FEBRUARY, 1933 Whe JOURNAL ¢ the NATIONAL EDUCATION ASSOCIATION ‘ eS im The Great Transition—Editorial Content in the Kindergarten C urriculum—May Hill Arbuthnot The Profession Honors a Great Leader—John K. Norton A State System of Public Junior Colleges—George F. Z ook The Five Functions of the Junjor College The Conference on the Crisis in Education Gradation of Geographic Materials—Zoe A. Thralls How Human the School Is—Josef Caufiman Looking Ahead in Education—E. C. Hartwell Highland Park Saves Its Schools—/. M. Allen AgP rogram of Art Education—Joseph Wiseltier Education: A Panoramic Canvas—William D. Boutwell Figures Don’t Lie—Frank W. Hubbard Why Teach Homemaking?—Edith L. Allen Unemployment and the Thirty-Hour Week Kate Brown—Lois Adams Byers , Interpreting the Schools to the Students Making the Graduation Season Count . Points of Contact Between Home and School This Year or Never : The Faculty and School Finance How America Pays for Its Failure to Plan Department of Superintendence Meets In Twin Cities of the Old Northwest Notes and Announcements , Master Builders of Our Profession Builders of Our Profession — = i) iil ay; Ee a = 7 Ty ‘ | G Lain 69 Contents of previous issues of The Journal of the National Education Association can he found by consulting the Readers’ Guide and the Education Index in your library. |= Peal | acd MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, D. C:: UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. 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C fron- id ad- rirtues owing re the ry of lf out enter: y and he ex- paling racial when e. ading +Iping keep- Can The Young Child Content in the Kindergarten Curriculum OT SO MANY years ago, when a N school official wished to engage a kindergarten teacher, he invari- ably inquired, “Is she vivacious?” Perhaps you hesitatingly replied, ‘Well, she may not be exactly vivacious but she is a fine young woman and an honor student.” He usually resumed his study of the application blanks, saying soothingly, “Yes, yes, of course. Universities are always interested in scholarship, aren’t they? So am I to be sure, especially for upper-grade teachers but I always feel that in the kindergarten those little chil- dren ought to have a lively, vivacious, young teacher. Now, here is a bright- looking girl.” So the position would go, not to good dd Mary Jones, intelligent, motherly, and quiet, but to little Gwendolyn Smith, pretty, peppy, and pleased with herself. “The only pity,” said the school official, “the only pity is that there are not enough Gwendolyn Smiths to go around.” Many parents dropping into a kinder- garten felt much the same way about it. Gradually there grew up in the minds of people a fairly definite picture of the ideal kindergarten: A large, bright room attrac- tively decorated with cretonne curtains, doll furniture, and goldfish. A mass of lively, bright-eyed five-year-olds. Then, for the center and focus of attention, a pretty, modishly dressed, young teacher leading the children by the sheer magic of her vivacious personality. She sang songs about dandelions or Jackie Frost in a sweet, light voice, with a nice twinkle in her eyes, and the children piped up with an enthusiastic echo, more zealous than tuneful. Perhaps teacher suggested rhythms. A pretty assistant obliged at the piano while thirty-five children surged delightedly round the room after the graceful skipping figure of teacher. Sometimes, in the exigencies of odd num- bers, teacher took a partner. She pointed her toe daintily, shook a roguish finger, smiled archly and coquettishly down at the dazed countenance of a husky five- year-old and pirouetted in a manner worthy of an older audience. However, what the five-year-olds lacked in sophis- tication, they made up in devotion. All day they followed this bright creature adoringly, from folk dance to woodwork, clay modeling to story telling. Parents said, “Our children simply worship their kindergarten teacher; she is so viva- cious.”” School officials chorused, “We must have more kindergartners like that. Her personality carries everything.” So it did. Whether it was building with blocks an elaborate replica of a modern skyscraper, or making endless paper Experience in manners and companionship, furniture building, room decoration—all in one project [41] chains, or enduring a questionnaire on the dubious health habits of their re- spective families, those impressionable five-year-olds were with their lively and lovely teacher ninety-eight percent. I hazard a cautious ninety-eight percent because there was always an odd, occa- sional child who came to school with grave preoccupations of his own. These he did his best to see thru when he was not interrupted and confused by the dazzling leadership of his teacher. He stood out at once as a problem child; negativistic perhaps, antisocial certainly. He remained a problem child until he was sufficiently diverted from all of his own plans to build, skip, model, sing, and listen at teacher’s sweetly imposed will. Then his reform was a cause for rejoicing and his own docile befuddlement was complete. This, happily, is not a picture of the modern kindergarten in most places to- day. It is a fair picture of many kinder- gartens thruout the country ten years ago. What brought this type of activity into existence? What is causing its passing? Such a kindergarten and such a teacher grew out of a false notion of education and of the needs of five-year-old chil- dren. In the first grade definite things were taught. Getting a group of six-year- per 42 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION olds thru chart work into primers was something tangible. The primary teacher thought of herself as a person with defi- nite learnings to accomplish. Often she added to her objectives the secret goal of transforming those flighty, singing, and skipping kindergarten children into steady-going primary pupils, seat-ridden and acquiescent. So much emphasis was put upon first-grade achievements in learning to read, learning to write, ac- quiring a few number concepts that by contrast the knidergarten became that room below the primary where none of these things happened. Lacking the defi- nite school learnings of the primary, the kindergarten was thrown back more and more upon generalities. It became a place where five-year-olds were initiated into social life with their peers and in large groups were carried thru a series of more or less unrelated activities. In place of the three R’s there were the three arts: music, handwork, literature. Instead of the primary teacher, conscious of a work- a-day responsibility for teaching the three R’s, was a teacher gifted especially in music, handskills, and story telling. Both in the primary and the kinder- garten, the program was almost wholly teacher imposed and had a certain stunt- like quality, lacking reality for the chil- dren, because there was no relationship between the stunts or any sense of con- tinuity with life outside the school. Most parents, teachers, and administrators thought of the primary as the place where children learned to read and the kinder- garten as a place where children were entertained in an artistic and pleasant way. If this type of kindergarten at its worst produced rhythm bands where elaborately costumed children performed learned responses much like a troup of wellfed, welltrained animals, it was no more unreal or unchildlike than those same children one year later, turned into speechless, sedentary automatons. A tremendous change has come over both the kindergarten and the primary, born of a changed attitude toward chil- dren and education. The stunt type of teacher and teaching is vanishing rapidly and classrooms no longer look like the pretty stage-settings for a juvenile drama but like the workshops, laboratories, libraries, and playrooms of active, normal children. The modern kindergarten teacher knows her children and their interests outside as well as in the schoolroom. She knows their continuous preoccupation with the people and social activities of their little world. She sees their eager responses to animals and all live things within their reach and to the strange and beautiful phenomena of the seasons. She knows that this world of reality, people and nature, is the source of continual wonder and experimentation, with these young children. She knows, too, that the richer their experiences in these fields the more meaning they will bring to those later vicarious experiences found in books. So this modern kindergarten teacher looks upon her work with the four- and five-year-olds as continual growth in real experiences with people, social institutions, and things of nature. Thru these experiences the children’s in- terests are met and widened, their ideas clarified, and new concepts developed. Nursery School, Western Reserve University The creative urge finds a happy outlet February, 1933 rs “Two little girls are better than one” This epitomizes the modern teacher's idea of education too. Education, she thinks of as a process of responding more and more intelligently to the many stimuli that impinge on our conscious- ness. The schoolroom, of course, selects the particular stimuli to which the chil- dren shall respond. So it follows that if work in the schoolroom is to have any reality for the children, it must provide an extension of those most vivid and most valuable stimuli to which the child is responding with intense interest out- side the school. People, social institutions in their simpler aspects, and the world of nature are the special fields of explora- tion of the young child once he begins to emerge from the chiefly manipulative stage and before the need to read has beset him. The academic names for these two fields are, of course, social studies and science or nature study. To the child they occur as a series of experiences thru which new meanings grow and from which will develop later on his own sense of need for those skills which will make further exploration more meaningful. Reading, writing, spelling, numbers be- come felt needs to the child if his exper! ences with reality are properly guided and enriched. With this point of view the moder kindergarten teacher sees her work in a new light. She sees the social studies and science as the core of her experiences with the children because they represent the world of reality with which these young children are gravely concerned. She cot ceives of herself and her rdle in the clas room in a new light also. No longer does she dramatize herself as a singing, skip ons yrid yra- s to tive nese dies hild thru rom Vol. 22, No. 2 —— a io 7 _ THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Nursery School, Western Reserve University Do girls make good mechanics? ping Pied Piper, but rather she sees her- slfas the quiet guide of these active chil- dren. She knows she needs to be a treasure trove of exact and growing information, for these mere babies can ask more stag- gering questions in the field of modern science than their grandparents dreamed of. This means that in her training she must submit to the same detailed study of subjectmatter necessary for good teach- ing at any level. She knows she is respon- sible for providing such experiences that the children’s interest in people and insti- tutions shall progress from the scattered and superficial to the concentrated and detailed. She is responsible not for a series of unrelated stunts but for a series of ex- periences so meaningful and rich that days of activity will grow out of them. This means that content has come into the kindergarten curriculum. The songs ate there; skipping and dancing yield a welcome change from hammering and painting; but the piano is no longer the dominant and confusing sound in the kin- dergarten day. Moreover, it does happen now and then, that a teacher is chosen for the kindergarten because she has a cheer- lul, stable personality and a vast fund of “lence knowledge and enthusiasm in ite of the fact that she cannot play one ‘ingle skip on the inevitable kindergarten plano. Music is a lovely thing for chil- dren of any age but there is no reason for the disproportionate emphasis long Sven it by the kindergarten. Especially 4% children’s rhythms are more vigorous ~ fxact at the five-year-old level and “ir singing is likewise more spirited ~ Properly melodic. It is altogether ncelvable that the teacher who can bring rich content into the children’s social science and natural science experi- ences is far more valuable at the kinder- garten level than the musical virtuoso, however desirable good music is always. Content has come into the kindergar- ten curriculum not by way of books, or lectures, but by the child’s chosen method of learning—experience. A little girl gazed at the newly emerged Cecropia moth and said, “Just think, last fall when we found him, he was just a dried-up thing in the cocoon.” A four-year-old, pointing to the crocuses, expressed the same idea, “Those were bulbs last fall.” So these children come to know the miracle of change and begin to sense, too, the procession of the seasons. In a particularly unsavory slum dis- trict, the children started out with the concept: “De policeman’s de guy wot hits you over de head.” After a series of planned experiences with the traffic policeman, the police station, and their own particular school policeman, that officer of the law became the man that helps you safely across the street, that takes care of children who are lost and finds their mothers for them, the man who stops runaway horses and keeps our homes safe. Another kindergarten group working out a pet shop unit fell very much in love with some puppies in the window of the real store. They worried about them. Who would buy them? Would they be well taken care of? There was an unex- pected welling-up of sympathy for those funny, helpless pups and a growing sense of people’s responsibility for the pets they acquire. The children were greatly re- 43 lieved when the pet shop owner explained that whenever anyone bought a dog, the store furnished full directions for its care and offered advice and medical service free for the first month, in case the pup was sick. This comforted the children and emphasized further the responsibility of human beings for caring properly for the live creatures in their possession. Still another kindergarten group visited the airport and was most thrilled by an interview with a pilot. Later the chil- dren worked out their standards for a good pilot. “He must be very healthy. He must be brave. He must know all about his ship. He must know all about flying. He must think fast.” Their ap- preciation of the pilot’s task was reflected in their list of his needs and this list in turn showed their understanding of the great responsibility of his work. So content grows in the kindergarten thru guided experiences, discussions, and activities. The teacher may be just as young and pretty as ever, or she may be an older person, but the modern kinder- gartner is a quiet counselor and guide of her children. She plans experiences but she also allows time for her children to plan and to carry out their plans. The lovely old arts of singing, dancing, and story telling this kindergarten teacher fosters too, but with the quiet note of the home rather than the platform. Best of all, this modern kindergartner knows her children, and her classroom is alive with those valuable realities that make up the body of the children’s interests in school and out—May Hill Arbuth- not, School of Education, Western Re- serve University, Cleveland. A young and charming hostess entertains The Profession Honors a Great Leader N THE SIXTH of next June men () from all sections of the nation will meet on the Stanford campus in recognition of Ellwood P. Cubberley’s notable contributions to education. On that date Dean Cubberley will complete his thirty-fifth year of service at Stan- ford. This pilgrimage will be no new experi- ence for many of those who will attend. For more than a third of a century students of education at Stanford have plodded up the hill leading to the Cub- berley home. There they have gazed out toward the waters of San Francisco Bay and across to the distant coast range. There, in the ideal home which Mrs. Cubberley has made for the master teacher, they have renewed their vision of the great purposes of education and have gained fresh confidence in their power to contribute to the fulfilment of these purposes. For the man who from small beginnings and with slender finan- cial resources has built one of the nation’s ranking schools of education, and who has written a score of authoritative edu- cational texts, has also been the fountain source from which hundreds of young men have gained their inspiration for educational service. “Dad” Cubberley, for that is the name which his students have come to use, possesses to an unusual degree that God-given power to inspire common men to uncommon service. This is why the Stanford School of Education, in spite of its relatively small enrolment, finds its graduates in positions of educa- tional leadership in practically every state in the Union. But while it is Cubberley, the master teacher and the inspiring personality, who means most to his students, it is Cubberley, the author, who is best known to tens of thousands who work in the field of education. For where is there a mem- ber of the teaching profession who can claim proper preparation for his work, be he classroom teacher, superintendent of schools, college professor, or school principal, who has not come under the spell of one of Dr. Cubberley’s books? His Introduction to the Study of Educa- tion has opened new vistas to thousands of students just beginning their profes- sional preparation for educational work. Howard Porter oe P. CuUBBERLEY, prolific author, edu- cational pioneer, beloved teacher, who is on the program to address the Department of Superintendence at Minneapolis. His volumes on the history of education changed the whole trend of the develop- ment of professional literature in this field. His model school code has been a potent factor in effecting sound state school legislation. His publications in the field of school administration have served as educational bibles for hundreds of school executives. Some twenty volumes have come from his pen. Half a million copies have been printed. Nor does this complete the roll. In addition, more than seventy authoritative educational texts have been published under his editorial direction. When the final appraisal of Dean Cub- berley’s many-sided influence is made, it is probable that his authorship and edi- torship will take first rank. He came into the field when the content of a profes- sional course for those who would enter HUNDRED years ago the school was of but small importance in the life of the state; today its proper maintenance has become the prime essential to good government and national progress. . the field of education was poorly defined and but little developed. Authoritative texts now make it practical to offer well- defined professional courses of five years or more to those who would prepare themselves for expert educational service, No one has done more to bring this about than Cubberley. What greater contriby- tion could have been made to the de- velopment of education during the first third of the twentieth century? Professional service is distinguished by two characteristics—unusual devotion to the common good and expertness in the work performed. Ellwood P. Cubberley has labored to supply both of these in- gredients in the building of the teaching profession. His teaching and example have inspired young men with zeal for educational service. He has provided the materials with which they might prepare themselves for expert performance in this field. For these contributions he will be honored on June the sixth, as one of the great builders of the profession. Great as Dr. Cubberley’s work has been, it is not finished. Happily, he has reached the age when he may be free from the teaching and administrative responsibilities which have necessarily made great demands upon his energy ever since he began his work as teacher of a rural school. He will no longer be responsible for the executive direction of Stanford’s School of Education. But those who know him well expect his dy- namic vision to influence the course of educational development for many years to come. All signs point in that direction. Erect in bearing, with a step which a man of forty might envy, with the enthusiasm of youth, tempered by experience and wisdom, why should Ellwood P. Cubbet- ley retire? He will continue to lead ata time when leadership such as he can offer is so badly needed. The teaching profes sion may rejoice in the fact that June 6, 1933 will be but a milestone in the career of one of its most beloved and useftl members.—John K. Norton, professor of education, Teachers College, Colum- bia University; formerly director of re search, National Education Association. . . Upon the public-school teacher, and upon those who direct the policies of our schools, rests the burden of the future | of our free democratic institutions and the welfare of our national life——Ellwood P. Cubberley. ) oOo or ire 1as 1as ree ive ‘ily her But ion. The Junior College A State System of Public Junior Colleges lic expenditures as well as an in- creasing demand for sound educa- ional practise are compeling educa- ional administrators to think in terms of state systems of education, partic- yarly in the realm of higher education. Progress in this direction has already been made in a number of states. The basic assumption in a state sys- tem of public junior colleges is that the ied of junior college education is an integral part of secondary education. This means that during the junior col- lege-period students are completing their general education, are preparing for ad- vanced work or professional education, or are engaged in terminal vocational curriculums, all of which are more closely related to the work done in the secondary school than to that of higher education. Hence a state system of junior col- leges does not mean a group of institu- tions supported and controled by the state and located in various sections of the state for the convenience of stu- dents, as in Arkansas and Mississippi. Certainly it does not mean the chance location of state junior colleges such as may be found in Texas, West Virginia, and Oklahoma. Individual junior colleges should, therefore, be included in the administra- live organization of local secondary schools. In some instances it may be de- sirable to continue them as_ two-year units, as is generally the case at the pres- eit time; but as time goes on, it seems lear that a closer integration of junior college work with the present secondary- Tie NECESSITIES of economy in pub- school program may result in longer ad- ministrative units, including the latter part of the high-school program and the two years of junior college work. There are some interesting examples of this re- organization at Pasadena, Compton, and Ventura, California; and at Mexico, Missouri. Obviously, the advantage of such a sysfem is thru systematic integra- tion of courses to minimize or eliminate the present unnatural division between high-school and college work. As a re- sult of this procedure it may even be possible to reduce the amount of time spent in schooling by one or two years. A state system of junior colleges pre- supposes a plan providing for a division of expenses between the state and the local school unit in which the junior college is located. The buildings and equipment should belong to the local school system. All expenses for interest, sinking fund, and maintenance should be paid by the locality. In view of the advantages which local citizens enjoy in having junior-college education easily accessible, the local community should also bear a part of the regular instruc- tion charges. Exactly what this amount or proportion should be is still a matter of debate. The district junior colleges re- ceive from the state up to $100 per stu- dent in California. Ninety percent of salaries for administration and instruc- tion was suggested as the state contribu- tion in the survey of higher education in Massachusetts ten years ago. In Michi- gan the state subsidy is on the same basis as that for high-school attendance. The recent survey of education above high-school grade in California has made a notable recommendation on this mat- ter which, if adopted, will have great ef- fect in the state and possibly great in- fluence elsewhere. It is recommended there that for every student attending a local public junior college or the first two years at the state university and the state teachers colleges, “the state should pay $100 toward the cost, $50 to be charged back to the county of domicile, these two amounts to be used to pro- vide a minimum program. . . . The cost of extending the program above this minimum should be paid by the district in which the junior college is located. In cases where the district provides the junior-college plant, for each student domiciled outside the district, in which the junior college or lower division is lo- cated, an additional $60 should be paid by the county of domicile on account of rental charges. When a student attends the lower division of the University of California or of a teachers college, the $60 rental charge should be paid by the county of domicile to the state.” A study of this plan reveals that it is actually statewide in character, that it places the support of the lower divisions of the state institutions and the local junior colleges on an equal basis relative to state and local support respectively, and that the larger proportion of this financial support, both for local junior colleges and the lower divisions of the state institutions, comes from the local county and district units in which the students reside. 