich Sah ciaaimaiasiines: sae neaalle sont CEE EL The Classroom Teacher, a Mental Hygienist ENTAL HYGIENE’S ADVENT in the M public schools has been marked by attitudes and emotions, on the part of principals and teachers, rang- ing all the way from suspicion and even open hostility to an over-enthusiasm that hailed too confidently a new panacea, a long-awaited cure-all. The welcome ac- corded the professional mental hygienist in the schools in the person of the psy- thiatrically trained visiting teacher, and the cooperation given her has varied ac- cordingly. Gradually, however, this new- comer has settled into the school scheme ofthings as both she and the school have become increasingly aware of what her contribution was to be. And the class- room teacher, far from feeling mental hygiene as certainly foreign whether good or evil, and a visiting teacher as a perplexing cross between a detective and “meone who loved children, has watched mental hygiene become a part of school philosophy, has learned what the visiting ltacher is equipped to do, and has real- wed that she herself, the classroom acher, is a mental hygienist insofar as tet attitudes promote the happiness and tlectiveness of her pupils. Her conception of herself as a mental hygienist has been based on the realiza- tion, first, of what general classroom at- mosphere means in the emotional lives of her children. Marie, a rather dull little Italian girl, one morning announced to me that she loved to go into Miss Willmington’s room. When pressed for reasons, she could only say, “I don’t know; I just like to go in there, that’s all.” A call on Miss Willmington disclosed an orthodox school- room but with a difference. It was a spring month and the children had been bringing in early flowers and mosses arranged in display on the window ledges and on a long table in the rear of the room. The burlap that covered half a blackboard served as a mounting base for illustrations having to do with early settle- ments in America. In a far corner of the room, a group of children was engaged in making puppets to represent Miles Standish and some vicious looking red men. The window shades allowed plenty of light without letting sun di- rectly in the eyes of anyone, and the windows were open sufficiently for the air to be fresh and clean. Despite the activity and the exhibits, the room was not messy; no wads of paper on the floor, no confused pile on the teacher’s desk, no dust on the table that held the plants. No wonder Marie liked to be in Miss Willmington’s room. Coming from a home where disorder was the rule, where ventilation was never adequately taken care of, this orderly “business,” this freshness and sunshine, this “aliveness” pro- [7] vided the best possible atmosphere for her happy work. Children are peculiarly sensitive to their surroundings. When they live for six months in a classroom where the air is heavy, where a dusty dictionary is the only ornament on a bare table, where the blackboard is decorated with an adage that never varies, their own attitudes be- come static and uninterested, “dusty.” When they are in a room where the floor is covered with scraps, the shades at sixes and sevens, papers askew on the teacher’s desk, the confusion of the room results in their own confusion and restlessness. And even more important is the teacher her- self. Is she happy, or does she at least try to create that illusion? Is she interested in her job? Can she find something to be enthusiastic about in this business of compound fractions? Does she really like the boys and girls before her? Is she interested in what they think and feel? Children are amazingly quick to sense and take over the attitude of the import- ant adult in the room and their feeling toward school is correspondingly colored. One second-grade youngster, always a school enthusiast, came home shortly 8 after winter promotions disgruntled and unhappy and tossed her reader in a cor- ner, announcing “I hate school,” and after a pause, “So does Miss Hayden.” The atmosphere of the classroom, its orderliness or lack of it, its busyness or lack of it, and especially the whole atti- tude of the teacher toward her job and her children have profound effect on the feelings and consequently on the be- havior of the children themselves. But even more clearly can the teacher appreciate herself as a mental hygienist insofar as her handling of individual prob- lems of behavior colors the life attitudes of every child in the room toward con- duct of the type in question. Particularly important in this connection are “author- ity issues.”” One of the hardest lessons anyone has to learn is to take orders gracefully, to obey a reasonable author- ity. Prisons are filled with the most ex- treme cases of resistance to and rebellion against authority. The “ego” of each one of us resents being reminded that there is anyone or anything superior to us to which we must yield. Or perhaps, on the other hand, yielding is all too easy for us. Maybe we yearn to be told what to do. We may feel lost and frightened if we are not directed step by step the whole tortuous path of existence. Maybe we always think “it is right because he says so,’ whether “he” is our principal, our superintendent, or our president. Learn- ing to be happy in obeying a reasonable authority while keeping our own initia- tive and power of decision is one of the most difficult lessons life has to offer, and one in which the children who fill our schools have often had most inade- quate instruction. In some homes, a slap or a beating is the only authority recog- nized. If the slap can be evaded thru ly- ing or dodging, all is well; if a request is unaccompanied by a slap, it is not taken seriously. Suppose Tony announces sul- lenly that he won’t do what he has been told to, whether it is a lesson in arith- metic or a matter of cleaning up his desk. Teachers have tried saying “You will do as I say” —only to be met with as deter- mined an “I won't.” The teacher may cow him into temporary obedience thru fear but she has only intensified the child’s already expressed hostility to “authority” and has paved the way for future and more serious outbreaks, if not against her, against other teachers, against the community, against law and order. If any rules could be laid down for building up healthy attitudes toward authority they might be: be sure you are fair; be sure you are unemotional. THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION Getting excited only increases the im- portance of the incident in the mind of the child and of the group who are watch- Habits of happiness ing him and makes disobedience an excit- ing and glorious way of “getting the teacher’s goat.” If the issue is one that needs to be met squarely, see that the child suffers thru his lack of conformity thru ‘deprivation of some privilege. Usu- ally it is wisest not to try to force a seri- ous issue while the child is excited, since most such attempts end in failure. Some- times a calm talking thru of the matter when the teacher and child are alone to- gether will reveal reasons for the hostil- ity which can be handled. A class is quick to see whether a teacher expects and gets reasonable obedience and to fall in step with the general practise of the group. It is difficult to appreciate that equally important with helping the child fall in step is helping him develop initiative so that his obedience does not represent just a blind dependence on the “powerful adult.” The teacher has many opportu- nities to let the child make his own de- cisions and develop his judgment. As it is with authority issues, so with infractions of rules generally, so with misconduct in the realm of sex, with in- stances of lateness or truancy. How the teacher feels about the question, her handling of it, determines to a great ex- tent how much of that particular type of problem she is going to have in the future. January, 1933 ——— I once had a young teacher come to me ey. plaining that a costume to be used in a Play had been stolen from her room. She wanted instant help in recovering it and explained that she had “done everything.” She had announced to the room that someone in the class was q thief; her denunciation was long and noisy, The children had leaned forward in their seats with eyes bulging out of their heads. Here was excitement. Here was a regular movie. This beat arithmetic all right. Golly, is she mad! Look at her! Several children volunteered to be detec. tives. They accused various of their fellows at intervals during the week and dragged them up to the teacher who put each one in turn thy the third degree. Excitement ran high. The cos. tume was never returned. A few weeks later an easel was stolen; a month later some money, Thruout the year, during which time this par- ticular teacher had three different classes of children, there were some six serious thefts jn her room and none in any other room in the school. Certainly the teacher’s own feeling, her own excitement about stealing communicated itself so thoroly to whatever class happened to be hers at the time, that “taking something” was just too good a chance for drama to let it slip by. Sometimes the teacher meets a child) whose problems are so deepseated, so firmly intrenched, so much conditioned by fundamental factors in his back- ground and environment, that only a trained visiting teacher is equipped to handle them. The classroom teacher's function as a mental hygienist, even in this instance, is none the less real. She may not be able to change the behavior of this difficult child but she can give him a feeling of her liking for him despite the wrongdoing which is often far more dis- tressing to him than to her whether or not he shows it. She can, by her calm, un- excited handling of whatever difficult situation may arise, keep from intensify- ing a problem already bad and provide the best possible school environment for the child while the trained mental hy- gienist is wrestling with fundamental causes. Many a difficult child who will not yield to force becomes tractable if ever he is thoroly convinced that the “teacher likes him.” This is a bit of therapy that every teacher can practise, often with most amazing results. The classroom teacher, then, is a men- tal hygienist, in that her emotions, her attitudes toward her children and their conduct, acceptable and unacceptable, have a profound effect on the emotions and attitudes of the children themselves. Her realization of her importance in the lives of the members of her class may well make the business of teaching tables an exciting experiment in human be- havior and a satisfying experience ™ building happiness and strength —Ruth Smalley, visiting teacher, Board of Edu- cation, Newark, New Jersey. —_—_ ee ef oelUlUemlC UC lel. CUD k at tec. let it child) , $0 oned ly a d to her's . She s may nce in Ruth f Edu- Better Teaching of Geography Globes, Graphs, and Museum Materials LOBES, graphs, and museum ma- G terials, all have their distinc- tive and specific functions in geographic instruction. A globe is the best representation of the earth that we have and consequently is invaluable in geographic instruction. On a globe the meridians and parallels are represented in their correct relations. The scale of distance is the same in all directions. Areas are represented correctly in re- lation to each other. The fact that teachers fail to supplement map work with globe study explains in part why the majority of people have so many inaccu- rate ideas about the world. Teaching children to use globes effec- tively in geographic study involves the developing of an understanding of the specific function of the globe, and of the ability to read the distinctive facts which globes give directly and indirectly. The specific function of the globe is to show the relation of any part of the earth’s sur- face to the whole. From the globe such distinctive facts as the following may be read: [1] Approximate distance and direction of any region on the globe from the equator, [2] approximate length [from north to south] of any region, its width [from east to west], and its approximate size, [3] direction and approxi- mate distance of any point onthe earth’s surface from any other point, [4] approximate distance, in degrees, of any place on the earth’s surface from the prime meridian. From the above facts shown on the globe, the following information may be inferred: [1] approximate lengths of days, sun paths, noon shadows at any given place, [2] approximate length and time of occurrence of seasons [winter, summer], [3] noon time of any place as compared with noon time on the prime meridian. Furthermore, the children should be able to apply such distinctive facts when needed in explaining human activ- ities in a region and should form the habit of thinking of any region in terms of the relation- ships between human activities and those nat- wal conditions resulting from the location of the region in a specific part of the earth. In teaching children to read and inter- pret globes, the same principles apply as map instruction. The globe, as a sign * or symbol for the whole world, we introduced after the first unit so that tHe children can see the location of the region on the globe, and can also see what a litle space it occupies. A blank or slated tbe is more desirable to use at this time use the attention of the children can Concentrated on the specific region and the specific map-globe symbols used. Furthermore, the small space occupied by the region on the blank globe gives them a feeling of the vastness of the earth. During the first use of the globe nearly always two questions come up. One is “Why does the earth seem flat?” or “How do we know the earth is round?” The other is the problem of “up” and “down.” The explanation used to clear up the first question depends upon the abil- ity of the class. Some illustrations which may be used are: “By traveling we have found that the earth is not flat. Also men who study the sun, moon, and the stars have noticed that when the earth casts a shadow on the moon, the edge of the shadow is a curved line.” The teacher also can show why the earth seems flat by drawing on the board three circles of different sizes and then mark off the same distance on each circle. The chil- dren will see that the three or four inches on the very large circle is almosta straight line; on the other hand the same distance on the smaller circles is a curved line. Comparing these to the size of the earth will bring a realization it is because we see such a tiny part of the earth that it seems flat to us. The ‘ideas of “up” and “down” are more difficult, but the children must be taught to think of “down” as toward the center of the earth and“up”’ as away from the center. Probably using a magnet and comparing the pull of the earth | gravity] to the pull of the magnet is the best way to secure a beginning realization and a basis for the ——; use of “up” and “down.” ~ By the end of the fourth grade the children should have: . [1] The ability to recognize the same symbols as have been learned on maps, [2] the ability to recognize equator, the tropics, and antarctic circles, the north-south linés, the east-west lines, and the continents and-oteans, [3] the abilify to read digectj on a globe, [4] the ability to read comh tive location in terms of nearness and ferness in respect to the equator, to either of the tropics, to the circles, or to the goles, [5] the ability to read into the globe natural conditions and human activities qagsociated with the above locational facts. If the above abilities are developed and the habit of using a globe is formed in this first year, then with a sixteen-inch physical-political globe in the classroom at all times the children will learn to in- terpret it as they do a map. Their ideas of relative location and relative size will be formed accurately, and much reteach- ing will be eliminated. [9] the arctic Graphs and statistics—The func- tion of graphs and statistics is to facil- itate comparisons of quantities, areas, distances, and the like. When statistics are put into graphic form, the figures be- come concrete, more impressive, and vivid. For instance, the children may know that Asia is the largest continent but the number of square miles is too large for them to visualize. They have never seen an area of seven million square miles. If the areas of the continents are shown by graphs, the children secure, thru visualization, an idea of the com- parative sizes of the continents, whereas before they may have known merely fig- ures. Statistics of all kinds become con- crete and may be made readily compre- hensible thru the use of graphs. The objectives of instruction in the use of graphs and statistics consist of the de- velopment of the following abilities, knowledge, and habits: [1] The ability to read from graphs or sta- tistical tables the distinctive facts shown, [2] the ability to sense the relative impogtance of such facts for a given purpose, [3] the ability to state geographical problems or partial solu- tions of problems based on these facts, [4] the ability to use such information when needed in explaining human activities in a region, [5] the habit of locating and using such graphic and statistical information, [6] the ability to ex- press in graphic form statistical material, and [7] the knowledge of authoritative sources of statistical materials. In developing the ability to use graphs and statistics for geographical purposes, the same fundamental principles obtain as in picture and map interpretation. Graphs and statistics are first introduced in the fifth grade. The first graphs used or Made by the children are semipictorial in character; for instance, twenty-one ears of corn in a row may stand for the amount of corn raised in the United States in 1929. Fifteen of those ears could be colored red. This will show the propor- tion of the corn raised which is fed to stock. The other six may be left white and stand for other uses of corn such as corn products and corn or its products sent to other countries. The important point to be noted in the semipictorial graph is that the unit used—an ear of corn, a bushel, a cotton bale, a stick, a man—must be one size and stand for a specific amount. The next step from the semipictorial graph is the use of the square or the dot as a unit. _—— = The following graph is an example: United ———— fe © 2 ep pd Russia RR RRR France .. KLEEB Italy ME Germany .. Spain Comparison of wheat production in 1929-30 in United States and the chief wheat-growing countries of Europe; each square stands for 100,000,000 bushels of wheat. The bar graph is the first formal graph used. In the junior high school, the line graph and other forms are introduced. Also two or more items may be shown on the same graph as is necessary in graphing climatic data, rainfall distribu- tion being indicated by bars and tem- perature by a line. In teaching children to read graphs and statistics, the teacher should give the children specific questions. In using the wheat production graph above, such questions as the following would be asked, ““‘What is the leading wheat pro- ducinggcountry wholly within Europe? How does its production compare with that of the United States? France is only one fourteenth as large as the United States. Considering the size of the two countries, in which is the production of wheat of more importance? If you add together all the squares representing wheat production in Europe, how would the combined number compare with the number representing the wheat produc- tion in the United States?”” Many other questions involving comparisons and ex- planations may be asked. Graphs and statistics are not only sources of information but should suggest questions concerning reasons for like- nesses or differences shown. For instance, the above graph should suggest the ques- tion, “Why are the European farmers able to produce so much wheat on such a small area?” Another example is sug- gested by two graphs showing the leading exports and imports of Japan. The im- ports are chiefly raw materials and the exports are manufactured or partly manu- factured goods. The question suggested immediately as one notes the facts shown is, “Why is it that Japan, an agricul- tural country, imports chiefly raw ma- terials and exports manufactured goods?” In the upper grades, graphs are an effec- tive means of raising worthwhile geo- graphic problems. Also, they may be used as a checking and testing device. 10 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION The important point both in using graphs and in making them, is that the information secured functions in geo- graphic thinking and in reaching a geo- graphic understanding. Museum materials—Probably no materials in geographic instruction have been so poorly used as museum materials. Their value depends upon their selection and appropriate guidance in their use. The exhibit should illustrate a human activity in a specific region, for its pur- pose is to show how people in a specific region are fitting their ways of living to the natural environment and why they earn their living as they do. In selecting materials for an exhibit all the more important phases of an activity should be shown. At the Buffalo Museum of Science, the materials are put up in the form of separate charts, each repre- senting some one phase of the subject studied. Pictures, graphs, and maps are included in order that the product and the activity represented by the product be tied to the landscape, to specific facts concerning quantity and distribution, and to specific areas. Such an arrange- ment coordinates the use of these tools. Specific questions and directions must be given to the pupils to guide them in the use of the materials. In the use of these materials, as in the use of pictures and maps, the chief purpose is to train the children to think geographically and to find for themselves the solution to ques- tions raised in their minds. The following exercises are quoted from an exhibit set up by the Buffalo Museum of Science: Exercise 5. The cotton is picked into large Keystone View Company pow on a mountain shelf in Norway—a picture of high geographic quality January, 1933 bags and emptied later into big baskets like the small one on the museum chart. Examine some of the cotton as it comes from the plant, What do you find besides the soft, white fiber? Seeds make up about two-thirds of the weight of the cotton when it is picked; so you ge that 300 pounds of cotton is not as much ag you thought at first. 6. The seeds have to be separated from the cotton fiber before the fiber can be made into cloth. Do you think it would be easy to remoye the seeds from the fiber by hand? Before the invention of a machine called the cotton gin, al] seeds had to be removed by hand. Now the cotton gin removes many more ‘seeds in a short time than a man could remove in a whole day. This is done at a gin house such ag you see in the picture on Chart 4. How do they haul the cotton from the field to the gin house? After the seeds have been removed from the cotton fiber, the lint is pressed into a large package called a bale. Examine carefully the sample of lint on Chart 5. Do you think much of this material could be pressed together into a small space? From the small sample bale on Chart 5, can you tell what is used to bind the bale? Does the preparation of each bale lead you to think the cotton is to be sent a great distance? |This exercise was designed for the use of a fifth grade.] In conclusion, the fundamental princi- ples in the selection and the proper use of all tools in geographic instruction may be stated as follows: [1] The tool selected for use in a specific situ- ation should be the one to present the desired information most economically and effectively. [2] The teacher should understand the spe- cific, distinctive function of each tool. [3] She should understand the necessity of developing concretely, gradually, functionally, and cumulatively the ability to use the various tools. [4] She also should realize that a definite technic is involved in developing these abilities; for instance, [a] a pupil should be given some- thing definite to find when sent to any tool, [b] the information he is asked to find must be needed at that time and must be of assistance in understanding a relationship between mam and his natural environment, [c] the exercise set must be within his capacity to perform, [d] he should be trained to check the information gained from one tool against that secured from another. References—Barrows, H. H. “Some Critical Problems in Teaching Elementary Geography, Journal of Geography, [450-454 Ahnaip St, Menasha, Wis.] vol. 30, December 1931, pp353 364. O’Day, Laura. “The Educational Value of Geographic Exhibits for Public Schools,” Jou nal of Geography, [see address above] vol. 31, January 1932, pp21-26. Thirty-Second Yearbook of the National So- ciety for the Study of Education. 1933. {Public School Publishing Co., Bloomington, Ill.] Thralls, Z. A. and Reeder, E. H. Geography in the Elementary School, [Rand, McNally Co., 536 §. Clark St., Chicago, Ill.] pp44, 72-73, 3% 399-400. —Zoe A. Thralls, assistant profes- sor of elementary education, University of Pittsburgh. Thru the Day with Herbart at HAD BEEN thinking of asking Her- “Yes,” I admitted, “I know there’s Perhaps he doubted whether, under such ™ it that scholarly German philoso- something wrong. Some of them ought conditions, warm and helpful relation- 1 the pher of the eighteenth century, to to have gone to a vocational school a_ ships between teacher and pupil could into spend a day with me in high school, for year or more ago but there is no such _ ever be established. “a lately he has kept looking in now and__ school in this borough; some of them Suddenly a bell rang and I hastened n, all then anyway. But I was afraid to do so. ought to have had wiser guidance in the with my guest to the elevator. We entered y the | was afraid, because I really don’t want _ planning of their work when they entered 4 room where thirty-eight pupils awaited in a to know if my teaching procedures are high school; some of them, in spite of me. I soon found that certain book re- in a poor. I get much pleasure out of teach- their seventeen years, ought to be allowed ports, due that day, were not forthcom- ag ing and I don’t want to lose that satisfac- yet another year of grace in which to ing. This annoyed me and I spoke rather use? tion. At last, however, I concluded to take mature.” severely to the recalcitrant individuals. 1 the Herbart along with me to school. However, Herbart was not to be easily The result was a strained and unhappy large My day began with office work. As satisfied with generalizations. “Is there atmosphere. I seemed to hear a whisper a grade adviser, it was my unhappy duty to no one in this great school,” he asked, from my unobtrusive visitor—‘Social nto a make out a list of “exclusion cases’— “who has the time and the wisdom, the _ tact is a valuable gift in a teacher.” Even le on students who, having reached the mature __ interest and the foresight, to learn the without this reproof, I realized that we d the age of seventeen, may no longer linger needs of these boys and girls, their diffi- could not do good speech work that day, lead in high school unless they can succeed in culties and their ambitions, and to give unless a pleasanter feeling were estab- a the subjects they are taking. As | worked them the guidance they need?” lished; so I set myself to overcome the over the records, I could feel Herbart’s I was somewhat nettled—the more poor beginning. When smiles had taken cold and disapproving eye upon me. that I realized the justice of the implied the place of frowns, I fancied that my rinci- When I looked up, he said—‘‘How much criticism. “We do what we can,” I re- guest looked relieved. As the period con- r use do you really know about these boys and _ plied ungraciously. ‘““We are overwhelmed cluded, he remarked with a little hesita- may girls?” by numbers and handicapped by in- tion—‘Does it ever seem to you that the “Well,” I answered reluctantly, “I sufficient time. You must remember, too, great public-school system sets up idols a know some of them fairly well, but that in one year a student may have ten of punctuality, regularity, and routine, eaiail most of them I know only thru their rec- or twelve different teachers. And one rating them far beyond what they de- tively. ords—records of failure, for the most teacher, in that time, may have as many _ serve, as minor deities? Should a small € spe- part, I fear.” as four hundred different pupils. The fault be allowed to assume the propor- nia “Isn't there something wrong, here?” grade adviser interviews, adjusts, and tions of a moral offense?” nal he persisted. “These boys and girls have guides, as she has opportunity from day I was on the point of defending regu- atten failed in high school—are they likely to to day, but many a problem is never rec- larity and routine by saying that even a succeed elsewhere? And does anybody ognized until the time for its solution has grain of sand may interfere with the efinite know why they have failed in high passed.”’ Herbart was silent, depressed, smooth running of a fine machine, when = school?” perhaps, by the weight of the system. I recalled that my visitor from another ol, [b] ust be istance ) maa ‘xercise m, [d] mation 1 from Critical aphy,” ip St. pp353- lue of ’ Jour- vol, 31, nal 4 ae, ' { Publi ey Ps ia oy | CT haa lly Co., - 73, 390, yrofess © versity Guwance—INTEREST AND FORESIGHT Some SHouLD Have Gone To A VOCATIONAL SCHOOL [11] 12 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1933 age, wise as he was, knew little of ma- chines. Besides, I hesitated to compare a human being to a machine, or a school to a factory, thereby minimizing the vital and personal aspects of our prob- lems. “A school is a place for leisure,” I reflected, or did some one whisper it? Then I heard the tread of hundreds of feet, the chatter of hundreds of voices as the classes changed from one room to an- other. Well, after all, I thought, this is a friendly school, where it is quite possible, in spite of drawbacks, for teachers and pupils to be happy together, while they are busy in their daily tasks. With hope renewed, we went then to our dramatic class, where with eager student-leadership and ready coopera- tion we made progress in getting ac- quainted with a great play. Here we felt Herbart’s understanding and sympathy, as thru the vivid drama, our students gained a more extended outlook upon humanity— its aspirations, its defeats, and its victories. We heard his quiet and thoughtful reflection—‘In the represen- tations of poetry and history, the social compliance and noncompliance of human beings must shine forth and at the same time the pressure of necessity, whereby opposing forces are united and held to- gether.” Back in the office again, we found several students awaiting interviews. Per- haps Herbart will have something to say of these troubled boys and girls whose difficulties loom so large before them. John and Edward have been involved in trouble in their science class. As I piece together their fragmentary tales, I can ee is an art—an art so great and so difficult to master that a man or a woman can spend a long life at it, without realizing much more than his limitations and mistakes and his distance from the ideal. — William Lyon Phelps. picture the situation clearly enough: a group over an experiment waxing social; a sudden question from the teacher, to which, because of the distraction, no an- swer is ready; hard words; a sense of in- justice; and the fear that the subject must be dropped. Yes, it seems petty and childish in the telling. The plea to me is, “We cannot drop this subject; we need it for graduation!” “What would you say to them, Her- bart?” “Encourage them to return to their teacher and effect their own adjustment of the difficulty. Doubtless they will be met halfway and their faith in the teach- er’s beneficent purpose restored.” Here is Richard. I see Richard fre- quently, and his is a different case alto- gether. Richard is certainly the best ra- tionalizer in the school. He has been guilty of manipulating his program to suit his own wayward will. Looked at critically, this juggling of classes and signatures is little less than forgery. The school has failed with Richard, ‘for the power of discipline reaches only as far as the pupil’s assent meets it.”’ Richard’s lips may say “yes’’ but his actions belie the word. Richard and his like always JOHN AND Epwarp Waxep SocIAL IN SCIENCE CLAss — discourage and dishearten me profoundly, The case of Jerome has a more hope. ful aspect, yet the boy is often in “hot water.” He appeared in the office to beg to have his English teacher changed. He said, rather naively, ““You know me and you know Miss B. You know it’s a bad thing for us to be together.”’ Yes, I did realize that here was a conjunction of two highly excitable and nervous tempera- ments with a state of irritation result- ing. Herbart, however, thought that it was the teacher’s responsibility to keep contacts free from friction; and that the boy, annoying as he may be at times, “must feel that he has to act and will be treated . . . as a human being in so- ciety.”’ He counseled the use of “appro- bation” as often as possible with the sensitive Jeromes, who live to such a great degree in their emotions. Anna comes into my office with a happy smile to show me her report card, good passing grades in every subject this term. Anna is one of the victors. A few months ago she had some difficulty of adjust- ment which caused her discouragement and tears. All that is over now and she knows how I rejoice in her progress and contentment. As the busy day concludes for all these eager and restless adolescents, Herbart leaves me one last wise word, as he speaks of the contacts of teachers with the youth of sixteen years. “He will see to touch the sab jective more than the objective of character; he will try to guide, not the reins, but the hands which hold the reins.” —Rachel L. Dithridge, Hollis, Long Island, New York. STUDENT LEADERSHIP IN DRAMATICS —_ en = os -™ 2a «fF oo HH ~~ —_ oer high-school forensics in the various states of the nation on a national cooperative basis has grown by leaps and pounds during the last five years. When the national cooperative idea frst originated five years ago, and the committee on debate materials and inter- state cooperation was appointed by the National University Extension Associa- tion officials to carry on the national work, there were only three states— Okla.. Kans., and Ark.—cooperating in the plan. Today there are thirty-three states working with the committee. These participating states are given the benefit of competent advice by national authori- ties who have written articles on both sides of the selected debate question, and whose articles are included in the Na- tional Debate Handbook. The NUEA committee on debate ma- terials and interstate cooperation fur- nishes the background for the most effec- tive high-school public speaking organi- zation in the country. It promotes adult education, trains youth for citizenship, and brings questions of importance be- fore the public. More than six thousand high schools represent the various high- school debating leagues of the nation. A total of more than one hundred thousand high-school students participating in thirty-three of the cooperating states ap- pears before the public in more than seventy-five thousand debates each sea- son on topics selected by this committee. Since the appointment of this commit- tee by the National University Extension Association in 1927, when this work was first organized, T. M. Beaird, of the U. of Okla. has served as chairman. Possibly the most complete record of high-school speech activities thruout the country is to be found in his office. Thi MOVEMENT which has placed J. A. Moyer, of the Massachusetts Depart- ment of Education, president of the NUEA for 1927-28, appointed the following committee to work with the chairman that year: Roy Bedi- check, U. of Tex.; A. H. Yoder, U. of N. D.; H. G. Ingham, U. of Kans.; and N. C. Miller, ts (N. J.] U. In 1928-29, the NUEA President, T. H. Shel- by of the U. of Tex., appointed the following: H.G. Ingham, U. of Kans.; L. L. Hilton, U. of Atk.; N.C. Miller, Rutgers U.; and Charles Williams, U. of Mo. Ih 1929-30, the NUEA President, N. C. Miller, of Rutgers U., appointed the following com- mittee members to work with the chairman: AC. Baird, U. of Iowa; L. L. Hilton, U. of Ark. H. G. Ingham, U. of Kans; and H. A. White, U. of Nebr. The 1930-31 committee members appointed by Elmore Petersen of the U. of Colo. and NUEA president for that year, were: Almere Scott, U. of Wis.; H. G. Ingham, U. of Kans.; M. BEAatrD, of the University of Oklahoma, ¢ who is now beginning his sixth year as chair- man of the National University Extension Asso- ciation committee on debate materials and in- terstate Cooperation A. C. Baird, U. of Iowa; and L. L. Hilton, U. of Ark. In 1931-32, the NUEA President, R. E. Cavanaugh of Ind. U. appointed the follow- ing committee: C. Stanton Belfour, U. of Pitts- burgh; W. A. Cable, U. of Ariz.; L. L. Hilton, U. of Ark.; and A. C. Baird, U. of Iowa. Theodore J. Grayson, U. of Pa., at Phila- delphia, president of the NUEA for 1932-33, announced the appointment of his committee for the next school year on November 1. T. M. Beaird, of the U. of Okla., was again selected as the chairman. His co-workers named are: A. C. Baird, U. of Iowa; L. L. Hilton, U. of Ark., and C. Stanton Belfour, U. of Pitts- burgK. Chairman Beaird issued a call for a national committee meeting December 10 in Kansas City, at which time the procedure of selecting a debate question for the school year of 1933-34 for the various high-school leagues in the country was started. It has been estimated that more than ten million American citizens listen an- nually to discussions of the official NUEA debate questions. Members of the com- mittee predict that a greater number of people will hear the discussion this sea- son because of the national interest in the problem of taxation. [13] Nationwide High-School Debating Here is an educational activity carried on among students of the high schools of America that represents, in actual dollars and cents, an investment of more than two and one-half millions of dollars. However, the estimate of the develop- ment of the individual student participat- ing in the program cannot be measured in mere dollars and cents, for the worth of the individual to his country as an en- lightened citizen is inestimable. The National Forensic League, a na- tional honorary forensic organization for students of debate and oratory in the high schools, with headquarters at Ripon, Wis., has for the past two years con- ducted a national tournament for the nation’s high-school debaters using the NUEA question. State championship groups are invited there for three or four days’ competition in the selecting of a national champion. Such arrangement gives the ambitious young debaters of the country an opportunity to present their views on current national questions, and to receive the views of other young- sters of practically the same age, as in- culcated during the state debate season prior to this national contest. At a meeting of the NUEA debate committee in Chicago in 1930 before the national meeting of the Association, rep- resentatives of the National Forensic League invited the NUEA members to attend the national tournament of the National Forensic League at Ripon Col- lege. The committee in turn agreed to cancel plans for its interstate tgurnament so that the two groups might have a na- tional tournament with a much greater scope. Many of the NUEA state cham- pionship teams participated in the tour- nament, and the Miami, Okla., High School was the national winner. The method of selecting a question for national use is a system which presents an opportunity for every cooperating state to have a vote in the selection of a question which will be particularly im- portant to those debaters participating. A questionnaire is circulated thruout the various high-school debating leagues prior to the meeting of the committee on debate materials and interstate coop- eration. When all states have submitted a list of questions for discussion with an indication of their particular preferences, the committee selects the three leading questions in order of preference, and the chairman in turn resubmits the three leading questions to the states for a final 14 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1933 vote. When the national question has been chosen by ballot of the state high- school leagues, the chairman appoints a wording committee composed of leading speech men in institutions of higher learn- ing in various sections of the country, and refers the question to this wording committee for a final draft. This is done so that complications of interpretation of terms may be avoided as much as possi- ble. The wording committee arranges the question so that the best possible re- sults may be obtained from the discussion during the coming season. The wording committee appointed by Chairman Beaird each season during the last three years has been composed of Dr. A. C. Baird, director of intercollegi- ate debate, U. of Iowa, chairman; Pro- fessor E. C. Buehler, director of Foren- sics, U. of Kans.; Professor H. A. White, department of English, U. of Nebr.; and Dr. H. L. Ewbank, professor of speech, U. of Wis. The committee on debate materials and interstate cooperation is charged with the responsibility of receiving bids on the official debate handbook and awarding the contracts for the editing and printing of this book. In this one item alone, the committee has been responsible for the saving of some $25,000 annually for the participating institutions and organiza- tions in the purchase of debate materials. The cooperative printing of the hand- book is most economical for the cooperat- ing state organizations, inasmuch as bulk printing reduces the price per copy. This year more than eleven thousand copies were printed. The leading articles of the day pertinent to the selected ques- tion are included in the handbook. A bibliography is included so that the time and effort expended by those preparing arguments is reduced to a minimum. In a meeting in Kansas City on March 21, 1929, the committee on debate ma- terials found that some eighty questions had been submitted by states wishing to have a part in the national cooperative program, and from this list the committee selected the three most in demand which were: Resolved: “That Trial by Jury in Criminal Cases Should Be Abolished,” “That the Instalment Plan of Buying Personal Property is Economically Un- sound,” and “That the President of the United States Should Be Elected for a Term of Six Years and Become and Re- main Ineligible for Re-election.” The standard resubmitting procedure was fol- lowed and the wording committee an- nounced the selection of the question, Resolved: “That Instalment Buying of Personal Property as Practised in the United States is Both Socially and Eco- nomically Undesirable.” ey ARTICLE is an example of national planning in a most important field. The abil- ity of the nation to solve its major problems depends upon the machinery for focusing the attention of large numbers of people on the same question at the same time and upon facil- ities for supplying them with facts from sources which do not seek to spread misinforma- tion.—The editor. At the 1930 preliminary meeting held in Kansas City, the committee found that a grand total of 101 questions had been submitted by thirty states. In culling out these questions, the committee selected the following: Resolved: ‘‘That All Auto- mobile Owners Should be Required by Law to Carry Insurance Covering Per- sonal Liability and Property Damage,” and ‘“‘That the State and Federal Govern- ments Should Develop and Control the Sources of Hydro-Electric Power in the United States.” The chain-store question was selected by ballot of the states as the question for 1930-31. Preparing for the debate season of 1931-32, the committee found that 116 questions had been submitted by thirty- three states, indicating a general in- crease in interest among the various high- school forensic groups of the nation, with a general trend toward centralization of ideas suitable for high-school debate questions within the scope of the young speakers. The three leading questions were con- cerned with unemployment insurance, compulsory automobile liability insur- ance, and a two-year ban on immigra- tion. The wording committee presented the winning question in this form: Re- solved: “That the Several States Should Enact Legislation Providing for Com- pulsory Unemployment Insurance.” Following the preliminary meeting of the NUEA committee held in Kansas City in January 1932, the wording com- mittee met in regular session at Minne- apolis, Minn., and released the official statement of the 1932-33 question in the following form: Resolved: “That Ap- proximately One-Half of All State and Local Revenues Should be Derived from ———————____ Sources Other Than Tangible Property,” In the present economic stress of the na. tion, this question will be one of utmost importance to the high-school students of the land, as these future leaders of the United States will have much to say about the taxation question as potential taxpayers of a few seasons hence. The 1932 handbook was awarded to the U. of Okla. on a low bid basis, and Professor Josh Lee, head of the depart. ment of public speaking of the U. of Okla., was selected to edit the book in cooperation with Miss Perrill Munch, instructor in the department of public speaking at the U. of Okla. For the first time in five years, it was decided by the NUEA debate committee that the general affirmative and negative briefs of the question as included in the handbooks of past years would be elimi- nated in the 1932 book. It was voted by the committee that three men who were experts in the fields of debate and taxa- tion should be asked to write three criti- cal analyses of the taxation question. The following three men were elected by the committee to write the analyses: Jens P. Jensen, U. of Kans.; A. Craig Baird, U. of Iowa; and H. L. Ew- bank, U. of Wis. On September 1 of this year, more than eleven thousand copies of the handbook were mailed to the in- stitutions of higher learning sponsoring the state leagues, and to the state debate leagues, cooperating directly with the NUEA committee. The institutions and organizations cooperat- ing during the past several years in which na- tionalized debate work has shown such rapid advancement include the universities of Ala. Ark., Ariz., Colo., Ind., Iowa, Kans., Ky., La, Mich., Mo., Mont., Nebr., N. H., N. M., N.C, N. D., Okla., Ohio, Pittsburgh [Pa.], S. D., Tenn., Tex., W. V., Wis., Wyo., State High School League of Ga., State League of Ill, Idaho Educational Assn., Bates College of Me., Minn. State High-School Debate League, N. Y. State High-School League, Ore. State High- School Debating League, Rutgers U., Com. State High-School Debate League, Utah State High-School Debate League, and Washington State Department of Education. With more than three-fourths of the states already cooperating, and a greater interest being shown by national institu- tions of higher learning annually, there is little doubt that the membership will be 100 percent within a short time. When this objective has been reached, the mag nitude of the national program will be I creased at least twofold —William |, Witt, assistant director, Department of Publications, Extension Division, Unt versity of Oklahoma, Norman. nost ents tthe Say ntial d to and Jart- I. of k in inch, ublic yperat- ch na- rapid f Ala. 1, Lay N.C,, Ss. B, . High of Ill, yf Me., N.Y. High- Conn. 1 State \ington of the reater istitu- there p will When > mag- be in- m H. ent of Uni 1s is the eleventh year THE JOURNAL STATE has gathered re- | Ale... ports from the different | mee... .e, itories | Ark. states, territories, and || Ark. the District of Colum- Canal Zone bia, summarizing edu- Colo. : : Sar... a. cational progress. Let- |! Del. zt =e ters were sent to three persons in each state— Pa... Eee the state superintendent si tale’ oS. of education, the NEA Idaho. we state director, and the secretary of the state lowa ° has Kans education association. ce. From the statements contained in these letters Md. the following facts have Mass. been compiled. Where Minn.... new state superintend- Miss... . . + Oo. ents were elected in No- Mont Neb vember, both the old te and the new names are listed in the box on this od ie page. The latter are N listed beneath the 1932 N. D occupants. _ ~ o The year 1932 has Okla Ore been the hardest year Pa for the schools since THE P. I. JourNAL’s Annual Roll hy Call began in 1921. The Sapepeae fact that the schools have held their own better — than any other large fac- aa" . . . . a tor in American life is — Vermont in itself progress. ee. Alabama — In order to ee hasten financial relief for the gg schools the Alabama Educa- oe tion Association with the co- Wis.. . operation of the State De- partment of Education °* organized a statewide cam- paign of school publicity during the summer months. Sixty thousand persons were reached thru 293 addresses delivered in meetings held in sixty-four of the sixty-seven counties. This cam- Paign was undoubtedly a contributing cause in the legislature's being called into extraordinary ‘ession by Governor Miller on August 16. Arizona—With very few exceptions, it has been impossible to maintain salary schedules and automatic salary increases in the schools of Arizona for the present year. School forces ve been curtailed thru increase in size of classes, extra duties for employees, and discon- cance of certain services. School budgets will “low a decrease of approximately 15 percent. Notwithstanding these difficult conditions, «hool employees are putting forth extra effort. tkansas—A three-year program for the SUPT. OR COM. .. A. B. Hepmpem...... ai .W. Se E. J .. Frank W. Ballou......Edith L. Grosvenor... . .W. S. Cawthon .Mell L. Duggan....... Mell L. Duggan M. D. Collins .. Will C. Crawford...... Oren E. Long. . _.Francis G. Blair... .. .. George C. Cole. .. Agnes Samuelson. . .. Bertram E. Packard. .. Albert S. Cook.... .Payson Smith... ...Charles W. Taylor .. Walter W. Anderson .. James N. Pringle .Georgia L. Lusk..... Ss f “ae .Bertha R. Palmer John Vaughan .James N. Rule... ..Luther B. Bewley .. ... Jose Padin.... : ... Walter E. Ranger..... Charles Carroll....... .. James H. Hope..... .C. N. Jensen. .. George H. Ivins John Callahan A Continuing Record of the Educational Situation The Journal’s Annual Roll Call NEA DIRECTOR ..J. D. Williams.... PEGE o> bm:s.0.4.d.anlepa eee eS See Bs Qs TI kein caacves N. D. Pulliam a Hendrix »« ie MISS a 4.0 50mad Terr J. W. Kuyk ..Vierling Kersey....... Frederick Martin..... or Ben M. Williams Inez J. Lewis.........W. B. Mooney Ernest Butterfield... .Helen T. Collins H. V. Holloway .H. V. Holloway. . oc iaee James S. Rickards W. Eo. Veet... 22. Raymond H. Snyder - .A. L. Whittenberg Charles O. Williams. . .Mary A. Lord Fee ... William Burdick ..Annie C. Woodward.... Webster H. Pearce : Harry L. Wahistrand... Webster H. Pearce James M. McConnell i fer Charles A. Lee... Elizabeth Ireland i. 7. See. ns cs Thomas J. Walker... .R. J. Cunningham... Dwight E. Porter.. Alice Maxwell..... Dana S. Jordon..... Alexander Glennie. . .Paul L. Fickinger .Frederick H. Law..... T. W. Andrews... oo he Ri TRS 5 as ; Arthur E. Thompson Charles H. Elliott... Frank P. Graves. B. O. Skinner R. E. Offenhauer M. E. Hurst.. .C. A. Rice.. C. A. Howard... ; .J. Herbert Kelley. . , ll eee F. Rodriguez-Lopez .A. C. Flora sinks 0 Arch M. Thurman... C. H. Skidmore Francis L. Bailey Caroline S. Woodruff George H. Ivins..... Edith B. Joynes Orville C. Pratt William C. Cook. . Sidney B. Hall N. D. Showalter William C. Cook W. W. Trent Blanche M. McCarthy .. Katharine Morton Katharine Morton study, revision, and reorganization of the cur- riculum for the common schools was launched. All certification of teachers was taken over by the state department of education. An ex- haustive survey of every school district by a special committee appointed by the state board of education was made. California—The California Taxpayers Asso- ciation has put forth every effort to discredit schools and education in the minds of the patrons of the schools. The reductions in school budgets have been greater than all of the com- bined reductions in other forms of govern- mental activity. In spite of such adverse cir- cumstances the schools have maintained their high standards. The state education association joined with eight other statewide organizations in an en- ete STATE SECRETARY ome Frank L. Grove . Roy W. Cloud Peed sac aad W. B. Mooney ae Gordon C. Swift .Eunice C. Bounds .E. O. Harned Ratan James S. Rickards De dng Nod Kyle T. Alfriend .Charles Henry John I. Hillman Panna Robert C. Moore .Charles O. Williams aa Charles F. Pye .....Adelbert W. Gordon hleee Walter H. Davis -Hugh Nixon .E. T. Cameron .C. G. Schulz . Walter N. Taylor ..-E. M. Carter .R. J. Cunningham . Charles A. Bowers . Lillian Esden .. John W. Condon Solomon C. Strong Te Vernon O. Tolle Arvie Eldred .Jule B. Warren .M. E. McCurdy Frank E. Reynolds Cc. M. Howell .E. F. Carleton .J. Herbert Kelley Antonio Sarriera .James F. Rockett De We SAE een 22s .D. W. Parratt Marion C. Parkhurst .W. Ethelbert Messer Cc. J. Heatwole Arthur L. Marsh J. H. Hickman B. E. McCormick H. H. Moyer deavor to put into the con- stitution an amendment to increase the state’s contribu- tion to elementary schools from $30 per unit of average daily attendance to $70, and to high schools from $30 to $100. The amendment was defeated. Colorado—This year has been a year of reduction in educational budgets in Colo- rado. On the whole, budget reductions have been met by boards of education in accord with the recommendations of George Allen, Jr M. E. Pearson 2002... F. L. Pinet their expert advisers. As a + oie: Se chmon 5 ie MD. scte neces R. E. Williams consequen y s- .T. H. Harris... . PP. Gi. GE. .......06. 5. G. O. Houston gemmce, the lest pos sible harm has been done to the ability of the schools to serve the children of these depression years. Connecticut—With cour- age, sanity, and friendliness boards of education and financial boards have worked together to continue the maintenance of schools on a high standard in the face of a necessary reduction in school income. Delaware—The salary schedule has been maintained thruout the state, and in many cases the automatic in- creases have been allowed. A building program was con- et 8 8S aera 5 | UN N. E. Steele tinued under an additional 1. D. Weeks $3,000,000 state appropria _.P. L. Harned...... Harry H. Clark... . _P. L. Harned tion. - aoe” eee .R. T. Ellis District of Columbia— The largest construction pro- gram in the history of the public schools of Washing- ton was completed between September 1, 1931, and Sep- tember 20, 1932. While salary schedules were maintained, automatic increases in sala- ries were withheld, and 8-1/3 percent will be deducted from salaries of all school employees during the fiscal year ending June 30, 1933. Certain other reductions in appropriations have been made, but in general the status quo of the school system is being maintained. Florida—The first draft of the revised course of study was completed. The annual meeting of the state association was the largest and best in its history. Georgia—The Georgia Education Associa tion conducted a statewide campaign to elect members of the general assembly committed to four definite propositions: [1] Relieve real estate of part of its tax burden; [2] adequately support education; [3] pay in full all debts due education ; [4] revise and codify our school laws. This campaign was put on by an execu- tive committee with a chairman for each of Guilbert & Betelle, architects Vernon L. Davey Junior High School, East Orange, N. J. the congressional districts, and a chairman in each of the counties. Hawaii—The teachers of the Territory volun- tarily agreed to a 10 percent reduction in salary. In spite of reduced budgets the teaching morale and the educational program are being steadily maintained. The position of director of health education was established, and increased em- phasis placed on physical and mental well- being. Idaho—The readjustment of school finances in the state has developed a deeper interest on the part of the boards of trustees. As a result districts of several counties in the state have no bonded indebtedness or floating war- rants and are on a strictly cash basis. This has come about by the strictest economies, the careful study of budgets, and a close adherence to every legal phase of financing. Iilinois—There is a high and determined resolution on the part of taxpayers, patrons, and teachers to see that “old man depression” does not close the door of the schoolroom. A heroic fight was made by the people in the 11,000 districts of Illinois to pare the school budgets to the marrow, but at the same time to save the essentials of a common-school edu- cation for their children. Indiana—A vision of service to the child has prompted efficiency and excellent professional attitude in Indiana from the highest school official to the teacher of the smallest one-room school, even in the face of an outstanding pro- gram of economy. The most desirable school legislation has been preserved with some de- sirable amendments in school relief for poor corporations. Iowa—aAll public elementary and secondary schools were maintained during the year. Boards of education have shown remarkable courage, and citizens generally have made heroic sacrifices to make possible uninterrupted educational opportunity. Kansas—The Tax Limitation Amendment to the Constitution was defeated. This amend- ment, fostered by politicians who sought to cur- tail school support, would have limited taxes to such an extent that scores of high schools and elementary schools would have suffered, many kindergartens would have been dropped, and the public junior colleges would probably all have been obliged to discontinue. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1933} Vol. Kentucky—The General Assembly created an Educational Commission to make a thoro analysis of the public-school system, and report the findings to the 1934 Assembly. The Com- mission is made up of an equal number of schoolmen and laymen. Its report is expected to form the basis of a new school code. Louisiana—The 1932 legislature made an ap- propriation of $1,500,000 more to the public schools than that of last year, $750,000 more to the state university, and the same amounts as were made last year to colleges under con- trol of the State Board of Education. All ob- noxious school legislation was defeated, and several constructive measures were passed. Maine—High professional spirit and morale were maintained; large attendance at sum- mer-school ‘continued; the preliminary revision of the curriculum for normal schools has been completed; the high percentage of membership in professional organizations has been main- tained; there was a record attendance at the Atlantic City meeting of the NEA. Maryland—State school funds have made possible the maintenance of all essential school activities without curtailment. Massachusetts—Total appropriations for the support of schools were within 5 percent of the appropriation in normal times. The leg- islature was successful in resisting appeals that financial control of the schools be transferred from school committees to mayors, city coun- cils, and boards of selectmen. Michigan—The growth of the sentiment toward an enlarged state support for educa- tion is the most significant feature of educa- tional progress in Michigan. Minnesota—Public schools will continue their complete services. Teachers are showing undiminished confidence and loyalty. A new secondary curriculum, including years seven to twelve, has been completed and distributed. Mississippi—A mass meeting—of over five thousand friends of education from all over the state—was held in Jackson. The meeting unanimously urged that the state budget be balanced in such a way as to enable the schools to operate not less than eight months in each county. This action was an important factor in “putting over” the governor’s sales tax program which saved the schools and other state institutions. than one-half of all the teachers in the state, introduces the new Course of Study for Phys cal Education and Health. This includes the use of noncommercial play equipment, of simple articles for preparing hot noon lunches by the pint jar method, of free health literature to supplement suitable material in textbooks. The plan is to change the aims of teaching from knowledge about health to the formation of active health habits. Ohio—The Ohio School Survey Commis- sion appointed by the State Director of Educa- tion, and a legislative committee appointed by the president of the Ohio Education Association are studying the financial situation of Ohio pub- lic schools. The Commission, which is under the direction of Paul Mort of Teachers College, Columbia University, will present a compre hensive school program to the legislature. Missouri—The first step toward a state re. Ok organization program was taken with the or. over ganization of a county redistricting board. The in th board will redistrict the entire county into ep. tions larged optional school districts. ba Montana—Ninety-eight percent of the schook p° t of the state conducted a nine-months term of at school. Teachers are courageous in these tragic re economic times. yo Nebraska—Crystallization of public think. < ing on teachers’ salaries has resulted in smaller § . h cuts than were first advocated and demanded, ao save in a few scattered districts. and Nevada—Nevada, a state with a popula. a tion of 91,095, is maintaining state, county, c local government, a state university, county § . high schools, and local schools where the en. § "" rolment is as low as five students. The state lecte is attempting to hold the gains already made — ™™ in education. A new state board of education — 5: has been organized. Teachers’ examinations for § ‘et certification credentials in the elementary J with schools have been eliminated. P New Hampshire—All public schools have the been maintained as usual. Economies have | ™ been effected, some salary reductions made, and cal increases generally suspended but educational | “™ progress has been uninterrupted. Teachers and § *? other school employees have contributed largely | “ to public and private relief. - New Mexico—Attacks upon school finance p have led educators into a unity which bodes r- well for the future of education. Definite steps - have been made toward reorganizing state and att county departments of education toward a more equitable system of state apportionments, 7 and better financial support of education. “ New York—Altho necessary economies § si have been made, salary schedules have been § & maintained and the following educational work § to is going forward: curriculum committees work- } to ing in all levels; research studies on individual differences, directing attention to importance of J new teaching technics; social studies given new § ay emphasis; adapting vocational and _ industrial sl education to modern life; marked and general | y endorsement of mental hygiene work; in- ti creased activity of parents associations. North Carolina—A six-months school term § « was operated in every district in the state; [7 teachers tried to maintain morale and stand- e ards of service in the face of reduced salaries § i and increased teacher-load. U North Dakota—An integrated health pro- gram was definitely launched in the elementary § * schools thru demonstration conferences in all ) counties. The program, which reaches more | | 1933 a, ite re. he or- 1. The to en. schools rm of tragic think. smaller anded, opula- ounty, county he en. > state Made ication ons for entary s have > have le, and ational rs and largely finance | bodes te steps ate and vard a iments, n. ynomies re been al work ; work- lividual ance of en new dustrial general ‘k; in- ol term . state; - stand- salaries th pro- nentary s in all ‘S more 1e state, r Physi- des the ent, of lunches terature xtbooks. teaching mation “ommis- Educa- inted by sociation hio pub- _ is under College, compre- Ire. vol. 22, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 17 Oklahoma—The schools were kept open all over the state for an average of eight months, in the face of some of the most trying condi- tions the state has ever known. The coopera- tin of parents and the determination of teach- ers to carry on in spite of reduced salaries is evidence that the people of Oklahoma are fac- ing the future with confidence in the matter of education for their children. Oregon—Teacher morale was maintained inthe face of drastic reduction in school income and a losing fight for special tax levy. Control over all institutions of higher learning was unified under a single chancellor. Curriculum construction and textbook adop- tion were placed under one commission, se- leted by the State Board of Education on the nomination of the state superintendent. Oregon has state adoption of textbooks. Heretofore the textbook commission has had no connection with the preparation of state courses of study. Pennsylvania—The financial integrity of the School Employes Retirement Act was maintained. An attempt was made at the spe- cial session of our state legislature during the summer of 1932 to declare a moratorium for aperiod of three years on payments from the sate and from local school districts to this fund. The result would have been an almost immediate reduction of more than one-half in retirement allowances already granted, together with the possibility of the extension of the moratorium beyond the three-year period. The attempt was defeated in committee. There has been an encouraging increase in professional membership. A gain of 500 in the State Association gave Pennsylvania a member- ship of 60,956. A gain of 2431 in the National Education Association increased the membership to 26,794. This gain of 2431 is 61 percent of the total gain of 3961 in the NEA for the year. Porto Rico—A program of vocational edu- cation in agriculture, home economics, and arts and trades was launched. This was made pos- ible thru the extension to Porto Rico, in March 1931, of the federal act for the promo- tion of vocational education in the U. S. Rhode Island—There has been an_in- creased enrolment in secondary education. That adult education has been carried on is evidenced by the evening schools, the finest in Rhode Island’s educational history. The in- lense interest which teachers are taking in im- Proving themselves and their service has re- wlted in crowded extension classes and in the most successful summer schools yet conducted. Those responsible for public education have displayed courage in maintaining programs, and the year has closed with minor retrenchment. South Carolina—Schools have kept running with very little shortening of terms or tardiness m the paying of salaries. South Dakota—A complete new elementary ‘urriculum was completed and installed. _Tennessee—Schools have been maintained spite of the difficulties threatening them. Texas—The state per capita apportionment “$17.50 was maintained. There was a marked Mrease in the appropriation for rural state ud. The appropriation for the biennium 1931- * was $5,000,000, of which $800,000 is used , Pay the tuition of rural high-school pupils uausferred to town and city schools. In 1931- » few school systems reduced salary schedules. At the election in November an amendment, lishing the state ad valorem tax on all Bo... Me Guilbert & Betelle, architects Thaddeus Stevens Junior High School, Williamsport, Pa. homesteads valued for taxable purposes for not more than $3000, was passed. This will mean a loss of between 7% and 10 million dollars to the state available school fund annually. Utah—At the last annual convention of public-school superintendents it was decided to maintain salaries as long as the budget would permit; and that then officers of local associations and boards of education would meet to discuss ways and means of keeping the schools open before any action is taken to shorten the school term. Vermont—The requirement for certified superintendents is four years of college or normal-school education, including eighteen hours of professional education. A third-year normal course has been offered at the State Normal School in Castleton. Enrolment in normal schools is limited to those standing in the upper half of the high-school graduating classes. Applicants must also meet definite health, character, and personality requirements. Enrolment quota was assigned each institution. Virginia—Great results are accruing from the Three-Year Curriculum Revision Program, in which a majority of the teachers are par- ticipating. The morale and enthusiasm of the teaching force have been maintained. Washington—State Association in cooper- ation with other statewide organizations stand- ing for sound tax reform helped carry an in- come tax initiative, proceeds of which go to state common-school fund to reduce property tax. The high-school library plan for all the accredited high schools in the state has been reorganized. A single high-school grading sys- tem, to take the place of nineteen variable plans used by the different schools, is evidence of the fine cooperative spirit among teachers. West Virginia—West Virginia prevented an attack in the legislature of 1932, designed to reduce the school term from eight to six months; to reduce the already low basic salary schedule of teachers; to reduce the teaching personnel of all state educational institutions by 20 percent; to cut supervision in local units outside of independent districts; and to cut down the equalization fund which is dis- bursed in the form of state aid to the local dis- tricts. The campaign for a large share of school costs to be provided by the state from indirect sources of taxation has been carried on vigor- ously and courageously. Complete unity exists among the school people of the state and great headway has been made in the creation of sen- timent for a sound system of public schools. Wisconsin—The Teachers Training Council of the Wisconsin Teachers Association in work- ing out its program of educational philosophy and school practise has taken a long step for- ward in making teachers conscious of the ob- jectives which should govern classroom proce- dure in effective teaching. Progress has been made in curriculum reorganization. Wyoming—The State Education Associa- tion was organized under a district plan. Meet- ings were held in five sections of the state. These meetings were followed by a state meet- ing made up of representatives of each of the districts. The new plan resulted in greatly in- creased attendance and interest. [Do you have an annual roll call in your school system noting the points of advance made by each school in the system? Do you have an annual roll call in your school noting the annual advance made by different teachers? Do you have an annual roll call in your own life noting the progress you are making from year to year toward definitely chosen goals? Do you en- courage pupils to summarize for themselves the progress which they have made during the past year and to look forward to definite points of progress during the year ahead? This ability to estimate one’s achievements and form systematic plans for the future lies at the root of individ- ual and social growth which gives significance and purpose to what would otherwise be a meaningless aggregation of individual acts. The school has not done its best for any child until it has taught him to weigh the worth of his own achievements, to be critical of his ideals, his manners, his speech, his dress, his reading, his choice of companions, movies, radio, living ar- rangements, and so on thruout constant deci- sions from the poorer to the richer. Just as one can make an annual inventory of his financial progress, he can make an annual inventory of his cultural progress. Just as he can plan to improve his income or his investments, he can plan to improve his manners or his home. The points of selfimprovement which Benjamin Franklin described in his Autobiography have been widely used by persons who wish to better their lives.] Facts on School Costs HE FOLLOWING STATEMENTS and charts are taken from remained practically constant for a decade prior to 1929; that the November Research Bulletin of the National Edu- _ the proportion of municipal expenditures devoted to education cation Association, “Facts on School Costs.” The figures _ is lower now than at any time since 1922; that America spends are based on the most recent and reliable estimates available. about five times as much for passenger automobiles as it does “The problem generally faced by the public schools at the for public schools; that effective public schools are essential present moment may be concisely summarized in four words: — to the welfare of our country; and that funds for public edu- increased responsibilities; decreased resources. The respon- cation have been, on the whole, wisely and intelligently ex- sibilities are shown by the unusually rapid increase in school pended. To make some of this data available is the purpose of enrolment due to the depression. . . . While the schools are this Bulletin.” thus being given a task larger, more difficult and in many ways more important, than ever before, the financial resources which should enable them to do this work are being threatened or ctually curtailed. About three out of every four cities thruout ESTIMATED CAUSES OF INCREASE IN actually curtz - ery | a the United States are attempting to operate on a smaller school SCHOOL COSTS, 1914-1930 budget than last year. “There is need for a body of facts about the cost of public education as compared with national income, tax collections, ° ° . ~ | N482,028. S67} {(423, 420,250 and other public and private expenditures. The unsupported _ | SIE assertion that education is costing too much is best answered by referring to such facts as these: that schools have never Expended for Pubic Schosls in (is. ; x Increase over 1914 chargeable to decrease in purchasing power of dollar absorbed as much as 4 percent of the national income; that the Increase over 1914 chargeable to increased attendance proportion of the national income devoted to public education EE St SS SS See eee 19555,.077.000 Research Division, National Ldwucation Ass PERCENT TAX REVENUES ARE OF NATIONAL - INCOME IN SELECTED COUNTRIES - 1928” | SCHOOL COSTS AND CERTAIN OTHER United States EXPENDITURES IN 1930 10.4 % Great Britain 25.2% France 16.1 % Italy 14.2% Germany 13.6% Japan 7.6 % os . el pw ‘ : # 2,615,068.177 #3.524,326,635 %5,806,374,417 $11,817, 700,000 7 esearch Dinsion, National fducatian Assn, | PUBLIC SCHOOLS - LIFE BUILDING PASSENGER. Lp National income figures are for 1928 in every case; tax revenue figures are those for year | ELEMENTARY, SECONDARY, INSURANCE CONSTRUCTION AUTOMOBILES available nearest to 1028 AND COLLEGIATE Sources of Data: Moulton, Harold G. and Ko, Jumicki, 420an; an Lonomuc ang Anonceed } Kesar Dusision , Aitronal. tducation. Ash Apprasal, Natwnal Bureau of Economic Research, National Industral Conference Board, | Calculations based on the following sources : UL Department. of Commerce, Statesmen’ Hearbook , 1930, and. Comstock, Alzada, Jaration in —" school costs ; the Spectator | Modern State for - gee construction ; and Nahonal A: — " mobiles NATIONAL INCOME AND NATIONAL WEALTH AND VALUE OF PUBLIC SCHOOL COSTS -1930 PUBLIC SCHOOL PROPERTY 1930 Estimated. National Income $78,000,000, 000 “on. poor peoperty Expenditures for Wing . all property | all public schools = re falas $ 2.615, 068, 177 oped 803 297 esearch DOiwision, Aational Education Sources of data: Income estimated from figures of National Bureau, Peete il Wealth od til of the N tional { f Economic Research, and National Industrial Conference Board. School data : eet hie we we costs Gom, various reports of the US. Department of Interior, Office of Eduxcation. Industrial Conference Gonet | +. public schoo proper pa Education. The Journal Forum Shall Class Size Be Increased ? YES Pais learn as effectively in large classes as in small classes Experimentation on the problem of class size has tended to show that so far as measurable results of in- struction are concerned pupils learn as well in classes of forty to fifty as in classes of twenty to thirty, provided factors other than class size are kept constant. Aside from equally good results in subjectmatter, it is as- serted that large classes are as effective as small classes in the development of such factors as character and personality. Pupils in large classes show more initiative and are less de- pendent upon the teacher. They learn to help one another and thus tend to develop the ideals of cooperation and re- sponsible citizenship to an extent not possible in the class with fewer pupils. [2] Larger classes would reduce instructional costs—Fewer teachers would be required in a given school to teach the same subjectmatter to the same number of pupils. The amount thus saved in teachers’ salaries might be utilized for one or all of the following purposes: [a] to provide clerical assistance to the teachers who assume the larger pupil load; [b] to provide services which the school could not afford before the saving was effected; [c] as a saving to the taxpayer. If instruction is as effective in large as in small classes, it is uneconomical and unwise management to keep class size down. School man- agement is under obligation to the taxpayer to obtain the maximum results for every dollar spent. [3] It would result in better teaching—Better teaching is undoubtedly required in the larger class. A mediocre teacher might be able to teach twenty pupils with a fair degree of suc- cess but incapable of teaching well a class of forty or forty- five pupils. It is said that the good teacher finds inspiration in the large class which is not present in the small class. If adequate clerical help is provided the teacher load is no heavier, ifas heavy, as the teaching of smaller classes without clerical help. Of course, different methods are essential for the larger classes, but if the results are as good there can be no logical objection to changed methods. Larger classes make good plan- ning on the part of the teacher indispensable. They are a con- stant incentive to better teaching. Moreover, as many pupils 4s possible should have the privilege of being in ihe classes of outstanding teachers. Much good teaching goes to waste When an outstanding teacher, who could teach a large class with equal efficiency, is limited to the same number of pupils as the mediocre teacher. S Education Association. OME REFERENCES ON CLASS SIZE—Readers who have a copy of the NEA Proceedings for 1932 will find addresses on this subject printed on pages 143-146. Teachers wishing to give further study to this question may secure a brief bibliography on class size by writing to the Research Division of the NEA at 1201 Sixteenth Street, N. W., Washington, D. C. Those wishing a more extended bibliography may purchase the April 1931 issue of the Review of Educational Research which may be secured for $1 from the National NO [1] Even tho measurable facts may be learned as well, the most important outcomes of teaching such as character and personality development cannot be acquired by pupils in large classes as well as in small classes—Measurable subjectmatter results are important, of course. But they are not the only, or most important, outcome of the teacher’s work. Even tho the intangible results of teaching, such as the development of char- acter and personality traits cannot be accurately measured, they are vastly more important than the mere learning of facts and figures. They cannot be properly developed in large classes. A prominent superintendent writes that the farther we get from the notion that education is mere memorizing, “the more we realize what the size of a class means to a teacher who is attempting systematically to understand and intelli- gently to guide each pupil.” Furthermore, even as regards the measurable results of teaching, experimentation has been too limited in scope and not sufficiently well controled to warrant sweeping conclusions. [2] Enlarging the size of classes is a false and misleading type of economy—Any saving in teachers’ salaries would be more than offset by losses at the following points: [a] over- loading the teacher; [b] reduction of speed of pupil progress due to reduced efficiency of the teacher; [c] the average class room has been constructed for medium size classes and so the possibility of enlarging classes in most buildings requires a choice between a general overhauling of the building to fit it to the needs of larger classes or the crowding of a large class into a room constructed for a small class. Neither of these alternatives gives promise of economy. While these are not logical arguments against the theory of enlarging classes, they are practical situations which confront the school administrator. [3] Enlarging the size of classes would impair the quality of teaching—The teacher must deal with human beings, no two of whom are alike. Children cannot be taught like so many machines are operated in a factory. Yet that, in substance, would be the result of the general adoption of the large class idea. The schools are not the proper field of mass production. Every child is different and his peculiar capabilities should be developed rather than hampered by the lockstep methods of mass production. It is physically impossible for a teacher to individualize instruction in the larger classes. They so ex- haust the teacher’s resources that he cannot do his best work with any of the pupils. This tends to reduce the morale of both teachers and pupils. In Support of Our Profession AM WRITING to urge every teacher | to take an active interest in the pro- ceedings and activities of the Na- tional Education Association. I am going to urge, further, that every teacher take so active an interest in the problems of his profession that he be willing to give his definite support to the Association in the form of annual membership. The results of the activities of the na- tional organization in collecting data have been used in every part of the country as final arguments and have been an in- fluence in raising the standard of living for teachers and in encouraging the facil- ities for free public education. The strug- gle for equitable salaries has been long, but without the aid of the NEA or some similar body devoted to the cause of edu- cation and working in the interests of the teaching profession, the struggle would have been much longer and more lacking in results. The professional struggle is by no means finished. It is hardly well begun. When the influence of other organizations can in a few short weeks undo and cause to be disregarded, the work of years on the part of organized teachers, we can- not claim much strength. Problems are confronting every field of business, every part of government, and every profession existing. Teachers are facing problems as great if not greater than any they have ever confronted, problems which if not wisely solved may even end in a decline in free education. Adjustments are being made in all departments of government activity. Curtailments in expenditure even in education are necessary; read- justments are being made and will con- tinue to be made. There is a limit, how- ever, to the extent to which any com- munity or any nation can afford to limit such activities as education. Values must be weighed carefully to justify reduction of activity. Is it not reasonable that we, members of the body of people who are carrying out the program of education, are the ones who shall take up the task of protecting this structure we have so much faith in? We are the ones whose place it is going to be to point out the dangers that will be involved in the wrong type of curtailment, wellmeaning as it may be. And when we are in a place where such defense is necessary, we will want more behind our arguments than senti- ment and a few scattered figures. The first step in the building of a pro- fession is a unified understanding of the aims and needs of the profession. It is absolutely necessary that every member schools, no principal, no board of education, can save the teaching profession during the next ten crucial years. It will require the devoted loyalty and most intelligent action of the great body of teachers themselves working in the closest understanding and co- operation with the parents of the children whom they serve. The schools must protect themselves from the paralysis which has overtaken industry. They must adapt their work to the new world. At both points they need organization. N° SUPERINTENDENT OF | | | | | of a live profession be wellinformed and active. Dead timber will soon founder the greatest of organizations, no matter how lofty its purpose may be. One of the greatest criticisms that can be leveled at teachers as a professional group is just that lack of information concerning the strong and weak points of the educational structure. There are weak points and it will be far better that educators them- selves acknowledge and remedy those weaknesses than to have to submit to adjustment from the outside. Every teacher as a member of a profession should have at his command information necessary to meet the constant barrage of arguments one meets on a journey down main street. A clear, concise state- ment founded on fact, delivered without loss of temper but with the assurance of positive authority, returned from every teacher who chances to be placed in a situation where such a statement is called for, will have a wholesome effect in coun- tering false reasoning based on insuffi- cient information. It does little good to have right intentions and beliefs if you do not possess information necessary to support your ideas. The National Education Association supplies a good deal of information that will remedy this lack. Thru THE Jour- NAL and the Research Bulletins any per- son may equip himself with real facts [ 20] concerning educational problems. We as teachers must equip ourselves with facts, not sentiment. The National Education Association, on the other hand, needs your support. Salary cuts thruout the country are hay- ing their effect upon the membership, This is no time for us to weaken struc- tures such as the national association. If at no other time could we see the need of such an organization, we should see it now. Do not say that you cannot afford the two dollars in addition to the fees already paid to the local and state or- ganizations. We cannot afford to stay out and let this organization go by the board, The cost to us is really small. Any member of a labor union would feel him- self lucky if his annual dues totaled no more than six dollars. This total is small indeed compared to the professional ex- penses entailed by some of the more established professions. Without a murmur, the teaching body in your locality will reach into its pocket for hundreds of dollars for community enterprises; and these enterprises are justified and deserve our continued sup- port. However, there is a limit to the un- selfishness we can afford. We owe it to ourselves to stand firm in times like these behind our own cause and support with our every possible means those organi- zations which have at heart our own in- terests. This sounds selfish but there is a larger, more impersonal reason behind it. We must not allow the work of education to go backward now. How shall we respond to the needs of our profession? The ideal situation is, of course, the only one which will eventually make a real profession out of teaching— the genuine interest of every teacher. This interest is evidenced, not only by membership in the local and state organi- zations, but by membership in the na- tional association as well. This partici- pation does not stop with the purchase of a membership. We must bring our infor- mation uptodate and bring our energies to bear on the problems under discussion. Those who have been members in the na- tional association will continue, I be lieve; your continued support together with a considerable number of new mem- berships will be evidence of the faith we have in the worthiness of the cause of education —A message to the teachers of Oshkosh, Wisconsin, by W. P. Clark, high-school instructor. rd eS ut ity are up- un- t to nese vith ani- | in- is a d it. tion is of s, of ally ng— cher. y by yani- » na- rtici- se of nfor- rgies ssion. e na- [ be- ether mem- th we ise of ers of - ‘lark, An Evening with the Magazines EW ForRTRESSES IN SPAIN— N Don Fernando de los Rios, Spain’s Minister of Public In- struction and Arts, calls the new public ghools the fortifications of Madrid. The Spanish Republic in its constitu- tion renounces war as an instrument of policy. It has reduced its army at the same time that it has opened new shools by the thousands. Konrad Ber- cvici tells in the January Pictorial Review of visiting schools under Don Fernando’s guidance. “One school was situated in a neigh- borhood known to be inhabited by the worst elements of Madrid—thieves and cutthroats. The children would undoubt- edly have grown up to be like their fathers. We entered the school yard. In a corner were coops of chickens and ducks and pigeons and rabbits. “Ts this an agricultural school?’ I inquired. “No, but the principal of this school has her ideas about how to educate the children of this neighborhood. These children, she believes, need practical lessons in kindness, so she makes them take care of animals and birds.’ “But have you no definite educa- tional system?’ ““‘No. What we want is competent teachers. Each one works out his own system. according to his own tempera- ment and the particular needs and re- quirements of the neighborhood. A hun- dred different systems is better than a rigid one.’ ” The militarists of Spain accuse the government of spending too much on schools and not enough on the army. But, according to the Minister of Public Instruction, the government’s policy is unshaken : “While peace conferences at Geneva will discuss the size of cannons and the use of new instruments of death, we will 80 on building schools. Seven thousand this year. Eight thousand next year. Twenty-five thousand new schools in lve years. That is our program. ‘ And in these schools we will teach that Wars have never settled anything and tver improved the conditions of the Peoples who won them. And ™ will teach our children to work with their hands, and not to rely on machin- Po to do their work. We want a happy Spain, not an industrialized Spain.” What Shall I Teach?—Who will answer the teacher who asks this ques- tion in the November Forum and Cen- tury? The pupils of Leroy Burton, a high-school teacher in Ohio, ask him: “What good is this stuff ever going to do me? What connection will these things have with my life fifteen years from now?” The vocational tradition struggles with the classical tradition to dominate our high schools. But both of these traditions, says Mr. Burton, presuppose a static world, which ours is not. Aside from the vocational versus classical con- flict there is a conflict between contempo- rary economic practise and the spiritual ideas which we continue to teach our children. “My pupils have seen their own fathers, who have been faithful, thrifty, prompt—everything we are teaching their children to be—yet who must now walk the streets and beg for bread. They have seen a steel mill that ordi- narily employed 6000 men purchase new machinery until it could retain the same volume of production with only 2000 men. They have seen this same mill lay off the 2000 men two weeks before Christmas, and then two weeks after Christmas hire them back at wages cut one-third. During this enforced va- cation these same children heard their fathers read in the newspaper how the same mill earned and paid greater divi- dends during the preceding three months than ever before in its history. “Dare I teach my pupils as I was taught? Dare I repeat the platitudes I learned? With the mechan- ical progress of a thousand years con- densed into fifty, with life changed while we were just preparing ourselves for the old order, with a material civi- lization running amuck—what shall I tell them of the morrow?” A Child Can Not Grow Up Twice —You can interrupt the building of a road and go back to it later, but if you interrupt the decent care of a child you can by no means go on where you left off. Dorothy Canfield Fisher, in an article in the November Good Housekeeping, makes a fervent plea that the children be spared from paying the costs of the present economic calamity. Even the animals of a herd make a protective ring about the young when [21] child welfare, danger threatens, but society seems to be forsaking this ancient practise. “We must somehow, enough of us to count, realize that our nation is sum- moned to take care of its children not by the dictates of virtue and kindheart- edness but by the drastic com- mands of the instinct for selfpreserva- tion. “We are in danger now if we ever were. And if any considerable propor- tion of our race or nation has shown any sign of reckless, willing selfsacrifice to protect the children of the country from it at any cost to themselves, I’d like to have somebody tell me. : Everywhere the budgets of the health, and_ character-building agencies are being slashed. “How can we in this present crisis be so shortsighted as to grudge the money to keep the creators of our future wellfed, wellclothed, welltrained, and wellarmed by vitality, hope, and edu- cated brains!” Mark Hopkins or the Log ?