3° SS S sf Naturally state money should not be * ‘ 46 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION February, 1933 available for local junior colleges unless the work performed in them is of ap- proved quality. The state should there- fore outline a plan for the location of junior colleges in centers where they are accessible to the largest possible number of people but in units sufficiently large to be administered economically. There is much evidence at hand show- ing that where localities have been per- mitted unlimited freedom in establish- ing local junior colleges they are likely to be set up in small centers where there is neither sufficient population nor tax- able wealth to warrant such an action. In fact, the unwise enthusiasm of local junior college promoters has done much to call the whole movement into question among traditional college administrators. Instruction, equipment, and administra- tion in junior colleges should be ade- quate and comparable in quality with what is found in other higher institu- tions. Qualified students should be able to transfer freely and easily to the upper divisions or the professional schools of the state institutions. Such conditions are not possible unless the state can and does set standards which will insure them. Naturally the question arises as to the best means of administering a statewide system of junior colleges. If the premise is granted that junior colleges are essen- tially a part of the secondary-school sys- tem, it would naturally follow that this authority should be lodged in the state department of education. On the other hand, in every state save California, there are many more students enroled in the freshman and sophomore years of the state institutions than there are in local public junior colleges. With the ex- ception of the teachers colleges and nor- mal schools, these institutions are sel- dom administered by the state depart- ment of education. Ultimately it may prove possible to have a single adminis- trative system for all levels of a state’s educational facilities but so much cen- tralization of administration in educa- tion is not likely to occur immediately. {Hence it seems clear that while the ad- ministration of junior-college standards and statewide planning for Junior col- leges are properly functions for a state department of education, they should at least be undertaken in thoro cooperation with representatives of the state institu- tions and carried out by staff members who are entirely competent to handle the situation. In fact, it may be desirable, as was recently suggested in the Califor- nia survey, to establish a State Council for Educational Planning and Coordina- tion composed in part of representatives from the fields of higher education and from elementary and secondary educa- « tion respectively. The state institutions of higher edu- cation and in fact most of the privately controled institutions in a given state will be greatly affected by the establish- ment of a statewide system of junior col- leges. A larger and larger proportion of freshmen and sophomores will complete this portion of their educational program in the local junior colleges rather than go away from home to attend colleges elsewhere. This situation will at last en- able the state universities to concentrate their efforts more largely on upper divi- sion, graduate, and professional work. State teachers colleges and privately controled colleges may also find it de- sirable to emphasize upper division and Master’s degree work more than at pres- ent. Such changes, I believe, will ulti- mately be very beneficial to individual universities and colleges. The other implications of a statewide system of public junior colleges are ap- parent. In most instances, a much larger proportion of the people of a state will have the opportunity to secure at least two years additional education at smaller personal cost than is now the case. Cities in which state institutions are located will no longer enjoy unfair advantages in securing junior-college education with- out local taxation as against other com- munities of equal size which now sup- port local junior colleges in addition to the state institutions. The burden of taxation for the support of all junior- college education whether given in the state institutions or in local junior col- leges will be distributed equitably be- tween the state on the one hand and the community in which the student resides. The present difficulties in adjusting rela- tions between the high schools and the college will be simplified and _ perhaps eliminated. Finally, there are great pos- sibilities in economizing the time of stu- dents and the expense to the public by reorganizing the whole area of secondary education, including the junior-college field, so as to reduce the number of years devoted to it from fourteen to thirteen or even to twelve. Indeed all of these pos- sibilities should produce economies for the individual student and the taxpayer while improving the quality of work ac- complished in secondary and higher edu- cation —George F. Zook, president, University of Akron, Ohio. se The Five Functions of the Junior College HE COMMISSION of Seven of the Carnegie Foundation for the Ad- vancement of Teaching, in its re- port on “State Higher Education in California,’ June 1932, includes this statement: The Commission recommends that it be the policy of the State Board of Education to recognize that the system of junior-college edu- cation may properly include groups of functions or services, five in number, as follows: [1] Curriculum for social intelligence—A curriculum devised to give the student about to complete his general education a unitary con- ception of our developing civilization. This cur- riculum should be provided in all institutions offering education on a junior-college level. It should be the most important curriculum, inas- much as it aims to train for social citizenship ‘in American civilization. [2] Specialized vocational curriculums—A group of specialized vocational curriculums more advanced than those offered in the high school, aimed to care for the needs of those registrants who will probably soon terminate their schooling to enter the occupations. [3] Preprofessional curriculums—A group of preprofessional courses, preparatory to uni- versity professional courses, the nature of which is legitimately determined by professional- school requirements of the university. Such a group of courses properly parallels work given in the lower division of the university, tho more flexibility and experimentation should be en- couraged than is now the case. [4] Preacademic curriculums—A group of curriculums preparatory to university concen- tration in one or more of a group of arts, sciences, and literatures, provided by the senior colleges to give an advanced education in some, | phase of civilization for avocational or Civic purposes, or provided as preprofessional prepa- ration for advanced work leading to a profes- sional career of scholarship in research or teach- ing education may well be associated with the jun- ior college as a supplementary service. It con- cerns not the regular fulltime student body but the citizens of the community, both men and women, who have terminated their formal schooling and wish to advance their selfeduca- tion with the stimulus, direction, and aid which the presentday organization of adult or exten- sion education provides. Junior colleges are local or community institutions and may well be cultural community centers. [5] Adult education—The function of adult , TI :: Crisis 1 Januar. dent I seventy ive in resolve acordec ing the support: Mer the Ar the At Natior tion ¢ Counc large. educa! sions Charl nard Ruml Hugh gress Lotus sota; ton; Char Educ Colle Josey socia versi tend E. | Balt H tary sion Uni tion | The Conference on the Crisis in Education | eo OOTP OSS eo ei actoRY, farm, school, and home united in defense of childhood at the Citizens Conference on the Crisis in Education held in Washington, january 5-6, upon the invitation of Presi- jnt Hoover. An assembly of nearly eventy delegates and experts drawn from ive important fields of American life resolved that “educational services should be xcorded a high degree of priority in determin- ag the purposes and services which shall be upported by the states during a depression.” Members of the assembly represented the American Farm Bureau Federation, the American Federation of Labor, the National Grange, the National Associa- tion of Manufacturers, the American Council on Education, and the country at large. Wellknown leaders of American education who took part in the discus- sons of the conference were: Dean Charles H. Judd, President Robert May- mtd Hutchins, and Dean Beardsley Ruml of the University of Chicago; Mrs. Hugh Bradford, president, National Con- sess of Parents and Teachers; President lotus D. Coffman, University of Minne- wta; Professor Harley L. Lutz, Prince- ton; Dr. John H. MacCracken and Dr. Charles R. Mann, American Council on Education; Dr. Paul R. Mort, Teachers College, Columbia University; President joseph Rosier, National Education As- wiation; President John J. Tigert, Uni- versity of Florida; Frank Cody, superin- tndent of schools, Detroit, and David E. Weglein, superintendent of schools, Baltimore. Honorable Ray Lyman Wilbur, Secre- ary of the Interior, presided over the ses- ‘ions, sharing the chairmanship with lnited States Commissioner of Educa- ton William John Cooper. A few delegates who came with the ex- *ctation of urging retrenchment in edu- ‘ation were surprised to learn that al- tady the school budgets of the nation lad suffered heavy reductions and that Nore than 2500 schools were closed, al- ‘gether depriving children of educational Portunity. These facts on the current ‘Wwation in education were presented to he Citizens Conference by the Research ““iston of the National Education As- “ciation and by the U. S. Office of Edu- Cation, President Hoover opened the confer- "ee with a strong appeal for maintain- ing the day-to-day care and instruction of our children. His brief address follows: Our nation faces the acute responsibility of providing a right-of-way for the American child. In spite of our economic, social, and gov- ernmental difficulties, our future citizens must be built up now. We may delay other problems but we cannot delay the day-to-day care and instruction of our children. This Conference is unusual, in that it invites the cooperation of men of widely different points of view in the consideration of our school and tax system from the standpoint of maintaining the welfare of the children of today. Our governmental forces have grown un- evenly and along with our astounding national development. We are now forced to make de- cisions on the merits of the various expendi- tures. But in the rigid governmental economies that are requisite everywhere, we must not en- croach upon the schools or reduce the oppor- tunity of the child thru the school to develop adequate citizenship. There is no safety for our republic without the education of our youth. That is the first charge upon all citizens and local governments. I have confidence that with adequate reduc- tion of expenditures there can be ample amounts obtained from reasonable taxation to keep our school system intact and functioning satisfac- torily. Those in charge of the schools must be willing to face conditions as they are, to co- operate in discarding all unnecessary expendi- ture, to analyze all procedures, and to carry for- ward on a solid basis of economy. But the schools must be carried on. I wish to thank you for giving of your time and coming here to Washington for this meet- ing. I trust that out of it will come recommen- dations that will be of national significance. Above all, may I ask that thruout your de- liberations you bear in mind that the proper care and training of our children is more im- portant than any other process that is carried on by our government. If we are to continue to educate our children, we must keep and sus- tain our teachers and our schools. Following a discussion of the general purpose of the conference, a representa- tive from each of the constituent groups described the situation from his point of view. Dean Judd, speaking for the American Council, called the attention of the dele- gates to the fact that many school inno- v»tions had been brought about by social pressure and not by over-ambitious members of the educational profession. He was seconded in this viewpoint by President Joseph Rosier of the National Education Association and Editor Joy Elmer Morgan of THE JourNAL of the National Education Association. Dean Judd enumerated some of the substantial achievements of the American schools during the last century. He called at- tention to the fact that the average citi- [ 47 ] zen of the United States in 1840 had, thruout his entire lifetime, only 208 days of schooling. In 1870, the average num- ber of days of schooling had reached 582; while at present the average citi- zen enjoys more than 1400° days, or nearly eight years, of systematic school training. To this general elevation of the intellectual level of America, Dean Judd attributed much of the nation’s scientific and professional achievements. Secretary Frank Morrison of the American Federation of Labor outlined labor’s emergency education program: The American Federation of Labor believes our public-school system is a national institu- tion of permanent importance in achieving those purposes for which it is organized. The whole of national progress is conditioned by the intellectual and moral development of its citi- zens. Development of each succeeding genera- tion must take precedence over other responsi- bilities. While this emergency calls for econo- mies everywhere and retrenchments in many fields, we must guard against retrenchment which reduces the educational opportunities oi children. . . . Salary cuts, employment of teach- ers with lower standards, curtailment of the school year, or unduly increasing the standard teacher load are incompatible with this social policy. . . . Services essential to social prog- ress must not fluctuate with the business cycles but must be assured a permanent basis. Provi- sions to meet the depression needs must be borne by the federal government. ... We urge that the Reconstruction Finance Corpora- tion be empowered to make loans at a low rate to states for educational purposes. ... The loan would provide a tax moratorium for our own citizens. Charles E. Hearst, president of the American Farm Bureau Federation, pre- sented the suggestions of that organi- zation fer maintaining educational op- portunity during the emergency in the following points: [1] Reevaluation of the entire educational system in order to determine what things are fundamental and what are not. [2] Elimination of waste due to political interference with the machinery of education. [3] Readjustment of the tax burden on the more equitable basis of ability to pay, rather than on the possession of tangible property. [4] Provision of state and federal appropria- tions for the maintenance of elementary educa- tion. [5] Curtailment of building programs in preference to reducing the educational facilities of the schools. [6] The consolidation of schools wherever such a program would result in economy and greater efficiency. Albert S. Goss, chairman of the execu- tive committee of the National Grange, wo? 48 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION cited extravagance in road building that should be eliminated, the saving being applied to school funds. Neither of the national farm organizations limited its proposals to the immediate restoration of progress in the public schools. They advocated the enactment of a national policy that would raise price levels of agricultural commodities. They proposed a broadening of the tax bases, so that a larger percentage of the citizenship could contribute in proportion to income to the support of other public services as well as education. They asserted the necessity of stabilizing the value of the dollar at a fair level in order to improve general economic conditions. Howell Cheney of Cheney Brothers, South Manchester, Connecticut, spoke for the National Association of Manu- facturers. While Mr. Cheney felt that further reduction in school support was inevitable, he expressed a hope that re- trenchments would be made in the same spirit in which the wisest father pro- ceeds to accommodate the services of the home to the demands of a reduced income. The resolutions of the conference were formulated in six committees. Dr. A. B. Hall of the Brookings Insti- tution, Washington, D. C., was chairman of the committee on the relation of ex- penditures for education to expenditures for other public services. Resolutions and proposals of this committee as amended and adopted were: Be it Resolved, That educational service should be accorded a high degree of priority in determining the purposes and services which shall be supported by the states during a depres- sion. [1] The major wastes in education should be eliminated thru the elimination of control and interference by politicians, of political ap- pointments, and of political corruption. [2] Local governments and local school dis- tricts should be reorganized and consolidated. [3] Administrative control of the schools must be centralized in the superintendent. [4] State administrative organization of ed- ucation must be reorganized thru the creation of a nonpolitical and professional agency for the administration of the educational policies of the state. [5] The state must assume the responsibility within its means of assuring adequate public education to all local communities, irrespective of their financial condition. [6] We urge the Congress to provide for fed- eral assistance thru emergency loans for a lim- ited period to such states as may make an ade- quate showing of their inability to maintain reasonable standards of support for public- school education. [7] All governments, local, state, and na- tional, must direct attention to the immediate reformation of the system of taxation. [8] Immediate efforts should be made thru the raising of the general level of commodity prices, the correction of serious economic mal- adjustments, and otherwise, to increase the vol- ume of income and purchasing power, and thus to provide the moneys necessary for a proper educational program. If this is not done, wide- spread injury will result, not only to the cause of education, but to the value of all obligations, public and private. A ninth resolution urged another con- ference to deal with the problem of in- creasing the level of national income and purchasing power. The committee on organization and operation of instruction, of which Sup- erintendent Frank Cody of Detroit was chairman, recommended: That the school year not be shortened; that the teaching load not be increased beyond the ability of the teacher to offer a reasonable standard of instruc- tion; that the size of classes in special subjects such as art, music, and domestic arts be made as large as that of the average academic class; that all other possible economies be made be- fore a readjustment of teachers’ salaries be effected. A committee on buildings, of which Superintendent David E. Weglein of Baltimore was chairman, urged the full utilization of existing buildings and cau- tious extension of plant during the crisis. However, the committee pointed out the possible savings that could be effected by constructing additional buildings while the cost of materials is at a minimum. A committee on free schooling at higher levels, under the chairmanship of President Edward C. Elliott of Purdue University, stated that the effective, eco- nomical, and nonpolitical operation and adaptation of the plan of popular educa- tion, at all levels, from the elementary schools thru the universities, are funda- mental obligations of the American state. Among the statements of a committee on the relations of schools and other social agencies, headed by Edward E. Hunt, of the Research Commission on Social Trends, New York City, was a recommendation that “there should be set up in every locality, councils to mobilize and clarify public opinion in order to deal more generously and wisely with the present crisis in education.” A committee on legislation led by E. J. Howenstine, president, Association of Boards of Education in Ohio, urged law- making bodies to give priority to legis- February, 1933 lation which alleviates conditions in com. munities now required to make injurious curtailments in their school programs, When the death of Expresident Cool. idge was announced at the end of the session on January 5, the conference stood in silent tribute to his memory, A special committee under the chairman- ship of Joseph Rosier later brought ina resolution of tribute and appreciation which was unanimously adopted. The conference closed with a challenge from Secretary Wilbur in these words: We have all met here to discuss a very prac- tical question, a question that is going to be decided in a thousand or more places, by school- boards, by legislatures, perhaps by Congress, by superintendents of schools, and the decisions made by all of those individuals are going to determine in a large measure just what will happen to this generation of American children, The likelihood of suddenly coming out to clear skies is not very great. We have to think, it seems to me, in terms of an emergency that will last over the decisions of this year. So that I ask you as you go back to your various com- munities and to your responsibilities to bear in mind that you came here for just one purpose and that was to see what could be done under our American system to be sure that our boys and girls of this particular period are not robbed of their birthright in education. That is what this is all about and I brought up a proposition here that I thought highways less important than schools. I still think so. You didn’t think that was worthwhile doing anything about, but you have your responsibility of proposing some- thing just as practical as that, and to see that whatever is practical in the resolutions that are proposed gets into the hands of the people that make the decisions. If you are going to pay school teachers, you have got to get the money to pay them, and that money now is going to be sought for from a dozen sources. So that we must take an ag- gressive attitude for the schools if we are going to see our children thru. This is not a matter of passing resolutions. It is a matter of fighting, and there is no better thing to fight for than the American school child, and I want to leave with you, as you go, that challenge. Fight thr for these American school children. Fight the highways, fight the politicians, fight all the groups—it’s worthwhile. The report of this conference, like that of the National Advisory Committee on Education which was submitted Octo- ber 1931, and the report of the Com- mittee on School Costs of the Depart ment of Superintendence of the National Education Association presented Febru- ary 1932, marks a significant milestone in educational progress. The complete re- port of the Citizens Conference may be obtained from the American Council on Education, 744 Jackson Place, Washing: ton, D.C. ys hat ant ink but ne- hat hat yple you and om ag- ying tter han ave thru the the hat on cto- om- art- ynal ru one » re- r be | on ing- Gradation of Geographic consideration in grading geographic materials, if children are going to be led to an understanding of the interre- lationships between man and his na‘- ural environment. These criteria are: [1] the degree of complexity of the geo- graphic relationship involved; [2] the relative difficulty of the facts and ideas required to understand these relation- ships, [3] the functional value of the material. Some relationships are much simpler than others as they show a direct rela- tionship between a human item and the immediate natural environment. For in- stance, in the Amazon region, in the Congo, and in the Sahara, the activities of the people—their food, clothing, shel- ter, and work—are directly related to the immediate natural environment. This type of relationship may be termed a one-step relationship idea. The consider- ation of relative difficulty also requires that these relationships be based on nat- wal and cultural items which can be presented concretely. Items concerning food, clothing, types of homes, building materials, means of travel, are concrete things, and clear mental images can be built up by the use of pictures and from the child’s own experiences. In every region there are a few such simple types of relationships but the difficulty is that inmost regions the few simple relation- ships observable are inadequate to give an idea of the outstanding adjustments man has made to the environment in that region. Nevertheless, there are a few regions where ideas of outstanding adjustments may be understood in terms of one-step relationships. Such regions, then, must be selected as units for initial work in geography. However, before a final selection of units is made the func- tional value must be taken into considera- lion. From the viewpoint of functional value, an initial world concept should be developed early because such a concept fundamental to later geographic under- standings. This involves the selection of representative units from the low lati- ludes, the middle latitudes, and the high latitudes to enable the children to under- ‘and that temperature and other changes ae gradual as one moves either north or ‘uth from the equator. Furthermore, inits should be from both the northern and southern hemispheres, so that the children will realize that life differs as T cons CRITERIA must be taken into the natural environment changes in re- sponse to the location of the region in respect to sun position. These basic considerations, then, im- ply: first, that a series of units should be selected for initial geographic work which involves as far as is possible, simple one- step relationships based upon natural and cultural items which can be presented concretely; secondly, that this series of units should be selected as far as is prac- ticable, from the low latitudes, the middle latitudes, the high latitudes, and from both the northern and southern hemis- pheres. Units of the above type may be desig- nated as of level-one difficulty. The fol- lowing statement is an illustration of a major understanding of level-one diffi- culty: Building houses of tree branches, leaves and bark, with steeply sloping roofs; traveling much by water, using log boats; trapping and spear- ing fish; hunting wild animals; farming in small cleared patches by simple hoe methods, raising manioc chiefly; gathering and trading wild rubber and nuts; and other of man’s ac- tivities in the Amazon Region are related to a natural environment in which a great deal of rain, many large streams, much low swampy land, many troublesome insects, thick forests, many fish, some wild animals, and the fact that the noon sun is never very far from over- head and consequently it is always hot, are important factors. To reach such a major understanding many carefully selected details must be presented and much concrete material used. The facts, concepts, ideas, both natural and cultural, must be carefully selected and presented vividly. Pictures, sketches, the map, the globe, as well as reading material should be used. In order to secure a wellrounded initial world con- cept, eight or ten such units illustrating the simple direct relation of human activi- ties to various types of natural environ- ment at different distances from the equa- tor are necessary in level one. In level two, the major understandings developed may involve more complex re- lationships but with as few added diffi- culties as possible. In selecting units the complexity of relationships, the number of ideas, and the variety and complexity of each idea involved in a concept, must be kept in mind. Consequently “human use” regions within a country is the next type of unit in order of difficulty, as a “human use” region may be understood in terms of a group of relationships less [ 49 ] Better Teaching of Geography Materials numerous than those involved in a coun- try understanding and of a degree of complexity nearest that of the simple re- lationships of level-one type. In develop- ing an understanding of a “human use” region, a new factor is introduced, namely density and distribution of popu- lation in relation to natural environment. This is a more difficult idea than merely that of a kind of food or kind of work. Functioning value must be taken into consideration and this would imply that the “human use” regions in the United States and Canada would constitute the units of level two. In arranging the order of the “human use” regions, relative difficulty must continue to be kept in mind; consequently the units selected for study first in level two should be those in which the distribution of types of work and the distribution of population are most directly dependent upon the im- mediate environment, and go from those regions to others where the activities of the people or population pattern are more complex. The following is an example of a major understanding of the simpler type in level two: In various localities of the plateau states where large mineral deposits exist, mining is the chief work; in fertile valleys where water for irrigation is available, farming communities have grown up; in drier sections ranching is carried on; regions having unusual natural beauty have attracted thousands of tourists and the care of these tourists provides work for many people; at mountain gateways, in rich mineral regions, in irrigated valleys, a few cities have grown up where goods are exchanged. These various work areas are widely separated by areas of arid, semiarid, or mountainous land very sparsely settled. In the above, the reader should note that the natural and cultural items are still mainly those which may be pre- sented concretely but they are two-step relationships. For instance, the distribu- tion of population is related to the kinds of work and the kinds of work are re- lated to the natural environment. In later units as in the northeastern states, there are to be found three-step rela- tionships as the density and distribution of population are related to manufactur- ing and trade; these activities, in turn, are related to agriculture and other work producing the raw materials for manu- facturing; and, finally, all three of these are related to the natural conditions favorable for trade, for manufacturing, 50 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Keystone View Co. en FLAX IN BELGIUM—the level land, the stream, the trees, all suggest the rainfall and other conditions necessary for growing flax. and for the activities on which they are based. In level two, the children add to their initial world concept a new phase, namely the idea of the world as being made up of many “human use” regions some of which he has studied and each of which differs from the others in the chief things men do in it, in part, because of differences in natural environment. Next are introduced those regions of the world wherein the major understand- ings involve relationships, ideas, and concepts of level-three type. By this time the children should have gained the abil- ity to recognize and to think in terms of more complex relationships. They should be able to use geographic tools with con- siderable facility and be able to apply to new situations the concepts, ideas, and relationships already gained. At this level the political unit is used as the organizing center. Each major understanding of level-three type is sim- ilar to the “climax” understanding gained near the close of level two and is based on the understanding of a group of “human use” regions. Such a major understanding is more difficult than the level-two type as it involves the weaving together of all the human use regions within a political region to reach a major understanding of a country. There- fore, level three has to do with a selected group of countries, with the “human use” regions which those countries contain, and with the ways in which the people in those countries have adjusted their activities to the natural environment. Several new elements are introduced and emphasized at this level. As these are abstract human elements, they increase the order of difficulty as they involve two- and three-step relationships. An example of such an element is den- sity of population. It is not only of a somewhat abstract nature, but also an intermediate step is necessary in tracing relationships between density of popula- tion and the natural environment, as density of population is related to vari- ous kinds of work, each of which in turn is related to factors and conditions in the natural environment. A beginning of this idea has been developed with the units on the manufacturing regions of the United States in the latter part of level two. This item is introduced by means of very concrete terms which can be graphed, namely number of people per square mile. Thruout level three this item is stressed. Other more abstract human items in- troduced and stressed are the relative importance of a specific country among other countries and also a consideration of the characteristics of the people them- selves. The introduction of the latter is for the purpose of developing a realiza- tion that the relative importance of a country depends in part upon the intelli- gence and industry of the people them- selves, that is, how the people take ad- vantage of the opportunities offered by the natural environment. For example, the children should be led to see how the intelligence and industry of such people as the Norwegians, the Swiss, and the Danish have overcome many disadvan- tages of the natural environment. Still another new element of an abstract na- ture introduced at this level is standard of living. In the light of the above considera- tions major understandings of two types of regions are developed in this third level: [1] Regions where the work activities are complex and where what the people do and the way they live depend to some degree upon nat- ural and cultural factors outside their imme- diate natural environment, [2] regions where such abstractions as low standard of living, religious ideas, and other more abstract human characteristics affect the people and their activi- ties, and consequently affect the way the people make use of their natural environment. Ger- many, Denmark, France, and other western European countries are examples of the first type of region; Japan and China are examples of the second type. For instance, in the case of China, a real understanding of the outstanding adjustments which the Chinese have made to their natural environment is impossible or at least incomplete unless the effects of the low standard of living and of ancestor worship are considered. These cultural factors have qualified the ways in which the Chinese have adjusted their activities to the conditions of the natural environment. February, 1933 Keystone View Co. SWISS MOUNTAIN SCENE—the forests in the background are the source of timber: the open grassy plots are the mountain pastures. Functional value also must be con- sidered in the selection of the units which can be used to develop the types of rela- tionships comprehensible at this level. Evidence seems to point to the fact that the study of Europe should follow that of the United States and Canada. Europe is our most important customer and also the one from whom we buy the most. Furthermore, our cultural relationships as well as economic are strongly bound up with those of Europe. Asiatic coun- tries, especially Japan and China, seem to be of next importance to citizens of the United States. At the end of level three the children have added a second phase to their initial world concept. The “filling in” of the initial world concept has been con- tinued by gaining a knowledge of the adjustments man is making to his en- vironment in the various countries of Europe and Asia and possibly other con- tinents. They now come to think of the world in terms of its “country” pattern as well as in terms of latitude and human use pattern. A further expansion and deepening of the world concept will take place as other levels of geographic in- struction are developed in the junior and senior high school. References — Thirty-second Year- book of the National Society for the Study of Education. See the chapters on curriculum, in which will be found illustrations of major understandings of each level and suggested programs of units. Public School Publishing Company. Bloomington, Ill—Zoe A. Thralls, as- sistant professor of geography, Univer- sity of Pittsburgh. ips nd ar- the ers nd How Human the School Is! E FIRST-GRADE TEACHER entered Tite principal’s room with a worried expression on her face, and a note in her hand. “Mr. Gardner, you remember Lillie Smith whom I had the nurse bathe yes- terday? This note came just now and I’d like to have you answer it, please.” The principal sighed and reached for the note. He knew what it would contain. It was a little more peppery than usual. Mrs. Dyne: Lillie came home this noon tell- ing me you was complaining about her again I would like to know what a person is to do to pleas you. I have given her a bath and changed her under clothes and yet you com- plane I don’t think you have the right to take a child and give them a bath and I don’t want it to happen again with my child. If that is what I send them at school for I keep them at home. I am allso going to look into this and see what rights a teacher has. The day had started. For the next forty-five minutes the principal would be busy dictating notes to parents re- garding their children’s difficulties. So he placed the Smith note in a basket with others, and began his task. What would he say to Mrs. Brown in answer to her note? P Miss Twelvetrees: Mary Jane simply cannot take a shower bath after gym. We cannot af- ford doctor bills and for physical reasons it is impossible for her ever to take baths. The principal smiled and wondered if the story about “Willie not being a rose, and the teacher being hired to learn him, not to smell him” would apply to Mary Jane in the eighth grade. A rap at the door announced a sullen- faced boy who said quickly, “Mr. Gard- her, may I see you a moment?” “Surely, Harold, what seems to be the trouble?” A slow red mounted in the boy’s face. “Mother said I had to bring you this note and ask you to please put a stop to this girl pestering me,” and laying the note on the desk, he quickly vanished. “Did you ever see the like?” chuckled Mr. Gardner. “It is a questionnaire.” Dear Mr. & Mrs. Harvey: Will you please ans, these 6 question unknow to your son, Harold. As it is important for me to know these question as to file him in my citizen list (1] What is his nationality ? (2] What is his character ? (3] Is he truthful ? [4] Is he eligible ? 5] What is his elevation of rank? [6] Is he dependable ? 6 Yen new school teacher in a rural town gave a boy a question in com- pound proportion for home-work one evening. It included the circumstance of “men working ten hours a day to complete a certain task.” The next morning the teacher, in looking over the exercises, found this boy’s sum wholly unattempted. Calling him to her she asked why he had not tried to do the sum. The boy, after considerable fumbling around in his pockets, brought forth a note from his father and handed it to her. Unfolding it the teacher read: “Miss, — I refuse to let my boy do this sum you give him, as it looks to me to be a slur at eight-hour system enny sum not more than eight hours he is wel- com to do but not more.’”—From The Kablegram. “T think we had best turn this over to the Dean of Girls.” A large girl came into the office and stood awkwardly at ease. “Miss Hughes said I should bring this to you, Mr. Gardner,” and she began to cry. After awhile her sobs subsided. The principal read the note. Miss Hughes is our arithmetic teacher She’ll explain to you once and no more, If you don’t understand and ask her Agin it just seems to make her sore. Something must have gone wrong in Her life, she never seemes happy, but sad. We'd like to help her get rid of the blues, So she’d explain again and be glad.—Your re- spectfully Miss Mary Curtis “Why did you write this, Mary?” he queried. “Don’t you think it is the least bit impertinent?” “No, sir. I did not mean it that way. We just felt sorry for her.” “Then, I think I would take a mo- ment after school to explain it to her. I’m sure that Miss Hughes will be only too glad to accept an explanation,” and with a nod dismissed the girl. A cheerful teacher appeared at the door with an “I have a note you’ll want to see. Last week Lena was tempted and took one of my fine handkerchiefs and a little change from my desk. See what came to me in the morning’s mail.” Dear Miss Stowell: I regret to say that I am obliged to return the handkerchief and 30c, which I have taken without your permission, a week ago, today. I am disposed to be very lenient with you, and I find it necessary to appologize to you for being so rude, in taking the “kerchief” and alabieing so, and being so diverse than I am. I want to ask you a favor, Of course, I as- [51] sume you will not be eager to oblige me, but for all I assure you that on Monday morning I shall return the money and donate some also, and the kerchief. I thank you for attending to the matter and making right things come out, for I know I have done some thing extremely wrong. I'll earn the money Saturday. If you find it necessary to see me today notify me and I shall come. Please destroy this and please do not talk about this. * * * The principal turned his attention to a sheaf of trampled papers found and brought to him by one of the janitors. As he looked thru the papers for a clue to the owner’s identity, the following sentences of a typed sheet caught his attention. I think our LOVE is drifting sweetest, as we are always so far apart. Please tell me if you like some other kid better if you do well but I hope & pray you do not. all my family make fun of me, as they call me crazy but i hope I cann laugh at then as i leed you to the alter. I can picture my beautiful ESTHER all dressed in white like an ANGEL FROM Heav’n above like an FAIRY dancing like a butterfly or as a spottles LILY. I can picture you in a white gingham dress in our little bungalow with our two children, Esther Jr. helping you set the table and Bob Jr. playing with his toys while I rock Shirley Ann [our own shirley Ann] the baby of our little Family. This is my dream Esther if it could only come true, do you like this dream, or do dote on a life of dancing, clubs, big cars & etc.? Of course you would have your own car to take Esther, Bob, & Baby Shirley for an after- noon ride. Well I will close now and go to bed now to dream of my lifelong dream. Hoping to hear from you & also hoping to receive a portrait of you Very Soon I remain as ever your truly devoted lover & hope to be husband some day. Robert Barrington P.S. Please write soon dear Angel Face. The principal drew a deep breath and sat lost in thought. This was by far the most serious problem of his day’s work. What to do! Should he turn the matter over to the Dean? Should he ignore the letter? The emotions of adolescent pupils are dangerous to meddle with, and yet, did her parents know that she was carry- ing on a correspondence of this type? Ought they to know it? He reached for a folder and placed the letter inside and slipped it into a filing cabinet. Just what his action on the mor- row would be, he did not know, but he was sure whatever he did, that he was treading on dangerous ground.—Josef Cauffman, principal, Junior High School, Dowagiac, Michigan. Looking Ahead in Education doubtedly will strive for much the same objectives as at its best it seeks today. It vgll continue its efforts to equip children for useful and happy living. It will endeavor to teach children to read intelligently, compute accurately, write legibly, and spell correctly. There probably will be little significant change in the subjects offered, but there will be continued experimentation and improve- ment in the technic of teaching, in the correlation of interests, and in the meth- ods of evaluating results. There will be a continued and increased emphasis on the development of desirable attitudes of mind, capacities, habits, and ideals. The school will continue to be the chief agency for the Americanization of the foreign-born. It will be, as in the past, the nation’s most potent influence in the de- velopment of punctuality, cleanliness, courtesy, and obedience. Education in the future will bear a very direct relation to the education of today. Real progress will not be made by rejecting too readily the accumulated ex- perience of the past. New theories of edu- cation will be tried and generally adopted only as experience proves their genuine worth. I do not believe we are going to throw away the textbooks, destroy the desks, burn up the courses of study, or embark upon any such educational hara- kiri as sometimes has been predicted Jin Pis EDUCATION in the future un- Highland Park Saves Its has had a more unique problem in school financing than Highland Park | Michigan] during the last four years. Here is the picture in a few sentences. In 1928-29 the Ford Motor Company transferred its place of business from Highland Park to Fordson and with this transfer went seventy-three millions of assessed valuation or over six hundred thousand dollars in school revenue. In the years 1930-31 and 1931-32 an ad- ditional loss of over twenty millions in valuation was encountered, with an ac- companying loss of two hundred and sixty-five thousand dollars in school rev- enue. In this short space of four years the school district of Highland Park has been called upon to make adjustments to the extent of nearly one million dollars in school revenue. Such a loss in school Pies he no city in the United States the name of progress. Organization and system will be just as necessary in the future administration of public education as they are in the present successful man- agement of any other enterprise. I do not look for the general adoption of an edu- cational theory which presumes that every child will study only those things to which he is temporarily attracted. I do not expect to see general approval of an educational theory which fails to teach a child the distinction between work and play or which endeavors to inculcate the principles of worthy citizenship and sound character by allowing pupils to do just as they please. I hope that education in the future will pay less attention to the preparation for examinations and give greater emphasis to teaching chil- dren how to study. I hope to see less sub- servience in our secondary-school pro- cedures to college entrance requirements, and greater attention to individual tastes and aptitudes. I believe there will be con- tinued and enlarged attention to the sub- normal, defective, stammering, anemic, truant, and delinquent, and I sincerely hope that there will be a much greater concern than we have at present for the normal and the supernormal. There probably will be continued and improved service for the safeguarding of health, continued and increased attention to the needs of individual pupils, enlarged and much more intelligent attention to the tax revenue approximately equals the entire school tax revenue of such com- parable Michigan cities as Lansing, Bat- tle Creek, and Muskegon. What can a school district, called upon to make such enormous adjustments in four years, do and still preserve the serv- ices, morale, and efficiency of the system at somewhere around par? The answer takes this form: 46% of the job was accomplished by raising the tax rate from $8.40 per thou- sand to $11.40 per thousand. 149% of the delinquency was overcome by increased state funds. 35% of the loss was recouped by in- creased teaching load and other econo- mies. 414% of the decreased revenue was adjusted by decreasing salaries. During all this time practically all the [52] teaching of citizenship, reaffirmation ¢j our fundamental obligation to develop character, with special emphasis on th inculcation of habits of honesty, thrift industry, and fidelity in the discharge oj responsibility. I hope for the develop. ment of a better understanding of the theory of representative government and of the obligations of each individual citi- zen toward its maintenance. Better preparation for leisure time unquestion- ably will receive increased attention. Public education just now is far more in need of an honest, nonpolitical, com- monsense recognition of its fundamental administrative necessities than it is of any new educational philosophy. There are at least five fundamental necessities, either today or in the future, for the suc- cessful operation of any public school: The first is and will be a place in which ade- quately to house the children who desire to at- tend. The second, a force of properly trained and adequately paid teachers. The third, a definite understanding of the objectives sought. The fourth, sufficient funds with which to operate the system. The fifth, a wise and re- sponsible leadership. Real progress will not be made by heaping additional responsibilities upon the public schools before these fundamen- tal prerequisites are secured.—Radio ad- dress by E. C. Hartwell, superintend- ent of schools, Buffalo, N. Y. [This may be reprinted in your local paper. ] Schools services of the system have been kept intact, from demonstration nursery school thru junior college. The morale of the teachers is exhibited by the recent vote of the teachers to accept further volun- tary cuts in salary for the coming year and to take whatever reasonable adjust ments seem necessary. Thus in four years has a school district gradually and without revolution ad- justed its school services and adminis- tration to an unusual loss in school reve- nue, losses that would have completely wiped out the tax revenue of many com- parable cities in Michigan. Practically all of its varied and essential services . remain. Teachers in Highland Park have contributed their share to the solution of this unusual financial problem.