—The definition of a college as “Mark Hopkins at one end of a log and a student at the other” has often been quoted, both as a protest against mass education and as an excuse for doing without needed equip- ment. But the original statement, Pro- fessor William B. Munroe says in the December Atlantic Monthly, was a plea for good teaching. James A. Garfield, speaking at a Williams College alumni banquet in 1871, followed an orator who dwelt at length on the need for new build- ings at the college. Mr. Garfield, how- ever, thought that funds for the faculty were of more importance. What he ac- tually said was this: “T am not willing that this discussion should close without mention of the value of a true teacher. Give me a log hut, with only a simple bench, Mark Hopkins at one end and I at the other, and you may have all the buildings, apparatus, and libraries without him.” As Professor Munro points out: “What impressed Garfield was the cali- ber of the man who sat at the profes- sor’s desk. And that is where more emphasis should be placed by the col- leges today, for there is no substitute for men in the process of education.” —Prepared for the JournaL by the Educa- tional Research Service of the Department of Superintendence and Research Division of the National Education Association. I Believe in the American College a belief so strong that nothing can shake it. I spent five joyous years in two of those colleges. During those years I was inspired by the best writers of the world past and present. I studied the paintings of renowned artists; I listened to the compositions of the best musi- cians; I read the thoughts of great phi- losophers. I was introduced to the study of foreign languages, and was instructed in the best use of my own language. Thru the glasses of science I saw into the mys- teries and miracles of life. During those five years in undergraduate and post- graduate study I stored up for myself a knowledge of matters cultural and in- spirational. For this I thank the Amer- ican college. The American college has taught me to see a world that is bright and glorious even tho plunged into economic depres- sion—a bright world, for all nature seems alive and beautiful. That which I have seen thru the eyes of science has made me aware of nature. When I look at a tree I see its beauty, but I also marvel at its wondrous structure, the cells knit each to each, the mystery of the ascent of sap, the wonder of its chlorophyl green food lab- oratories. There are times when the best remedy for the vicissitudes of life is by removal into the pleasant world of the imagina- tion. It is then that my knowledge of the arts gives me best service. At such a time I may turn to the poets who have put the most lofty thoughts of the ages into beau- tiful verse. Depending upon the nature of my trouble, I may turn to Shelley to read his airy, fanciful poems, such as “To a Skylark” or “Ode to the West Wind”; or I may build with Tennyson the lofty palaces of his “Idylls of the King” or find solace in his “In Memoriam”; or I may travel with Lanier to the natural yet mystic land of his “Marshes of Glyn.” Shakespeare has been a solace to mankind by his melodious verse and by the depth of his thought and the fancy of his stories, yet without the background of a liberal education I should scarcely have temerity to turn to him for solace. All this I owe to the American college. Likewise the artists are friends of mine. Corot with the ethereal delicate touch of his brush, Ruysdael with the beauty of his landscape, Van Dyck with his richness of color, the religious art I BELIEVE in the American college with with the glory of its ardor—all have enchanted and elevated me. For this I thank the American college. oe is a portion of reading quite indispensable to a wise man. His- tory and exact science he must learn by laborious reading. Colleges, in like manner, have their indispensable office —to teach elements. But they can only highly serve us when they aim not to drill, but to create; when they gather from far, every ray of various genius to their hospitable halls, and by the concentrated fires, set the hearts of their youth on flame. Thought and knowledge are natures in which ap- paratus and pretension avail nothing. Gowns and pecuniary foundations, tho of towns of gold, can never counter- vail the least sentence or syllable of wit. Forget this, and our American colleges will recede in their public im- portance, whilst they grow richer every year.—From The American Scholar by Ralph Waldo Emerson. Above all, music has been a charm to my spirit. Music, with its thoughts and aspirations which are beyond the power of words, speaks a language to the soul that is trained to be atune. It was thru that which makes a college truly liberal, truly cultural, that I learned to find this strengthening power in music. There is little difference whether it is Wagner’s “Lohengrin,” Beethoven’s ‘Sonata Pa- thetique,’ Mendelssohn’s “Spring Song,” Schubert’s “Erlkénig,”’ Mozart’s “Min- uet” from “Don Juan,” or a song which still re-echoes in my heart from yester- year—all lift me above this mundane world when there is need. For this I be- lieve in the American college. Surpassing all the charm of the imagi- nary world, there is a magic world of thought which guides from the temporal and material to things eternal and spirit- ual. In college I became acquainted with the greatest of this thought. I was privi- leged there to walk with Ruskin, Carlyle, Browning, Shakespeare, Socrates, Plato, Leibnitz, Schopenhauer, Kant, and Emer- son. Thru Ruskin I learned that the genuine in both life and art is better than the imitation. Carlyle has taught me the difference between the life unfound and the life which has found itself thru the virtue of work. Browning thru the vigor of his verse and thought has showed me the value of struggle in life. Wordsworth [ 22] pointed out to me the danger when “the world is too much with us.” Bryant has helped me to learn to trust. Thus thru the American college I have learned many lessons from the great writers, Moreover the philosophers whom I have met, spiritually, at college have in- structed me in three great faiths. Thru their thoughts I am assured that the uni- verse, with all its trials and troubles, is not without purpose for it is steadily working toward some great goal. I have learned to know that behind all the shift- ing temporal world is a permanent eter- nal world. Thru their vision I have come to see that behind all the sorrow and suf- fering, the death and loss, is the working of a great and good God. For these sta- bilizing, strengthening, and comforting faiths I am indebted to the American college. Could I not have gained these benefits without a college training? No, for with- out it I would not have stored up for myself a knowledge of the best expres- sion. Without that knowledge I would not be able to make the appropriate cul- tural contacts with past and _ present when I most desire and need to make them. Without that knowledgé such chance contacts as I might make with cultural matters would be practically use- less, since my eye and ear and heart would not be trained to understand or appreciate them. Could I not gain this training outside a college? Improbably, for out of college, I would lack either the inclination to do the necessary work or the time requisite for full cultural study while engaged in earning a living. It was only thru de voting five years to study alone in the cultural atmosphere of a college that I was able to gain for myself the blessings of a liberal education. Therefore I believe in the American. college because thru it I have become acquainted with the great men of all ages, because it has stabilized my purpose, because it has made me see more in life than money and fame, because it has glorified the material world about meé, because it has given me an imaginary, amazing world for retreat in time of need, and because it has proved to me the ex istence of an eternal world above the temporal world. Because of all this I be - lieve in the American college.—Willis M. Oosterhof, Hamilton, Michigan. ing ta- ing -an fits ith- for res- uld cul- sent ake uch with use- eart 1 or side lege, o do lisite od in 1 de- 1 the hat I sings rican. come ages, rpose, in life it has it me, inary, : need, he ex- ve the ; I be- - Willis gan. School and Home Working Together come to grips with this question: If the continued existence of my school depended upon what I have done to make the parents understand and ap- preciate the services of that school, would the work go on or stop? The teacher yho cannot answer with confidence that his school would go on needs to come to grips with his responsibility to the children. As this is written there comes to the editor’s desk an Associated Press dispatch indicating that in one state, ghools in twenty-five counties are to cose. It will take generations for the diects of such practises to be corrected. Schools are almost as essential to child welfare as food, clothing, and shelter. Every teacher is in a position to partici- pate in the effort to interpret to the pub- lic the significance of the school in the life of the child and the community. In communities and states where teachers have systematically performed this serv- ice, the schools are holding their own re- Fin TEACHER in America needs to SEND $l to the Division of Publications, National Education Association, for a supply of this leaf- let plus an assortment of other leaflets and material tohelp you interpret your school 0 parents and citizens. INDICATE the number of homes you Wish to reach. ADDRESS: QU Sixteenth Street, N. W., Washington, < — ee ee eee ee ee se ee ee ee ton this line AXES are the price we pay as citizens for such services as schools, playgrounds, parks, streets, police, and courts. When- ever we cut taxes we must reduce some of these services to our- selves. Our public services—in proportion to their basic impor- tance—are probably the least ex- pensive services we buy. markably well. In communities where thru lack of training or understanding of the seriousness of the problem, teach- ers have failed to keep in touch with the homes, the school and the children suffer. The tremendous nationwide use of the Message to Parents which appeared in the October JoURNAL shows the need for simple, inexpensive material which schools can send into homes at regular intervals with school reports. The leaflet on this page is designed to serve that need. County superintendents may se- cure enough copies of this leaflet to pro- vide one for each home in the county. City superintendents will do likewise. Parent-teacher workers may take the lead in seeing that these are sent into the homes. Heads of teachers colleges may wish to provide them for young peo- ple who are preparing to teach. Write for special prices on any quantity you desire. Banks have long used this method of sending a circular each month to their patrons along with the summary of ac- counts. Insurance companies have fol- Cut on this line™™ <— ee e ee ee ee ee ee away from this lin Good Schools A Message to Parents... lowed the same plan. It is the surest and least expensive method of reaching the entire community. The school can reach all homes directly and quickly in this way. The cost of these leaflets is so low as to be within the reach of any school system. The ideas in this leaflet have been gathered from conferences with parents, teachers, principals, superintendents, and taxpayers in the editor’s travels about the United States, and from a large correspondence with JOURNAL readers. The leaflet can be read quickly. Teachers are invited to send in ideas, statements, or forms which have proved useful in their contacts with homes. School printshops are invited to experi- ment with such leaflets and to send sam- ples to the Division of Publications of the National Education Association. There is every indication that the schools are facing a period of hard years which in many cases may involve their very existence. The time to emphasize the work of interpretation is now. in Bad Times ‘Commonsense suggests that in bad times we sac- rifice first the less im- portant things. JouRNAL emphasizes again the need and the value of interpreting the schools to the public. “Home and School Working Together,” on the reverse side of this page, is planned to give teachers suggestions and material for acquainting their community with the schools. In your faculty meetings this month, discussion might be made of visiting the homes, also ways of getting acquainted with parents, so they will appreciate the school’s deep interest in the home. Should not most relations between home and school be constructive and positive? If the school adopts a policy of visiting homes only when there is trouble, does it not miss a good opportunity to encour- age parents in the guidance of child life and character? Are the contacts of your school with the homes in your commu- nity based on failures of children in schooi work or on successes? How can the teacher load be so adjusted that teachers will have time and energy to undertake this basic service of visiting homes? When a child, particularly a young child, sees his parents visiting his [ THIS first issue of the new year, THE Vitalized Group Study and Faculty Meetings teacher in the school, does not the school take on added significance for him? When he sees his teacher in his own home in friendly relationships with his parents, is not his appreciation of the school increased? A statement by Secretary J. W. Crab- tree in the October 1932 bulletin of the Department of Elementary School Prin- cipals, shows his concern for interpreta- tion of the schools by educators: What has been done is merely a suggestion of what must be done if the schools are to hold their own and to move forward to the policies and the development demanded by the new conditions of American life. The time has come for a new point of view in educational in- terpretation. We ask you to join with Head- quarters during the coming year in advancing these activities: [1] Every teacher a dynamic agent for edu- cational inter pretation—Our schools depend ul- timately on public understanding and support. Let teachers in their social and business con- tacts show citizens the necessity and effective- ness of our educational program. Enlist parents and others in achieving the school’s objectives. [2] Every teacher a student of economic problems—We have allowed others to do so much thinking for us in connection with finan- cial matters. Let us now discover the funda- mentals of investment, the necessity of personal Good Schools in Bad Times _ TROUBLE comes we turn to fundamentals. Home becomes dearer. Neighbors and friends mean more. We understand better the mission of the church. We appreciate the services of the school. If schools are a bless- ing in good times, they are an imperative necessity in bad times. They safe- guard the health of the child; they fortify the home; they give hope and en- couragement to citizens who are the victims of misfortune but who can take satisfaction that their children are cared for. The schools are ourselves work- ing together in the education of our children. When times are hard we need to make that education better—to take more seriously our common task of preparing the young for life. Times which suggest retrenchment call for increased safeguards for schools. Next to food, clothing, and shelter, they stand between us and chaos. Let us preserve and improve our schools. Let us keep the children first. budgets, the sources of governmental revenues and the possibilities of adequate school support. [3] Every teacher at work on her own pro- fessional problems—We have evidence that the members of our Association have responded to the urge that they study and experiment with their own teaching problems. Let us continue the good work. Definite suggestions for planning and conducting group study and faculty meet- ings are given in the October 1932 Jour- NAL, page 240. Now is a good time to plan meetings for the remainder of the school year. A meeting in March might include a report or discussion about the February meeting of the Department of Superintendence in Minneapolis. In this issue—If you dre a teacher in an elementary school, “Globes, Graphs, and Mu- seum Materials” page 9 may be of particu- lar interest to you. If you teach in high school, “Thru the Day with Herbart” page 11 and “Nationwide High-School Debating” page 13 may be helpful. If a junior college is where you work, “The Junior College, a Commu- nity Center’ page 5 may be of special in- terest. In every issue of THE JOURNAL are articles of interest to all teachers. In this JourNnaAL are “Hunger on the March,” “The Classroom Teacher, a Mental Hygienist,” “Shall Class Size Be Increased?” and others. TO INTERPRET the school to parents and citizens is as much a part of the teacher’s work as the instruction of children. OUR SCHOOLS belong to the people; they will go as far and no far- ther than the faith of the public in them. Mint covel trail the ¢ is NO of F tepet char selec earli the plor trad thre fant the of h mar the mut wae ool, and 13 rere mu- are this The ist,” ners. First Schools of the Last Frontier ITHIN suburban distance from Vi Twin Cities, on a high bluff overlooking the forks of the Minnesota and Mississippi stands a vine- covered, turreted tower. Here in 1820 the rail of westward empire, coursing thru he outpost of Prairie du Chien in what snow Wisconsin, ended where the guns of Fort Snelling lowered over the very tepees of quarreling red men. That year Colonel Josiah Snelling took charge of this outpost of civilization, lected by Zebulon Pike fifteen years earlier, and in 1822 built a grist mill at the Falls of St. Anthony. Only the ex- plorers and ubiquitous Hudson Bay fur traders had preceded the Colonel and the three hundred men of the Fifth U.S. In- iantry who came to preserve the peace of the white men and the red. Thousands of homeseekers were soon to follow him, many of them from distant lands where the promise of high adventure has ever been a magic call. The Falls of St. Anthony, now not much more than a rapids in the broaden- ing expanse of the river as it slips under the Third Avenue Bridge, played an im- portant part in subduing these wilds. Here wood was sawed for the Fort and theearly homes. In 1824 the price of flour fom Colonel Snelling’s mill was set at $3.33 a barrel. Here began the great in- dustry that entitles Minnesota to the wbriquet, “bread basket of the world.” But these pioneers were not of the kind who could live by bread alone. Church and schoolhouse followed the mills. Ac- cording to legend, it was an Indian who vas at least indirectly responsible for the irst educational effort in the northwest. In the summer of 1846, Little Crow, a thieftain of the Sioux, went on a drunken spree and was shot and wounded by his own brother. History does not record hether the shot was fired in punishment ordisgrace brought upon a high and an- “nt office, or in selfdefense, but it had ‘permanently sobering effect. On the Minciple of the “devil” who “a monk wuld be,” Little Crow decided to put a “op to all drinking in his tribe, and ap- Died to the Indian agent at Fort Snel- tf for a missionary to his people. Dr. omas S. Williamson, a skilful surgeon missionary at Lac Qui Parle, in No- "mber of that year established the first hol in Minnesota at Kaposia. While laboring for his red children, Dr. Williamson felt that something should be done for the white children who had no schools at St. Paul. The following letter Harriet E. Bishop, Minnesota’s first teacher was written by him in 1847 to Exgovernor William Slade of Vermont, president of the “National Popular Educational So- ciety,” a little-known forerunner of the National Education Association. It is said that this letter contains the first written description of St. Paul. My present residence is on the utmost verge of civilization, in the northwestern part of the United States, within a few miles of the prin- cipal village of white men in the Territory that we suppose will bear the name of Minnesota which some would render “Clear Water,” tho strictly it signifies slightly turbid or whitish water. The village referred to has grown up within a few years, in a romantic situation, on a high bluff of the Mississippi, and has been baptized by the Roman Catholics, by the name of St. Paul. . . . The Dakotas call it IM-NI-JA- SKA [white rock] from the color of the sand- stone which forms the bluff on which the village stands. This village has five stores, as they call them, at all of which intoxicating drinks con- stitute a part, and I suppose the principal part, of what they sell. I would suppose the village contains a dozen or twenty families living near enough to send to school. Since I came to this neighborhood, I have had frequent occasion to visit the village, and have been grieved to see so many children growing up entirely ignorant of God, and unable to read His Word, with no one to teach them. Unless your society can send them a teacher, there seems to be little prospect of their having one for several years. A few days since, I went to the place for the purpose of making inquiries in reference to the prospect [25] of a school. I visited seven families, in which there were twenty-three children of proper age to attend school, and was told of five more in which there were thirteen more that it is sup- posed might attend, making thirty-six in twelve families. I suppose more than half of the parents of these children are unable to read themselves, and care little about having their children taught. ... I suppose a good female teacher can do more to promote the cause of education and true re- ligion than a man. The natural politeness of the French [who constitute more than half the population] would cause them to be kind and courteous to a female. ... She should be entirely free from prejudice on account of color, for among her scholars, she might find not only English, French, and Swiss, but Sioux and Chip- pewas, with some claiming kindred with the African steck. A teacher coming should bring books with her sufficient to begin a school, as there is no bookstore within three hundred miles. Governor Slade could—and did—find a teacher to meet the qualifications laid down by Dr. Williamson. July 16, 1847, Miss Harriet E. Bishop landed at Ka- posia after a river ride from Cincinnati, Ohio, on the steamer Argo. She had ac- cepted the*position after “quite a mental struggle” she tells us in memoirs written a decade later. “A cheerless prospect,” Miss Bishop characterized her new home, as she viewed the log cabins of St. Paul after a ride in a canoe, paddled to this future Capital by two young squaws. A de- serted log cabin 10x 12 feet that had been used as a blacksmith shop at Third and St. Peter Streets, was St. Paul’s first schoolhouse. “Some wooden pins had been driven into the logs, across which rough boards had been placed for seats. The luxury of a chair was accorded to the teacher, and a cross-legged table oc- cupied the center of the loose floor,” she wrote. Under such circumstances began the great educational system of Minne- sota, guided by a woman in whom duty lit the fires of courage. Hers was not only a teaching position. She was a builder as well, and there was precious little with which to build. The first winter closed in upon us... . Books were the companions that enlivened the solitude of our evenings. The social pleasures of the vicinity were merged in a weekly ball for those who enjoyed what, according to the report of the parties, was little else than, in western parlance, a “whisky hoe-down.” Therefore, Miss Bishop organized a “Ladies Sewing Society” to aid in the erection of a new schoolhouse, and one of THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION the male members generously pledged $10 for a commencement. We remember, with an allowable pride, that the first payment on the lumber for the first schoolhouse, was made with money earned with the needle. ... The specified object of the building was the accommodation of the school, church, court, occasional lectures, elec- tions, and in short, all public gatherings, with the expectation that an expénditure of $300 on a building 25 x 30 feet would be all that would be required for at least ten years. From the St. Paul Pioneer, May 26, 1849, it can be learned that two years had brought a great change in the village the Indians called IM-NI-JA-SKA. News items of that date contain important in- formation about the growing schools: “Scratch up, scrabble up, tumble up, any way to get up,” seems to be illustrated in the sudden growth of building in St. Paul. Logs which were in the boom at the Falls last week are now inflated into balloon frames at St. Paul, ready for a coat of paint. Lots which were the other day considered quite remote, are now “right in town.” More than seventy buildings, it is said, have been erected here dur- ing the past three weeks, and the town is so changed in its appearance, and has so multiplied its inhabitants, that a person absent for three weeks, on returning, almost fancies that he has been taking a Rip Van Winkle slumber. Exgovernor Slade of Vermont, agent of Na- tional Popular Education, arrived on the steam- boat Senator last Thursday with three young ladies who will engage in the responsible and arduous labor of teaching in Minnesota. The Pioneer of November 28, 1850, contains this note: School District No. 3 was organized on the evening of the 18th inst. P. K. Johnson was elected clerk. The trustees were instructed to employ Henry Doolittle as a teacher at $40 per month. A tax of $300 was voted to defray the January, 1933 cost of the schoolhouse, and the expenses of the school. While the following item gleaned from the same paper two weeks later may pro- Pysomepeee OF THE FRONTIER—Many are the hardships that she cheer- fully bore for the sake of the religion and education of her pupils. No blinding blizzard could keep her from her be- loved school. Nor could a_ skulking savage in full warpaint frighten her from the track to the schoolhouse. The work she did in the desolate river town in the wild west can hardly be overestimated. It was no doubt back- breaking and discouraging work to teach reading, writing, arithmetic, and the fundamentals of the Protestant re- ligion to the halfsavage children. Still, this was comparatively easy toil com- pared with the desperate work Miss Bishop was compelled to do in making her pupils clean, wholesome, and courteous civilized human beings. She knew nothing of discouragement and had no idea of failure. Her influence for good in this wild outpost of advanc- ing civilization was very great. She was the first torchbearer of the culture of the east, the first transmitter of the wisdom of the ages on the banks of the upper Mississippi. If we consider the results she attained, we are filled with wonder when we examine the scanty means at her disposal, and the more than primitive school environment.— F. C. Miller. voke a smile, it records a laudable inter- est in the objectives of the good life, even if they had to be justified by something less than their achievement: It is thought advisable by some of our vil- lagers, that we have this winter a series of prac- tical, instructive lectures, and that a small ad- mission fee be charged—the proceeds to be applied for the purchase of a fire engine jp Saint Paul. The work begun by Miss Bishop had begun to bear fruit. An extensive interest in generous support for schools was mani- fested, as these frontier institutions grey in number and influence. When the bill making Minnesota a territory passed Congress, March 3, 1849, it contained a provision up to that time written in no other similar organic act. It had been customary to donate to the territory and future state, section sixteen in each town- ship for school purposes; but in the Min- nesota act, the donation was doubled, and sections sixteen and thirty-six in each township were set aside for the schools—one-eighteenth of all the lands in the territory, a princely reserve amounting to more than 4000 square miles. Miss Bishop continued to serve Minne- sota until her death in St. Paul, August §, 1883. Born in Vergennes, Vermont, in 1817, her early training had come under strong New England religious influences. The Sunday School she established in $t. Paul is still in existence. A pioneer of pioneers, she recorded her experiences in 1857 in a volume entitled Floral Home, or First Years of Minnesota. When the Department of Superinten¢- ence assembles at the Falls of St. An thony February 25-March 2, to find New Frontiers for American Life, they may appropriately recall the devotion and selfsacrifice of a noble predecessor in their craft, who found the old frontiers and saw their hardness and cruelty trans formed into comfort and kindliness— Miss Harriet E. Bishop, to whom there should be a monument, sometime, some where.