—Supet- intendent I. M. Allen in The Teachers’ Bulletin, Highland Park, Michigan. x continu of creat esthetic faction ing, re’ from tl and th mands ods of machit man Pp put to prove with that emoti ever t sion. entdé wove greet comt life. A for | crea has ture title act rig! ad uti ca! mn of velop 1 the hrift, Be of elop. ght. ~~ Se Se. oe Better Teaching of Art A Program of Art Education SENSE OF BEAUTY is as necessary A to good citizenship as a sense of morality. The average person is gntinually confronted with the problem of creating an environment conducive to esthetic, economic, and emotional satis- faction. Man is essentially a spiritual be- ing, revealing strong impulses to escape fom the tyranny of eating and sleeping, and the monotony produced by the de- mands of a machine age. Modern meth- ods of mass production and labor-saving machinery give to the average working man precious leisure hours that must be put to profitable, wholesome use or else prove burdensome to him. What to do with leisure time becomes a problem that education must help solve. For emotional and creative outlet man turns ever to the arts as a means of selfexpres- sion. It is not strange that art in pres- entday civilization becomes so _inter- woven with the fabric of life that it greets us at every turn—in industry, in commerce, and in community and home life. Art expression has been looked upon, for the most part, as a response to some creative impulse. The title of “artist” has been confined to the painter of pic- tures; we have been loath to grant. the title to the musician, the poet, and the actor, who have always had an equal tight to it. Certainly the craftsman who adds the element of beauty to that of utility deserves to be included under the category of “‘artist.”” And who will deny that the architect is the supreme artist, the coordinator of building construction with sculpture, mural painting, mosaic, stained glass, and many other arts and crafts? Art may be divided into two classes— the art of form, and the art of necessity; yet where shall be drawn the line of demarcation? Shall we say that the mod- etn automobile, with its stream lines and glorified radiator cap, is merely a work of necessity inasmuch as it provides a tapid means of transportation? Or is not the automobile at the same time a work of art? May not the same be said of our homes and the man-made things we use our homes? May not a radio set be looked upon as a thing of beauty as well % of utility? But there are forms of art which, strictly speaking, have no utili- larian value. A bronze statue can add Nothing to bodily comfort unless it be melted and cast over again into pipe fittings or screws, nor can an etching be of use—unless it be to hide a bad spot oT by its conquests doth a nation | live, But by its art—the art that gives its soul Embodiment: Today who knows of Troy Except thru Homer’s song? Of Egypt’s past Did not her sand-swept tombs and temples breathe Her somber mystic faith? Not Salamis, The Parthenon is Greece or even this—The sculptured head that gives, as naught else does, A god's serenity or, yet again, All girlhood’s loveliness. And not by popes Or kings—forgot—the Gothic age survives. It lives in Chartres or in some primi- tive That paints the Adoration of the Child. These have not died | whose souls live with us yet. ‘ Art thou, my country, satisfied to have some delver in the coming sands of time Find some strange twisted sky- scraper and say, “These people knew the early use of steel.” Content with that! Where speaks thine own great soul, The liberty of man? Ere thou shalt change—And all life holds within its glowing veins The seed of change— | will art not give thy soul embodi- ment? Will it leave that to die?— Morris Gray, president, Museum of Brew Arts, Boston. Bd Ad Bd on the wall. It is this aspect of art as hav- ing no material value that has led so many to regard it as a sort of trimming to life, a fad to be dallied with when the claims of work, food, shelter, and recre- ation have been satisfied. Before the advent of machinery and modern factory methods with its conse- quent mass production of goods, art en- tered more fully into the life of the peo- ple. Even common kitchen utensils had fine form and color. At the Cleveland Museum of Art are exhibited some com- mon tools that were used by everyday workmen about four hundred years ago—‘‘when knights were bold and barons held their sway’”—and we might safely say—when art, too, held its sway. Even hammers, pliers, planes, and anvils were works of art, each possessing beau- tiful form, fine proportions, and inter- esting decoration. Carving and etching— even on pliers, planes, and blacksmith’s anvils—were beautiful, appropriate, and in good taste. Judging from what has come down to us, it seems that every- [53] body, no matter what his station in life, exercised good taste in the choice of things he made af used. There was then no distinction “between artist and craftsman; artists were craftsmen and craftsmen, artists. Michelangelo was as much an architect as he was a painter; Leonardo da Vinci was as good an en- gineer as he was an artist; Cellini, an armorer as well as an engraver. Today we have a situation which separates into a distinct class a small body of artists and designers from a large body of uti- lizers or consumers. Some who sense the importance of art and try to understand, look at fine buildings, sculpture, and paintings without knowing how to ap- preciate them. Without the fundamentals necessary for enjoyment and apprecia- tion they get little or no esthetic and emotional reaction. They do not get pleasure from what they see, because they cannot appreciate a work of art in the manner that one enjoys the smell of flowers or the taste of food. The one kind of enjoyment is intellectual and esthetic; the other, physical and sensual. Yet art does not appeal to the eye alone. The mind must be prepared beforehand, for it is the eye and mind working together that makes esthetic enjoyment possible. Let us put it this way—we live in two worlds at the same time: a physical, ma- terial world in which we eat, sleep, work, dodge traffic, and make merry; and a spiritual world—created by men and women of imagination, poets, writers, musicians, and artists—which we enter only when we have the key to unlock its door. We must be able to tune in on this wonder land or the voices of the air reach us not. It is in this spiritual realm that we spend most of our leisure hours. Here we see the skies of this won- drous world thru Turner, Vermeer, and Renoir; the shady nooks and little pools thru Inness and Corot; its rivers and streams thru Vincent, Homer, and Met- calf; and its immortal emperors and kings thru Van Dyck, Holbein, and Ve- lasquez. We can see its people live again in eternal youth in the paintings of Raphael and Reynolds; we catch a glimpse of peasant life thru the genius of Mauve, Breton, and Millet. Here, then, is training for worthy use of leisure time: With the modern world clamoring for a six-hour day and a five-day week, it becomes increasingly necessary for THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION February, 1933 $$ Vol. 2 For the OF ing t offers tensic mesté town make elem ducte oper versi In boar ice t orde boys and girls, the men and women of tomorrow, to learn how to use wisely and worthily this ever-increasing meas- ure of leisure time. Elihu Root has said, “The greatest happiness in life comes from things not material. It does not come from eating and drinking and wearing fine clothes. It comes from the elevation of character, from the love of beauty gratified, from the many influences that ennoble man- kind. I think that we have no higher duty than to promote the opening to Ameri- cans of every opportunity to secure these means of happiness.” New words, new forms, designs, colors, and activities stir the imagination of the child Drawing as formerly taught in our schools had little educational value. Strictly speaking, it was not art work at all but another kind of “writing” exer- cise—merely drill work! At best it aimed at careful observation and skilful record- ing of facts, with undue emphasis upon technical ability that was needed only by the talented few. Today the art pro- gram, in which freehand drawing right- fully plays only a minor part, is tied up with the regular school curriculum, cor- relating and integrating with the social studies, the language work, health, and humane education. It no longer stands out as a subject separated from the regu- lar life of the school and the child. It becomes a means by which the other studies are effectively motivated and vi- talized. It offers opportunity for self- expression and selfrealization. Art, as taught in the progressive Schools of the country, is not drawing; not any more than composing a fine let- ter or writing a poem is merely a matter of handwriting or grammar. Art edu- cation is a practical subject aiming to ground every child in the fundamentals necessary to appreciate and enjoy art and to use the principles of art—good spacing, fine proportion, appropriate de- sign, harmonious color—in the everyday needs of modern life. Art as taught in the modern school contributes to pres- entday objectives of education—worthy home membership, enriched living, com- munity art consciousness, cultured citi- zenship, mutual welfare, wholesome use of leisure, refined taste, and intelligent utilization of the products of art and in- dustry. The whole aim is that of develop- ing appreciative, beauty-loving, discrim- inating consumers. To this end there has been set up in several of our states a supervisory serv- ice in the field of art education that has been made available to every town and city upon demand. Massachusetts, Con- necticut, New York, Pennsylvania, and Delaware now have wellestablished art departments; other states will undoubt- edly follow suit. Vermont, North Caro- lina, Michigan, Indiana, Missouri, Kan- sas, and Galifornia have at various times issued state courses of study in art. In Connecticut the state office of art edu- cation is prepared to render any super- visory service that a town may require: for example, making an art survey of a local schoo¥ system; guiding curriculum building; helping organize effective illus- trative material; aiding in the securing of capable teachers, adequate supplies, and suitable equipment; improving pre- vailing teaching and supervisory meth- ods; leading teachers institutes and con- ferences; interpreting the art program to parent-teacher associations; circulat- ing art exhibits; circulating illustrated lantern slide talks and motion picture films on art; and publishing periodic art education bulletins. There are nominal charges for the transportation of films, slides, and exhibits; otherwise every- thing is offered on its own merit without charge, coercion, or pressure of any kind. ing effet app On | ago cou anc for oul hig — we vol. 22, No. 2 22, 1 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION ————7_ For the teacher in service, who has not the opportunity to acquire the art train- ing that the normal school of today ofiers there are provided university ex- tension courses, consisting of thirty se- mester hours, which are scheduled in any town where twenty-five or more teachers make application for one. Courses for elementary-school teachers are also con- ducted at the state summer normal school operated in connection with Yale Uni- versity at New Haven. In conformity with the aim of the state hoard of education to be of greatest serv- ice to the teachers of Connecticut and in order to keep abreast of rapidly chang- ing conceptions of education for more elective living, a committee was recently appointed to revise the state monograph on art education, issued about five years ago. One committee has organized a course for Connecticut normal schools; another has revised the course of study for elementary schools; and a third is outlining courses for junior and senior high schools. It is not intended that the work of the committees be used as a syl- labus to be followed slavishly by the teachers of the state. Such a document would be contrary to the principles of modern educational philosophy. Instead, it is planned that the revised monograph be used as a guide in local curriculum building. It will be presented, therefore, not as a prescribed course of study, but rather as a program of art education ad- dressed to schoolboards, superintendents of schools, art supervisors, and course- of-study committees which may need a guide for local curriculum revision. [A Program of Art Education for Connecti- cut, 1932, published by State Board of Education, Hartford. ] Professor Whitford of the University of Chicago in his recent book, An Jn- troduction to Art Education, specifically mentions Connecticut, Massachusetts, Pennsylvania, and New York. “These states lead all of the others in organized art education and the educational value of their school art work,” says Professor Whitford. “And they will continue to lead, until other states provide equal or better opportunities for the systematic development of this department of edu- cation.” This would seem to indicate that these four states have had the vision and the courage to pioneer in a move- ment that is today getting hearty sup- port in every progressive community in the country. It is difficult to change the tastes and habits of a people already grown up but it is relatively easy to in- culcate desirable traits in the boys and girls who are to become the discrimi- nating art consumers of the future. And it is necessary that this country have many high-grade consumers. Our pros- perity depends in a measure upon our ability to develop a public taste that will demand the best that it can afford. Let us agree that it is not our main purpose to produce artists, important as that may be. We are not teaching art for the sake of the few but for the benefit of the many. We are not teaching free- Painting scenery for the class play gives experience in color, design, and technic A teddy bear from Connecticut hand drawing as such, so let us not call it that, but we are teaching art, art ex- pression, and art appreciation that will develop an art consciousness in the com- munity, that will develop a sympathetic understanding of creative effort, that will function in everyday living. Then will art cease to serve as a mere background to life, and be acknowledged as a neces- sary integral part of education, worthy of a prominent place in the curriculum of every school, college, and university. —Joseph Wiseltier, state supervisor of art education for Connecticut, Hartford. wae 8 AVE you ever visited an art gallery H and examined a Frans Hals or Redfield painting close up? Red- field’s landscapes at a distance of two feet look like chicken tracks in a Febru- ary thaw. Hals’ swipes of paint look like absent-minded attempts to clean a dirty brush. But step back to the other side of the room and those chicken tracks and paint swats turn into a winter landscape so authentic that you can almost hear the wind rattling the branches; the Dutch market woman becomes so real that you can almost smell her fish. The view most of us have of education is also close up. You cannot stand off and admire the view of your favorite “grind- stone” when your nose is hard against it. But as you start the year 1933 perhaps it would be well to pause, step back, and view the picture of American education. Like one of those war paintings, it re- quires a panoramic canvas and many painters. One studio commissioned to help us see American education as a whole is the federal Office of Education. The following strokes block in the out- line of the picture presented in greater detail by the Biennial Survey of Educa- tion which the Office makes every two years. So vital is knowledge to modern living that one of every four Americans daily seeks in school the speed and efficiency in learning which instruction under edu- cated teachers insures. We are proud of raising an army of four million men in 1917. An army seven and a half times that size enters our school doors every morning with less fuss than it takes to bring together a football crowd to a big game. When this army moves to the schoolroom, it leaves behind only six of every one hundred children six to thirteen years of age. More than half the boys and girls of high-school age join the procession every schoolday morning. Colleges and universities alone enrol more than half as many students as the number of persons in the Ameri- can Expeditionary Forces during the World War. Only when we think back on the tre- mendous national effort, the Liberty Loan drives, the food-conservation work, and the heavy costs, for an army of four mil- lion soldiers do we fully comprehend the smoothness, efficiency, and economy with which our seven-times-larger school army moves into action. 3 ss ew One year and a half of war cost us BIENNIAL INCREASES IN ENROLMENTS IN ELE- MENTARY GRADES AND IN SECONDARY GRADES, 1920-1930 908.29 1920-22 1922-24 (9ad-26 1926-28 1926-30 ELEMENTARY GRADES 1920-22 1922-24 1924-26 1926-28 (928-30 SECONDARY GRADES more than twenty-two billions of dollars; our larger student army costs only three billions annually. We actually instruct the public insti- tution section of our student army num- bering more than 23,500,000 boys and girls, at the modest cost of $14,700,000 per school day. This is about sixty-two cents per child. If we count only the cur- rent or running expenses of the schools, it is only fifty-one cents per pupil per day. An amount equal to the cost of a battleship would provide approximately one year’s instruction of 178 days [aver- age for United States] for all the children enroled in the schools of Maine, Wyo- ming, and Vermont. An army is divided into corps, regi- ments, battalions and companies, and squads for ease in handling. Our vast educational services are also divided— so minutely divided that we find it diffi- cult to view the parts as composing a mass movement toward the single ob- jective, knowledge. There are 130,000 independent school systems in the United States. There are 247,000 schoolhouses. Of these, 29,930 are partially or entirely devoted to high schools. There are 1450 colleges and universities. The school systems vary in size from New York City with 1,134,000 pupils [ 56] The United States Office of Education Education: A Panoramic Canvas to a few in some western states with one child apiece. The schoolhouses vary from large splendid, stately, and useful buildings housing 10,000 pupils to sorry, rotting shacks. Altho the one-room school for seven or eight classes is giving way in favor of consolidated schools at the rate of 2300 per year, there are still 148,00 one-room schools in the United States, Important changes have taken place in the Army of Education in the last decade: Enrolment in the high-school depart- ment has increased 99.9 percent. The number of additional recruits equals the population of Chicago. 102 of every 1000 adults are high-school grad- uates. 23 of every 1000 adults are college graduates. 2 college students grow where one grew in 1920. Elementary-school enrolments have turned the corner and are headed down. What of the leaders of this vast army —the teachers? There is one teacher to every twenty-nine students. Twenty-one of every 1000 gainfully employed per- sons are thus engaged in passing on the torch of civilization by teaching. Soldiers Field, Chicago, seats about 100,000. It would take ten capacity at- tendance football games in Soldiers Field to enable each teacher to view one game. Four of every five teachers are women, but the percent of men is increasing. These facts are culled from the statis- tical chapters of the Biennial Survey of Education in the United States published by the Office of Education. Chapters available cover: Statistical Summary of Education Statistics of State School Systems Statistics of City School Systems Statistics of Universities, Colleges, and Profes- sional Schools Statistics of Teachers Colleges and Normal Schools Statistics of Public High Schools Statistics of Private High Schools and Acad- emies For information on how to obtain them, write the Office of Education, Department of the Interior, Washington, D. C.—William Dow Boutwell, edi- tor-in-chief, Office of Education, De partment of the Interior, Washington, D. C. [Take this page to your local edi- tor with the request that he reprint it.] 1G! u belief of stat are D should the tv Iso cance crime comm teach bad; today appa teacl port cont clas one seri mer ask eve ini thi In | One arge, {ting | for y in 000 Ss. out at: ield me. nen, itis- y of hed ters ofes- ion, ton, edi- ton, edi- it.] Education and Crime Figures Don’t Lie cynic, “liars can figure.” So most of us are caught between doubt and idief when confronted by row upon row afstatistics. The existing figures on crime ye both useful and useless—teachers ould endeavor to distinguish between the two kinds. Isolated facts have little signifi- cance—Before discussing the existing crime data we may well consider a commonplace example. Suppose that a iacher should say: “My class is very jad; I had to send five boys to the office joday.” What does her statement tell us? Actually the teacher’s remark tells us very little. Citing the number “five” may be smewhat misleading because of its apparent exactness. In this case what the teacher did not tell us is of greatest im- portance. She did not say that her class contained fifty pupils; that forty of the dass were boys and ten were girls; that oe boy was sent to the office for a grious offense, while the other four merely whispered; that the principal had asked her to eliminate all who committed even minor infractions; that she taught ina school where problem cases were ex- cessive in number; and that, anyway, on this particular day she felt like annihilat- ing her own grandmother. In other words, even the simplest sta- tistics have to be interpreted and utilized in terms of many other facts. A single igure alone means very little. A hundred other items—often not reported—tell us a great deal more than the facts which are cited so casually in the ordinary ac- tivities of life. Crime statistics are incomplete, inex- act, and often misleading. Yet popular speakers, newspapers, and even authori- ties overawe us constantly with numerical tonsense. We jump at conclusions which are wholly unjustified. We propose reme- ties based upon superficial symptoms. Some of these futile, and often danger- ous, gestures could be avoided if crime tata were viewed critically. What is a crime P—When crime con- litions are discussed it is well for us to consider what constitutes a crime. Our lendency is to assume that a crime must a heinous offense such as murder, rob- bery, or assault. Actually a crime is the ‘mmission or omission of an act which ‘ganized society has forbidden or re- (ured by law. As we know from daily ex- Petience there are hundreds of relatively nnor misdeeds which anyone may com- Front, don’t lie. “But,” remarks the mit accidentally and without malicious intent. For example, driving an automo- bile at twenty-five miles an hour in a Pes is the first of a series of articles designed to encourage further study | of the problems of adult crime and juvenile delinquency—a subject of im- mediate concern to both parents and teachers. Additional facts and sugges- tions whith will help in the observation and study of local conditions may be found in the Sept. 1932 NEA Research Bulletin on “Crime Prevention Through Education ;” the reports of the Wicker- sham Commission on Law Observance and Enforcement [Superintendent of Documents, Washington, D. C.]; of the White House Conference on Child Health and Protection [Century Co., 353 Fourth Ave., New York]; and of the President’s Research Committee on Social Trends [McGraw-Hill Book Co., 370 Seventh Ave., New York]. twenty-mile zone may lead to arrest, a fine, or even imprisonment. Loud talking or exuberant laughter may lead to tem- porary detention in the city jail. It is imporfant, therefore, to realize that crimes vary from simple and accidental misconduct to deeds of great violence and brutality. Yet statistics as to the extent of crime are often misleading because the true nature of the various types of misconduct is buried in general figures. How is the extent of crime esti- mated ?—There are several ways to es- timate the extent of crime. The best fig- ure would be an exact accounting of law violations. That is, the speeder, the bread thief, the perjured witness, the kidnap- per, the murderer—all of these and many more, whether caught or not, should be included in a record of lawbreaking. No such statistics exist today because many crimes are never detected or reported. Another representation of crime is the record of offenses known to the police. This figure would include all misdeeds discovered by or reported to the police whether the criminals were caught or not. Statistics on the number of “crimes known to the police” are neither com- plete nor uniform on a national basis. The Bureau of Investigation, United States Department of Justice, has ob- tained the cooperation of about one-third of the cities with a population of over 2500 in collecting data on seven major offenses. Even these figures, which rep- resent commendable progress in record- keeping, are admittedly imperfect. [57] Discussions of crime sometimes center around the reported number of arrests. As compiled at the present time such data are not accurate. One cannot tell from police records in many cities whether the persons listed were arrested on sus- picion, arrested and prosecuted, or merely summoned to appear in court. Court statistics are sometimes used to represent the extent of illegal conduct. Close examinations of such records lead to misgivings because of variations in the types of offenses included and differences in the methods of tabulating the data. A common refuge of pseudo-statistical criminologists is the-record of commit- ments to prisons.“Obviously, these data are incomplete because they do not in- clude those who committed crimes, but - éscaped detection; those arrested, but not convicted; and those convicted, but placed on probation. Comparisons be- tween states and cities are of doubtful value because of differences in the laws in various political areas. A felony in one political area may be considered a misdemeanor in neighboring states. The figures most frequently cited about crime are those on the number of pris- oners. The weakness of such data is shown in part by the remark of George Bernard Shaw: “The thief who is in prison is not necessarily more dishonest than his fellows at large, but mostly one who, thru ignorance and stupidity, steals in a way that is not customary. He snatches a loaf from the baker’s counter and is promptly run into gaol. Another man snatches bread from the tables of hundreds and he is run into Par- liament.” Comparisons then between states are of doubtful value because: [1] The police and judicial units of some states are more effective than in others; [2] in one state a particular type of prisoner is sent to a state prison while in another state he is sent to local jails; [3] some states have effective pro- bation and parole systems which materi- ally reduce the number of persons in prison; and [4] temporary forces such as newspaper publicity or reform move- ments may increase the severity of courts, suspend the parole practises, and otherwise affect the number of prisoners. To believe or not to believe— Many readers will doubtless conclude that statistics of crime are valueless. Reasonable doubt is certainly a whole- some reaction. The glib talk about “crime waves” should lead one to question: 58 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION What are the facts? What do the facts include and exclude? Who compiled the data? What conclusions are justified? On the other hand, complete rejection of existing statistics of crime is not ad- visable. Many existing records are sig- nificant within limits. These data are the best estimates of conditions, and each year shows improvement thru the efforts of police associations and various bu- reaus of the state and national govern- ments. Certainly, it is clear that crime exists in dangerous and challenging amounts. How the teacher may use and im- prove statistics—lIn the first place, the teacher should have some familiarity with the important reports of the Wicker- sham Commission, the Bureau of Prisons, the Bureau of the Census, and the De- partment of Justice. The publications of these reliable sources may be obtained from the Superintendent of Documents, Washington, D. C. Data for states should be obtainable from similar bureaus of the state governments. Teachers may make these sources known to local newspaper editors, speak- ers, and others who have made mislead- ing generalizations. Citizens generally should know that there are no complete HY, with our crowded curricu- lum, teach home economics in the high school when girls can see and take part in sewing, cooking, and housekeeping at home every day?” was a question recently asked a teacher by the principal of a large city school. One would think that such a question would not be asked in this day, but it is, and furthermore there is considerable op- position in many places to giving time to home economics or homemaking educa- tion. The teacher replied that we teach biology while we see examples of bio- logical processes going on all around us and we teach English and rezding in spite of the fact that boys and girls hear our language spoken daily and the printed word is to be found at every turn. We need to teach homemaking for the same reasons that we teach other sub- jects. This question and its answer led me to take stock of the effects of home eco- nomics teaching or lack of it among my young married friends: reports as to the extent of crime among adults. There are no nationwide figures on the number of juvenile delinquents. The Children’s Bureau estimated that in 1928 there were about 200,000 children who were officially delinquent each year. No one knows whether this figure is in- creasing or decreasing. Whether crime and delinquency are increasing or decreasing is of secondary importance. The facts are that there is more maladjustment than our nation can afford. Teachers should assist in creat- ing an intelligent public opinion to sup- port the social workers, police, educators, religious groups, and other persons who are working actively to prevent crime. Many times the juvenile courts are handicapped in dealing with the delin- quent child because school records are incomplete. It may seem to be a tedious task for a teacher to keep exact records on the attendance, intelligence, achieve- ment, and behavior of pupils. Yet these records are invaluable to the principal, visiting teacher, and attendance officer who seek to prevent misbehavior. School records are useful to the judge and pro- bation officer in deciding how best to deal with the child before the juvenile court. A teacher who is interested in the dis- February, 1933 ———___. trict about her school will be glad to co. operate with her principal in developing a “spot map” of delinquency. One needs only to paste an enlarged map of the dis. trict on a piece of wallboard and obtain glass-headed pins of various colors, By consulting the records then of the police and attendance departments one may lo- cate the areas with various amounts and types of delinquency. Often such maps point out the need for police supervision, Boy Scout troops, playgrounds, or other activities which supplement and improve the school’s own efforts. Crime statistics are estimates of deep- lying social maladjustments. As clues to complex conditions they must be assem- bled carefully, examined critically, and interpreted cautiously. A few figures may conceal more than they reveal. Often the facts not reported are more important than those which are given. The sweeping generalizations made to- day as to the failure of the home, the church, and the school cannot be proved or disproved by existing statistics. Teach- ers should be among those who are not easily stampeded by a phalanx of nu- merical nonsense——Frank W. Hub- bard, associate director of research, Na- tional Education Association. Teach Homemaking? Imogene elected a classical course and was rated high as a university student. She now has four children. In giving them an intellectual background, she is par excellence as a mother. In child feed- ing she is a failure. Her children show signs of deficient nourishment. Socially, they are none too welladjusted. Helen and Maude each have four chil- dren. They took home economics in col- lege, but before the subjectmatter had been as welldeveloped as it has been in the last ten years. They have done well with the nutrition of their children and clothe them attractively and sensibly. They seem, however, to lack the proper foundation for helping the children be- come welladjusted in life and they are not the intellectual stimulus to their chil- dren that Imogene is. Agnes has three children. She is younger than the others and majored in home economics after child development and psychology had been injected into home economics courses. Socially, her children are comfortable to meet. They are wellpoised, interesting, and happy. They are wellnourished, wellclothed, and have intellectual interests. Dora is a contemporary of Agnes. She specialized in botany. She has three chil- dren. People say Dora has been most un- fortunate in having so much sickness and other troubles in her little family. She dislikes to cook and keep house; she is not interested in the managerial phases of homemaking. She does not realize when her children are not thriving. She goes in for fads, and seems to lack back- ground for evaluating the information she gleans from lectures and publica tions. I used to be pessimistic about the re- sults of home economics training but 4s I now see the progress that has been and is being made in developing it as a valu- able study, I feel more strongly that it should be included in the education of every girl. Even the fifteen percent who may not marry and establish homes will have use for it in keeping themselves and those they live with in better condition than they could otherwise ——Edith L Allen. Ur 0 solved solutio! lems. vanced ment S [1] public for the work. ’ as an | is gen hungry is felt portun [2] which their sugges lieve t Suppo! who h and p part | guishe workit (3] signed other is tha ments that t ing p pansi of ec stabil terial: (4 insur is tak Wn, amor etm: such to be Dloyr ance, United States today is unemploy- ment. If this problem could be glved it would contribute toward the glution of many other economic prob- jms. Several proposals have been ad- vanced for dealing with the unemploy- ment situation. Among these are: [1] The raising of private and public relief funds to care directly ior the unemployed until they can obtain york. This plan has little support except 4s an immediate relief project. While it is generally agreed that those who are hungry and cold should be cared for, it is felt that they must be given an op- portunity to support themselves. [2] The share-work movement, which would have the employed share their work with the unemployed. This suggestion is criticized by those who be- lieve that it would place the burden of supporting the unemployed upon those who have jobs rather than upon public and private relief funds supported in part by taxation. It should be distin- gushed from the movement for shorter working hours. (3] A public works program de- signed to provide buildings, harbors, and ither types of construction. The theory is that local, state, and national govern- ments should so plan their public works that they can reduce such activity dur- ing periods of excessive industrial ex- pansion and increase it during periods of economic depression as a means of stabilizing the demand for labor and ma- terials, [4] A program of unemployment insurance to protect those whose work Staken from them thru no fault of their wn. This plan has many advocates among leaders both in industry and gov- ‘mment, but it has been developed in by small proportion of industry as ‘ of little use in the present unem- eae crisis. Unemployment insur- » 8 developed in the United States, (yr of the major problems in the Learning Units in Pioneer Fields Unemployment and the Thirty-Hour Week provides no protection to workers who are engaged in casual labor. [5] A shorter working week and day, which, if generally accepted, would A THE JOURNAL goes to press, word comes that Senator Black of Ala- bama has just introduced S. 5267, a Bill in Congress which reads, in part, as follows: To prevent interstate commerce in certain commodities and articles pro- duced or manufactured in industrial activities in which persons are em- ployed more than five days per week or six hours per day. Be it enacted by the Senate and House of Representatives of the United State of America in Congress assem- bled, That no article or commodity shall be shipped, transported, or de- livered in interstate or foreign com- merce, which was produced or manu- factured in any mine, quarry, mill, cannery, workshop, factory, or manu- facturing establishment situated in the United States, in which any person was employed or permitted to work more than five days in any week or more than six hours in any day: Provided, That this section shall not apply to commodities or articles produced or manufactured before the enactment of this Act. tend to spread the available work among a larger number of people. Labor groups advocating shorter working hours, how- ever, do not favor any reduction in the weekly wage. They maintain that merely to spread the same work and the same wages among a larger number of people would be of little assistance except as an emergency relief measure, because it would not increase purchasing power. It is generally recognized that shorter working hours must follow the introduc- tion of labor-saving machinery. The American Federation of Labor has stated that “‘in the present emergency, the work week can be no longer than thirty hours if all are to have work,” while in pros- perous times “the work week should be no longer than five days of eight hours; it probably should be shorter.” A few of the reasons why this step is important are outlined below: [A] Millions of persons who wish to return to work cannot do so until the shorter week is adopted—lIt is true that there are several million unemployed due directly to the economic crisis of the past few years. However, a large number no longer have work because of the replace- ment of human labor by machinery. [B] Provided wage levels were main- tained, the shorter week would improve the economic situation—Several million unemployed men would be given jobs. They would then be spenders rather than objects of charity. With more workers having incomes there would be a greater demand for the products of farm and factory, and business in general would soon take a new lease on life. [C] The shorter week would contrib- ute to the physical wellbeing of the worker—With an increasing percentage of people engaged in sedentary occupa- tions the opportunity for out-of-door exercise and recreation is increasingly necessary. On the other hand, paradox- ical as it may seem, there is need, on the part of another large group, for more time in which to relax and rest because of the tensity and speed of modern in- dustry and life. [D] The shorter week would contrib- ute to the cultural wellbeing of the worker—lIt requires time to develop an interest in systematic reading, in art, and in hobbies which contribute to the cultural side of the worker’s personality. The culture of the people in a democracy can be raised only as the masses have leisure. A paradox that hurts—Since 1920 the producing power per man has in- creased several times as fast as during the preceding twenty years, but the work- ing time per individual has been lowered very little. Is # surprising that the spec- ter of unemployment stalks the country? Ww" YOUR SCHOOL CAN D0—Have this subject discussed in classes, assemblies, clubs, school papers, and parent-teacher associations. Study the problem in your community. Are there some workers whose _ are too long? How many are unemployed? Would those who have jobs be willing to divide time with ose less fortunate P What community projects might be started to provide work for the unemployed? How - the standard of living be raised? Do your school grounds need beautification? Does your community ve a park? Problems of this type furnish excellent topics for themes, debates, editorials, and discussion groups, Let every school build its work more and more about the pressing social problems of the day. HE was one of those homely, S gangling girls with modesty and brains, whom boys ignore. So, at the earliest possible age, she began to teach school. This highly respectable, worthy occupation was approved by her parents. It offered remuneration and a chance to escape the narrow confines of her home community, so she considered herself fortunate—as indeed she was. She began in a rural school three miles from home. The work was not unpleas- ant, except for the arduousness of dis- ciplining a group of boys, to whom her seriousness and her patient efforts to make gentlemen of them were a joke. She was ambitious. She spent her sum- mers in college, preparing for greater things. She was earnest and thoro in her search for knowledge. She crammed her mind with facts. She desired, some day, to be considered an authority. Her peculiarities of physique and the plainess of her face were unrelieved by any artifice. She was an honest girl. She was sensitive. She knew that she was ugly. At times this knowledge depressed her, for she loved beauty in all things. She yearned for slim, supple grace, allur- ing curves, soft dimpled hands. Her own body was over-tall, awkward, angular. Her hands were firm, capable, huge— like those of any working woman. Even her name, Kate Brown, had no claim to distinction. She admired beautiful gowns but she had been taught to abhor ex- travagance—and she believed the two inseparable. Above all, she envied other women with poise—that subtle some- thing which she knew she lacked—that gift of being mistress of any situation. She studied to improve herself. She spent hours poring over articles on beauty culture and doing physical exer- cises. She took lessons in swimming and dancing. She had her teeth straightened. She began to spend more money for clothing and to buy from reputable shops, where much attention was paid to type. Outwardly she became conventional- ized. But by the time she had learned to dress well, to stand erect, to walk easily, and to coil her hair low, she was thirty years old. She had taught school for twelve years. And with every year she was becoming more dissatisfied. She had mastered the mechanics of her trade. Technically, she was a suc- Kate Brown cessful teacher. Her salary had _ in- creased; she was now teaching in a city high school. Yet she felt that, for her, there was no future in her profession. Her youthful ambitions had been real- ized and her success was hollow—an end- less, monotonous grind. She saw other women who had taught longer than she and for the most part she did not envy or admire them. She decided that she was a misfit and she determined to quit teaching. Then, one day, she stood before a great piece of architecture. The simple, strong, clearcut beauty of the building fascinated her—as any sort of beauty always did. Carved on the marble key- stone of an arch she read these words: Real beauty must be structural. And she heard a stranger speak a sentence to his friend—a sentence she never forgot. “I'd rather have a child of mine appre- ciate a building like this than have him President,” he said. ‘Too many schools are teaching facts instead of ideals— books instead of boys!” He did not notice Kate. But Kate went away thoughtful. Beauty must be structural. Not in the trimmings, then, but in the strong design. Not in the size of the edifice, but in the quality of the timbers—the ideals of the builder. A cot- tage or a skyscraper—each might be beautiful. Yes, lives were like that. To the making of lives there was no end— no lack of variety, no montony of pat- tern. And her work was with lives! She went back to her schoolroom and began to teach that building. She pushed into the background of her mind all the methods and cold facts that she had studied patient years to learn. They were good—but now she would dive! Now she would teach the thing she herself enjoyed—she would teach beauty. She studied her pupils. She taught them nature as she herself loved it. She ie = ss SI Pres tpn seeen NEA headquarters in winter [ 60 ] brought to them the things she found worthwhile—in books, in manners, jy people, in life. She told them her om feelings about music, art, drama—eye, tho she felt sure it was “over thei: heads.” And she had the surprise of her whole teaching experience—for the pupils responded. They were interested enthusiastic, lovable. Her work became vital—absorbing She found herself living before they children as tho they were her own, inter. ested in their smallest confidences, as tho they were her own, seeing in their growing characters the reflection of her own influence. She no longer had any great desire to be considered an author- ity. She was too busy; such fame was too cold. And she forgot that she was ugly. * * * * + 2 The other day the school where Kate teaches dedicated a mural painting Kate was asked to preside at a dinner given in honor of the artist. She wore a simple white dress of clinging, dull finished material. The usual coil of heavy hair—white now—crowned her stately head. A flush of pleasure spread a youthful glow over her serene face. Her dark eyes shone. When she took her place, the whole room burst into spontaneous applause. “Who is she?” asked a visitor, a plain little school ma’am, of the heavy, sty- lishly gowned woman next to her. “That is Kate Brown, our best teacher. What do you think of her?” The plain girl sighed. “She’s wonder- ful. Such a physique, such poise, such 4 strong face! Of course a person like her can be a success! The students would love to look at her.” “Yes,” rejoined the other, enviously, “they do. She can do anything with them. And yet I cannot tell you where her great power lies. She certainly was never a handsome person!” “Well—I did not think of that. Of course I have never seen her before, but she impresses me. I shall not forget het. Let us ask Herr Mann’s opinion.” She turned to the artist, who smiled “T could not help overhearing,” he said. “You have judged her right. She 5 strong, human, natural—a superb chat- acter. I would call her a truly beautiful woman.”—Lois Adams Byers, Asi land, Ohio. [Are you helping your com munity to appreciate its good teachers? 0 il le found educat tunitie attain he is ¢ the fu ship d The schools teache portun aims, They tion m own li commt Mai tional dents which school taught stitute planne includ cation tional the co increa study The temat tions Educ: forts { ects: On high-s The the ¢ high ing s¢ — fo th Natic Dlete Ih the b ain ty- her. jer- ha her wuld Interpreting the Schools to the Students opAY'S PUPILS are tomorrow’s vot- ing citizens. If every graduate can leave his institution with a pro- found appreciation of the significance of education in a democracy, of the oppor- junities which it offers the individual to attain the highest achievements of which he is capable, retrenchment agencies in the future will find recruiting member- ship difficult work. The pupils are closer to the work of the ghools than any other citizens except the achers themselves. They have an op- portunity to study educational needs, ims, and achievements at first hand. They may appraise the results of educa- tion measured in the enrichment of their own lives and in the progress of their own communities. Many schools offer definite instruc- tional units designed to build in stu- dents that bulwark of appreciation upon which rest the foundations of future shool support. These units are sometimes taught in social science courses or con- stitute the principal objective of well- planned extracurriculum activities. They include the history and objectives of edu- cation, a knowledge of prominent educa- tional leaders in the past and present, the cost of education and reasons for its inctease, the purposes of new courses of study and teaching methods. The time has come for schools sys- matically to teach their own contribu- tions to human progress. The National Education Association is encouraging ef- lorts to do this, in three nationwide proj- tts: [1] high-school cartoon project; [2] high-school editorial project; [3] tigh-school printing project. The Division of Publications announces the third editorial project in which all tigh schools of the United States publish- ng school papers may participate. Write _ the Division of Publications of the National Education Association for com- ete information and enrolment forms. Illustrations of outstanding work in the high-school editorial project are pre- sented below. Students who write such editorials recognize the value of their schools and will champion generous sup- port for them thruout their lives. Hun- dreds of such editorials were submitted in last year’s high-school editorial project. WHAT EDUCATION DOES FOR THE INDIVIDUAL When gold is mined from the earth, it is far from being a precious metal. This crude ore must go thru an intricate procedure, must be beaten and mixed with a sturdy metal for dura- bility, before it emerges as the gleaming sub- stance that we know—gold! This process pro- duces for us that shimmering substance which has, since its discovery, captured the fancy and awakened the desires of man. The human mind may be compared to this precious metal, with little incongruity. In its unformed, untrained state, it is but a crude, unfinished product, useful, perhaps, and show- ing possibilities, but as yet undeveloped. Gold goes thru its own unique process. Education is the process which enhances the value of the mind. Perhaps the most important endowment of the human mind is the gift of appreciation. William Lyon Phelps says that appreciation is one of the richest gifts of mankind. It is that pearl of great price, the bestowing of which alone would establish the value of education. A great painting, a beautiful sunset might stir the heart of a peasant, yet it would take the soul of an educated man to appreciate it. The possession of this gift means happiness and contentment. It brings us a little nearer Heaven. Education brings the desire for more educa- tion. The educated man never stops learning. He is constantly sitting at the feet of some great thinker or philosopher. This constant absorbing of ideas cannot help but result in the emanation of good. Then there is the purely material value of education. The rough diamond has no place in modern society. His popularity vanished with the fading of the frontier. Education, that is refinement, has become “the immediate jewel of our souls.” The demand today, in all fields, is for educated and welltrained men. Thus we see that education is the refinement of man. It is the process which makes him a valuable member of society. The educated man possesses the key to those magic realms which Ruskin calls “King’s Treasuries.”.