—B. F. ied : Lae Minn. Historical Society ert: “The Fort from which never a shot was fired”—says the story of this old landmark at Fort Snelling; Right: Father Hennepin discovered the falls of St. Anthony, July 1680. —— Test ani- TeW bill ssed ed a 1 no been and )Wwn- Min- bled, x in the ands serve juare inne- ust §, it, in under NNces, in St. er of ces in Lome, tend- . An 1 New r may 1 and sor in yntiers trans ness— . there = eS SS aa ea = Seo —— every child in the Twin Cities is within walking distance of recreation grounds that are nowhere excelled. Summer and winter the “Land of the Sky-Blue Water” affords delightful and healthful play. MINNESOTA skylines of beauty—in summer A “bread and butter skyline” of every day WasHBuRN HicH ScHooL—newest in Minneapolis mnt THAT SET THE PACE for America in comforts and appointments will bring the members of the De- partment of Superintendence of the National Education Association to their 63d annual convention in Minneapolis, Feb. 25—Mar. 2, 1933. Here educational leaders will discuss New Frontiers for American Life where the spirit of the old frontier still abounds in a setting of romantic beauty mingled with the grandeur of modern utility. The Superintendents Meet at Minneapolis HE SIXTY-THIRD annual meeting of "Tite Department of Superintendence will be held February 25-March 2, 1933, in Minneapolis. The city has a beautiful new convention hall located near the hotels in the downtown section. it offers every modern convenience with its fine auditorium on the main floor, and ample exhibit space immediately below. President Milton C. Potter has pre- pared a program of rare excellence. The world-famous St. Olaf’s Choir will sing at the opening vesper service. The Min- neapolis Symphony Orchestra, with a tradition of splendid performances, is the program feature for Wednesday evening. The list of speakers includes Ellwood P. Cub- berley, pioneer in educational administration; Vice-Chancellor R. S. Wallace of the University of Sydney, Australia; President Lotus D. Coff- man of the University of Minnesota; Dr. Charles H. Mayo of Rochester, Minnesota; President Glenn Frank of the University of Wisconsin; Howard Scott of Technochracy; President Robert M. Hutchins of the University of Chicago; and David Lawrence, editor of the United States Daily. The 1933 yearbook, entitled Educa- tional Leadership, will be distributed at the convention. The Commission on Edu- cational Leadership has spent two years in its preparation. Hundreds of educators who have made contributions to the enterprise will eagerly peruse the volume and keenly follow the discussion of it at the general session Tuesday morning. The members of the Commission are: Superintendent A. J. Stoddard, Providence, R. I., chairman; N. L. Engelhardt, Teachers College, Columbia University; Superintendent Willard E. Givens, Oakland, Calif.; State Superintendent A. F. Harman, Montgomery, Ala.; J. L. Henderson, University of Texas; J. Cayce Morrison, N. Y. State Education Department; Assistant Superintendent Leonard Power, Tulsa, Okla.; Superintendent A. A. Slade, Laramie, Wyo.; Assistant Superintendent Frank M. Underwood, St. Louis, Mo. A highly valued feature of the con- vention will be the annual exhibit of educational equipment, books, and sup- plies. At no other place or time may those who are responsible for selecting and pur- chasing the tools of teaching see such a varied and extensive display or receive more practical help and information. This exhibit will be tastefully arranged in booths in charge of persons who are thoroly familiar with the teaching meth- ods and administrative practises with which their apparatus is used. The large number of superintendents who may at any time during one of the annual meet- ings be found inspecting the exhibit is a recognition of the service this feature renders in the selection of suitable equip- ment with the greatest economy of time and money. In the week preceding the Department of Superintendence a number of impor- tant meetings are scheduled. Among them are: The Department of Deans of Women at the St. Paul Hotel, St. Paul; the National Associa- tion of Principals of Schools for Girls at the Lowry Hotel, St. Paul; the American Asso- ciation of Teachers Colleges at the Curtis Hotel; the National Council of Education at the Hotel Radisson; the National Vocational Guidance Association at the Nicollet Hotel; and the International Council for the Educa- tion of Exceptional Children at the Hotel Radisson. Special railroad tickets will be sold to the Twin Cities at one and one-half fare for the round trip. They will be on sale February 19 to 27 and are good return- ing for thirty days. Identification certifi- cates may be obtained by NEA members after January 10 by writing J. W. Crab- tree, secretary, 1201 Sixteenth Street N. W., Washington, D. C. Headquarters of the Department of Superin- tendence, including registration, exhibits, con- Left: Ice boating on Lake Calhoun is a thrilling sport; Right: An exciting. moment at a ski tournament in Glenwood Park. vention postoffice, ticket sales, and information will be in the Minneapolis Auditorium. No headquarters hotel has been designated Single rooms with bath are exhausted, but single rooms with running water are still to be had, as well as many good double rooms. Corre. spondence regarding sleeping room accommoda- tions should be addressed to C. H. Chadbourn, chairman, Hotel Committee, Hotel Vendome, Minneapolis, Minnesota. Departments and allied organizations officially invited to participate: American Educational Research Association: William S. Gray, University of Chicago, presi- dent ; William G. Carr, Wash., D. C., secretary. Department of Elementary School Princ. pals: Elizabeth McCormick, Superior, Wiscon- sin, president; Eva G. Pinkston, Wash., D. ¢, secretary. Department of Rural Education: Ray P. Snyder, Albany, New York, president; Mr, Katherine M. Cook, Wash., D. C., secretary, Department of Secondary School Principals: W. W. Haggard, Joliet, Illinois, president; H. Y. Church, Cicero, Illinois, secretary. Department of Supervisors and Directors of Instruction: Ernest Horn, State University of Iowa, president ; James F. Hosic, Teachers Col- lege, Columbia University, secretary. National Association of High School Inspec- tors and Supervisors: William H. Bristow, Har- risburg, Pennsylvania, president; J. S. Stewart, University of Georgia, secretary. National Council of Childhood Education: Julia Wade Abbot, Philadelphia, Pennsylvania, and George D. Stoddard, State University of Iowa, convention committee. National Council of Education: William C. Bagley, Teachers College, Columbia University, president; Adelaide S. Baylor, Wash., D. C, secretary. National Council of State Superintendents and Commissioners of Education: W. F. Bond, Jackson, Mississippi, president; Webster H. Pearce, Lansing, Michigan, secretary. National Society for the Study of Education: M. E. Haggerty, University of Minnesota, chairman; Guy M. Whipple, Danvers, Mass chusetts, secretary. National Society of College Teachers of Edu- cation: Paul C. Packer, State University of Iowa, president; Fowler D. Brooks, De Pauw University, secretary. lad, me, Ons ion: tary. inci- con- .G Mrs. pals: H.V. rs of ty of _ Col- ispec- wart, ation: vania, ity of am C. ersity, D. & ndents Bond, er H. ation: nesota, Massa- f Edu- sity of Pauw Rural Education Service The Education of All Children GEORGE DRAYTON STRAYER Professor of Educational Administration, Teachers College, Columbia University the perpetuity of our representative form of government are dependent upon the education of all the children of all the people. We have proposed that in the United States there shall be equal op- portunity given for all to achieve up to the limit of their intellectual capacity, their ambition, and their character. State constitutions have commonly provided that uniform opportunities for education be furnished to all of the children of the state. But the fact still remains that, for the most part, children who reside in_ur- ban areas have much more adequate op- portunities provided for them in the public schools than have children living inthe-country. Probably no one would propose seri- wsly that we can immediately equalize portunities for education up to the highest standard maintained by the wealthiest community. We are under the obligation, however, to inquire concern- ing the differences in opportunity pro- vided for urban and rural children and concerning the possibility of a program that will more certainly equalize the pro- vision of education for all of the children of the state. The ideal program of education which the state seeks to offer for all its chil- dren proposes that wellqualified teachers te supplied for all children; that books and other educational supplies be made wailable to all children without charge; that buildings and equipment which are at once comfortable and welladapted to the needs of the educational program be made available; that curriculum offer- ngs be extensive enough to take account it the differences in intellectual capacity ind in vocational outlook among the soup to be educated; that an equalized chool term be provided; that schools be made easily accessible to all of the chil- fen; and that special services, having to towith the health, educational and voca- ‘mal guidance of pupils, be provided. Today in most of the states one can the grossest inequalities existing be- Ween the educational provisions made ‘the urban centers and those available “the poorer rural areas. There are, of ; »certain of the rural areas that are able to provide a generous program Te STRENGTH of our democracy and of education and there are some urban communities that find it difficult to main- tain a satisfactory educational program. HE NEED for a superior | type of school is evident. | The history of standardiza- tion of rural schools indicates clearly that the schools will improve whenever a goal is set for them to reach. It is not too much to expect that at least half of our rural schools could reach some plane of standard- ization as high or higher than present standards require.— From the Wyoming Educa- tional Bulletin, state depart- ment of education, Cheyenne. On the whole, however, the contrast holds between the urban community with its concentration of wealth and the rural and sparsely settled area in its poverty. The reason for the differences between these poverty-stricken schools and the urban schools was primarily to be found in the difference in financial ability as betweery the rural and the urban school districts There can be no doubt but that the state’ must enter to assume its re- sponsibility for the equalization of sup- port if rural-school children are to enjoy opportunities comparable to those pro- vided in the urban centers. One cannot know the facts concerning the urbanization of our population with- out realizing that the population of the cities has been recruited from the coun- try. We know, as well, that under mod- ern economic conditions the wealth, even that which is represented by the produc- tivity of the country people, is centered for purposes of taxation in the urban areas. We know, as well, that the ability of the people living in the rural areas to absorb the products of the city is deter- mined in no inconsiderable measure by the type and degree of education which has been furnished for them. Even if no matter of the stability of our society were concerned, a purely selfish economic analysis of the situation would indicate the obligation that the urban areas have [29] for doing their full share in meeting the statewide responsibility for education. The mutual responsibility of urban and rural people for the education of all of the children of the state is best ex- pressed by proposing that education is a function of the state and that the equal- ization of opportunity up to the standard set by the state should be considered a prior claim upon the resources of all of the people of the state. The state’s pro- gram can never be thought of as equal- ing that of the richest and most progres- sive community within its borders. If an attempt were made to provide a uniform opportunity, the result would be to lower immediately the standard of education now provided in the more fortunate com- munities. This would be unwise because it is only as we have the example of the more progressive and able communities before us that we may hope to raise the standard of the state. Probably the most reasonable pro- posal that can be made is to suggest that the state’s standard program be equiva- lent to that provided by the community of average wealth within its borders. If this be done, then it is reasonable to expect that all of the poorer communities will have their standard of education raised and that, from time to time, as the state’s economic resources permit, the standard may be raised toward that set by the wealthier communities. In order to accomplish the desired re- sult, it will be necessary to inquire con- cerning the cost of the equalized program to be offered. Here again the cost of the program as already provided in com- munities of average wealth may be taken as a guide. It will be necessary, however, to calculate the number of units to be supported in order that the state, when entering upon its program of support, may allot money in terms of the school units to be provided. In some of the more adequate legislation which has taken place during the past ten years, the weighted pupil or teacher unit has been employed. This means simply that a given number of children determined by the group commonly taught by a single teacher, is used as a measure of an ele- mentary-school unit; that where very small schools must be continued to pro- vide for children in sparsely settled areas, the smaller number of children brought together in a one-teacher school is weighted as a unit; and that high schools which commonly cost as much as 30 per- cent more than elementary schools are given a weight in the scheme of support comparable to their costs. Having determined the cost of the program, it is essential, if city and rural areas are to be combined thru the state in a program of support, that the ability of each administrative area to support the state program be determined cer- tainly. Since the dependence locally is largely upon taxes on real property, a simple method of discovering the ability of each school area to support the state’s standard program is found by applying to an equalized assessment a common rate of taxation. Let us propose, for example, that it has been decided that a local tax rate of 20 mills be applied to the equalized assess- ment of property thruout the state. It will be found that in one school district the 20 mill tax will produce $200 while in another area the same tax may pro- duce $1000. Assuming that the average district requires $1200 to maintain a satisfactory program of education for each school unit, the state will be under the necessity of contributing $1000 to the first named school district and only $200 to the latter. The illustration has been kept simple. Exactly the same situation relatively would be found were the case one of ten teachers with an indicated local support of $2000 and another situation in which one hundred teachers would enjoy $100,- 000 support upon the basis of the impo- sition of the same local tax. In the first a THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION January, 1933 Bev RURAL SCHOOLS are the most ef- fective means of helping farmers to improve their economic and social status. Enlightenment has always been the means by which people have in- creased their general welfare —Thomas Nixon Carver. case the state would have an obligation to contribute $10,000 while in the other case, with one hundred elementary-school units involved, the state’s contribution would have to be only 100 x 200, or $20,- 000. In like manner, one can figure the amount of support indicated as available for the other divisions of the school system. Any equitable handling of the situa- tion would suggest the desirability of providing for the transportation of rural- school children. There is no reason why an extra burden should be borne by rural people as compared with city people be- cause of the necessity of transporting rural children. It may be proposed with considerable justification, as well, that not only should the burden of support be equalized as it has to do with the cur- rent expenditures for education but also for the capital outlay necessary to pro- vide buildings and equipment. It would seem wise in every case when seeking to develop the state’s standard program to equalize the burden upon the basis of a tax which leaves the commu- nity free to extend the program beyond that required for support by the state. If we believe, as most of us do, in the con- tribution which local selfgovernment has made in our community, state, and na- tional life, then we should secure to every school area the possibility of controling a ; its own situation and of developing jt school system beyond any fixed level requirement. There is no more mistake, idea prevalent than that which would yp. quire a community to exhaust itself by levying a maximum tax before receivin support from the state. Wherever this js done, the community practically surrep. ders its control of education to the state for when the state comes in after the locality has exhausted its resources it js able by means of the money which it ad. vances to completely dominate the sity. ation, and the tendency is apt to be ip this direction. On the other hand, if state support is offered upon the basis of a uniform and minimum effort upon the part of all people, then there is left a mar- gin of possible support which gives the community the right and the opportunity to control locally the whole situation. Along with more adequate support on a statewide basis, there must be de veloped a better administration and supervision of rural schools, based on larger local administrative units. There will need to be instituted, as well, a re form in the system of state taxation. As sessments must be equalized thruout the state; a state tax commission, removed from political control, must be estab lished; and there will be needed local fulltime assessors who can be removed for inefficiency in carrying out the work. In conclusion it may be proposed that education will cost more in the years which lie ahead than it has in the past. If all the children, the young men and women, and the older men and women of the state are to have the opportunities which democracy promises them, it wil be because we develop more adequate programs of state support. The transition now under way in agriculture demands thorogoing revision of the rural-school curriculum. tits 1 or Ren l 1. Ts FUNDAMENTAL functions of the f by state educational system are to edu- Ving cate the people to greater and isis B ceater competency in performing: first, ret: B se general social obligations of citizen- tate, ship or membership in American civiliza- the tion required of all men and women and, itis § cond, the particular or specialized serv- tad. ices to society allotted to different oc- Situ. upational groups, membership in any %€ 1 Fine of which is a matter of individual State choice and fitness. ofa These educational functions corre- 1 the gond with the two types of requirement Mat @ hich modern social life lays upon every : the citizen. Every person has social, political, any or other responsibilities which he should - hear in common with other persons, as rton'® ;, his membership in the family, the > de neighborhood, the local community, the + tate, the nation, and humanity at large. a Qn the other hand, every person has, oh under our economic system of sub- | tivision of work or services, a particular at he ibligation which he meets, usually by a the services he renders thru his special we remunerative occupation. local The first function of the common- «i school system—It is the primary and pa fundamental function of the common- j shal shool system, extending from the earliest years of schooling, thru kindergarfen, a tlementary school, junior and senior a high school, and the junior college, to call educate the citizen for effective participa- nities tion in all those common understandings t will and cooperations which are necessary to aqual wustain the best in our complex con- ‘mporaneous civilization which is Amer- ican, Our common schools must be dedicated iimarily to educating men and women “that they may work and live together more successfully in and thru the in- ‘itutions of a civilization that must be ‘mstantly adapted to changing condi- ‘ons. Failure of citizens to understand may of our current problems and their age inability to cooperate in the solu- ‘mof them constitute one cause that led to breakdowns in our current tion. A common-school system rededicated original social purposes which war- ‘ated tax support by all the citizens of State, must aim mainly at the full- than a selfish personality. It will i fo develop an enlightened citizen- father than an enlightened selfish- possible development of a socials The Functions of the Educational System ness. Much of the current criticism of the behavior of citizens as the product of schools is based on the fact that the "Bryne has carried its level of tax-supported education higher than any other state. In 1931 the Cali- fornia legislature authorized a survey of tax-supported education of higher than high-school grade. The Carnegie Foundation for the Advancement of Teaching, which is under the able presi- dency of Henry Suzzallo, was selected to make that survey. Facts were gath- ered by groups of carefully selected ex- perts in the various fields of education. The data were then considered and analyzed by a commission of seven, consisting of: Samuel P. Capen, chair- man; Lotus D. Coffman; Charles H. Judd; Orval R. Latham; Albert B. Meredith; James E. Russell; and George F. Zook. This commission sug- gested that these statements “be accepted as the basis for a resolution by the legislature, which shall serve to de- clare its own future policy and to guide the people of the state and the various boards and officers charged with the performance of educational services.” The statements on these two pages are taken from the printed report. common schools above the elementary school are not really utilized by the stu- dent or fully managed by teachers and administrators for this fundamental civil- izing purpose. When this ideal is real- ized, subject undaries will be less sharply defined{ New and more practical groupings of materials will be devised, and the process of learning will be re- erganized, much as is now being done in comprehensive courses at some 160 in- stitutions in the United States. Prob- lems will become more important than topics, libraries than textbooks. The points at which public and pro- fessional criticism are now mainly di- rected are the secondary rather than the elementary stages of general or com- mon schooling. That reform has been at work for some time in the field of second- ary education is attested by the increase in junior high schools, senior highschools, and junior colleges. Modifications of the curriculum, changed methods of teach- ing and learning, educational and voca- tional counseling are merely additional symptoms of the attempt to meet cur- zent dissatisfaction with the schools as they are or have been. A complete re- construction, somewhat similar to that [31] which began in the elementary school in the ’80s and ’90s, seems now well-inaugu- rated in the secondary stages of general education. The reconstruction of secondary edu- cation, necessarily a concern of this com- mission which deals with its later stages in the junior colleges and the lower divi- sions of the teachers colleges and the university, will involve several marked changes from the traditional outlook and method. In the first place, secondary education will be not less intellectual but more social and adaptive. It will be directed toward giving the student an understand- ing of the natural and social world in which he lives. The mastery of the aca- demic letters, arts, and sciences will be no longer the end of his school mastery, but the educational means of understand- ing life. Whatever other resources of ex- perience lie outside of the traditional disciplines, such as industrial arts and fine arts, will be utilized with full scholas- tic respectability as valued aids in realiz- ing the new and broader conception of the human and social purposes of the common schools. In the second place, secondary educa- tion will focus its attention more steadily on the contemporaneous life, with its on- coming problems. The lag between what the school teaches and what present and impending citizenship requires will be decreased. ... Thirdly, schooling will not be thought of as practically the end of education or learning, now too commonly and so fatally the case. Education will be re- garded as a continuous process, cotermi- nous with life, to which schools merely give impetus for further and continuous personal inquiry and growth. An educa- tion at school will be regarded as pre- paratory to continuous adult learning. How much academic ground is covered in the school building under a licensed or ac- credited teacher, will no longer be so im- portant as it has been. What one learns anywhere in life, and the degree to which one has the impulse and power to con- tinue to learn and think accurately will be far more important to all concerned— to the world, to the university, and, most of all, to the student himself. The second function of the com- mon-school system—It is a second and equally important function of the educa- tional system to prepare young people for THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION productive living. Insofar as the individ- ual differences of students—intellectual, social, economic—warrant, this end will be accomplished thru occupational train- ing of different types. The most significant body of psycho- logical fact concerning human nature that has recently influenced our thinking or our action is that which reveals the as- tounding range of individual differences in social or school population. People are not all alike. To believe they are and to treat them as tho they were is to commit a grave human injustice to many individ- uals, and to deprive society of the use of their full powers. ... Differentiated treatment is necessary the moment individual differences begin to assert themselves in such a manner as to make inadequate the traditional cur- riculum and method of common schools. It may first express itself in allowing or providing a different mode of approach to the study of the world and civilization. Inability or lack of interest exhibited by a pupil demand a redirection of intel- lectual interest and provision for a shift of educational emphasis. A change of em- phasis from the academic to other do- mains of arts, letters, or science, on the part of a student, often salvages a school career and acts as a spur to continuous learning. After some years of common schooling a considerable portion of stu- dents in compulsory attendance show a lapse of interest. The fact that such per- sons display limited ability in liberal studies may indicate that their chief powers lie in other directions than the purely literary or mathematical. Here arises the necessity for providing voca- tional courses of a quality and value equal to and coordinate with those of an academic nature. This situation involves growing numbers of cases as larger and larger groups of the population move thru the school system toward the upper levels of common schooling. New intel- lectual opportunities and new opportuni- ties for specialized vocational training are then plainly indicated, the more so because little by little the school has been forced to assume responsibilities that the home and industry cannof or will not longer perform. But in all such cases the trade or industrial teacher still has the responsibility of socializing or civilizing the student thru connecting in the fullest possible extent his vocational activity with the rest of civilized life. Sometimes late, sometimes early, the readjustment just implied takes place for every stu- dent. The main function of the univer- sity system—It is the main function of the university system, which includes the upper divisions of colleges, the graduate schools, and the professional schools, to educate specialists for the strategically important social services which modern civilization requires, and to do this with full regard to the number of such special- ists that society can utilize. Among the specialized callings for which the univer- sity system educates are research, teach- ing, the ministry, the law, medicine and surgery, engineering, and similar pro- fessions. Provision for general education in the United States commonly closes at the end of the second college year, or at the end of the lower division or junior college. Certainly, it is a very general practise thruout the United States, particularly in most institutions west of the Appalachian Mountains, to begin scholarly concentra- tion in the arts, sciences, and letters with the third [or junior] college year; that is, with the senior college proper, and to begin either professional or specialized preprofessional education at the same stage in school progress. . In California both the university and the teachers colleges recognize a func- tional articulation between the lower and upper divisions, and legislative enactment recognizes that the local, but state-aided, junior college |or college, as it perhaps ought to be termed), is a part of the pro- vision for tax-supported secondary edu- cation. A profession may be provisionally de- fined as “a vocation involving relations to the affairs of others of such a nature as to require for its proper conduct an equipment of learning or skill, or both, and to warrant the community in making restrictions in respect to its exercise.”’ The effective or ineffective performance of professional duties is preservative or de- structive of some fundamental potential- ity, right, or other value of crucial impor- tance to society or the individual. For this reason ethical practise is as impor- tant as expert practise. This is obviously true respecting a career in law, medicine, teaching, engineering, or the ministry, and ought to be true respecting journal- ism and business management. : Since expert practise is essential to make devoted ethical interest effective in result, special preprofessional training is often required in studies basic to profes- sional understanding. Mastery of prac- tical skill is usually acquired under ma- ture supervision in either an internship or an apprenticeship. In further protec- tion of society, the state finally licenses January, 1933 as only those graduates who meet its stang. ards. The selection of those students who ay promising material for such specialize professional education and the determ. nation of the nature of their preliminay or professional education, should rest no, ity | with the common schools, but with th pot university. The university should utilix & chur the advice of its professional teacher wide and those actively engaged in profes. & ture sional practise, as well as the finding & indey available from modern personnel studies, be fo The right to admit to specialize & Alc courses is properly lodged in the univer. sity system, but insofar as the university method of judging the ability and edu. cational promise of the applicant is ap- tiquated and inadequate, injustice ensug to the individual and therefore ultimately tosociety. . . . The right of the university to refus legec offer it is. of it expl and mat the admittance to a professional course r§ § quiring special and high qualifications & usu: rests in some measure upon other grounds & boy: than that of personal fitness. The com- & rot mission is not unmindful of the necessity B gan of giving some attention to the relation § «al of supply to the probable demand in the & don several professions. Only a limited num § shi ber of certain types of professionals can & wot be utilized by society, and overproduc & gan tion in these particular fields may readily cen become a social and professional evil, as be well as an unwarranted cost to the univer he sity and the public. For this reason, aé- § al mission to some professional schools wil § soon become, if it is not already, a matter Bsr of discriminative selection. Every large — 1 consideration involved in this problemol & ¢ professional school admission—whethe § s it be personal or social, financial, or pro § 3 fessional—confirms this policy. The se § i lective functions of a university system are primarily social in purpose, and th & W individual is and ought to be of secondary & © consideration. di What has been said of admission § & specialized professional schools in the l university may not at first thought seem § ° to apply to all those who seek admission & ° to the senior college of arts, letters, and & science. The university should be cor cerned not only with clearly professional subjectmatter but also with the variows fields included within the division of let ters, the arts, and the sciences W from their very nature prepare thru spt cial mastery for superior civic service The same discriminative and selectivé principles must be exercised in admitting students to the senior college as are ap plicable in respect to the professio schools. ) ate ized rmi- nary t not | the ‘lize § hers Ofes. dings dies, lized iver: >rsity edu- S al- nsues lately refuse Se re- ations ounds com: essity lation in the | nun- Is can roduc: ‘eadily vil, as aniver- yn, ad- als will matter y large lem of vhether or pro- he s¢- system ind the “ondary sion to in the ht seem selective dmitting . are ap fessional The Child and Community Influences of the child—The basic needs of a child, security and an opportu- nity to develop, can never be fully satis- ied by his own home, his school, his church, or industry. He needs group life, widening interests; he craves the adven- ye and the opportunities to act as an independent human being which are to be found in what we call the community. All children, privileged and under-privi- ged, take what the community has to oer. Adults make the community what itis. When it does not satisfy the needs of its children or when it thwarts and aploits them, the adults are responsible and no Clinics, juvenile courts, or refor- matory institutions can ever fully adjust the child. Spontaneous groups—The gang is wsually spoken of as an aimless group of boys who herd together and may or may not have certain predatory traits. The sng carries within itself explosive ethi- al dangers but, at the same time, it is dominated by certain fundamental codes which govern action to a degree which is not to be altogether condemned. The sang abides rigidly by its rules. Its con- centration on loyalties among its mem- bets and to a given objective presents a challenge to swing those forces to desir- able ends. Because the term gang is used to de- sribe groups of a low tone, the terms nturally organized groups, spontaneous (roups, are frequently used to denote a grouping of boys or girls where the ties of association are not as binding as they are in the gang. Transformations—In 1909 in the vest end of Boston, a number of semi- minal corner gangs were in constant tificulties with the police and harassed thecommunity beyond endurance. A set- tkment in that section engaged a young tan who was physically imposing, with a tillege record as an athlete and skilled in ttdling with boys. His first duty was to ‘udy the local situation. He sauntered dbout the streets and stopped to talk with corner groups. He introduced a series if stirring competitive events on the Hayground, starting something worth- Mile both to take part in and to talk ‘out. A letter from the judge of the Wenile court bears testimony to the fact finally he succeeded in weaving the Hs into the general scheme of things. llenge to neighborhood and Ts COMMUNITY and the needs recreational agencies—It must be re- membered that even tho there are many and varied social agencies in the com- munity, the time spent in them is an ex- tremely small proportion of the playtime of the child or of the leisure time of the sixteen to eighteen-year-old boy or girl. Therefore, unless the conditions of life in the district as a whole are made such that the negative influences do not grow, the influences of even the best agencies are lessened. It is clear, then, that membership in an agency is not so much a challenge as are the conditions which surround child life in a community and the richness of varied leisure time opportunities. During the last thirty or forty years, settlement and neighborhood agencies, boys’ and girls’ clubs, community centers, Boy Scouts, Girl Scouts, Campfire groups, and the recreational movement have devel- oped to meet the needs of thousands of young people and have made notable con- tributions to our civic life. We are now, however, at a period when an intensive study of the general influence of all these agencies should be made, not only from the point of view of what they accom- plish in terms of their own member- ship, but also from the point of view of their general effectiveness in clearing away from childhood those handicapping influences within the individual which spread from child to child like a con- tagion. The individual must be studied more in relation to his group associations, or in relation to his friend or friends, than has been done in the past. Moreover, back of the effort with in- dividuals must be the constant effort to strengthen home life and conditions of living. Thrasher in his book, The Gang, states that any condition in family life which promotes neglect or repression, in- directly promotes the gang, and tends to set up such conflict in the individual that he is impeled away from the very insti- tutions that are desirable, and inevitably drops into gang life. One of the great helps will be a social- ized police force. A policeman of the right sort becomes by virtue of his personality and kindliness of spirit a neighborhood friend. He can talk to boys in their own language and inspire respect for author- ity and the law. Particularly important is the relation of the police to the spontane- ous groups that have not developed the characteristics of the difficult gang. Close [33] cooperation between a socialized police force and social agencies will do much to safeguard the children of the future. Organized private groups—Today more than ever before we find privately supported groups attempting to meet the needs of children and young people by giving them character building activi- ties, companionship, and recreation. Such groups may be local neighborhood affairs sponsored by settlements, schools, or churches, or they may be organized na- tionally with control and policies directed from national headquarters. These private organizations mean much in the lives of some children, and the trends of modern life will bring a greater demand for them. Local commu- nities should not only support them lib- erally but should take responsibility for their policies, and especially their leader- ship, for leadership, both its quantity and quality, will at all times determine their success or failure. Organized municipal groups—Pri- vately organized groups have reached comparatively few children and as the need and appreciation for community recreation has grown, our communities have extended their functions to support and supervise recreational centers, play- grounds, beaches, forest preserves, camps. As these become larger, and take chil- dren in cities far from their homes and neighborhoods, they have many of the dangers of commercial centers, since chil- dren and young people meet in them without the safeguards of any other asso- ciation and cannot know whether they are finding good or bad companionship. Playgrounds — The evidence that comes from many sections of the country indicates that playgrounds are a leverage in prevention of juvenile delinquency. This appears logical, since playgrounds provide for boys and girls outlets for action, meeting their natural impulses for physical and mental activity. Certainly, there is nothing more dangerous than pent-up vitality and mental energy not focused on constructive interests. Leadership—The playground not only provides open space for activities, but leadership, the influence of one or more men and women to stimulate chil- dren’s participation in a program. The personalities of leaders should be such that they will know, and be known by, the individual child. Further, the play- ground official of the future will be rather 34 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION a community agent than a playground di- rector, because full responsibility will be placed upon him for reaching children where they are, which seems, in most cities, to be the city streets. The back- ground of child life must be known as it is seen, not only on the playground but on the streets and in the alleys. Most important, too, is the fact that children cannot be dissociated from adults. This means a wide and inclusive program participated in by the older folks as well as by the younger. In Phila- delphia an advisory committee of local citizens assists in planning for the local playgrounds. Fathers umpire the base- ball games. Mothers act as volunteer as- sistants. Twilight leagues for working men and special activities for women are organized. City recreation programs — In every area of a city there should be a playground within a quarter of a mile of every home, with a hundred square feet per child, and athletic fields which serve the older people within a mile radius. There should be recreation parks and museums and libraries. These opportuni- ties should be under the guidance of a park and recreation department, within the city government, composed of men and women of vision. All officials should be chosen on the basis of merit. Politics should not enter into these selections. Young and old should be served by play- grounds and recreation centers on an all-year basis. Every activity of value, that ingenuity can devise, should be of- fered the citizens. Local playgrounds and recreation centers should have their own teams and become interlinked with other sections by means of leagues: baseball, soccer, and the like. Airplane and sailing tournaments should be held on a city basis. Local fetes add to the spirit of a given district, while the city celebration draws citizens together. Public and pri- vate forces should join in providing ad- vantages which mean much to the refine- ment of a citizenry, and add to the richness of life. Those who attend the Goldman Band concerts in New York or the open air concerts of the Boston Sym- phony Orchestra are taking something home to their children, or, together with their children, are sharing a kind of en- joyment of which there cannot be too much. Organized commercial groups— Commercial recreation has been most conscious of conditions and trends in modern life, and the most alert to profit from the things which appeal to children. Commercial groups realized they could January, 193; profit by children’s patronage and have supplied in their own way and accord- ing to their own standards what the home, the school, the church, private agencies, and municipalities, have failed to provide. They have done this lavishly, with doors open to all and room for all. The motion picture problem—Lo- cal communities may attempt to cooper- ate with the exhibitor in a neighborhood motion picture theater, and the latter may sincerely desire to exhibit pictures of real educational value which are not in any way objectionable for children. The futility of such efforts is illustrated over and over again. The facts show that ex- hibitors have no jurisdiction over the character of pictures produced or ‘the arrangement of programs because the producer is responsible for both produc- tion and distribution as a result of his complete control over the making of pic- tures and the marketing of them. Gambling—Gambling is not usually thought of as affecting children, and yet in one city, at least, an organized business was built up around its appeal to children by slot machines of all kinds placed in neighborhood and school stores. Any one proprietor could have been appealed to by parents and teachers who deplored this early education in what has become a popular pastime for adults, but it was found that here too there was a central control vested in a criminal syndicate, a racket, which compelled storekeepers to rent these machines and share their prof- its.. Proprietors were practically helpless in meeting the requests of their patrons. Obscene literature—Indecent, de- structive postcards, pictures, and maga- zines are distributed from a few centers. Their control is such that evasion of the law is possible. Roadhouses—Even more dangerous interests have entered the recreational field. Roadhouses, now so popular, were found in one community to be profit- able for bootlegging, gambling, and vice. Community safeguards for young people—In Chicago there was an at- tempt to open a taxi-dance hall in a uni- versity neighborhood which has always been wellknown for its civic conscious- ness. A social service organization inter- ested in community conditions had only to notify the women’s clubs, the business men’s associations, the parent-teacher groups, the Kiwanis and Rotary Club, the church. A meeting was called, a dele- gation sent to inform the landlord of the sentiment of his‘neighbors and associates, and he quickly recognized that it was to his interest to refuse to lease his building. i If the taxi-dance hall had once bem opened, it would have been necessary y resort to a long process of law involving revocation of license, injunction ap abatement, and mandamus _procedur which in many instances have proved ¢. fective in making it impossible for month and even years to close most undesirabk ie! and unlawful recreational centers. yor The press—It is impossible from a pry educator’s point of view to minimize th si influence on children of the daily paper & seem they read, the headlines, the space given I the | to crime and the minute detailed accouns & ™" of criminal acts, graft, lawlessness, dis * honesty, divorce, love affairs. - Lawlessness—We attempt to teach . children in the home, the school, and th os church what we have come to consider own fundamental principles of right living & tion At the same time we pattern the com wo munity. Children read our papers reflect os ing the adult world and disregarding much that we have taught them. They know what our elections mean; they read § about and see the cartoons which portray with ridicule much that they have been taught to respect; they see evasion of law for personal gain, even by those very close to them; they quickly recognize and then evaluate for themselves hypocrisy, sham, dishonesty, cowardice, prejudice, injustice. These influences condition the child’s development more than we like to think. The way out—When the child can find near at home, with companions of his own choice, opportunity for all that his ever widening sphere of craving and it- terests demands, when his community, including all groups, private, municipal, commercial, holds as its greatest asset the security and development of all of its children; when the spirit of the neighbor hood reflects our most ideal teaching, then will the community help to minimiz those behavior problems that handicap the lives of so many children. Our responsibility was expressed yeals ago by Jane Addams in The Spirit of Youth and the City Streets: “We may either smother the divine fire of youth ot we may feed it. We may either stand stupidly staring as it sinks into a murky fire of crime and flares into the intermit tent blaze of folly, or we may tend it into a lambent flame with power to clean and bright our dingy city streets.” —From The Delinquent Child, the te port of the Committee on Delinquency of the White House Conference on Child Health and Protection [Century Pub- lishing Company, 353 Fourth Ave., New York}. nunity, ricipal, set the of its ighbor- aching, inimize ndicap 1 years virit of ‘e may yuth or stand murky termit- it into make reets.” the re ncy of Child , Pub - New - end of his life, and had time and a little space of calm from which to look back upon it, who did not know and acknowledge that it was what he had done unselfishly and for others, and nothing else, that satisfied him in the retrospect, and made him feel that he had played the man. That alone seems to him the real measure of himself, the real standard of his manhood. And so men grow by having responsibility laid upon them, the burden of other people’s business. Their powers are put out at interest, and they get usury in kind. They are like men multiplied. Each counts manifold. Men who live with an eye only upon what is their own are dwarfed beside them—seem frac- tions while they are integers. The trust- worthiness of men trusted seems often to grow with the trust—Woodrow Wilson in When A Man Comes to Himself. N THOUGHTFUL MAN ever came to the New Life Enlistments | NUMBER of life members enroled in the National Education Association on December 1 was 5045. The following life members have been reported since the list was published in the December JouRNAL. AtaskKA—Everett R. Erickson. Connecticut—Helen Whitney Hastings. DeLawaRE—Samuel M. Stouffer. District oF CoLumMBiA—Margaret Bayly, Richard R. Foster, Hawa—Miss Garnet A. Everett, Kazuichi Hirano. [tunois—Mrs. Bertha S. Armbruster, Elmer V. Nickel, Carl H. Placher, Kenneth E. Vayette. Maine—Charles E. Lord, Bertram E. Packard. MASSACHUSETTS—F, Edgar Hubbard. New YorkK—Floyd E. Anderson, Elizabeth M. ae Anna Elizabeth Quinn, Mrs. Adrienne V. ott. Onlo—Anna Driftmier, Louise M. McCaw, R. S. Mille, Mrs. Sue Weller Rotruck, Beatrice E. Schafer, Russell E. Schafer. PENNSYLVANIA—Hobart A. Farber, Dale W. Houk. Texas—Mrs. Lula J. Benson. M** McSxrmmon, president of the Na- tional Education Association, 1925-26, who was recently honored by the citizens and teachers of Brookline, Massachusetts, in recog- nition of her long and distinguished service in that city. Completed Enrolments ens FOLLOWING SCHOOLS have maintained their 100 percent enrolment in the Na- tional Education Association for ten years or more. Many of these schools are also work- ing on the problems of the proiession thru regular faculty meetings for vitalized group study. This list includes schools which have reported since the list was published in the December JOURNAL. Master Builders of Our Profession Fourteen Years CoLorapo—Greeley, Washington. Iowa—Sioux City, Hopkins. Oxn1o—Kenton, Kenton Public Schools, East, Espy, Grammar, High, North, West. P Thirteen Years CoLtorapo—Colorado Springs, Buena Vista, Washing- ton. INDIANA—Hammond, Maywood. Iowa—Sioux City, Smith. MASSACHUSETTS—Brookline, J. Elliot Cabot, Pierce. New JerseEy—Bridgeton, Vine Street. New York—Mount Vernon, William Penn. On10—Marietta, Marion, Norwood. Twelve Years ARIZONA—Prescott, Prescott Public Schools, Junior- Senior High, Washington; Tucson, Drachman, Dun- bar Junior High and Elementary, Miles, Ochoa, Roosevelt. CoLorapo—Arvada, Grade. ILLINOIS—Elgin, Columbia; Maywood, Lincoln. INDIANA—Hammond, Edison, Special Teachers. Iowa—Sioux City, Bancroft, Floyd. Maine—Portland, Butler, Chapman, Nathan Clifford, Emerson, Heseltine, Peaks Island, Saunders Street, Shailer, Rosa E. True. MassacHusetts — Brookline, Springfield, Homer Street. New YorK—Mount Vernon, DeWitt Clinton Ele- mentary, Robert Fulton, Hamilton. On10—Cincinnati, Vine; Massillon, Whittier; Nor- wood, Allison Street, Sharpsburg; Scienceville, Coitsville District Public Schools, Buckeye, Coits- ville Center, Geography Hall, Grade, High, War- ren Richey, Thorn Hill, Thorn Hill Avenue, John White. VirGINIA—L ynchburg, Floyd, White Rock. Runkle; Eleven Years ArIZONA—Pheenix, Phenix Public Schools, Capitol, Douglas, Dunbar, Emerson, Garfield, Grant, Jackson, Kenilworth, Lincoln, Longfellow, Lowell, McKinley, Monroe, Super- visors and Special Teachers, Washington, Booker T. Washington; Tucson, High, Mansfield Junior High, Mission View, Pascua, Roskruge Elementary, Roskruge Junior High, University Heights. Ca.irorniA—Bakersfield, McKinley; San Francisco, Grattan. CoLorapo—Boulder, Highland. Connecticut—East Hartford, Wall Street. ILLinois—Elgin, Franklin, Garfield, Lowrie. INDIANA—Terre Haute, McLean Junior High. lowa—Sioux City, Bryant, Cooper, Crescent Park, Emerson, Everett, Franklin, Hawthorne, Hunt, Lowell, McKinley, Roosevelt, Washington, Webster. MassacHusetTts—Beverly Farms, Farms. Adams, Franklin, Union; Stamford, 7 YOUNGER TEACHERS ONLY: I wish to donate a small amount to the permanent fund of the Association and at the same time I am anxious to aid in honoring veteran teachers. I have decided to carry out both pur- _ Poses in one plan. I will be one of twenty-five to honor any outstanding veteran teacher with life membership inthe National Education Association. I have already made a few of these four-dollar contributions. The rest of the one-hundred-dollar fund can be raised by means of contributions or in other ways. {Since the year 1932.33 is the seventy-fifth anniversary of the Association, we are designating this membership as the Diamond Jubilee Award and it will be so designated on the certificate. I am sure there is one or more in every community deserving of this special recognition. The fact that times are hard adds significance and value to the award. There is no greater professional honor than this. Where there are two deserving of the honor, make the award to one this year and to the other next year. {Let me suggest the following procedure: If you know of a teacher of more than twenty-five years’ experience, whose work stands out and who is ap- Preciated by teachers and parents, discuss the matter with a few friends, decide on one to serve as chairman of a committee, send me the name and address of the one to be honored and the name and address of the _ oe to serve as chairman of the committee. I will then provide the chairman with blanks and information _ laid the committee, and I will inclose a check to start the ball rolling. {Send ‘at once therefore: [1] The _ fame and address of the one recommended for the award and [2] the name and address of the one to serve hs chairman.—J. W. Crabtree, secretary, National Education Association, 1201 16th Street, N. W., Wash. D.C. al ~ 36 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION eee MICHIGAN—-Grand Rapids, Sibley; Mount Clemens, Mount Clemens Public Schools, Clemens, Dickin- son, Andrew T. Donaldson, Grant, High, Lincoln, Alexander Macomb, Woodrow Wilson. New Jersey—New Brunswick, Lord Stirling; Plain- field, Lincoln. New York—Lockport, DeWitt Clinton, Charlotte Cross, Hawley Street, Walnut Street, Williams Street; Mount Vernon, Columbus, Jefferson, Lin- coln. Onto—Bellefontaine, Bellefontaine Public Schools, Central, Mary Fulton, High, Hubbard, Lincoln, McBeth, North, Special Teachers; Oberlin, Oberlin Public Schools, Centennial, Junior-Senior High, Pleasant, Prospect. OKLAHOMA—Muskogee, Muskogee Public Schools, Central High, Edison, Franklin, Houston, Irving, Jefferson, Longfellow, Pershing, Sequoah, Washing- ton, West High, Whittier. PENNSYLVANIA — Doylestown, Doylestown Borough Public Schools, Grade, High. Vircinia—L ynchburg, Frank Roane. Wisconsin—Kenosha, Durkee School and Annex, Lin- coln Junior High; Wausau, Irving, John Marshall. Builders of Our Profession The human race is drawn together by the ideas which people hold ia common. The ideas which teachers cherish together are especially important because they oc- cupy the position of culture bearers in modern society. No one can estimate the significance of the fact that 200,000 teach- ers are today reading THe JoURNAL which they themselves create and maintain thru their national association, and that over 800,000 teachers are reading the excellent periodicals of state associations. [Tm GARMENT OF A COMMON HUMANITY— Completed Enrolments 4} FOLLOWING SCHOOLS have completed their 100 percent enrolment in the Na- tional Education Association since the list was published in the December JOURNAL. Ten Years or More For a list of schools which have maintained 100 percent achievement for ten years or more, see the special JOURNAL page, “Master Builders of Our Profession.” Nine Years ARIZONA—Flagstaff, Emerson; Tempe, Grammar. Catirornia—Los Angeles, Amestoy Avenue; San Jose, Grant. CoL_orapo—Colorado Springs, Midland, Steele; Engle- wood, Hawthorne; Pueblo, District Number 1, Brad- ford, Hinsdale, Irving, Park View, Riverside; Somer- lid, Thatcher; Trinidad, East Street; Wray, Yuma County High. DeLawAaRE—Western New Castle County, Townsend. IpAHO—Boise, Roosevelt; Pocatello, Jefferson. ILLINois—Belvidere, High; Dundee, Dundee-Carpen- tersville Public Schools, Carpentersville, High, Dundee; Elgin, Elgin Public Schools, Columbia, Franklin, Garfield, Grant, High, Limeoln, Lord, Lowrie, McKinley, Sheridan, Washington, Wing; Jacksonville, Franklin, Jefferson, Lafayette, David Prince, Washington; Maywood, Emerson; Mount Sterling, Grade; Naperville, Naperville Public Schools, Ellsworth, Junior-Senior High, Naper; Oak Park, Holmes. INDIANA—Hammond, Franklin; La Porte, La Porte Public Schools, Central Junior High, High, Lin- coln, Maple, Park, Riley, Washington; Michigan City, Jefferson; South Bend, Elder, Lincoln, : "oe Henry Studebaker, Washington Junior High. Iowa—Dubuque, Jackson; Sioux City, Grant, Joy. Kansas—Kansas City, Kansas City Public Schools, Abbott, Louisa M. Alcott, Argentine High, Attucks, Bancroft, Clara Barton, Bryant, Gentral, Central Junior High, Chelsea, Columbian, Cooper, Douglass, Dunbar, Emerson, John Fiske, Franklin, Garrison, Grant, Hawthorne, Major Hudson, John J. Ingalls, Irving, Kealing, Library Building, Lincoln, Long- fellow, Lowell, McKinley, Maccochaque, Horace Mann, Morse, Northeast Junior High, Northwest Ten Years CALIFORNIA—Monrovia, Orange Avenue; San Jose, Gardner, Hawthorne. CoLorapo—Colorado Springs, Whittier; Rocky Ford, Rocky Ford Public Schools, High, Liberty, Lincoln, Washington. GeorGia—A mericus, Furlow Grammar. ILLINoIS—Dundee, Dundee; Elgin, Grant; Springfield, Converse Grade. INDIANA—Huntington, Huntington Public Schools, Central, High, Lincoln, Horace Mann, Riley, State Street, John Tipton. lowa—Sioux City, Longfellow, Riverview, Whittier. Maine—Caribou, High; Portland, Morrill, Oakdale Kindergarten, Vaughan Street. MAassacHusetTts—Beverly, Brown; Melrose, Franklin. MICHIGAN—Cadillac, Cadillac Public Schools, Cass, Cooley, Franklin, High, Lincoln, McKinley, Whit- tier; Grand Rapids, Finney, Madison. NEBRASKA—Omaha, Jungman, Saratoga. New Jersey—East Paterson, Gilbert Avenue; Ham- monton, Magnolia; Plainfield, Stillman, Washington. New Mexico—Roswell, Washington Avenue. Junior High, Park, Parker, Phillips, Noble Prentis, Prescott, Quindaro, Riverview, Roosevelt, Rosedale High, Snow, Stanley, Stowe, Sumner High, Mark Twain, Eugene Ware, Booker T. Washington, Whit- more, Whittier, Frances Willard, Wyandotte High; Leavenworth, Lincoln. Maine—Portland, Isabella Garvin, Libby, Junior High, Longfellow, McLellan, sumpscot, Riverton, Roosevelt, Kindergarten, Walker Manual Willard. MASSACHUSETTIS—Beverly, Prospect, Waltham, Jonathan D. Bright. MICHIGAN—A drian, Jefferson, Lincoln, McKinley. MINNESOTA—Minneapolis, Simmons. Missour!t—Clayton, Clayton Public Schools, Attucks, Bellevue, De Mun, Glenridge, High, Maryland. NEBRASKA—Omaha, Beals, Jackson. New JersEY—Englewood, Cleveland, Lincoln; Hack- ensack, Hackensack Public Schools, Broadway Num- ber 1, Fairmount Number 4, First Street Number 5, High, Jackson Avenue Number 6, Longview Number 7, State Street Number 3; New Bruns- wick, Livingston; Trenton, Girard. New YorK—Binghamton, Christopher Columbus Num- ber 5, Thomas Edison Number 3, Abraham Lin- coln Number 6, Henry W. Longfellow Number 13, George Washington Number 1. On10o—Columbus, Heyl Avenue, Medary Avenue, Reeb Avenue; Cuyahoga County, Warrensville Heights Village; East Cleveland, Chambers; Marion, Greenwood; Norwood, High, Williaths Avenue; Parma, Parma Public Schools, High,, Pearl Road, Schaaf Junior High, State Road, Thoreau Park; Warren, Elm Road, McKinley, South Park Avenue; Youngstown, Jefferson. PENNSYLVANIA—Carbon County, East Mauch Chunk Borough Public Schools, Grade, Junior-Senior High; Delaware County, Upper Darby District, Garrettford, Keystone; Lehighton, Lehighton Pub- lic Schools, First Ward, High, Third Ward; Mahanoy City, Mahanoy City Public Schools, High, Mahanoy Street, Pine Street, Spruce Street Annex, Spruce Street, Twelfth Street; Mauch Chunk, Mauch Chunk Borough Public Schools, Asa Packer, First Ward. Ruope IsLAaND—Jamestown, Carr, Thomas H. Clarke. Texas—Houston, Alamo. : VERMONT—Brattleboro, Canal Street. VirGiInia—Lynchburg, Miller Park, John W. Wyatt. WASHINGTON—Bellingham, Roosevelt. West Vircinta—Clarksburg, Monticello. WISCONSIN—Wausau, Wausau Public Schools, Cen- tral, Franklin, Grant, Irving, G. D. Jones, Junior High, Lincoln, Longfellow, John Marshall, Senior High, Vocational, Washington. WyomiInc—Midwest, Grade. Eight Years ALABAMA—Birmingham, Henley. CALIFORNIA—Anderson, Union High; Los Angeles, Eighty-seventh Street, Hyde Park; San Jose, Wood- row Wilson Junior High. Co._orapo—Boulder, Mapleton; Colorado Springs, Garfield, Helen Hunt, Ivywild; Pueblo, District Number 1, Pueblo Public Schools, District Num- ber 1, Bradford, Centennial High, Fountain, Hins- dale, Irving, Park Hill Junior High, Park View, Riverside, Somerlid, Thatcher. District or CoLuMBIA—Washington, Langdon. GrorGcia—A tlanta, Whitefoord. IpaHo—Boise, Central. Lincoln North, Pre- Sherman Street Training, West, Washington; THE MAIN CRISIS IN EDUCATION IS AHEAD. DARE WE CRIPPLE OUR ASSOCIATION’S STRENGTH P January, 1933 Vol. 2 New YorK—Binghamton, Thomas Jefferson Numbe, 8, Laurel Avenue Number 10, Florence Nj UTAH— gale Number 4, Woodrow Wilson Number 16, Bonn On10o—Cleveland, Mt. Auburn Training; Columba, VerMo! Eighth Avenue Elementary; East Cleveland, Cale. West donia; Mansfield, Bowman; Norwood, North Nor. buré, wood; Wooster, Beall Avenue; Zanesville, Wiscon ville Public Schools, Grover Cleveland Junio dom, High, Garfield, Grant, Hancock Junior High, Jack. Lorg son, Lash Senior High, Lincoln, Madison, M. Intire, Monroe, Munson, Norval Park, Piones, Theodore Roosevelt Junior High, Sheridan, Wey, view, Wilson. ARIZON OrEcon—Salem, Highland. 