—The East- erner, Eastern High School, Washington, D. C. IS IT ECONOMY? As states all over the nation are confronted with the problem of having deficits in their budgets, frantic efforts have been made by many short-sighted political students to put the brunt of the burden on the school. In some cases the salaries of already underpaid teachers have been cut; school terms have been shortened; and the personnels of schools have been reduced. When it is realized by the legislators and the general public that the school is the most important public institution in a democratic government and its teachers the most important servants, then will the teaching profession be enhanced by men and women whose interest in their calling will no longer be diminished by popular attitudes and wretchedly low pay. Why are teachers still held by popular opin- ion as unimportant, impractical characters who occupy their positions only because they lack ability to put their theories into everyday prac- tise? Is it not because the teaching profession has always been underpaid and therefore has not been able to compete in economic attractiveness with other professions? If these conditions con- tinue to prevail the result must be a material lowering of the teachers’ standards. In every school there is a group of students unable to follow the course of study set for the average child. In the modern schools of America slim budgets have made extra vocational courses an impossibility. This turns those unconforming students into society with the possibility of their becoming criminals. George Washington once uttered in behalf of education these words which should be a source of enlightenment to those advocates of de- creased educational facilities: “In a country like this where every man may reap his own harvest, which by proper attention will afford him much more than is necessary for his own consumption, if there cannot be money found for education there is something amiss in the ruling political power.” America is known as having one of the best educational systems in the world. The United Dates has been regarded with admiration and praised by other nations because of its enthu- siastic support of all types of educational ad- vantages. America at the present time, however, is below other nations in the financial support of its schools. If this continues, will other nations still respect us as an educational center or will we soon be regarded as individuals whose only ambition is to make and spend money? It is indeed fortunate that the United States has a group of educational leaders who realize what neglecting schools will eventually lead to. These leaders are coming to the front and de- fending education as never before-—-The Bea- con, Newport News High School, Newport News, Va., Charlotte Thompson, adviser. I’ THE establishment of your school depended upon what you have done to help parents and citizens ap- Preciate its importance to them, the child, and the community, would that school be in existence today P en the economic forces in your community collapse, are schools put along with food, clothing, and shelter % Primary necessities? If not, there is still work to be done in interpreting the schools to the public. Now is the time, also, to begin teaching the history and purposes of the schools to pupils of all ages. This teach- ing of the children in the schools will be immediately reflected in t he conversations and attitudes of their mes and will help to prepare for the tasks of citizenship in the new age. [ 61] NLY in the past few years has () there been a consistent effort on the part of educators to inter- pret the schools to the people. The present depression is having many ill effects upon education in the United States, but there is one contribution which it is making. It has caused educa- tors to realize, as never before, the im- perative necessity of continuing programs of public relations. A school program may succeed in times of prosperity with- out the wholehearted support of the people—but in times of adversity it is soon in difficulty without such support. In general, the school system which keeps its patrons enlightened in good times is the last to be adversely affected in bad times. Never before in the history of American education has there been such a concerted effort to give the people the facts about the schools. Every legitimate means of interpretation is being pressed into use. One agency for this purpose, which was very little used until the past few years, is the graduation or promo- tion program. In the recent National Survey of Sec- ondary Education, it was found that high-school graduation programs ranked third in popularity as an instrument for interpreting the schools. This develop- ment has come about fortworeasons: [1] A movement was started some years ago by THE JouRNAL of the National Edu- cation Association for the vitalization of the high-school program. Emphasis was laid upon the fact that this program should center about the graduates, that it should be planned, developed, and staged by them. [2] Along with the development of this idea has come the increased emphasis on school interpreta- tion as described above. School officials in rapidly increasing numbers have come to realize the inherent power of the graduation program for this purpose and are making use of it. This page gives the salient points of a number of such programs which were held during the graduation season in the spring of 1932. There has been no at- tempt to describe the whole of these programs. Only those phases which were distinctly useful in interpreting the school are discussed. Scores of other pro- grams equally good might have been included. For summaries of other such programs, write the Division of Publi- cations of the NEA. Sioux Falls, South Dakota—This program was devoted almost entirely to student numbers, consisting of musical selections and talks on the following topics: Girls’ Vocational Work in Our High School Boys’ Vocational Work in Our High School Art in the High School Training Secretaries in Our High School Girls’ Physical Education in Our High School Cooperative Control in the Modern High School Mr. S. B. Nissen, secretary of the South Dakota Education Association, witnessed this program and writes con- cerning it: You will note the program was one of the new type. I am glad to testify to its excep- tional effectiveness for I sat thru the two hours thrilled by students’ addresses and music. I heard many remarks, all favorable, expressed by parents and taxpayers. These might be sum- marized by one parent’s statement: “Why, after hearing those students tell about their high school, I wanted to go to that school myself.” The program was the finest type of educational interpretation one could wish for. Mt. Sterling, Illinois—The theme of this program was “The Place of the High School in a Modern Community.” These topics were discussed by the students: Importance of High Schools in a Democracy Our High-School Curriculum and the Needs of the Community What is Acquired in a High-School Educa- tion?’ Our Commercial Department School is Life Superintendent O. L. Dittmer writes: For the past two years we have tried out the vitalized commencement idea at Mt. Ster- ling High School. The idea has worked better than we expected it to and has met with the united approval of the community. .. . We have a typical rural community with an en- rolment of 140. In getting up the program I find it to be good business policy to see that all parts of the community are represented on the program. : Shullsburg, Wisconsin—This pro- gram was built about the theme “Our School.” The school glee club, boys’ quartette, and orchestra furnished music between talks by students on these topics: Our Aims Our Equipment Our Program of Studies Our Athletics Supervising Principal E. A. Deneen writes: “This program was well received. I believe it was the best program that I have ever had for commencement.” Our School Paper Our Needs Our Alumni [ 62] Making the Graduation Season Count Northampton, Pennsylvania—Th, purpose of this program, according ty Superintendent G. A. Eichler, was stateq as follows: Demonstrations of school work have been given before but so far as we know there has been no attempt to correlate the various de. partments such as we have done in a number of instances, as you will note in scenes four, six, and seven. We attempted to show in, natural setting the work of the various depart. ments. Our stenographers were reporters on board ship instead of merely commercial demonstrators. Part I of this program consisted of seven scenes. Scene one entitled, “The Naturalization of Tony Fortuna,” was sponsored by the social studies group, Scene two consisted of a demonstration by the physical education department. Scene three was a chalk talk, by a stu- dent, which dealt with the study of art. Scene four was staged as on board the S. S. Franco-Germania and was played by students of the French, German, com- mercial, and home economics depart- ments. In scene five the chemistry and physics departments demonstrated the practical utility of these subjects to the students. The Waltz of the Flowers, done by the girls’ chorus, exemplified the work in music, for scene six. Scene seven consisted of demonstrations by the English, home economics, and manual training departments. Part II of this program consisted of the other important features of a grad- uation program such as the presentation of diplomas. Planning your program—In pre paring for the graduation season, it is well to plan early, to set up definite and worthwhile objectives for the program to achieve, to correlate the work of preparation with the regular school work, to sponsor the kind of program which requires student participation, and 0 keep uppermost in mind that this occa sion is one of the very best in the school year for interpreting the work of the schools to the patrons. This type of pro gram not only keeps the student as the center of attention on this occasion, but also provides the highest type of inte pretation. If parents and patrons can sé in the graduation program some of the splendid results which are being a complished by the schools, they will be convinced more quickly of their worth than in any other way—L. W. A. Po I: bility f parents dren ar Thre schools pupils, express the fort to send report jormati active which adult € Som load is erally tasks T can aff rights sarily. THE tion As SEND | the Div Publica Nations tion As for a su this lea of the | Good § Bad Ti Januar plus ar ment 0 leaflets materi You int your si parent: ~ titizen ASK f Dollay Interp tnd in ‘te ny tomes 0 reg ADDI i Wash al Points of Contact Between Home and School seriously that unless every teacher assumes his share of the responsi- bility for interpreting school service to arents, citizens, and taxpayers, the chil- jren are certain to suffer. Three effective ways of interpreting shools are: First, to visit the homes of upils, to inquire about their needs, to xpress an interest in their progress and he formation of their character; second, send regularly to parents along with port cards simple messages giving in- imation or inspiration; third, to take ative part in parent-teacher meetings yhich are a most important phase of adult education. Sometimes teachers feel that their had is already too heavy, which is gen- eally true, but the most important asks must be put first and no teacher an afford to see the school closed or the rights of the child destroyed unneces- sarily. THE JouRNAL of the National Educa- tion Association is serving as a clearing- Ts SCHOOLS are now threatened so SEND $1 to the Division of Publications, National Educa- tion Association, fora supply of this leaflet and if the leaflet, Good Schools in bad Times [See January Journal J, plus an assort- nent of other leaflets and material to help \0u interpret parents and citizens, ASK for the Dollar Packet ' Educational \Merpretation, ind indicate tte number of tomes you wish ‘0 reach, ADDRESS 1201 tt St, NW, r | | | | | | | | | | | | | | | | | | | | ‘our school to | | | | | | | | | ! | 1 | | Vatington, D.C. | | OU can improving of a road and ten years later go on with it about where you left off, but if you in- terrupt decent care for children and ten years later begin again to feel responsible for them, you can by no means begin where you left off. You find them irreparably grown up, and grown up wrong— enemies and liabilities of their community rather than friends and assets.—Dorothy Canfield Fisher. house by which the best ideas on inter- preting the schools are gathered from all over the country and made available to the profession as a whole. The ma- terial which appears in THE JOURNAL may be adapted or duplicated by local schools in any way that best meets their situation. Many members follow the practise of passing on their JOURNALS to influential citizens—to editors, ministers, schoolboard members. Others arrange to have certain articles or editorials from THE JOURNAL reprinted in the local papers. Still others duplicate leaflets, such as the one shown below, in their print shops and send them to all homes. Others order the inexpensive Dollar Packet for Educational Interpretation, which is made up to meet the needs of each school ordering it. The reader sends one dollar indicating the number of homes which he desires to reach and a packet of leaflets is made up which gives him far more than a dollar value. If there are few homes, several different leaflets cn ee Ae ee line interrupt the Fold away from this line [p--------------- will be included; if there is a large num- ber of homes, fewer leaflets will be sent but a larger quantity of each. This is a personal service to Association members. Ideas contained in these leaflets are gathered from many sources. They have been tried and found effective. Leaders in parent-teacher work are invited to try this plan of uniting the efforts of home and school. English classes in teachers colleges and high schools are invited to undertake the de- velopment of copy for such leaflets and to send it to the editor of THE JouRNAL. Teachers are invited to send samples of materials which they are using to make parents conscious of the personal interest which each teacher feels in the individual welfare of each child. The worst years are probably ahead for the schools. They need the understanding and active support of every parent if they are not to suffer irreparable loss. To interpret the school to parents and citizens is as much a part of the teacher’s work as the instruction of the children. This Year Or NEVER! A Message to Parents Roads or bridges can be built tomorrow but the ed- ucation of children cannot be postponed. Your child cannot grow up twice. Your child’s school is your ally. Every day it does something for your child. Let us cherish and improve our schools. 4& 4& 4& N THIS nationwide crisis, the school people must give the public definite understandable information about their schools along at least seven differ- ent lines, all of which relate directly or indirectly to the cost of education. We have been so busy developing a profes- sion during the past quarter of a cen- tury, that we have not told the support- ing public, in terms the average taxpayer can understand, what the modern school does for the modern child, or why it is necessary for the modern school to ren- der a great many more services for the child than did the old-time school for this child’s father and mother.”—-From “Interpretation of Education to the Pub- lic’ by Jule B. Warren in The North Carolina Teacher. For vitalized group study and faculty meetings, discussion might center on ways of interpreting to the public the cost of education. Faculties who make use of the excellent suggestions on the reverse side of this page in regard to visiting homes, will find that information as to school costs will be a necessary part of their preparation. Jule B. War- ren, secretary of the North Carolina Edu- cation Association, says that it is neces- sary for school people to answer seven questions about education. These are: [1] Why have school costs increased so ma- terially during the past thirty years? [2] Why have teaching methods changed? [3] What is the value of an education? [4] Why the frills and furbelows? [5] How can costs be cut? [6] What part of public money do the schools get? [7] Where is the money coming from? Some points which Mr. Warren names under each of the above seven questions, and which will be answered with differ- ent facts in different schools, are: [1] The increase in number of days taught; increased enrolment and attendance; cost of these in presentday money values; enrichment of the elementary curriculum; greater cost for high-school education where increased enrol- ment has been greatest; better prepared teach- ers, with evidence supporting the economy of welltrained and better paid teachers. [2] The fundamentals of three R’s broadened to in- clude health, worthy home life, citizenship, vo- cations, wise use of leisure, character. [3] There are only three factors in the ability of a people to produce wealth or economic values—natural resources, racial heritages, and training of a people—only the last one, represented by edu- This Year or Never! You as an adult can postpone plans, readjust to a changed economy, but in the education of children it is a matter of this year or never. The education that is denied to childhood today is irretrievably lost. . . . We cannot say to a child: “Next year we shal! see about improving your instruction in health. Next year we shall provide a new course in citizen- ship which fits you for society’s pressing problems. some fine new library books, new maps, new laboratory apparatus, next Next year we shall furnish you a wonderful textbook in geography, For that child, this year’s schooling is at least a twelfth, perhaps an eighth, a half—yes, even all—of his remaining Many things for which we spend public money may be postponed—roads, bridges, new pavements, new lights—but not the education of youth. Are you helping people to see The fine educational opportunities enjoyed by children today have Are we to allow them to be dissipated at year. or history, or arithmetic.” education. this? not come about by accident. the first financial exigency? It is this year or never. —From The Illinois Teacher We shall buy you The Faculty and School Finance cation, can be changed. Massachusetts, Poor in natural resources but with great wealth, cq be compared to Mexico, rich in natural Te. sources but her people poor. [4] The socalley frills—health, vocations, leisure-time actiyitig and the like—often are the most practiq) courses in the school. [5] The waste of repeat. ers, of too small administrative units, and th like. [Have the rates for monopolistic utilities whose charges for telephone, gas, power, and similar services are, in effect, taxes, been rp. duced in proportion to reductions demande for schools?] [6] Compare with cost of log! government, roads, war, and the like. [7] On) a state legislature can answer this question finally but an informed public can help a legis: lature answer it intelligently. The need of ta revision in your state, the proportion of taxe borne by the property and by intangible wealth are points to be considered. North Carolina has changed the basis of School support from property to indirect sources of revenue and more than doubled the state money for schools coming from indirect sources of taxation. School finance is a vital problem of to- day. Recent NEA publications on this subject include Research Bulletins, studies in state educational administra- tion, and other material. Write to the Association for a complete list of pub- lications on school finance. THE TRUTH will save the schools if that truth can be presented clearly and in the right spirit. THE TEACHER can do more than anyone else to help parents and citizens under- stand their schools. Let the work of interpretation go on thru- out the year that informed parents may demand and support worthy opportunities for their children. E N PA Cor sur mansht; ated C script i0 to our are QUc WV" happen surance dren, t acter, treasur andlor tradesn to beat increas relief fi nsurar (1] Clevel: evictin 1930. ’ tions e f Cle the roc te gre month evictic In evictet the ra frst si were | In | pressi into mont] whick of alr year Do nen, hold famil Stree [2 lord cond hot ¢ ‘0 tt Winn Hon tung ine lo I Nef How America Pays for Its Failure to Plan Commission on Unemployment In- surance [prepared under the chair- nonship of William M. Leiserson and jated October 26, 1932) is a realistic de- uription of what failure to plan is doing our human resources. The following we quotations from that report: [ part I of the Report of the Ohio E HAVE INQUIRED, and to some ex- tent we have found out, what has tappened as a result of the lack of in- girance to the American home, to chil- iren, to family life, to individual char- yter, to private charities, to public easuries, to the taxpayers, and to the undlords, grocers, butchers, and other iadesmen, who have in large part had bear the load of relief as destitution creased and public, as well as private, ief funds became inadequate. Without insurance, what has happened? (1] To the American home—In Cleveland 7000 court orders were issued wicting families from their homes in 1930. The next year the number of evic- tions exceeded 9000. In 1932 the number {Cleveland families that will thus have the roof taken from over their heads will we greater still, for during the first five months of this year there were 4970 evictions. In Cincinnati 1100 families were wicted in 1930, 1250 in 1931, and then he rate jumped rapidly so that in the ist six months of 1932 more than 3100 were made homeless. In Columbus the first years of the de- wression saw 1950 families turned out ito the streets; in 1931, 3700; five months of 1932 showed 1855, a rate thich, if kept up, will mean the eviction italmost 4500 families by the end of the ex « Do we need to describe the effect on él, women, and children when house- told goods and all that goes to make up ‘amily life are thus turned out on the streets? 2] To home owners and land- brds—But a description of the hapless ‘ndition of those unable to pay rent does “tcomplete the picture of what happens ‘the American home when the bread- "nner is unemployed and uninsured. “me-owning families are no less unfor- ‘nate when unemployment stops their oe and no insurance fund is available Pay living expenses, taxes, or instal- Pg On mortgages. Sheriffs’ sales in ¥-two counties of the state, for which we have records, show that property own- ers, like renters, are having their homes taken away from them in great and in- creasing numbers. Sheriffs’ sales in these thirty-two counties mounting to 5269 in 1930 increased to 5937 in 1931, and the first six months of 1932 jumped to a rate that promises to make the figure in excess of 7300 by the end of the year. [3] To family life—The Cuyahoga County Joint Relief Committee, in its brief to the Reconstruction Finance Cor- poration appealing for federal funds to help meet the mounting tide of desti- tution, estimates that in December 1932, 34,775 families will be dependent on the relief agencies for support. This, on the basis of an average of only four to a family, amounts to 15 percent of the fam- ilies in Cleveland. [4] To the children—The same committee reports a “rapid increase of dependent children under county care in foster homes . . . directly due to the de- pression . . . The number of such chil- dren now [September 1932] under care is double the number under care two years ago.” Before the depression in 1929, dependent children in foster homes under care of Cuyahoga County num- bered less than a thousand. By the end of 1930 the number was 1108. From January 1931, on, such children broken from their parents increased every single month, and the total in July 1932, was 1737. Children who are taken from their fam- ilies and placed in foster homes may be better off than those who are with their families when unemployment stops the bread-winners’ income. Judge Hoffman, with his long background of experience in the Juvenile Court of Cincinnati, testi- fied at one of our public hearings: The conditions that exist in the home in which there are evictions are such as to twist the personality so that the child probably will not succeed thereafter in life . I understand that last month there were 720 evictions in the city of Cincinnati. In other words, there were 720 homes that were broken up, 720 instances in which the property of the parties was thrown into the backyard or into the street. Unquestionably the children can’t understand such a process . . . A conflict arises in the child’s mind. . . . We are today producing problem children more rapidly than they can be taken care of by the character-building and the curative agen- cies of the community .. . The evils of the depression are not only of this day but of the generation that is to come. The rent will be paid in the broken and the [ 65 ] ruined lives of a multitude of children of both this and the succeeding generation. We cannot hope to cultivate or to conserve a citizenship that is sound, so long as children must be thrown from their homes into the street, and mothers must go to the schools and tell their children that there is no home and there will be no dinner. In the effects of lack of protection against unemployment on older children, we have new and graver problems. From a Memorandum on the Transient Boy, prepared in the spring of 1932 by the United States Children’s Bureau for the National Association of Travelers’ Aid Societies, we quote the following: The traditional single transient of earlier years was the seasonal laborer . . . the hobo, and the occasional runaway boy . . . Today young men and boys who would normally be at work or in school predominate. In Kansas City in May the railroad men emphatically stated that a conservative estimate of the men and boys riding the freights thru that city at that time was 1500 per day. In general the estimates as to what proportion of these freight riders are under twenty-one clus- tered in the neighborhood of 20 to 25 per- COME 6:1 Some actual sample counts of hitch-hiking boys under twenty-one entering that state [California] during April and May .. . aver- aged about 150 per week at each of three points Most of the communities thru which this hungry, tired, and dirty horde passes are no longer able to meet the needs of their own unemployed adequately . . . Therefore in city after city the transient boy finds that if he pauses to seek food or to rest, he can remain but twenty-four hours. The local agency charged with service to transients will usually give him lodging for one night and two meals. Then he must “move on.” In the urban centers the time limit is sometimes a little longer . . . The uni- versality of the policy of keeping these wan- derers moving stands out conspicuously. Shelter facilities range all the way from a basement jail devoid of sanitary arrangements or from per- mission to sleep in the sand house on railroad property, where the warmed sand lends some degree of comfort on a