00 PENNSYLVANIA—Darby, Darby Public Schools, Junior. = Senior High, Ridge Avenue, Special Teachers and Elen Supervisors, Walnut Street; Delaware County Higt Upper Darby District, Cardington-Stonehurst; Erie, Pasc Garfield; Mauch Chunk, First Ward. krug SoutH Dakota—Mitchell, Eugene Field, Longfelloy, Heis VirGINIA — Lynchburg, Biggers; Norfolk, Jama CALIFC Monroe. dere West VirciniA—Clarksburg, Pierpont. Was Uni CoLor Pub Hawal TIN son Wh - Sen ILLINOIS—Evanston, Willard; Jacksonville, Morton; Lov Jerseyville, Jersey Township High; Rockford, Inpia Montague. Cit INDIANA—-South Bend, Central Junior High, Colfar, por James Whitcomb Riley. Ma KENTUCKY—Louisville, I. N. Bloom, Emmet Field. [owa- Maine—Portland, Allen, Staples, Summit Street; KANS Waterville, South Grammar. Kent MassacHusetTts—Beverly, Cove; Everett, Devens; Jol Gloucester, Forbes, Hovey; Newton, Eliot, Stearns; Main Norwell, Center Primary; Plymouth, Cornish; Mass West Springfield, Park Avenue. Mice MICHIGAN—A drian, Adrian Public Schools, Garfield, Min) Jefferson, Junior High, Lincoln, McKinley, Senior Miss High. Nes MINNESOTA—Minneapolis, Grover Cleveland, Web New ster. Hi Missourt—Kansas City, Central Junior High. Ve New Jersey—Bridgeton, South Avenue; Camden, New J. S. Read; Maywood, Maywood; Morristows, New Speedwell Avenue; Plainfield, Jefferson. Hi New YorK—Ardsley, High; Binghamton, Bingham- n ton Public Schools, Central High, Christopher Co Out lumbus Number 5, Continuation Number 2, Daniel C S. Dickinson Number 9, Directors and Special C Teachers, East Junior High, Thomas Edison Num D ber 3, Eldridge Park, Fairview Number 12, Ben R jamin Franklin Number 7, Alexander Hamilton 5 Number 15, Health Education, Jarvis Street Num l ber 14, Thomas Jefferson Number 8, Laurel Avenue § Number 10, Abraham Lincoln Number 6, Henry W. H Longfellow Number 13, Florence Nightingale Num- L ber 4, Open Air Number 7, Open Air Number 9 Ox: Theodore Roosevelt Number 11, George Washint- On! ton Number 1, West Junior High, Woodrow Wil Per son Number 16; Kenmore, Washington; Lockport, 4 Emmet Belknap; Mount Vernon, Longfellov, I Nichols Junior High; Schenectady, S. B. Howe. I North Dakota—Minot, McKinley. ' I On1o—Bellevue, Ellis, Junior High, McKim, Pike; Te Columbus, Avondale, Eastwood, Lane Avenue, Ur Milo, Mount Vernon, Second Avenue, Stewart Ve Avenue; Lancaster, High; Logan, Junior High; We Lorain County, Clearview Rural; Marietta, Wash Wi ington; Middletown, Sherman, South; Springfield, ( Springfield Public Schools, Automotive, Blair, { Broadway Primary, Bushnell, Elmwood, Emerson, ' Frey, Fulton, Garfield, Gray, Hayward Junior Hith, W Highlands, Jefferson, Kenwood Heights, Lagonda, Lincoln, McKinley, Northern, Northern Heights, Roosevelt Junior High, Schaefer Junior Hitt, Senior High, Snyder Park Junior High, Southern, Al Warder Park, Washington, Western; Tiffin, Colum A bian Senior High; Warren, Market Street, West | Junior High; Wood County, Dunbridge Rural Dix r trict; Youngstown, Elm Street. C PENNSYLVANIA—Carbon County, Packerton Indepené ent Schools, Junior High; Delaware County, Haverford Township, Chestnutwold; Delaware County, Upper Darby District, Upper Darby Dis trict Public Schools, Bywood, Cardington-Stont hurst, Drexel Hill, Fernwood, Garrettford, Hid land Park, Keystone, Primos, Stonehurst D Upper Darby Senior High; Kane, Central, Clsy Street, Sub-High, Welsh Street, West Side; Ways P Primary; York, York Public Schools, Burrowes, ( Central, Continuation, Franklin, Garfield, Hartley, Aquilla Howard, Jackson, Jefferson, Madison, ab Kinley, Noell, Hannah Penn Junior High, Han Penn Annex, William Penn Senior High, William Penn Annex, Pine Street, Princess Street, Ridé Avenue, Betsy Ross, Smallwood, Stevens, Wilson. Texas—Houston, Woodrow Wilson. /s ews §7EF FF 28 5kE rig FF ‘ral Dis County, Delaware rby Dis yn-Stone- t Hills, al, jurrowes, Hartley, son, Hannab William t, Ridge Wilsos. Vol. 22, No. 1 Unn—Murray, Murray Public Schools, Arlington, Bonnyview, High, Liberty. vexuont—Brattleboro, Green Street. West — Alta Vista; igh. iat Madison, Draper, Hawthorne; New Lon- jon, New London Public Schools; Wauwatosa, Lorgfellow Junior High, Wilson. Martins- Seven Years Anwona—Clarkdale, Clarkdale Public Schools, Inter- mediate, Junior-Senior High, Primary; Tucson, Tucson Public Schools, Elizabeth Borton, David- son, Davis, Drachman, Dunbar Junior High and Elementary, High, Sam Hughes, Mansfield Junior High, Menlo Park, Miles, Mission View, Ochoa, Pascua, Roosevelt, Roskruge Elementary, Ros- kruge Junior High, Safford Junior High, University ights. Gameaen—Altares, Modoc Union High; Atasca- dero, Elementary; Los Angeles, Cienega; Modesto, Washington; Santa Barbara County, Montecito Union Elementary. Cooran0—E nglewood, Lowell; Frederick, Frederick Public Schools. Hiwat—Kalaheo, Kauai, Kalaheo. juinois—Chicago, O'Toole; East St. Louis, Jeffer- son ; Oak Park, Whittier; Shabbona, Community; Wheaton, Wheaton Public Schools, Community Senior High, Holmes, Junior High, Longfellow, Lowell, Whittier. Ixoana—Fort Wayne, Hanna, Nebraska; Michigan City, Michigan City Public Schools, Central, East- port, Elston, Garfield, Jefferson, Junior High, Marsh, Park, Senior High. lowa—Sioux City, East Junior High, Hobson. kunsas—Hutchinson, Lincoln Elementary. kentucky—Ashland, Bayless, Coles Junior High, John F. Hager, Means, Senior High. Maune—Portland, Thomas B. Reed. MaSSACHUSETTS—Springfield, Thomas M. Balliet. MicuicaN—Detroit, Hancock. MinnesotA—Minneapolis, Fuller, Loring. Missournr—St. Louis, Wyman. NesraskA—Omaha, Lincoln. New Jersey—Bridgeton, High; Camden, Mulford; Hightstown, Primary; Northfield, Mill Road; Ventnor City, Oxford Avenue. New Mexico—Roswell, East Side. New YorkK—Mount Vernon, Washington Junior High; Schenectady, Brandywine Avenue, Nott Ter- race. On0—Alexandria, St. Albans Township; Ashtabula, Columbus Grade, Pacific Street; Bowling Green, Church Street, Ridge Street, South Main; Canton, Dueber; Cleveland, Scranton; Columbus, West Broad Elementary; Lancaster, Lancaster Public Schools, East, North, High, South, Utica, West; logan, East, Senior High, West; Marietta, Junior- Senior High; Van Buren, Allen Township Junior High; Warren, Warren G. Harding Senior High, Laird Avenue. OxtaHomMa—Sapulpa, Garfield, High. Orecon—Pendleton, Washington. PENNSYLVANIA—Delaware County, Clifton Heights Borough Public Schools, Grade, Junior High; Delaware County, Haverford Township, Brookline, Lianerch, Manoa, Preston; Gettysburg, Gettysburg Public Schools, High, High Street, Lincoln, Meade. Texas—Port Arthur, Tyrrell. Uran—Salt Lake City, Oquirrh. Vacinu—Lynchburg, Fairview, West End. lest VinGINIA—Charleston, Elk. Wsconsin—Kenosha, Columbus, Jefferson; La Crosse, Hamilton; Madison, Emerson; Manitowoc, Cleveland, County Rural Normal, Garfield, Jeffer- ton, McKinley, Madison, Roosevelt. YOMING—Laramie, Parkview. Six Years {uski—Ketchikan, Ketchikan Public Schools. ZONA—Litchfield Park, Litchfield Park Public p Is; Prescott, Jefferson, Lincoln, Miller Valley. KANSAS—T ittle Rock, Woodruff. TFORNIA—Alameda, Everett, Haight, Mastick, ashington; Anaheim, La Palma; Los Angeles, meter Drive; Modesto, Franklin; Pomona, ashington. ORADO— Arvada, High; Canon City, Harrison, Wilson Junior High; - gh; Columbia, Lowell, South Junior High. WARE—W est — : : . Public hr pata New Castle County, Middletown lu Cem Daytona Beach, Lenox Avenue. in en Formwalt, Joel Chandler Harris, S—Belvidere, Logan, Colorado Springs, Bristol, tie Sw: Washington; Champaign, ‘I witzer; Oak Park, Oak Park Public Hatch Hg liam Beye, Emerson, William H. lon Lavthorne, Holmes, Irving, Lincoln, Long- owell, Hor N Whitti NOUNA— Fors Fag fann, Whittier. mmond, Irving, Franklin, Justin N. Study; afayette, Morton. THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 37 KENTUCKY—A shland, Crabbe, Oakview, Wylie. Maine—Portland, Long Island. MASSACHUSETTS—Athol, Highland, Maine Street; Belmont, Homer; Brookline, Driscoll; Everett, Hancock; Melrose, Ripley. MICHIGAN—Fremont, Fremont Public Schools; High- land Park, Liberty. HE PASSING of Dr. Thomas E. Finegan on November 25, 1932, is a great and sudden loss to American education and to the Associa- tion. Dr. Finegan was president of the Depart- ment of Superintendence in 1917-18 and was active in the committee work of the Association. MINNESOTA—R ochester, MississipPi—Brooklyn, High. NEBRASKA—Omaha, Druid Hill, Long, Mason. New Jersev—Alloway, Alloway; Livingston, Roose- velt; Northfield, Northfield Public Schools, Mill Road, Mount Vernon Avenue; Plainfield, Ever- green; Vineland and Landis Township, Vineland and Landis Township Public Schools, Central Chestnut and East Street, Chestnut and West Street, High, Kingman, New Italy, North Vine- land, Orchard Road, Park and Second Street, Pleasantville, H. L. Reber, Seventh Street Oppor- tunity, Special Teachers, Spring Road, Trento Avenue. New Mexico—Albuquerque, Eugene Field. New York—Kenmore, Lincoln Elementary; port, John E. Pound; Mount Vernon, Clinton Junior High, William Wilson. Oun10—Alliance, Alliance Public Schools, Franklin High, Mahoning Number .7, North Lincoln Num- ber 10, North Park, Park and Broadway, River- side, Seneca, South Freedom, South Liberty Num- ber 12, South Lincoln Number 8, State Street Junior High; Ashtabula, Columbus Junior High, West Avenue Grade, West Junior High; Bellevue, Bellevue Public Schools, Ellis, Junior High, Me- Kim, Pike, Senior High; Canton, Woodland; Cleve- land, Mt. Pleasant; Columbus, American Addition, Clinton, Hubbard Avenue; Fremont, Atkinson, Croghan, Hayes, Otis, Stamm; Hamilton County, Springdale; Lockland, Lockland Public Schools, Grant, High, Special High and Elementary, Wayne, West Forrer; Marietta, Harmar, Willard; Marion, Forest Lawn, Oak Street, Olney Avenue, State Street; Massillon, Brookfield; Ravenna, Ravenna Public Schools, Chestnut, Highland Avenue, Junior- Senior High, West Main; Somerset, Village; Van Buren, Allen Township Centralized Schools, Grade, High, Junior High. OKLAHOMA—Sapulpa, Woodlawn. OrEGON—Pendleton, Pendleton Public Schools, Haw- thorne, High, Lincoln, Washington. PENNSYLVANIA — Biglerville, Biglerville Public Schools; Dormont, Pittsburgh, Hillsdale Avenue, Lincoln. Forest County Agricultural Lock- DeWitt Kelton Avenue; Hollidaysburg, Hollidaysburg Public Schools, Gaysport, Hillcrest, Junior-Senior High, Stultz; Plymouth, Plymouth Public Schools, Central, Franklin Street, High, Junior High, Not- tingham Street, Temperance Hill, Vine Street, Willow Street. Texas—T exarkana, Texarkana Junior College. Utan—Davis County, Davis County Public Schools, Centerville, Clearfield, Clinton, Davis High, Farm- ington, Kaysville, Layton, South Bountiful, South Junior High, Stoker, Syracuse, West Bountiful, West Point. VERMONT—Brattleboro, Oak Grove. Five Years CA.irornia—San Jose, Hester, Lowell, M. R. Trace; Vallejo, McKinley; Walnut Creek, Walnut Creek. CoLorapo—T rinidad, Columbian. ILLINOIs—Belvidere, Belvidere Public Schools, High, Lincoln, Logan, Perry, Washington; Cicero, Roose- velt; Pekin, Community High. INDIANA—Indianapolis, Public Number 78; South Bend, Benjamin Harrison, James Madison. Iowa—Sioux City, West Junior High, Woodrow Wil- son Junior High. Kansas—Kansas City, Roesland; Ness City, Ness City Public Schools, Grade, High; Wichita, Carle- ton, Kellogg, Park. Kentucty—Louisville, Theodore Roosevelt. Maine—Portland, Pearl Street Kindergarten; Water- ville, Myrtle Street. MassacHusetts—Harwich, High; Stoneham, Charles J. Emersén; Waltham, Pond End. MicHIGAN—Detroit, McKerrow; Flint, W. C. Durant; Saginaw, Emerson, Hoyt. Missouri—Maryville, Washington Junior-Senior High. NEBRASKA—Omaha, Monmouth Park, Walnut Hill, Windsor. New Jersey—Bradley Beach, Grammar; Camden, Dudley, Yorkship; Cumberland County, Belmont; Livingston, Central, Squiertown. New York—Hartsdale, Grammar; Ithaca, Central, East Hill, Falls Creek, Open Air, Reconstruction Home, Henry St. John, Belle Sherman, South Hill, West Hill; Johnson City, Frank M. Smith; White Plains, Greenburgh High. On10—Cleveland, Fowler Junior High, Halle, Lawn, Sackett, Woodland; Columbus, Chicago Avenue; Galion, Galion Public Schools, East, North, Senior High, South, West Junior High; Marion, North Main, Oakland Heights, Vernon Heights Junior High; Marion County, Green Camp, La Rue; Massillon, York. OKLAHOMA—Sapulpa, Sapulpa Public Schools, Gar- field, High, Woodlawn. OrEGON—Coos County, District Number 44, Roy. PENNSYLVANIA—Middletown, Grammar, Wood Street; Wayne, Grammar, Rosemont. Texas—Texarkana, Akin. VirciniA—Newport News, Magruder, Wilson. Woodrow Four Years ALABAMA—Birmingham, Graymont. ARIZONA—Clifton, High; Phoenix, Madison, Steven- son, Whittier. CaLirorNiA—Alameda, tinela; Nestor, Beach, Grammar. CoL_orapo—Canon City, Lincoln, McKinley; Greeley, Versailles; inglewood, Cen- Southwest Junior High; Pismo Cameron, Gipson; Gunnison, Gunnison Public Schools, Gunnison County High, Junior High, Pine Street Elementary; Walsenburg, WHuerfano County High. De_LawAarE—Eastern New Castle County, Edge Moor Number 93, Commodore MacDonough Number 53, Marshallton Number 77, Odessa Number 61, Rose Hill Number 47; Western New Castle County, Western New Castle County Public Schools, Chris- tina, Hockessin, Middletown Public Schools, New- port, Stanton, Townsend, Yorklyn. Georcia—A tlanta, Capitol View, W. F. Slaton. ILLtiNnois—Reddick, Community High; Woodstock, Dean Street. INDIANA—J/ ndianapolis, Thomas D. Gregg Number 15; Michigan City, James W. Riley; South Bend, Franklin, Girls’ Pre-Vocational, Marquette; Terre Haute, Fairview. lowa—Waterloo, West Side, West Waterloo Publie Schools, Edison, Emerson, Irving, Kingsley, Lowell, Sloan Wallace Junior High, Waterloo Junior High, West High, Whittier. Kansas—Manhattan, Eugene Field, Wichita, Lincoln, Sunnyside, Woodland. Kentucky—Ashland, Ashland Public Schools, Bay- less, Coles Junior High, Condit, Crabbe, John F. Hager, Robert E. Hatcher, Means, Oakview, Charles Russell, Senior High, Special Teachers and Supervisors, Wylie. Maine—Portland, Open Window Rooms. Roosevelt; MicHIGAN—Detroit, Clippert; Flint, Civic Park. NEBRASKA—-Omaha, Columbian, Train, Benson West. New Hampsnuire—Whitefield, High. New Jersey—Bridgeton, Bank Street; Cumberland County, Port Elizabeth, Shiloh, Seabrook; Law- rence Township, Eldridge Park; Lincoln Park, Lin- coln Park Public Schools; Livingston, Livingston Public Schools, Central, Amos W. Harrison, Roose- velt, Squiertown; Moorestown, Stanwick; Ventnor City, Ventnor Avenue; Wyckoff, George Washing- ton. New Mexico—Al/buquerque, John Marshall. New YorkK—Johnson City, Harry L. Johnson; Lock- port, Lockport Public Schools, Emmet Belknap, DeWitt Clinton, Charlotte Cross, Hawley Street, High, John E. Pound, Special Teachers and Super- visors, Walnut Street, Williams Street; Mount Ver- non, Nathan Hale, Part-Time, Special Teachers and Supervisors. Ou1o—Ashland, Ashland Public Schools, Arthur Street, Grant Street, High, Lincoln, Osborn, Pleas- ant Street; Butler County, Collinsville; Cincinnati, Sayler Park; Cleveland, Buhrer, Union; Clinton County, Clinton County Public Schools, Adams Township, Blanchester, Chester Township, Clarks- ville-Vernon, Cuba, Jefferson Township, Liberty Township, Martinsville, Mount Pleasant, New An- tioch, New Vienna, Reesville, Sabina, Wayne Town- ship; Columdus, Eleventh Avenue, Everett Junior High, Garfield, Highland Avenue, North Linden, Open Air; Fremont, Fremont Public Schools, Atkin- son, Croghan, Hayes, Lutz, Otis, Fremont Ross High, Stamm; Lorain County, Avon Village, Brighton Township, Brownhelm Township, Columbia Town- ship, Eaton Township, Markley, Henrietta Town- ship, Huntington Township, LaGrange Village, Fields Corners, Wellington Village; Marietta, Mari- etta Public Schools, Fairview Heights, Harmar, Junior-Senior High, Marion, Norwood, Pike, Ter- berg, Washington, Willard; Marion County, Marion Township Public Schools; Monclova, Township; Parma, John Muir; South Euclid, Victory Park. Orecon—Sweet Home, Union High Number 2. PENNSYLVANIA—Arnold, Arnold Public Schools, Fourth Avenue, Leishman Avenue, Platoon, Senior High; Hazleton, Broad Street, D. A. Harman Junior High, Hazle Street, Heights, Locust Street, Poplar Street, Senior High Grades, Vine Street; Middletown, Susquehanna; Northampton, North- ampton Public Schools, Central, Franklin, Junior High, Senior High, Washington, George Wolf. Uran—Salt Lake City, Sumner. VirciniaA—Newport News, Thomas Jefferson, Walter Reed. West Vircinta—Hiawatha, Grade, Junior High. WisCcoNSIN—Edgerton, Edgerton Public Schools. Hiawatha; Springton, Three Years ALABAMA—Birmingham, Minor. ArIzONA—T ucson, Carrillo, Safford Elementary. CaLirorNiAa—Alameda, Sadler; Elsinore, Union; Fresno, Chester Rowell; Livermore, Elementary; Los Angeles, Saticoy Street; San Jose, American- ization Classes; South Pasadena, Oneonta; Stock- ton, Jackson. CoLorapo—Fort Collins, Remington, De_aAwarE—Eastern New Castle County, Eastern New Castle County Public Schools, Arden Number 3, Delaware City Number 52, Edge Moor Number 93, Commodore MacDonough Number 53, Mar- shallton Number 77, Odessa Number 61, Rose Hill Number 47. Greorcia—Atlanta, Jerome Jones, Moreland, Smillie; Fulton County, Mount Vernon, Marion Smith. ILLINOIS—Cicero, Columbus, Drexel; East St. Louis, Manners; Glen Ellyn, Forest Glen, Benjamin Franklin, Hawthorne, Junior High, Main Street; Springfield, Converse High, Hay-Edwards. INDIANA—Bloomington, Department Special Edu- cation; Dunkirk, High, Sutton; Indianapolis, Robert Dale Owen Number 12, Public Number 53; Shelbyville, Alvin C. Kibbey; South Bend, John F. Nuner; Terre Haute, Warren. lowa—Dubuque, Audubon, Central, Franklin, Fulton, THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION January, 1933 Irving, Lincoln, Prescott, Washington Junior High; Sioux City, Irving. Kansas—Manhattan, Wilson. Kentucky—Louisville, Emerson. Maine—Bangor, Bangor High; Street. MAssacHusetts—Beverly, Ryal Abercrombie; Malden, Ayers; Union; Southwick, Consolidated. MICHIGAN—Flint, Parkland. MINNESOTA—Minneapolis, Kenwood, Tuttle. MoNTANA—Great Falls, Longfellow. NesprasKka—Grand Island, Lincoln; Omaha, Bancroft, Castelar, Garfield, Harrison, South Lincoln, West Side. Nevapa—Elko County, Carlin; White Pine County, Ruth. New Jersey—Camden, E. A. Stevens; Carney’s Point, Lafayette; Cumberland County, Haleyville, Mauricetown, Bacons Neck, Leesburg; Englewood, Roosevelt; Fairton, Fairton; Gloucester City, High- land Park; Hightstown, High; Millville, Millville Public Schools, R. M. Bacon, Culver, Memorial High, Northeastern, T. D. Sensor, Western, R. D. Wood; Ventnor, Troy Avenue; Verona, Lansing Avenue. New York—Ithaca, Ithaca Public Schools, Central, East Hill, Falls Creek, Junior High, Open Air, Reconstruction Home, Henry St. John, Senior High, Belle Sherman, South Hill, West Hill, Wy- choff; Johnson City, Robert Street, Theodore Roosevelt; Kenmore, Lindbergh Elementary; Lock- port, Washington Hunt; Mount Vernon, Industrial Arts. = NortH Dakota—Fargo, Agassiz Junior High, Wash- ington; Mayville, State Teachers College; Park River, Agricultural and Training; Valley City, Junior High. On1o—Bexley, Elementary; Central, Southern, Western; Cleveland, Dawning, Long- mead, Tremont; /ronton, Ironton Public Schools, Campbell, Central, High, Kingsbury, Lawrence Street, Lombard, Sedgwick, West Ironton, Whit- well; Lake County, North Madison; Lancaster, Cedar Knolls; Lodi, Lodi Public Schools; South Euclid, Charles F. Brush High; Warren, Garfield; Worthington, Worthington Public Schools, Elemen- tary, High, Special Teachers; Youngstown, U. S. Grant Junior High. PENNSYLVANIA—Beaver Falls, Beaver Falls Public Schools, College Hill, Junior High, Eighth Ave- nue, Eleventh Street, Fifth Avenue, Fifth Street, Junior High, Senior High, Seventeenth Street, Thirty-eighth Street, Thirty-third Street; Blooms- burg, State Teachers College; Bucks County, Mor- risville Public Schools, Capitol View, William E. Case, Manor Park, Robert Morris High; Carbon County, Carbon County Public Schools, Banks Township, Audenried Grades, Coxeville Grades, Leviston Grades, Tresckow Grades, Beaver Mead- ows Borough, Bowmanstown Borough, East Mauch Chunk Borough, Grade, Junior-Senior High, Ash- field Grades, West Bowmans Grades, Franklin Township, Franklin Independent Grades, Franklin Independent High, Kidder Township, Lower Tow- amensing Township, Aquashicola Grades, Mauch Chunk Township, East End Grades, Hauto, Junior- Senior High, New Columbus Grades, West End Grades, Packer Township, Packerton Independ- ent, Elementary, Junior-Senior High, Parryville Borough, Weatherly Borough, Elementary, Junior- Senior High, Weissport Borough; Deleware County, Upper Darby District, Junior High; Erie, Penn; Pine Grove, Pine Grove Borough Public Schools; Red Lion, Red Lion Public Schools, Grade, Junior- Senior High; Summit Hill, Summit Hill Public Schools, Grade, Philip Ginter Junior High, Senior High; York, Arch Street. VirciniA—Hopewell, Du Pont, Highland Park; Lynchburg, Monroe; Newport News, John W. Daniel, Stonewall Jackson, Booker T. Washington; Norfolk, Bay View. West VirGInia—Beckley, High. WIscONSIN—W auwatosa, McKinley, WyYomMiInNc— Midwest, High. Bluemont, Douglas, Woodrow Waterville, Brook Side; Greenfield, North Andover, Chillicothe, Junior High; Piedmont, Roosevelt. Two Years ALASKA—Kodiak, Kodiak. ARIZONA—Clifton, Clifton Public Schools, Chase Creek, High, South Clifton; Prescott, Special Teachers; Tucson, Government Heights. CALirorNiA—Belvedere, Belvedere; Los Angeles Serrania Avenue; Pomona, Garey; San Jose Col. lege Park, Horace Mann; Stockton, Grant. = Cotorapo—Canon City, Madison; Colorado Springs Administration Building; Greeley, Horace Mana, DELAWARE—Elsmere, Oak Grove. FLorwa—Mulberry, High. IpAHO—Boise, Whitney. ILLINOIS—A/ton, Lincoln; Cicero, Lincoln; ville, Columbus, incon Edwards. Junior High; Elgin, i Teachers and Supervisors; Litchfield, re Park; Mount Olive, Community High; Ravinia Ravinia. : INDIANA—Crawfordsville, Crawfordsville H Schools, John Beard, Lincoln, Horace Mann, = Senior-Junior High, Tuttle, Willson; Hammond, Gene Stratton Porter; Howe, Scott Consolidated High; Indianapolis, Benjamin Franklin Number 3% Frances Willard Number 80; Michigan City, Spe. cial Teachers and Supervisors; South Bend, James Monroe; Tell City, Franklin, High. Towa—Council Bluffs, Second Avenue; Dubuque Jefferson Junior High; Sioux City, North Junior _ High, Special Teachers and Supervisors. KANsas—Arlington, Rural High; Topeka, Wichita, A. A. Hyde. KENTUCKY—Louisville, George Rogers Clark. LouiIsiana—Ferriday, High. MaINE—Brewer, Brewer Public Schools, Dirigo, Ex. celsior, High, Kingsbury, North Brewer, Page, Sar- gent, South Brewer, Veazie, Whitings Hill; Bruns- wick, Bath Street; Newfield, High; Portland, Bethel Kindergarten, Peary; South Portland, Evan Street, George F. Henley, James Otis Kaler, Knights of Pythias School, Knightville, Ligonia, Lincoln, Pleasant Street, Roosevelt, South Port land Heights, South Portland High, Thornton Heights. MARYLAND—Baltimore, Public Number 218; Hagers- town, Woodland Way Junior High. MASSACHUSETTS—A dams, Commercial Street; Arling- ton, Brackett; North Andover, Bradstreet; North Attleboro, Towne Street, West Concord; Wheeler; West Springfield, John Ashley. MICHIGAN—Flint, Clark, Dewey, Washington. MINNESOTA—Minneapolis, Horace Mann. Missour!i—Kansas City, S. B. Ladd; St. Louis, Hamil- ton. NEBRASKA—Omaha, Comenius, Fairfax, Madison, Mil- ler Park, Pickard, Robbins, Speech Correction De partment. NevapaA—White Pine County, White Pine County High. New Jersey—Camden, Liberty, J. W. Starr; Cum berland County, Oak Leaf, Heislerville; Gloucester City, Broadway, Brown Street, Gloucester Heights, Hunter Street, Monmouth Street; Hackensack, Special Teachers and Supervisors; Highland Park, Franklin Junior High; Millville, Special Teachers; Morris Plains, Morris Plains. New Mexico—Albuquerque, Third Ward. New YorK—Amsterdam, Guy Park Avenue; Elmira, George M. Diven, Public Number 5, Public Num- ber 9, Public Number 10, Public Number 1; Geneseo, State Normal; Hawthorne, Grade; Ironde- quoit, Durand-Eastman, Ridgewood; Ithaca, Atypl cal; Mount Vernon, Medical Department, Mount Vernon High, Francis Pennington, William Wilson Junior High; Nyack, Upper Nyack; Penn Yas, Hutton Street; Schenectady, Horace Mann, Seward; Solvay, Intermediate, Prospect; Thornwood, Grade. On1o—Akron, Kent; Alliance, Parkway, Special Teachers and Supervisors; Ashland, Central Build: ing Grade; Canton, Belle H. Stone; Cincinnatt, Bond Hill, Mary Dill; Cleveland, Wilbur Writht Junior High; Dayton, Fort McKinley; Kenton, Spe [Continued on page A-8] Gage; The Journal of the National Education Association Published monthly, except July, August, and September, by the National Education Association of the United States President, JOSEPH ROSIER Secretary, J. W. CRABTREE The payment of $2 active membership dues entities a member to attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, committee reports, and other regular publications of the Association. The payment of $100 gives the privileges of the $5 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. at once any change of address, giving old as well as new address. One dollar of each membership fee Advertising rates on application. to receive the Proceedings, for a year’s subscription to THE JOURNAL. Members are kindly requested to report THe JOURNAL is a member of the Educational Press Association of America and is published in accordance with the standards of that organization. Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. 1912. Acceptance for Joy E-mMer Morcan, Editor Offices: 1201 Sixteenth Street N. W., Washington, D. C. Harotp A. ALLAN, Business Manager dy Ex. Frans. tland, Evanr yrnton agers: I rling- North eeler; tamil- 1, Mil- yn Dee ounty Cum ucester eights, sack, Park, chers; Sl mira, Num or ll; lronde- Atypi- Mount Wilson 1 Yan, eward; Grade. Special Build rinnati, Wright n, Spe 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 Tue JOURNAL. In the blanks below, opposite the articles which you found most interesting, hindly 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 fnd this plan of selecting articles an excellent preparation for faculty meetings. This checklist is placed in the advertising section in response to requests from readers. Can you not devise a plan which will make it unnecessary to cut a page from THE JourNAL? I very much dislike to mar my copy by cutting it, especially when the re- yerse side contains so interesting an article as the November 1932 issue.—R. G. von Tobel, principal, Ballard Normal School, Macon, Georgia. Please count me among those who con- sider it a privilege to read and rank the timely and well prepared articles in THE JournaL.—J. E. Smith, High School, Grundy, Virginia. To my Classroom Management class of fifty-two sophomores, all prospective teach- ers, I gave the following assignment: “Read the November 1932 issue of THE JOURNAL of the NEA. Be sure to read what the editor sys on page 275. Follow his suggestion, selecting five articles which interest you most; write the names of these articles and rank them in the order of their interest to you, and be ready to hand them in Monday. Be ready to give the class a brief summary of the important ideas in each article and tell why you ranked each as you did.” Mem- bers of the class enjoyed this assignment, and the class discussion of these articles constituted a very interesting recitation. I also took occasion to mention the life mem- bers of the NEA on our faculty from whom I was sure they could borrow THE JOURNAL. I also pointed out the advantage of a young teacher’s becoming a member of the As- sociation.—S. L. Clements, superintendent, Training School, State Teachers College, Peru, Nebraska. 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. Vill you not help? Your preferences and suggestions will help to make THE JOURNAL better still. CONTENTS FOR JANUARY 1933 The End of an Epoch Fiend o8 te ee. 5 ce The Junior College: A Community Center___-_ The Classroom Teacher, a Mental Hygienist__ Globes, Graphs, and Museum Materials_____- Thru the Day with Herbart_____-------_---- Nationwide High-School Debating The Journal’s Annual Roll Call In Support of Our Profession_____-___-_---- An Evening with the Magazines I Believe in the American College___-_------- School and Home Working Together Good Schools in Bad Times__------------_~- Vitalized Group Study and Faculty Meetings__ First Schools of the Last Frontier Scenes from the Twin Cities________________- The Superintendents Meet at Minneapolis____ The Education of All Children____________-- The Functions of the Educational System Master Builders of Our Profession Builders of Our Profession____--__--_-_---_- The Child and Community Influences Name and Position of reader making report Name of school Street and city + the space below for additional comment and suggestions. Tear off this page and mail °/oy Elmer Morgan, editor, 1201 Sixteenth Street, N. W., Washington, D. C. Mention THe JourNaLt when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Remarkable new discovery in book coverings! WASHABLE FINISH BOOK CLOTHS SCHOOL BOOKS last longer—look better—cut down replacement bills when they are bound in INTERLAKEN WASHABLE FINISH cloths, They can be cleaned by using soap and water with no injury to the surface of the cloth. Washable Finish — the new BOOK CLOTH that is (1) washable, (2) vermin resisting, (3) finger-print proof, (4) free from oils or other material which would have a tendency to deteriorate the fabric or cause the surface to crack or become tender with age. A real book cloth!— made in five of the most popular IN- TERLAKEN grades for school book binding. Ask your publisher to investi- gate this remarkable new discovery which saves you money on every book. THE INTERLAKEN MILLS Turks Head Bldg.,Providence,R.I. (Agents in all principal cities) Ihe Perry Pictures Aids in Teaching Language, Literature, History, Geography and Picture Study. The Mill Ruysdael ONE CENT SIZE. 3x 3%. For 50 or more. TWO CENT SIZE. 5% x 8. For 25 or more. FREE to teachers. In January. A beautiful ‘Boston Edi- tion’’ picture 5% x 8, if you give name, grade and school. A posteard will bring it a ttt a — “‘T know of no other company that gives such beautiful pic tures for such a small sum of money.”’ IUustrated Catalogue for 15 cents in coin or stamps. The Perr Pictures G. Box 4 2250 Subjects Malden, Mass- Order February pictures NOW; Washington, Lincoln, Long- fellow, etc. 25 for 50 cents. 5% x 8. No two alike. Bausch & Lomb Balopticons For finer projection of Lantern Slides, Strip Films and Opaque Objects. Simple to operate .- - - Give Superior Service ... Long Life. Write for Catalog. Bausch & Lomb Optical Co. 684 St. Paul St., Rochester, N. Y. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 19335 To begin the new year let us‘frankly realize that it will be a hard year for children and the schools and firmly re- solve to do all within our power as teach- ers to safeguard the rights of childhood. A vote of confidence—I @m enclos- ing a check to cover one hundred percent membership in the National Education Association on the part of our college faculty. A good many of these people have Yeen members in other years, but we have decided this year on account of the depression to make it one hundred percent in order to show our appreciation of the good work done by our profes- sional associations. In other words, you may consider this sort of a vote of con- fidence.