frosty night, up to a well- regulated lodging house, with beds equipped with fresh linen, and with bathing arrange- ments and a place to launder soiled clothing. But even if relief is adequate, the problem will not be solved. The morale of energetic boys sinks to a low ebb during long periods of en- forced idleness. [5] To individual and family re- sponsibility—It is impossible to provide by individual effort enough funds to pro- tect families when mass production is the characteristic form of industry, and when operations are so irregular that the mini- mum percentage of unemployment in most prosperous years is 5 percent, and the average in good and bad years is more than 10 percent. Superintendent Milton C. Potter, Milwaukee, president, Department of Superintendence of the National Education Association Nature’s own beauty in Minneapolis ENTATIVE PROGRAM for Minneapolis \ meeting, February 25-March 2, 1933. Convention theme—New Frontiers for American Life Saturday, February 25, 4:00 P.M. Review of the exhibits by officers of the De- partment of Superintendence and the NEA Sunday, February 26, 4:00 P.M. Vesper Service Education for New Spiritual Frontiers Presiding—Milton C. Potter, president of the Department of Superintendence Greetings to the convention visitors—Lotus D. Coffman, president, University of Minnesota. Concert—St. Olaf’s Choir. Monday, February 27, 8:45 A.M. The Challenge of the New Frontier The Relation of the Present Economic Crisis to the Future of Democracy—Harley D. Lutz, professor of Industrial Finance, Prince- ton University The Imminence of Social Change, the Impact of Technology on a Price System of Produc- tion—Howard Scott, consultant engineer, di- recting Energy Survey of America, and di- rector of Technocracy, New York City The Educational Implications of Modern Tech- nology—Jesse H. Newlon, Lincoln School, Teachers College, Columbia University Education for a Changing World—Glenn Frank, president, University of Wisconsin, Madison Monday, February 27, 2:00 P.M. An Educational Philosophy for Our Advanc- ing Frontiers General Session, A Presiding—Edwin C. Broome, vicepresident, Department of Superintendence The Need for a Modernized Teaching Philos- ophy—F. L. Redefer, executive secretary, Progressive Education Association, Washing- ton, D.C. Central High School, Minneapolis Department of Superintendence Meets Modern Theories of Education and Practical Considerations—William C. Bagley, Teacher College, Columbia University : Our Educational Frontier—Boyd H. Bode chairman of the Department of Principles oj Education, Ohio State University Major Issues with Reference to Proposed Re. torms—Frank N. Freeman, professor of Edy. cation, University of Chicago General Session, B The Training of Teachers for the New Orde Presiding—Joseph Rosier, president, National Education Association Redirection of Teacher Education toward New Frontiers—H. A. Brown, president, American Association of Teachers Colleges Our Public-School Crisis and Teacher Train- ing—Paul Stetson, superintendent of schook. Indianapolis Necessary Differences in Teacher Specifications for the Old and New Frontiers—Fred M Hunter, chancellor, University of Denver How the University School of Education Views the Teacher Problem—Paul C. Packer, presi- dent, National Society of College Teachers of Education Monday, February 27, 7:45 P.M. Educational Frontiers from an International View point Educational Frontiers of the New World— Harry Charlesworth, general secretary, Brit- ish Columbia Teachers’ Association, Van- couver, B. C. New Educational Problems of the Antipodes— R. S. Wallace, vicechancellor of Sydney Uni- versity, Sydney, Australia Conflicting Governmental Philosophies— Lotus D. Coffman, president of University of Min- nesota Representative Governments Face the New Frontier—David Lawrence, newspaper COor- respondent, and: editor, The United States Daily, Washington, D. C. In Tues Educ Presentat Leader of sch 1933 \ppraisa super Leaderst man— minist Professi John of Ed 1 ‘ The Educat: Geor bia l Indepe! Nece Educ pion Capita Ellic The I al TS le, of er al an n- ls, M. WS sj- TS In Twin Cities of the Old Northwest Tuesday, February 28, 8:45 A.M. Educational Leadership for the New Frontiers Presentation of the Yearbook on Educational Leadership—A. J. Stoddard, superintendent of schools, Providence, R. I., and chairman, 1933 Yearbook Commission \ppraisal of the Yearbook—Herbert S. Weet, superintendent of schools, Rochester, N. Y. leadership from the Standpoint of the Lay- man—Louis Brownlow, director, Public Ad- ministration Clearing House, Chicago Professional Leadership in Education—William John Cooper, United States Commissioner of Education, Washington, D. C. Tuesday, February 28, 2:00 P.M. Discussion Groups Tuesday, February 28, 7:45 P.M. The Administration of Education on the New Frontiers Educational Economies and Frontier Needs— George D. Strayer, Teachers College, Colum- bia University Independence in School Government a Frontier Necessity—E. P. Cubberley, dean, School of Education, Leland Stanford University, and pioneer in educational administration Capitalizing the Frontier Crises—Edward C. Elliott, president, Purdue University Wednesday, March 1, 8:45 A.M. The Improvement of Instructional Materials for the New Frontier The Scientific Development and Evaluation of Textbook Materialk—B. R. Buckingham, Harvard University Current Issues Relating to the Curriculum and Instructional Materialk—A. L. Threlkeld, superintendent of schools, Denver freedom from Red Tape and Statistics—A Frontier Blessing—Ernest C. Hartwell, superintendent of schools, Buffalo The Scientific Development and Evaluation of the Curriculum—Charles H. Judd, dean, School of Education, University of Chicago Wednesday, March 1, 2:00 P.M. Discussion Groups Wednesday, March 1, 8:00 P.M. Presiding—Florence Hale, vicepresident, Na- tional Education Association Concert—Minneapolis Symphony Orchestra Thursday, March 2, 8:45 A.M. New Educational Frontiers beyond the Common Schools Secondary Area—Thomas H. Briggs, Teachers College, Columbia University Beyond Secondary Education, What ?—George Carrothers, University of Michigan University Area—Robert M. Hutchins, presi- dent, University of Chicago Thursday, March 2, 1:45 P.M. The New Frontiers of Extension Education Dorothy Department, Dangers in the New Leisure Area Enderis, director, Extension Milwaukee Public Schools Interprofessional Frontiers—Dr. Mayo, Rochester, Minnesota New Problems in Adult Education—Ray Fife, state supervisor of Agricultural Education, Columbus, Ohio The Importance of Extension Education in Maintaining an Educated Citizenry—William J. Bogan, superintendent of schools, Chicago ae Sw Sf ee ee railroad rates to Min- neapolis and St. Paul, one and one-half fare for the round trip. Identification certificates furnished to members of the NEA on request. Write J. W. Crabtree, secretary, 1201 Six- teenth Street, N. W., Washington, D. C., or your state director, or your state secretary. If you neglect to get in advance your identifi- cation certificate and purchase a round trip ticket, no adjustment of fare can be made after arrival at the Twin Cities. Sale begins in central territory February 19, final return limit thirty days from date of sale. Validation at regular ticket offices in Minneapolis and St. Paul. Sleeping room reservations are handled thru the hotel committee, C. H. Chadbourn, chairman, Hotel Vendome, Minneapolis. Convention headquarters, registration, post- office, exhibits, and general sessions will be located in the Minneapolis Auditorium. Charles H. 3 3 SEA ER ELS Ue ere ee norsceres Superintendent Carroll R. Reed, Minneapolis, host to the sixty-third annual Convention of the Department of Superintendence se nahonn 4 oe A wellknown landmark in Minneapolis HE PROGRAM of blind tax reduc- “| on which is being sponsored by certain banking and financial in- terests will merely prolong and deepen the depression. Having misman- aged finance and industry, having themselves col- lected “fabulous taxes” in the shape of excess profits, watered stock, and worthless securi- ties, these interests would lay the blame on govern- ment. In order to escape reasonable taxes, they would close down the public services of education, health, and government to a point which would make eco- nomic recovery all the more difficult. If there was ever a time when selfish business needed to Daddy give this to Mother. I diddent get to go to the caves. I toled you I wouldnt get to go. Send your adderress and hotle. With love Bob Reese. T THE Atlantic City convention John Dewey [right] and A. E. Winship [left] were made honorary presidents of the National Education Association for life. This is the first time this honor has been bestowed. Dr. Dewey is the world’s best-known educational philosopher, and Dr. Winship for half a century has been the inspiring circuit rider of American education. The Association honors itself in recognizing the remarkable, and long-sustained services of these two great social pioneers. be saved from its own folly, that time is now. ae When you see magazine advertise- ments or newspaper statements which seek to cripple government and public services, write to those who sponsor such projects, telling them in terms of your experience what it means to childhood. Bob, the letter-writer—Last sum- mer while we were attending the NEA convention at Atlantic City, we received a letter from Bob, our third grader, who lives at our house at night and meal times. Bob and Bill, his older brother, were staying with their grandmother at New Market, Virginia. They were prom- ised as a “bribe,” that if they would stay there peacefully, their cousin Mary would take them to see the three caverns in that vicinity. Lo! on the third day at Atlantic City we got a letter addressed as follows: Mr. L. W. Reese, Any A. Head- quarters, Atlanta City. And the message was even more graphic! And on the back of the letter we found: Send this letter Back Because I might have to send it Back to you. Let the old-fashioned English purist pick Bob’s letter to pieces. But after they have done their best, let’s ask them to write a letter more effective and to the point, even to the economy angle, than small Bob’s letter. Here Bob was free to use the creative urge and he did so. No one knew that he wrote the letter. He asked to have the letter handed to his mother [that’s smart thinking]. Then for fear he would have to write the letter all over again, he asked us to return it so he could use it again if the trip had not been made to the caves. Then, lovable, little, old Bob, you did not forget to send your love despite the high state of dudgeon you were in. We are not afraid of Bob when he goes to face the world. Why, he’s facing it all the time, for he is doing his own think- [ 68 ] Se 3 = = st — ge — School Teacher. ing—rather logically, too, don’t you think?—L. W. Reese, editor, The High we 2 Bw I have this min. ute returned from attending the spe. cial session of the New York State Legislature, held this week in Albany. As you have u- doubtedly learned from the newspa- pers, we succeeded in maintaining sev- eralimportant points: [1] Full state con- trol of education [2] Continued state support of education [3] A temporary cut of a graded type, rather than a perma- nent cut [4] A compara- tively low percentage of deduction for the great body of teachers [5] Full protection of all pension rights and_ privileges, based on present schedules. The members of the State Legisla- ture gave us assurance of their friendly attitude toward the schools and of their firm desire to continue state control at all times. They assured us also that there will be a complete investigation of the financial system in the city of New York, as well as an effort to improve that system. You may be interested to know that when I spoke in the assembly hall, be- fore the combined judiciary committees of the House and of the Senate, I said that I spoke as state director of the Na- tional Education Association, and ai- nounced that the NEA watches with great interest the promotion of educa- tion in every state, and looks upon any action taken by the state of New York, as one of great influence thruout the country—Frederick Houk Law, stale NEA director for New York. Education advances—The Mexican Chamber of Deputies while cutting the budgets of all [Cont. on page A-18] vil li n persons | art, to @ HE | the January growing of indiv: educatio heen ref the Jami CALIFORNI COLORADO CONNECT! jowa—Je MassacH MICHIGAD MissouR! New JER New ME New You NoatH ¢ Onio—M PHILIPPI! Texas— C ts the tional more. And Or se The Disda Have Stand Hard They Are Hew —H Eng! tion Was 100 ho eo 4 ‘ate eir at ere the rk, hat hat ze aid Ja- an- iny rk, the ate oan ty Master Builders of Our Profession lives which acknowledge obligation not to themselves or to other single persons but to the community, to science, to it, to @ cause.—George Herbert Palmer. (ies rests upon dedicated lives, HE NUMBER of life members enroled in the National Education Association on january 1 was 5065. Life membership is a owing measure of professional advance and if individual devotion to the great cause of education. The following life members have yen reported since the list was published in the January JOURNAL. CuurorNIA—M rs. Annie R. Babcock, John B. Monlux. Covorapo—Ray E. Redmond. ConnecTicuT—Walter C. Hoag. jwa—Jessie M. Parker. \assacHuseTTS—-Mary L. Guyton, F. J. Toupence. \icuican—A. W. Thompson. MissouRI—Ellis B. Babbit. New Jersey-—Milton R. Weaver. New Mexico—Mrs. Jennie Bennett. New York—C. A. Duvall, Anna G. Gross. Noth CaROLINA—P. O. Purser. Ouw—Mary R. Barnette. PuuipPiInE ISLANDS—-Esteban P. Beloncio. Texas—Harold Brenholtz. Completed Enrolment Lin FOLLOWING schools have maintained their 100 percent enrolment in the Na- tional Education Association for 10 years or more. Many of these schools are also working on the problems of the profession thru regu- lar faculty meetings for vitalized group study. This list includes schools which have re- ported since the list was published in the January JOURNAL. Fifteen Years Co.torapo—Pueblo, District Number 20, Danforth. New Jersey—Morris County, Morris Township. Morris Township Public Schools, Collinsville, Hanover Avenue, Hillside, South Street. Fourteen Years CoLorapo—Denver, Perry. GeorGcia—A mericus, Americus High. Missour!t—Sedalia, Horace Mann, Mark Twain. On10—Elyria, Elyria Public Schools, Allen, Ely, Franklin, Garford, Gates, Gates School for Crippled Children, Hamilton, High, Jefferson Junior High, McKinley, Opportunity, Roosevelt, Washington. Thirteen Years Ca.irornia—Berkeley, Le Conte. ILLinois—Decatur, Roach; Moline, Lincoln, Willard. Maine—Lewiston, Dingley Normal Training. Missouri—Saint Joseph, Saint Joseph Public Schools, Bartlett High, Benton Junior-Senior High, Blair, Bliss Junior High, Central High, Douglass, Thomas A. Edison, Eugene Field, Floyd, Hall, Hosea, Hum- boldt, Hyde, Junior College, Lafayette Junior- Senior High, Lincoln, Charles A. Lindbergh, Long- fellow, McKinley, Musser, Neely, Noyes, John J. Pershing, Robidoux Junior High, Sherwood, South Park, Washington, Webster, Whittier, Young; Sedalia, Sedalia Public Schools, Broadway, Jeffer- son, Horace Mann, Smith Cotton High, Mark Twain, Washington, Whittier. NeBRASKA—Lincoln, Bancroft, Capitol, Everett Junior oy Hawthorne, Hayward, Whittier Junior High, fillard, Twelve Years Catirornia—Berkeley, Hillside; South Pasadena, Marengo Avenue. ILLINoIsS—Maywood, Washington; Moline, LouisianA—Grand Cane, Grand Cane High. NesBRASKA—Lincoln, Belmont, Elliott, Hartley, Nor- mal, Park, Randolph, Saratoga. Oxn10—Lorain, Brownell, Harrison, Lowell. Logan. Eleven Years CA.irorNiA—Berkeley, Washington; San Francisco, Kate Kennedy; Santa Ana, Roosevelt. Co_orapo—Boulder, University Hill. ILLINoIsS—Moline, Central Junior High, John Deere Junior High, Garfield, Grennell, Washington. INDIANA—Wabash, Wabash Public Schools, Century, East Ward, Junior High, Miami, Senior High, South Side, West Ward. Iowa—Burlington, Burlington Public Schools, Corse, Grimes, Lincoln, North Hill, Oak Street, Perkins, Prospect Hill, Salter, Saunderson, Senior High, Sunnyside, Washington. New Jersey—Kearny, Franklin, Nathan Hale; Long Branch, North Long Branch. On10o—Lorain, Hawthorne, Whittier. Ten Years ARIZONA—Phoenix, Wilson. CALIFORNIA—Berkeley, University; Los Angeles, Cahuenga, Melrose Avenue; Santa Monica, Grant, Jefferson, Roosevelt. CoLorapo—Boulder, Whittier. ILLINOIs—Decatur, Roosevelt Junior High; Maywood, Irving; Moline, Ericsson, High, Irving, McKinley, Roosevelt. INDIANA—Fort Wayne, Washington. NEBRASKA—Lincoln, Lake View, Prescott. On1o—Lorain, Irving, Longfellow; Youngstown, Harding. PENNSYLVANIA—Berlin, Berlin Public Schools; Erie, Burns. VirGinta—Winchester, Winchester t Public Schools, Elementary, High, Primary. Builders of Our Profession AS IT FOR weaklings that our sires Built house and temple, hewed the wood, And drew the water? Are we men, Or schoolboys whining ’neath the rod? The pioneers, the fathers, smile Disdainfully on craven sons. Have we forgotten what they fought? Stand up, and fight! The coward runs. Hardship? We know its shadow mere. They knew its body and its blow. Are all the builders gone? Be men! Hew the hard wood, make straight the row! ~Harry Torsey Baker, associate professor of English, Goucher College, Baltimore. Ter own schools have completed their 100 percent enrolment in the Na- onal Education Association since the list "ss published in the January JOURNAL. Ten Years or More For a list of schools which have maintained 7 Percent achievement for ten years or “ . . re, see“Master Builders of the Profession.” Nine Years AR , ; Adm Fort Smith, Fort Smith Public Schools, . — Building, Belle Grove, Belle Point, Parker oward, Junior High, Lincoln, Mill Creek, High, So setoty, Albert Pike, Rogers, Senior ington, uth Fort Smith, Spradling, Trusty, Wash- CALIFORNIA—South Pasadena, Lincoln Park. CoLorapo—Denver, Bromwell, Ebert, Fairmont, Globeville, Montclair, Steele, Stevens, Thatcher, Twenty-fourth Street, Wyatt, Wyman. IpaHo—Idaho Falls, Eagle Rock, Eastside, Riverside. ILL1no1is—Elmahurst, Lincoln, Roosevelt; Moline, Mo- line Public Schools, William Carr, Central Junior High, John Deere Junior High, Ericsson, Garfield, Grant, Grennell, High, Irving, Lincoln, Logan, Manual Arts, McKinley, Roosevelt, Washington, Willard; Rockford, Kent; Rock Island, Edison, Grant, Hawthorne, Irving. INDIANA—Fort Wayne, Forest Park, Hamilton. KansAs—Hutchinson, Avenue “A’’, Fourth Avenue. MASSACHUSETTS—Belmont, W. L. Chenery; Brook- line, Lawrence; Melrose, Roosevelt; Swampscott, Clarke. MicHiGAN—Grand Rapids, Coit, Dickinson. MINNESOTA—Minneapolis, Longfellow, Thomas Lowry. NeBRASKA—Lincoln, Lincoln Public Schools, Ban- croft, Belmont, Bethany, Capitol, Clinton, Elliott, Everett Junior High, Hartley, Hawthorne, Hay- ward, Huntington, Irving Junior High, Jackson High, Lake View, Lincoln High, Normal, Park, Randolph, Riley, Prescott, Saratoga, Sheridan, Special Teachers and Supervisors, Twenty-sixth and “O”’ Streets Junior High, Van Fleet, Whit- tier Junior High, Willard; Omaha, Belvedere, Howard Kennedy. New JerseEy—Middlesex County, Raritan Township, Stelton; Neptune, Ridge Avenue; Ocean Grove, Grammar. New Mexico—Albuquerque, Fourth Ward. On10 — Columbus, Fairwood; Cuyahoga County, Beechwood, Bratenahl, Brecksville, Brooklyn Vil- lage, Chagrin Falls Elementary, Chagrin Falls High, Fairview High, Independence, North Roy- alton, Olmsted Falls, Orange, Solon, Valley View; Lorain, Lorain Public Schools, Brownell, Fair- home, Garden Avenue, Garfield, Harrison, Irving, Hawthorne, Longfellow, Lowell, Oakwood, Senior High, Special Teachers and Supervisors, Whittier. PENNSYLVANIA—Chester, Morton; Pottstown, Potts- town Public Schools, Adams, Buchanan, Franklin, Garfield, Grant, Hamilton, Jackson, Junior High, Lincoln, New Grade, New Madison, Old Madison, Richards, Senior High, Union, Van Buskirk. Virncintra—Lynchburg, Ruffner. West Vircinia—Charleston, Kanawha, Lincoln. Eight Years ALABAMA—Birmingham, Jackson. ArIzoNA—Gilbert, Gilbert Public Schools; Winslow, [ 69 ] Winslow Public Schools, Coopertown, High, South Side, West Washington. CaLirorniA—Davis, Joint Grammar, Union High; Hermosa Beach, Hermosa Beach Public Schools, North Grade, Ocean View, Pier Avenue, Prospect Avenue, South Grade; Los Angeles, Amelia Street, Commonwealth Avenue, Dahlia Heights, Garvanza, Lockwood Street, Loreto Street, Reseda, Rowan Avenue, Thirty-sixth Street, Van Ness Avenue; Monrovia, Mayflower; Pasadena, John Muir Technical High; Santa Monica, Franklin. Cotorapo—Denver, Alameda, Cole Junior High. IpaHno—Idaho Falls, Idaho Falls Public Schools, Cen- tral, Eagle Rock, Eastside, Emerson Elementary, ~~ neem Primary, Junior High, Senior High, River- side. ILLinois—E vanston, Dewey, Orrington; Rock Island, Franklin Junior High Lincoln; Cicero, Sherlock. INDIANA—South Bend, Boys Vocational. Kentucky—Louisville, John B. McFerran, George D. Prentice. Maine—Presque Isle, Aroostook State Normal. MAssACHUSETTS—Lynn, Coburn Street; Malden, Judson. MacHIGAN—Bay City, Wenona; Grand Rapids, Aux- iliary, Straight Street. MINNESOTA—Minneapolis, George Bancroft, Madison, Whitney. Missourt—Kansas City, Leeds. New Jersev—Camden, C. K_ Evered, Northeast; Long Branch, Garfield; Lyndhurst, Columbus; Middlesex County, Raritan Township, Sand Hills. New YorK—Oneida, North Broad Street. Oxn10o—Lima, Central High, Emerson, Faurot, Frank- lin, Garfield, Irving, Jefferson, Lincoln, Long- fellow, Lowell, Horace Mann, McKinley, Roose- velt, Washington, Whittier; Lorain County, Avon Lake Village; Mansfield, Senior High. Joint PENNSYLVANIA—A bington, Park, Roslyn; Berks County, Berks County Public Schools, Albany Township, Alsace Township, Amity Township, Bally Borough, Bechtelsville Borough, Bethel Township, Birdsboro Borough, Boyertown Borough, Brecknock Township, Caernarvon Township, Cole- brookdale Township, Cumru Township, District Township, Douglass Township, Earl Township, Exeter Township, Fleetwood Borough, Greenwich Township, Hamburg Borough, Heidelburg Town- ship, Hereford Township, Jefferson Township, Kutztown Borough, Longswamp Township, Lower Alsace Township, Lower Heidelberg Township, Maidencreek Township, Marion Township, Max- 70 atawny Township, Mohnton Borough, Mount Penn Borough, North Heidelberg Township, Oley Town- ship, Ontelaunee Township, Penn Township, Perry Township, Pike Township, Richmond Township, Robeson Township, Robesonia Borough, Rockland Township, Ruscombmanor Township, Shillington Borough, Sinking Spring Borough, Spring Town- ship, Strausstown Borough, Topton Borough, Tulpe- hocken Township, Union Township, Upper Bern Township, Upper Tulpehocken Township, Wash- ington Township, Wernersville Borough, West Leesport Borough, West Reading Borough, Windsor Township, Womelsdorf Borough, Wyomissing Bor- ough, Wyomissing Hills Borough; Chester, Graham, Howell, Larkin, Martin, Thurlow; Indiana, State Teachers College; Warren, Jefferson. Texas—Dallas, Sam Houston, Obadiah Knight, Vick- ery Place. ’ Wesr VirciniaA—Charleston, Thomas Jefferson Junior High; Clarksburg, Linden. WIScCONSIN—Kenosha, Frank; Madison, Lapham. W yomMiInc—Casper, Junior High. Seven Years CALIFORNIA—Dinuba, Dinuba Public Schools, Jeffer- son, Lincoln, Roosevelt, Washington; Hawthorne, Eucalyptus, Fifth Avenue, York Avenue; Los Angeles, Brooklyn Avenue, Clifford Street, Soto Street Elementary; Santa Monica, Madison. ‘ CoLorapo—Denver, Asbury, Byers Junior High, Uni- versity Park. FLoripA—Dade County, Buena Vista Elementary. Hawati—Mana, Kauai, Mana. : litinois—Decatur, French, Garfield, Johns Hill Jun- ior High, Oakland, Oglesby, Riverside, Ullrich, Warren; Elmhurst, Hawthorne; Maywood, Garfield; Cicero, Burnham, Wilson. INDIANA—Fort Wayne, Rudisill. Kansas—Norton, Norton Public Schools. KeENTUCKY—Louisville, Hazelwood. MASSACHUSETTS——Plymouth, Knapp, MICHIGAN—-Albion, Albion Public Schools, Austin, Dalrymple, Gardner Grade, Junior High, Michigan Avenue Senior High, West Ward; Detroit, Cool- idge; Saginaw, Salina. MINNESOTA—Minneapolis, Miles Standish, Willard. New Jersey—Carney’s Point, John J. Pershing, Dunellen, Lincoln, Whittier; Passaic, Lafayette Number 5; Trenton, Peabody; West Deptford Township, West Deptford Township Public Schools, Colonial Manor, Mantua Grove, Mantua Terrace, Red Bank, Thorofare, Thorofare (Col- ored), Verga. New Mexico—Roswell, Missouri Avenue. Onio—Arlington, Arlington District Public Schools; Ashtabula, Division Street; Columbus, Northwood; Lima, Lima Public Schools, Central High, Emer- son, Faurot, Franklin, Garfield, Irving, Jefferson, Lincoln, Longfellow, Lowell, Horace Mann, Me- Kinley, Roosevelt, South High, Washington, Whit- tier; Mansfield, Newman; Maumee, Union Grades. PENNSYLVANIA—Braddock, Braddock Public Schools, Carnegie, Copeland, Hamilton, Henning, High; Chester, Gartside, Powell, Booker T. Washington; Clairton, Clairton Public Schools, Fiith Street, Fifth Street Junior High, High, Miller Avenue, Shaw Avenue, Short Street, Walnut Street Junior High, Walnut Street; Delaware County, Delaware County Public Schools, Aldan Borough, Aston Township, Bethel Township, Chester Township, Collingdale Borough, Colwyn Borough, Concord Township, Darby Township, East Lansdowne Bor- ough, Eddystone Borough, Edgemont Township, Folcroft Borough, Glen-nor High, Glenolden Bor- ough, Lower Chichester Township, Marcus Hook Borough, Marple-Newtown Joint Elementary, Marple-Newtown Joint High, Marple Township, Media Borough, Middletown Township, Morton Borough, Nether Providence Township, Newtown Township, Norwood Borough, Parkside Borough, Prospect Park Borough, Ridley Park Borough, Ridley Township, Rutledge Borough, Sharon Hill Borough, Springfield Township, Swarthmore Bor- ough, Thornbury Township, Tinicum ‘Township, Trainer Borough, Upland Borough, Upper Chi- chester Township, Upper Providence Township, Yeadon