—T. W. MacQuarrie, president, San Jose State Teachers College, Calif. The Diamond Jubilee Award— Life membership in the National Educa- tion Association is one of the highest hon- ors that can come to a veteran teacher. Secretary J. W. Crabtree, who for over fifteen years has been pouring his life into building the Association and the profes- and ANNOUNCEMENTS sion, now proposes to donate from his modest funds $4 toward each life mem- bership fund to be used in honoring a vet- eran in the profession. The plan is de- scribed on page 35. The editor has received from the Na- tional Association of Book Publishers the following statement which he is glad to share with JOURNAL readers: Illegal use of copyright material in books— In the past two years there has been a startling increase in the use of literary property without the permission of the author or the copyright owner. Professors and teachers lift pages, in some cases even chapters, from copyrighted books and duplicate them for distribution to students, without realizing that this practise is unethical and illegal and a definite handicap to the future production of scholarly work. The federal copyright laws give to the author Cor publisher if he is the copyright owner] “the exclusive right to print, reprint, publish, copy, and vend the copyrighted work.” Copying with- out specific permission from the copyright pro- prietor is contrary to the law and the person who uses book material without authorization is liable for prosecution. Often teachers who duplicate material for distribution to students are thoughtless of the rights of the matter but in so doing they ar violating the law and doing grave WTong ty authors and publishers. Copyright contro] js granted authors not for the sole purpose gf selfish aggrandizement, but to encourage mp. search, authorship, and publishing initiative ang investment. Since so many members of the teaching pro. fession are authors themselves, they should understand that the practise of copying books if applied to their own books, would necessarily cut down their royalties and would also be wp. fair to the publishers who have thousands of dollars invested in producing the books. Ney books could not be brought out if they wer not accorded copyright protection, and all ciyil- ized countries recognize this and safeguard literary property. Reasons and answers—A reader te. quests THE JOURNAL to reprint the fol lowing statement from the Wisconsin Journal of Education: Here are some of the reasons given by various individuals for not joining their state teachers association: [1] “We college professors have our own national special-field organization.” Very good! But the laws and public opinion of the state Life Membership in the N. Greater Unity FE. A. The need of safeguarding the interests of childhood was never greater. An applicant for life membership just wrote us: “During this period of economie depression, the need for strong organized effort, represented by a large membership, is most urgent. So, although we have already faced a payless pay day, and although monthly checks may be delinquent, reduced, or even not paid at all, I am attempting to compen- sate by joining as a life member. From various losses, I have come to the conclusion that the only money we ean be sure of Greater Concern for the future Mr J. W. Crabtree, Sec., National Education Association, 1201 Sixteenth Street, Washington, D. C. Dear Mr. Crabtree: I wish to become a life member, making my first payment Feb. 1. I understand the entire amount of $100.00 can be paid in equal annual installments of $10.00 each. saving is that which we save in such ways as this.” Another, who recently became a life member, said: “I be- lieve in my profession and have been willing to do everything in my power to advance its interest. This particular step 1s one way of advancing the profession, for I feel that I am uniting myself with this organization in a way which will accomplish this end.” Name Position Will you not invest $10 now and become a member for life? Certificate, card, and gold pin or button will be sent imme- diately. (Slight additional charge for key.) Address City and State Invest Now Mention THE JourNAL when writing our advertisers. 933 = Y are 1g to rol is Se of € re. and ; pro- hould o0ks, sarily e Un- ds of § New were civil- guard er re- e fol- onsin Vol, 22, No. 1 ?. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION give you your positions. You college professors jive in the same house with us common-school eachers—top story at that—and your fortunes rise or fall with ours. Your students are our products, and we teachers in turn are your products. Let’s work together in the interest of "al “My salary is small and I need the money.” That’s what some short-sighted tax- payers Say about the school taxes that pay your alary, such as it is. It’s “penny wise and pound jglish” to “economize” on professional dues. The lower the salary, the more you need the professional organization. [3] “I’m going to get married next year; I'd nther spend the dues on my trousseau.” But you're teaching this year. Better leave the pro- jasion in good standing; you may want to— | have to—come back. [4] “My husband and I are both teaching; I anread his Review.” But, Mrs. Teacher, you unt one—not one-half—in school service. You and your husband have two certificates, two contracts, two salaries. Why not pay two dues, just as you do two railroad fares? As for the extra magazine at your house, pass it on to oe of your board members or PTA leaders ud add that much to the cause. [5] “I won't be stampeded. I don’t want to wrifice my independence.” But we don’t want o “stampede” you—we want to “persuade” | yu. As for independence, isn’t the world a bit wo crowded and complicated for false inde- yndence? Isn’t it the part of wisdom to recog- nie the fact of our interdependence? Since the list of state superintend- ents in the inner form [page 15] of this | JoURNAL went to press, state superin- tndent George A. Allen, Jr., of Kansas tas been killed in a motor car collision. Anew series of the Sunday evening radio programs entitled, “Our American Schools” is ting broadcast each Sunday evening from 630 to 7:00 EST, under the direction of Viepresident Florence Hale, from the National Education Association headquarters building in Washington. The programs will continue thruout the win- tron the NBC network. The continuing char- iter of this service makes it especially effective. You will obtain a list of future programs, and ‘ations from which they may be received, upon Request to the Division of Publications of the National Education Association, 1201 16th ‘tet, N. W., Washington, D. C. lt is suggested that the announcements of thee programs be placed on school bulletin wards and offered to local editors for publica- tion: lary 8—“What are the Fads and Frills in Education ?”—H oward Pillsbury, president, New York State Teachers Association. ‘Why the Man without Children Should ‘upport Schools.”—Arvie Eldred, pastpresi- tent, Troy, N. Y., Chamber of Commerce. “uary 15—“Realities in Education”—Rollo G. Reynolds, principal, Horace Mann School, Teachers College, New York City. Necessity of an Education from the Business Man’s Standpoint”—Arthur Capper, -S. Senator from Kansas. peal 22—“Education as an Asset to the “ate”—Payson Smith, commissioner of edu- ation for Massachusetts. “portant dates— “vary 17-23, 1933—National Thrift Week thruary 8-14, 1933—Boy Scout Week “It will be... MONTHS before she can Teach again” What a blow those words of her doctor must have been to this Cleveland, Ohio, teacher. Happy and well one minute—but the next struck down by an auto, causing a fractured skull. The accident itself was not preventable, but much financial loss was prevented by her forethought in join- ing the T. C. U. Fortunately for her she was under the T. C. U. Umbrella, for in the time of real need she received a T. C. U. check with which to help pay her Doctor, Nurse and Hospital bills. T. C. U. Benefits $50 a Month (and up) when you are totally disabled by accident or confining sickness. $11.67 a Week (and up) when you are quarantined and your salary has stopped $25 a Month (and up) for illness that does not confine you to the house, but keeps you from work. 20 Per Cent increase in sick benefits for two months when you are confined to an established hospital. $50 a Month (and up) when you are totally disabled by injuries received in an automobile accident and $1,000 for accidental death in an automobile dis- aster. $333 to $1,000 (and up) for major acci- dents, or for accidental loss of life. These indemnities are increased 10 per cent for each consecutive annual renewal of the policy for not to exceed five years. Double these benefits for travel accidents sustained in railroad, street car or steam- boat wreck. Operation benefits in addition to other benefits, after your policy has been main- tained in force for one year Policies paying larger benefits are also issued. Lincoln, Nebr. a Address Teachers 630 T. C. U. BLDG. I am interested in knowing about your Protective Benefits story and booklet of testimonials “You aren’t half as sick when you’re sick under the T. C. U. Umbrella” When you are not insured against the piling up of heavy bills, due to accident, sickness or quarantine, you take a chance of giving up clothes, savings, trips, etc. It’s a risk few teachers can afford to take. Why take this chance when the Teachers Casualty Underwriters, an organization of teachers for teachers, will assure you an income when you are sick or quaran- tined or accidentally hurt? Like hundreds of other teachers you, too, will find that “you're not half as sick when you're sick under the T. C. U. Umbrella.” Read the benefits listed at the left. mind now—before it is too late—to get all details and costs of T. C. U. Protection. Fill out and mail the coupon below—it obligates you in no way whatever. Worry about doctor bills is gone. Then make up your Casualty Underwriters LINCOLN, NEBR. To the T. C. U., 630 T. C. U. Bidg., Send me the whole March 22-25, 1933—Southern Conference for Music Supervisors at Atlanta, Ga. April 19-20-21, 1933—Convention of the National Association of Penmanship Teachers and Supervisors at the William Penn Hotel in Pittsburgh, Pa. Secretary Crabtree, in a letter to principals, gives a brief report on educa- tional conditions. The following para- graph is taken from that letter: In the past we had only scattered opposition to the public schools. The opposition is now thoroly organized and wellfinanced in the na- tion, state, and community. It is clawing hard at the school budget. It can only be met by an awakened public sentiment. Essentially the pub- lic believes in education and is willing to sup- port it generously, but in the hysteria of the Mention THe JourNAL when writing our advertisers. present situation some communities are taking hastily considered action which will seriously cripple the schools. An enlightened public opin- ion is the strongest factor in modern life. Teachers can help in the present emergency in two ways—first, by explaining to their friends and to the public in general, whenever opportu- nity offers, the importance and the needs of the schools and the dangers which threaten them; and second, by supporting loyally state and national associations. The votes of many readers on the articles they like best in the November JOURNAL are: First, “The Unemployed High-School Grad- uate” by Herbert H. Helble; second, “Safe- guarding the Schools,” editorial; third, “The Honor Seat” by Eliza C. Hannegan. Lower Prices— Better Service | | EUROPE MEXICO | __ RUSSIAN SEMINAR—FAR EAST Specialists in Economical Travel for the Elite. Individual Attention. Your Aspirations are ours. Benefit from Dr. Keller’s Experience with 15,500 Travelers. ELLER TRAVEL CLUB 551 Fifth Ave., N.Y. Write for Booklet D To St. Paul-Minneapolis The Pioneer Limited The Olympian The Day Express—The Mail daily from Chicago CHICAGG MILWAUKEE ST PAUL —Pacipit National Education Association Department of Superintendence Minneapolis, February 25 — March 2 The MILWAUKEE ROAD 1838 160 ONE-CLASS @ A new passenger line from Portland to the Orient! Modern one-class liners—complete privi- leges of ship. Splendid American food—spacious saloons—all out- side rooms—all rooms with beds. Yokohama $160 Kobe... $165 Shanghai $185 HongKong $200 Manila $200 Round-the-world tours .. . $475 SAILINGS GENERAL GRANT... Jan.18 GENERAL LEE...... Feb. 8 GENERAL PERSHING . Mar. 1 “GENERAL” LINERS MODERN AMERICAN SHIPS See your travel or railroad ticket agent for literature, full particulars—or write STATES STEAMSHIP LINES Porter Building (Dept. T1) Portland, Oregon Are you teaching your children gardening? Even the keeping of a potted plant has educational values. Are you encouraging the children in your classes to play the simple games that give children diversion, activity, and companionship within the home environ- ment? Why not make a list for class dis- cussion of the games the children in your room play at home, noting the times they play them? Education for leisure begins with the wholesome activities which peo- | ple already enjoy. Lend a hand to your allies—In our struggle to keep the schools intact, let us not forget the importance of other community agencies which serve child- hood and maintain intelligence. Social work, libraries, and recreation should be | not only maintained but expanded dur- | ing such a crisis. It will help the school cause for you to speak out for these other services. Journal Posters—The following 9 by 12 inch posters printed on attractive | art paper are among those now ready for immediate mailing: Children First [2075] The Children’s Charter [20130] The Law of Good Health [20165] Cartoon—Ignorance, Knowledge, and Edu- cation [20294] | The Law of Sportsmanship [20306] The Law of Selfreliance [20352] The Schools and Business [X-19] Copies may be secured at these prices: 10 assorted $1; 20 of a kind $1; 100 for $4; 1000 for $30. Figures in parentheses refer to volume and page of THE Jour- | NAL where the poster appeared. Thus | [17285] means Vol. 17, p. 285. [Continued from page 38] cial Opportunity; Lake County, Homer Kimball, Madison Avenue, Mentor Avenue, North Mentor; Lorain County, Camden Township, Rochester Town- ship; North Baltimore, North Baltimore Public Schools, Grade, Junior High, Senior High; Rush- ville, Union; Scienceville, Junior High; Toledo, Hathaway; Warren, Dickey Avenue; Zanesville, McKinley, Special Teachers. PENNSYLVANIA—Bucks County, Falls Township; Erie, Jefferson; Fairfield, Fairfield Borough Public Schools; Grove City, Grove City Public Schools, Central, High, Lincoln, Washington; Hazleton, Arthur Street, D. A. Harman Grades, Walnut Street; Johnstown, Bheam, Hudson Street, Osboren. Roxbury; Manheim, High; Millersville, Manor Township-Millersville Borough High; Sayre, Mill- town; Tioga County, Blossburg Borough High, Brookfield, Charleston Township High, Chatham | Township Consolidated High, Sabinsville High (Clymer Township), Antrim High (Duncan Town- ship), Elkland Borough Grade, Elkland Borough High, Morris Run High (Hamilton Township), Knoxville Borough High, Lawrenceville Borough High, Nelson Township High, Covington High (Putnam Township), East Rutland (Rutland Town- ship), Tioga Borough High, Painter Run (Tioga Township), Westfield Borough High, Westfield Township Consolidated; York, Phineas Davis Junior High, Duke Street, Theodore Roosevelt, Edgar Fahs Smith Junior High. SoutH Caro_ina—Clinton, Clinton Public Schools; Goldville, Joanna. Vircinta—Hot Springs, Valley High; Newport News, Special Teachers and Supervisors; Norfolk, Ches- terfield Heights. West Vircinia—Beckley, Institute; Beryl, Beryl; Blue Jay, Blue Jay; Raleigh County, Tow District, Randolph Macon Institute, Teel. | | Mention THE JourNAL when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION ms \ + oT WRITE FOP, | ee Sesto ge 4 Vol. 22, ‘ | January, 193 iscoNsIN— mentary 5 Superinte High; ¥ visors. qyoMING— iz = Goins to Minneapoj For the meeting of the N. E. A. Department of Superintendenc, Feb. 25— Mar. 2 ? THEN NOTE THIS: One of Americ: finest trains is in service between Chic», ju0na—t -* (ALIFOR® Linden, | ell; Ro and Minneapolis and the reduced fares y aor also be in effect on this train... Santa _ Cruz, (oLORADO Brbley, (gNNECT 1 DeLaWARE pstrict 0 FiortDA—: North Western Limite Here the art of fine rail travel finds expression in true comfort and lux. urious riding ease. Roller bearing Pullmans. Bedrooms, if you wish, ha Cozy club lounge. Radio. juno—H . INOIS— Lv. Chicago . . + . 8:30p.m., yo Lv. Milwaukee ; . . 10:45 p.m, coln, M Ar. St.Paul . . . . 7:25 a.m, dl Ar. Minneapolis . . 8:00a.m. fj *i") Similar Excellent Service Returnin ong Two other fine trains daily— morning and Elgin, evening departure from Chicago. Edison Frankl Prince, Peoria, feld, | |NOIANA- Hamm apolis, South lowa—L \ansas- For information and reservation address H. G. Van Winkle General Agent Passenger Dep. 148 S. Clark St. Chicago, Ill. im Chicago & North Western Ry Conse {eTUC \WNE- HEALTH EDUCATION 251 pages | By". igh! (second edition) oo poli A program for Public Schools tne and Jas Teacher-Training Institutions. = Paperbound Clothbound | § \° $1.25 $1.75 |e Discount on Quantities = sam, NATIONAL EDUCATION . ASSOCIATION El 1201 Sixteenth Street . Washington, D. C. ‘ ‘a Nev ° E Perry Kindergarten Normal School Founded 1898 by Annie Mosley Perry 3-year course for high school graduates desiring become nursery school, kindergarten, primary and plaj- 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. ed NATIONAL COLLEGE FORMERLY National Kindergarten and Elementary Col- lege. Elementary courses to meet the special needs of teachers from nursery school through seventh grade. 4-year B.E. degree, 3-year diploma, 2-year certificate. Spring term begins January 30. Summer session June 19. Catalog. Edna Dean Baker, Pres., Dept. D-13, Evanston, Ill. OF EDUCATION ee ee VICTOP: Portable STEREOPTICON ae 1 ro), 22, No. 1 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION yisconsin—K enosha, Deming Ungraded, Grant Ele- mentary 5 Madison, Franklin; Manitowoc, County Guperintendent’s Office, Woodrow Wilson Junior High; Wauwatosa, Special Teachers and Super- visors. : , P qyouinc—Superior, South Superior, Superior. Current Year 4yona—C asa Grande, Grammar; Pearce, Union clies—Anaheim, Lincoln; Bishop, Union High; Linden, Union High; Los Angeles, Palo Verde, Rus- sell; Roscoe, Los Angeles, Vinedale; San Fran- isco, Winfield Scott; San Jose, Herbert Hoover junior High, Longfellow, State Teachers College; Santa Ana, Jefferson, John Muir, Wilson; Sasta Cruz, Grant. See : ; ; (oLORADO Colorado Springs, West Junior High; Bebley, High. , (yNNECTICUT Westport, Bedford. - DeawARE—W ilmington, Wilmington High. : psraict OF COLUMBIA—Washington, Bunker Hill. in foawa—Barberville, Barberville; Fort Myers, Tice a8 Flementary; O’Brien, Ladyland. ish, Guorcta—A tlanta, Connally; Macon, Rutland, jano—Hammett, Hammett. ; 5 junois—Champaign, Avenue, Central Junior High, m. Columbia, Gregory, Dr. Howard, Law Head, Lin- m, win, Marquette, Open Window, Opportunity, Wil- rd; Chicago Heights, Chicago Heights Public ~ schools, Franklin, Garfield, Grant, Jefferson, Lin- m. win, McKinley, Roosevelt, Washington; Cicero, u Cieero Public Schools, Columbus, Drexel, Grant, ning Jones, Lincoln, Morton Park, Roosevelt, Woodbine; and fin, Edward H. Abbott; Hillsboro, Burbank, Fdison; Jacksonville, Jacksonville Public Schools, rvation; Franklin, High, Jefferson, Lafayette, Morton, David Prince, Washington; Litchfield, Ida J. Russell; Peoria, Theodore Roosevelt Junior High; Spring- e feld, Enos. wuns—Elwood, Osborn; Fort Wayne, Hoagland; Hammond, George Rogers Clark, Wallace; /ndian- wolis, Public Number 16, Riverside Number 44; South Bend, Thomas Jefferson. lwi—Dubuque, Bryant. lwsas—A tchison, Franklin, Washington; Cimarron, Consolidated; Humboldt, High. iwrucky—Louisville, Emma Dolfinger. Wwne—Portland, Cliff Island. \wsach USETTS—Braintree, Jonas Perkins; Holden, (hafins; Reading, Lowell Street; Springfield, Wil- liam Street; West Springfield, Riverdale. YicuicaN—Flint, Zimmerman Junior High; Saginaw, Highland Park. Mwnesota—Grand Rapids, Forest Lake; Minne- wolis, Adams, Alcott, Cooper, Douglas, Dowling, Emerson, Hamilton, Holmes, Longfellow, Cyrus Northrop, Portland, Sidney Pratt, Ross, Van Cleve. \ssissippt—_Clarksdale, Clarksdale Public Schools, bbbo High, Eliza Clark, Elizabeth G. Dorr Junior High, Oakhurst. Mssouri—St. Louis, Jackson. NesraskA—O maha, Brown Park, Park, Saunders. Nevta—Clark County, Boulder City Public Schools; Nye County, Tonopah Grade and High. New HAMPSHIRE—-Hampton, Hampton Academy. New Jersey—Belleville, Public Number 3; Cumber- lord County, Carmel (Deerfield Township), Green- jes ols S. nd mich, Maurice River Township Public Schools, Ormond; Hopewell, Hopewell Borough; Leonia, Elementary; Palmyra, Spring Garden Street; Plain- feld, Irving; Princeton, Elementary; Randolph Township, Mt. Freedom; Salem, Grammar Grades ‘ven and Eight High School Building, Griffith Mreet; Wyckoff, Coolidge. Nev Mexico—Roswe.!, Colored, Junior High. New York—Amsterdam, Continuation, McCleary, Old East Main; Corning, Public Number 2; Cortland, Alton B. Parker; East Rockaway, Rhame Avenue; Endicott, Endicott Public Schools, Broad Street, Henry B. Endicott, George F. Johnson, Loder Ave- me, North Side, Special Teachers, Union High; Geneva, Lewis Street; Johnstown, Irving Street, ‘tren Street; Lancaster, Colfax Heights; Me- thanicville, Public Number 2, Public Number 4; Mount Vernon, Mount Vernon Public Schools, De Witt Clinton Elementary, DeWitt Clinton Junior High, Columbus, Edison Technical and Vocational High, Robert Fulton, Nathan Hale, Hamilton, In- tustrial Arts, Jefferson, Lincoln, Longfellow, Soohie J. Mee, Medical Department, Mount Vernon High, Nichols Junior High, Part-Time, William renn, Francis Pennington, Special Teachers and ‘wervisors, Washington Junior High, William Wil- ye, Elementary, William Wilson Junior High; ‘sining, Park; Penn Yan, Chestnut Street, Junior p | Liberty Street; Pleasantville, Pleasantville ublic Schools, Bedford Road, High, West Side; baba ee: West End; Richmond, Staten Island, tlic Number 28; Rome, De Witt Clinton, Colum- Hi East Rome, Willett; Solvay, Junior-Senior Nowra High MOLINA —High Point, Johnson Street, Junior Nowra Dakora— Ono Fargo, Hawthorne. Tunswick, Brunswick; Chillicothe, Eastern, Ford Ofan ; Cleveland, Brooklyn Heights, James Heeb nese High, Walton, Willard; Cleveland oom Boulevard, Taylor; Columbus, Bellows ibn got: Clair; East Cleveland, East Cleveland w Schools, Caledonia, Chambers, Doan, Pros- hte’ Dini: Upson; Lake County, Fairport Vil- istrict, Garfield, Kirtland, Madison High, Mentor High, Mentor Special, Nursery, Perry, Salida, South Madison, Unionville; Lakewood, Franklin; Maplewood, East Salem Rural; Marion, George Washington; Norwood, Norwood Public Schools, Allison Street, High, North Norwood, Norwood View, Sharpsburg, Williams Avenue; Oregon Township, Coy; Pomeroy, Kerrs Run; Springfield, Keifer Junior High; Toledo, Glendale; Warren, First Street; Wooster, Pittsburgh Avenue. - OreEGON—Salem, Lincoln. PENNSYLVANIA—Arnold, Junior High; Braddock, Braddock Public Schools, Carnegie, Copeland, Hamilton, Henning, High; Bucks County, Hulme- ville, Langhorne-Middletown District Public Schools, Elementary, High, Lower Makefield, Edge- wood Junior High, Middletown Township, New- town Township, Perkasie Borough Elementary, Sellersville Borough Elementary, Sellersville- Perkasie Public Schools, High, Solebury Township, Springfield Township, Wycombie, Yardley Borough; Burnham, Burnham Public Schools, Junior High, Newton, Senior High; Clarks Summit, Clarks Sum- mit Public Schools; Kane, Kane Public Schools, Central, Clay Street, High, Sub-High, Welsh Street, West Side; Lansdale, Lansdale Public Schools, Broad Street, Green Street, Junior High, Senior High, York Avenue; Manheim, Manheim Public Schools, Elementary, High; Millersville, Manor Township Rural Public Schools; Milton, Central Grammar, Curtin, Grant, Lincoln, Pollock; Mont- A-9 gomery County, Whitemarsh Township District; Mount Carmel, Annex, Garfield, Lincoln, McKinley, Stevens, Washington; Mount Joy, Mount Joy Borough Public Schools, Grade, High; Tyrone, Tyrone Public Schools, Adams, Junior-Senior High, Logan, Washington; Waynesboro, Waynesboro Pub- lic Schools, Clayton Avenue, Fairview Avenue, High, North Street, Snyder Avenue. Ruope IsLanpD—Cranston, Norwood Avenue Primary. TENNESSEE—Bristol, Bristol Public Schools, Ander- son, Central, Fairmount, Haynesfield, High, Holston Heights, Rosemont, Special Teachers. Texas—Garrison, Garrison; Texarkana, Park. VERMONT—Poultney, Grade; Sheldon, High. Vircinta—Buckner, Buckner; Portsmouth, Ann Street, Brighton, Cooke Street, Truxtun. WASHINGTON—Bellingham, Administrative Group; Bremerton, Central, Hilerest, Navy Yard City. West Vircinia—Canebrake, Grade; Clarksburg, Cen- tral Junior High; Fireco, Fireco; Fitzpatrick, Fitz- patrick; Glen Morgan, Glenleigh; Oswald, Oswald; Parkersburg, Jefferson, McKinley; Prosperity, Prosperity; Slab Fork, Elementary; Whitby, Whitby; Winding Gulf, Collins. WisconsiN—Kenosha, Orthopedic-Open Air; Mani- towoc, Lincoln High, Superintendent’s Office; Osh- kosh, South Park; Wauwatosa, Hawthorne Junior High, Jefferson. Wrominc—Cokeville, Cokeville Public Schools. Highland If you roof!’? Perhaps you need ’ It puts you ‘“‘on edge,’ tion, sleeplessness. Ground or in the Bean.. TryKellogg’s Kaffee-Hag Coffee. Buy from your grocer. Or, send 15 cents in stamps for a can of Kaffee-Hag. Use this coupon. Mention THe Journat when writing our advertisers. “NERVES” @ Were you short with the children this morning? Do you feel, sometimes, as if you could “go through the advice. Perhaps it’s only your coffee. Ordinary coffee contains caffeine, a drug which often over-stimulates the heart and the nerve centers. and causes nervous indiges- You couldn’t give up your coffee? Well, you needn’t. Just try this. Two weeks of Kellogg’s Kaffee-Hag Coffee (97% caffeine-free). This is a blend of the finest Brazilian and Colombian coffees,—with nothing missing except the caffeine. Drink as much as you want. As often as you want. For a few days, your nerves may miss their caffeine. But, after that, they will calm down... and you can then enjoy coffee deliciousness. Creek. Vacuum packed. Satisfaction guaranteed, or money back. Sign, Tear Off and Mail This Coupon Now! have to go to your doctor for - Roasted by Kellogg in Battle January, 1933 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION EXHIBIT AT MINNEAPOLIS A comprehensive display and demonstration of school equip- ment and teaching aids at the Sixty-third Annual Convention of the DEPARTMENT OF SUPERINTENDENCE of the National Education Association February 25— March 2, 1933 The Exhibit at Minneapolis will be held in the Minneapolis Auditorium, a most complete and attrac- tive building, in which general sessions and other important convention activities will be held.* * * The Exhibit is an outstanding feature of the convention; it is directly effective in its suggestions and help for improvement of school methods and administration. The firms and organizations listed below have arranged to participate in the Minneapolis Exhibit. (December |, 1932.) The Department of Superintendence and the National Education Association cordially acknowledge their cooperation. Allyn and Bacon American Crayon Company, The American Education Press, The American Home Economics Ass’n American Junior Red Cross American Library Association American Medical Association American School and University, The American Seating Company Automatic Pencil Sharpener Company Balfour Company, L. G. Bausch & Lomb Optical Company Beck Duplicator Company, The Beckley-Cardy Company Better Vision Institute Binney & Smith Company Bobbs-Merrill Company, The Bookhouse for Children, The Bradley Company, Milton Bruce Publishing Company, The Burroughs Adding Machine Company Camp Fire Girls, Inc. Caproni & Bro., Inc., P. P. Chicago Apparatus Company Children’s Flower Mission, The Clarin Mfg. Company Classroom Teacher, Inc., The * Cleanliness Institute Colgate-Palmolive-Peet Company Columbia Broadcasting System, Inc. Columbia School Supply Company Compton & Company, F. E. Conn, Ltd., C. G. Continental Car-Na-Var Corp. DeMoulin Bros. & Company Denison & Company, T. S. Denoyer-Geppert Company Derby Company, P. Deskor Chair Sales Corporation Dick Company, A. B. Dictaphone Sales Corporation, Inc. Ditto, Incorporated Doubleday, Doran & Company, Inc. Draper Shade Company, Luther O. Dudley Lock Corporation Eastman Teaching Films, Inc. Educational Test Bureau, Inc. Erpi Picture Consultants, Inc. Esterbrook Pen Company Faber Pencil Company, Eberhard Finnell System, Inc. Fisk Teachers Agency Ford Company, J. B. Forse Manufacturing Company Gregg Publishing Company, The Hall & McCreary Company Harcourt, Brace and Company, Inc. Harter Publishing Company, The Hever Duplicator Co., Inc., The Heywood-Wakefield Company Hillyard Chemical Company Holden Patent Book Cover Co. Holtzer-Cabot Electric Co., The Houghton Mifflin Company Huntington Laboratories, Inc. International Projector Corp. International Time Recording Co. Iroquois Publishing Company, Inc. Plan your time at the Minneapolis Convention for a thorough inspection of the Exhibit. Irwin Seating Company, The Johns-Manville Corporation Keystone View Company Kundtz Company, The Theodor Laidlaw Brothers, Inc. Linguaphone Institute of America Lyons & Carnahan Macmillan Company, The Maxwell & Company, Inc., S. A. McGraw-Hill Book Company, Inc Merriam Company, G. & C. Metropolitan Life Insurance Co. Midland Chemical Laboratories, Inc. Minneapolis-Honeywell Regulator Co Moore Company, E. R. Motivation Charts, Inc. Multistamp Company, Inc., The National Broadcasting Company National Geographic Society National Lock Company Nation’s Schools Publishing Co., The Nelson Corporation, The Herman Norton Door Closer Company Nystrom & Company, A. J. Owen Publishing Company, F. A. Palmer Company, The A. N. Peabody Seating Company, The Public School Publishing Company Quarrie & Company, W. F. Rand McNally & Company Remington Rand, Inc. Row, Peterson & Company DEPARTMENT OF Royal Metal Manufacturing Co. Royal Typewriter Company, Inc. Sadlier, Inc., William H. Sanford Mfg. Company Schirmer, Inc., G. Sengbusch Self-Closing Inkstand Co. Smith & Corona Typewriters, Inc., LC South-Western Publishing Company Spencer Lens Company Standard Electric Time Company, The Standard Mailing Machines Company Tennant Company, G. H. Tiffin Scenic Studios Underwood -Elliott-Fisher Co. Universal Publishing Syndicate University of Chicago Press, The University of lowa Victor Animatograph Corporation Vonnegut Hardware Company Wallace & Company, J. D. Walraven Book Cover Co., A. T. Weber Costello Company Webster Publishing Company Weedon Company, S. L. Welch Manufacturing Co., W. M. West Disinfecting Company Wetmore Declamation Bureau Willsie Company, Paul A. Winston Company, The John C. World Book Company Wright Company, E. A. Zaner-Bloser Company, The SUPERINTENDENCE NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W., Washington, D. C. Mention THE JouRNAL when writing our advertisers.