Borough; Pittsburgh, Sunnyside. RuHope IsLanp—Westerly, Bradford. President, JOSEPH ROSIER Joy Etmer Morcan, Editor committee reports, and other regular publications of the Association. The payment of $100 gives the privileges of the $5 active membership for life. | Subscription to nonmembers is $2 per year; single copies, 25 cents. | at once any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Association of America and is published in accordance with the standards of that organization. THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION February, 1933 SoutH Daxota—Wakonda, Independent consolidated. Texas—Dallas, Mirabeau Lamar; Houston, Crockett. VeERMONT—Johnson, Johnson High. VirGiIniaA—Norfolk, Ocean View. WASHINGION—Centralia, Centralia Public Schools, Edison, High, Lincoln, Logan, Oakview, Roose- velt-Jefferson, Washington. Wesr VirGinta—Charleston, Fernbank, Glenwood, Mercer, Tiskelwah, Watts. Six Years CALIFORNIA—Beardsley, Beardsley; Inglewood, Cen- ter Avenue; Los Angeles, Forty-ninth Street, Ivanhoe, Los Feliz; San Diego, Central, Ocean View; Santa Paula, Briggs. Co._orapo—Denver, Adams Street, Baker Junior High, Bryant-Webster, Evans, Grant Junior High, Lake Junior High, Stedman, Teller; Laird, Laird Combined Schools. Hawau—Maunaloa, Molokai, Maunaloa. ILLiNnois—Decatur, Centennial, Durfee, Grant, coln, Pugh, Washington; Evanston, Larimer Kansas—Lawrence, Lincoln, Quincy. i Maitne—Bath, North Grammar; Machias, Washington State Normal. MASSACHUSETIS—FPittsfield, Briggs. MICHIGAN—Saginaw, Crary-Lincoln. MINNESOTA—Minneapolis, Audubon, Cooper, Pierce. New Jersey—Lyndhurst, Washington; Morris County, Boonton Township. New YorkK—Kenmore, Junior High, Kenmore High. Ou10—Cleveland, Chesterfield, Collinwood High, Case Woodland; Columbus, Champion Avenue Junior High. PENNSYLVANIA—Montgomery County, Lin- North Wales Borough. SoutH Dakota—Doland, Doland Public Schools, Grammar, High. TENNESSEE—Anoxville, Lincoln Park. Texas—Dallas, Leila P. Cowart. VirGINIA—Newport News, High. West ViRGINIA—Bluefield, Beaver High. WISCONSIN—W hitefish Bay, Milwaukee, Whitefish Bay Public Schools, Henry Clay, Cumberland, Richards. Five Years ALASKA—Skagway, Skagway. oe Grande, Union High; Tolleson, Union igh, CALiroRNIA —Hayward, Tennyson; Los Angeles, Hoover Street, Nevin Avenue, Santa Barbara Ave- nue, Twenty-eighth Street; Pasadena, James A. Garfield; San Francisco, San Miguel; San Pedro, Barton Hill; Santa Ana, Edison; Santa Monica, Lincoln Junior High, McKinley, Washington; West Whittier District, West Whittier. CoLorap0o—Colorado Springs, Cheyenne Mountain; Denver, Cheltenham, Colfax, Sherman, Smiley Junior High. ILLiNois—Decatur, Oak Grove, Senior High; Evans- ton, Foster; Mascoutah, Grade; Rock Island, Frances Willard. INDIANA—Fort Wayne, Bloomingdale; Terre Haute, Sandison. Kansas—Lawrence, Pinckney. NEBRASKA—Omaha, Corrigan. New JerseYy—Trenton, Skelton, Joseph Wood. New YorKk—Yonkers, Public Number 6. On10—A shtabula, Station Street; Cleveland, West Technical High; Lake County, Willoughby Dic- trict, Willoughby District Public Schools, Brown- ing, Lincoln, Memorial Junior High, Union High; Marion County, Montgomery Rural Schools; Steu- benville, Jefferson; West Carrollton, Exempted Village School. OrEGON—Coos County, District Number 3, District Number 28, District Number 46, District Number 65, District Number 83. PENNSYLVANIA — Dauphin County, Hummelstown Borough, Royalton Borough; Montgomery County, Hatfield Borough and Township; Reading, Per- kiomen Avenue; Williamsport, Daniel Webster. TENNESSEE—Hamilton County, Amnicola, Apison, Bakewell, Birchwood, Bonny Oaks, Chickamauga, East Dale, Fairmount, Fairview, Friendship, Ganns, Gold Point, Harrison, Lookout Mountain, Lupton City, Meadowview, Miller’s Grove, Mow- The Journal of the National Education Association Published monthly, except July, August, and September, by the National Education Association of the United States bray, New Providence, Ooltewah, John A, are ae Creek, Salem, a Grove Hill, Tyner Elementary, Tyner Junior-Senio- West View. nior Hig, Texas—Dallas, Cockrell Hill. West VirGinita—Charleston, Lincoln Junior High, WYoMING—Casper, Willard. Four Years ARIZONA—Phoenix, Junior College, Union Hi CALIFORNIA—Burbank, Roosevelt; Coronado, mar; Los Angeles, Bandini Street, One Hundred Ninth Street; Monrovia, Ivy Avenue; Say Franklin, Garfield, Andrew Jackson; Say County, Otay; San Francisco, Commodore Stock. ton; South Pasadena, Las Flores. CoLtorapo—Denver, Beach Court, McKinley, Don M. Moore, Smedley, Swansea. Georcia—A tlanta, S. N. Inman, Opportunity, Hawat—Eleele, Kauai, Eleele; Hanamaulu, Ham maulu; Kapaa, Olohena; Kaunakakai, Molo Kaunakakai; Kealia, Kauai, Anahola; Kilauea, Kil. auea, Koolau; Lihue, Kauai High, Lihue; My kaweli, Makaweli; Waimea, Waimea Intermediat, ILtinois—DeKalb, Township High; Elmhurst, Bip. hurst Public Schools, Hawthorne, Lincoln, Roog. velt, Washington; Maywood, Roosevelt; Rockford, Kishwaukee. Kansas—Lawrence, Junior High. MASSACHUSETTS — Brookline, Longwood; Everetj Hale; Whitman, Dyer. ‘ MICHIGAN—Grand Rapids, East Leonard; Lansing West Junior High. { MINNESOTA—Minneapolis, Garfield, McKinley, Pilly bury. MississipPI—Yazoo City, Yazoo City Public Schools, Grade, Junior High, Senior High. NEBRASKA—Lincoln, College View High, College View South. New Jersey—Dunellen, Roosevelt Junior High; Summit, Senior High. NortH Dakota—Fargo, McKinley. Oxn10—Canton, Henry S_ Martin; Columbus, Linden; Elyria, Edison; Kent, Central, Junior High, South; Lorain County, East Carlisle Rural, Lake Avenue (Elyria Township), Grafton Township, Grafton Village, Penfield Township, Ridgeville Township, South Amherst Village, Vincent. OKLAHOMA—Tulsa, Burroughs, Franklin. OrEGON—Coos County, District Number 8, District Number 11. PENNSYLVANIA—Chester, Patterson, Watts; Hanover, Eichelberger, Hanover Street, High Street, Junior High; Lewistown, Junior High; Williamsport, Benjamin Franklin, Andrew Jackson, Georg Washington. TENNESSEE—Hamilton County, Red Bank Elementary. Texas—Houston, Berry. VERMONT—Brattleboro, Academy. WASHINGTON—Bellingham, Columbia. West Vircinta—Charleston, Chamberlain Grade, Chamberlain Junior High. Three Years ARIZONA—A jo, Ajo Public Schools. CaALiroRNiA—Burbank, George Washington; Clare mont, High; La Jolla, Elementary; Los Angeles, Eagle Rock, Graham Street, Normandie Avenue, Robert Louis Stevenson Junior High, Toland Way, Yorkdale; Palos Verdes Estates, Malago Cove; San Diego County, Lakeside; Santa Ana, Franklin; Siskiyou District, Fort Jones H Mount Shasta High; West Whittier District, Guirado. . Cotorapo—Denver, Ashley, Ellsworth, Fairview, Garden Place, Garfield, Lawrence Street. Connecticut—East Hartford, Woodland. Fioriwa—Dade County, Opa Locka Elementary. Gerorcia—Fulton County, Lena H. Cox, R. L Hope. Hawau—Haena, Kauai, Haena; Hanalei, Hanalei; Lihue, Huleia. a: ILtinois—Elmhurst, New Field; Evanston, Miller; Lake Forest, Lake Forest Public Schools, Everett, Gorton, Halsey; Rock Island, Denkmann; Cicero, Cicero, Goodwin. [Continued on page A-23] Secretary, J. W. CRABTREE —= The payment of $2 active membership dues entitles 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, to receive the ren One dollar of each membership fee is for a year’s subscription to THE JOUR! Entered as secondclass matter October 28, 1920, at the postoffice at Washington, _D. C., under the act of August 24, 1912. mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized Jan. ary 26, 1921. Offices: 1201 Sixteenth Street N. W., Washington, D. C. Advertising rates on application. Members are kindly requested to report Acceptance for Harotp A. ALLAN, Business Manager THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-17 en, i " . im. red 0 to ck. ora na. bai, i ate, 7 Wc Im. rt ¢ yen p : . ye f.\ Nera ", CORNELIA “OPP " als, HISTORY SERIES gh; ry : Se NES This pioneer series, the first to present in books for the inter- riet a mediate and junior-high-school grades the new materials and methods advo- no 7. RY. z Z\f> YH . . . cated by 7k; A> modern educators, is used today in thousands of Ameri- de, 1. BSS | ean schools. It provides 4464844 a complete course integrated from grade ts o Ce CS 0 to grade, in which every effective ras modern teaching device is r ict, m tellingly used. With a wealth of colorful detail it 5 (de>) unrolls, book en ‘i by book, the fascinating story of the American nation from its earliest be- ett, ginnings in the Old World and in the New. The books: | KELTY: THE BEGINNINGS OF THE AMERICAN VOLLINTINE: THE AMERICAN PEOPLE AND THEIR PEOPLE AND NATION OLD-WORLD ANCESTORS KELTY: THE GROWTH OF THE AMERICAN PEO- TRYON-LINGLEY-MOREHOUSE: THE AMERICAN PLE AND NATION NATION YESTERDAY AND TODAY or TRYON AND LINGLEY: THE AMERICAN PEOPLE AND NATION GINN AND COMPANY BOSTON NEW YORK CHICAGO ATLANTA DALLAS COLUMBUS SAN FRANCISCO Mention THe Journat when writing our advertisers. A-18 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION [Continued from page 68] other depart- ments 10 percent has increased the allow- ance to the department of public educa- tion by $5,000,000. This is not a princely sum as government expenses go, but at a time of universal retrenchment it is not to be shunned. It will go far in a country like Mexico where the task is to intro- duce the most elementary education.— From Cleveland Plain Dealer. To American citizens—| History and civics teachers take special note]— The Fathers of our country blazed the trail 150 years ago for a democracy to be founded upon a perfectly new kind of universal public-school education: Franklin: “for public service” Washington: “an enlightened opinion on self- government” Adams: “for civic and moral duties” Madison and Monroe: “for government” Jefferson: “to know what is going on, and to make, each, his part go on right” But the school teachers fell into the old rut of European standards, syntax, cube root, and other frills, and the democracy planned for by the Fathers has not yet been tried. Ask your boys and girls what they are going to do about it? Are not the public schools perpetuating the very bulwark of bad government when they graduate young citizens helpless to cope with the politicians?—Selected. 3° 0 so “German Youth Goes Walking,” published in the March 1932 JouRNAL, was written by Max Zimple, principal of the Hufnagel-Mittelschule in Frank- furt am Main, Germany, who will be remembered by American teachers in connection with greetings brought from the German Teachers Association to the NEA convention in Minneapolis in 1928. After teaching in the Moorhead, Min- nesota, State Teachers College in 1930, Mr. Zimple returned to Germany and recently wrote to Association headquar- ters, in part, as follows: I found such confusion and political unrest, that I completely lost sight of American affairs. In quick succession, we experienced a rapid breakdown of our educational achievements. All classes of teachers lost more than a third of their salaries; the size of the classes was enlarged to fifty-five for high schools and to sixty for elementary schools; the retiring age for teachers was fixed at sixty-two years in- stead of sixty-five in order to give a chance to the twenty thousand fully trained younger teachers who were waiting ten years and longer to find a position; the weekly number of teaching hours was increased from twenty-four for women and twenty-six for men to thirty and thirty-two respectively; fees were in- creased; the number of scholarships reduced; and hundreds of schools were completely closed. A text refreshing in the manner in which it has made English in- stantly appealing to high school students. English lifted from the abstract, dull routine, to the realm of common, daily experiences. With the aid of this text, pupils master English because they want to—because it becomes a social activity with a practical aspect and a purposeful objective. THE AUTHOR—Walter Barnes, Professor of the teaching of Eng- lish of New York University—has in this book approached English in a natural, inviting manner, quite informal and non-technical. ment, ; lish. ENGLISH FOR AMERICAN HIGH SCHOOLS. Name Address_~— School__— Position Examine this utterly new approach in High School F G | S English For American High Schools With this text to guide them, students assume an enthusiastic attitude of accomplishment to- ward their language and its im- provement. IN TWO PARTS—Part one, the Activities Section, covers count- less daily acti vities—conversation, story-telling, speech making, argu- friendly letter, and projects. designed for drill, and presents the more for- mal and technical phases of Eng- The ,coupon brings you complete facts. RAND McNALLY & COMPANY Dept. JE2, 536 S. Clark Street, Chicago 270 Madison Avenue, New York 559 Mission Street, San Francisco Please send me without obligation the complete facts about your new text— letter, business Part two is reference, study, tinents. Send it now. child appeal. New York Mention THE JourNAL when writing our advertisers. You Are Cordially Invited to Visit Our Exhibit, Booth B-42, at the National Education Association Meeting, Minneapolis, February 25-March 2 NOTE ESPECIALLY The New ILLUSTRATED EDITION of THE IROQUOIS GEOGRAPHY SERIES By Abrams - Bodley - Thurston A complete series of basal texts and work books. lished in two editions. The Illustrated Edition contains well- chosen pictures and attractive, readable maps showing water areas and boundary lines in blue. tion contains no pictures and is intended for those schools where the collection of pictures is made a special project. Home Geography. Peoples of Other Lands. A Work Book to Accompany Peoples of Other Lands, North America and South America. A Work Book on North America and South America. The Old World Continents. A Work Book on the Old World Continents. South America and the Old World Continents. A Work Book on South America and the Old World Con- World Geography. A Work Book on World Geography. 1932 ENLARGED EDITION of THE IROQUOIS ARITHMETICS By DeGroat - Firman - Smith Pgh pre ang yo agg at a time. Al problems are based on life situations and so have unusual Rich in scientific drill material, including a permanent work book of graded difficulty exercises. IROQUOIS PUBLISHING CO., INC. Home Office: Syracuse, New York February, 193; In these months it was a comfort to me t) see the German youth not losing courage, We have the wonderful German youth movement which teaches our boys and girls to seek their happiness in hard work during week days and joyful wandering thru God’s free nature op holidays, preferring simplicity to luxury, and purity to debauchery. Max Zimple received a number of let. ters from American teachers, asking jj they could join the German wandering associations, make use of the youth. hostels, and thus enjoy an inexpensive hiking tour thru the Fatherland. This could not be arranged in time for 193? and, since Mr. Zimple may be on a lec. ture tour in the United States in 1933, preparations are being made to lead.a party of American teachers on a hiking trip thru Germany in 1934, under his personal guidance. School legislation—During the con- ing sessions of state legislatures, the Re- search Division of the National Edv- cation Association will be glad to receive and answer any inquiries concerning present practises and approved policies in state school legislation and state school administration. Much published material is also available on such topics as state school finance, teacher retire- ment, free textbook legislation, and other subjects of | [Continued on page A-20| Pub- The Picture Project Edi- A basal text and work book combined. A basal tect. A basal tect. A basal tect. A basal tert. A basal text. New processes are Chicago Atlanta Dallas ’ 9 Vol. 22, ——_— “| 22, No. 2 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 419 INTEREST aroused ATTENTION held FACTS MALOLT TAG! 0] Low-cost Eastman Classroom Films... a power- ful aid in the teaching of many varied subjects “Your film on Central America so thoroughly covers the essential facts of topography, products, climate, people and their customs of living, that this country, which would ordinarily re- quire ten lessons, can be finished in three.’ —F.J. Prout, Supt. of Schools, Sandusky, Ohio.) LL teachers know the vivid, in- delible impressions that visual ex- perience leaves on pupils’ minds. trips, They therefore use field 81 Geogr: , / . : Mahony subjects. Above: logging 34 Health subjects. Above: an anima- 22 Nature Study subjects. Above: from ro: the aristocrat of woods tion of the muscles that litt the ribs— white heron on the entral America. from Muscles. Wading Birds. visits to museums and historic spots to supplement their classroom work. Eastman Classroom Films help teachers in the same way, but to an even greater degree. They eliminate the necessity of leaving the class- room, and provide valuable ‘“‘trips” to otherwise inaccessible places. They cover a wide range of subjects rapidly yet thoroughly. They per- mit the teacher to emphasize any aspect of the subject which may be desired. lookout—from Every school needs these films. Almost any school can afford them. They are not expensive. If handled carefully, they will last for years. Kodascopes that project Eastman Classroom Films, and entertain- ment ‘‘movies” as well, are priced as low as $50. Screen costs are nomi- nal. Write for complete information and latest descriptive list, to Eastman Teaching Films, Inc. (Subsidiary of Eastman Kodak Company), Rochester, New York. 40 Science subjects. Above: winding an armature—from Magnetic Effects of Electricity. Eastman CLASSROOM FILMS Mention THe JourNAL when writing our advertisers. A-20 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1933 Nustron REGIONAL - POLITICAL MAPS EDITED BY W. W. ATWOOD President Clark University Why Regional Maps? The regional method of teaching geography has become so widespread as to be almost universal. You can teach regional geography better with regional maps. Why Natural Regions? Atwood maps divide the earth’s surface into four fundamental classifications as follows: young rugged mountain, old worn-down mountain, up- lands and plateaus,lowlands and interior plains. Each one of these classifications is indicated on the Atwood map in bold coloring. This classifi- cation is ideal for elementary school use because it is fundamental and easily understood. Why Supplementary Maps? . The past decade, which has seen the rise of the regional method of teaching geography, has also witnessed the preponderant swing toward the problem fA project method. This method —, of inculcating fundamental geographic concepts re- riety of map material That is why each main map of the Atwood series has supple- mentary maps . showing (1) Re- mM lief, (2) Annual © Rainfall, (3) Distribution of Popula- tion, and (4) Land Utili- zation. Rainfall Population A. J. NYSTROM & CO. Scoot Mars, Giosss, ano CHARTS 3333 Elston Ave. Chicago, Illinois. Familiarize yourself with this new series by sending for the complimentary copy of the At- wood booklet. Before buying maps or recom- mending their purchase, learn how this series began with almost an immediate acceptance in the teachers colleges and then from there spread to large set purchases in such cities as New York, Chicago and St. Louis, down to one and two map purchases per year in one-room rural schools. Sent without obligation. Ask for booklet No. V2. We cordially invite you to visit our booths C34-C36 at the N. E. A. Dept. of Superintendence exhibit in Minneapolis. [Continued from page A-18] statewide scope. The Research Division has pre- pared a four-page list of material avail- able in recent publications of the NEA on the subject of school legislation. This guide on school legislation can be secured by writing to the National Education As- sociation, 1201 Sixteenth Street, N. W.., Washington, D. C. The radio programs sponsored by the NEA provide an excellent opportu- nity to interpret the schools to the pub- lic. The series known as “Our American Schools,” directed by Vicepresident Flor- ence Hale, has been planned weeks ahead. Members may greatly increase the effectiveness of this series by calling it to the attention of local radio editors, and by posting on local school bulletin boards a schedule of the programs. It may be announced in school assemblies, at par- ent-teacher meetings, and other commu- nity gatherings. Write to the Division of Publications, National Education As- sociation, 1201 Sixteenth St., N. W., Washington, D. C., for releases which may be used for these purposes. The Dublin conference of the WFEA—Dublin and all Ireland will provide a hearty welcome to those who attend the Fifth Biennial Conference of the World Federation of Education As- sociations to be held in Dublin July 29 to August 4, 1933. An excellent program is being planned by President Paul Monroe. The main purpose of the World Fed- eration of Education Associations is the cultivation and development of interna- tional understanding and goodwill thru education. The Dublin Conference will be a great international educational gath- ering and as such it will afford opportuni- ties for the teachers of America to meet the teachers from other countries. Nowhere in the world is there pre- sented, within so limited a space, such a wonderful variety of scenery as in Ire- land. Dublin itself is noted for its many interesting buildings and its historical background. Secretary J. W. Crabtree has sent this timely message to the teachers of the nation: The time has come when teamwork is neces- sary to check the wave of hysteria sweeping the nation, putting health work, kindergartens, and other important activities out of the schools, increasing the teacher-load beyond the point of endurance, shortening the school year, making unnecessary cuts in salaries, and even closing the schools in great areas of the country. The need for the organized assistance of classroom teachers was never greater than at this moment. Will not the teachers of your school join at once, if you have not already done so, with the state and national associations in a program to acquaint the parents and other citizens with Mention THe JourNaLt when writing our advertisers. A New Type of Textbook [ NVESTIGATE the refreshing new approach of the textbooks listed be. low. They are more than new text. books. They are a NEW TYPE of textbook with emphasis on PUPII ACTIVITIES— textbooks incorporat. ing the fascinating THINGS-TO-Do features of a workbook. Pupils take naturally to this type of presentation enjoy the activity program that can be followed, and master the sub. jects more easily, more quickly. These textbooks are designed to im- prove teaching procedure. Their use effects budgetary economies as they take the place of both the textbook and workbook. THE STANFORD SPELLER Grades 2-8 ESSENTIALS OF EVERYDAY ENGLISH Grades 3-6 now ready Grades 7 and 8 in preparation ART APPRECIATION TEXTBOOKS Grades 1-7 2 Other PUPIL-ACTIVITY Materials LENNES TEST AND PRACTICE SHEETS IN ARITHMETIC Grades 1-8 THE STUDY-PERIOD PROJECTS—Revised Silent reading seatwork for the Primary Grades STUDY-PERIOD EXERCISES for Developing Reading Skills Grades 4, 5, and 6 Examine these publications at ouf Exhibit Booth C 25 at the Minneapolis N. E. A. Convention, or write for de- scriptive folders. Please address De- partment A. Laidlaw Brothers 320 East 2ist St. 133 First St. 36 West 24th St. Chicago San Francisco New York all Vol. 22 —_— the achi schools ? We re absolute it. Sala! geceptec not ava eved ret jnancec where. into the At Wo percent and tea public necessit that on the thit uation schools. Wet not rea ganizat not onl that ct what 1 the pre Un 1933 and t in set maint ers sh dame maint the e1 A ees Sas mermrtpseaes lll Vol. 22, No. 4 the achievements, purposes, and needs of the We realize, of course, that where funds are absolutely lacking we must all make the best of i, Salary cuts and other reductions must be accepted in the right spirit where funds are pot available, but hysteria promoted by wild- eved reductionists, thoroly organized and well- snanced, strikes hard at school efficiency every- where. It often closes schools and cuts deeper into the budget than is warranted by conditions. 4t Worcester, Massachusetts, where a thirty percent cut was demanded, the superintendent ind teachers organized to get the press and the public to investigate carefully as to the real necessity for such a reduction. The result was that only slight economies were called for, and the thirty percent cut was not made. A like sit- yation and a like effort in Baltimore saved the schools. On We have other examples of this kind. Are we not ready to show this same solidarity of or- nnization of effort in every community? It is not only what you do or what I do individually that counts. The extreme emergency requires what we can all do working together to meet the present terrific onslaught. Universities hard-pressed—lIn the 1933 legislatures the state universities and teachers colleges will find difficulty in securing adequate appropriations to maintain their work. Public-school lead- etsshould stand solidly behind these fun- damental institutions in their efforts to maintain services which are important to the entire population of the state. THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION Parent-teacher associations during this critical period for education and for the nation have performed an invaluable service. They have stood by the schools faithfully and intelligently. These state and local parent-teacher associations are banded together in one great organiza- tion—the National Congress of Parents and Teachers. It is a tower of strength in the educational field because it consists of an effectively organized group of more than a million and a half of the people whose children are in school and who are therefore vitally interested in education. I urge the support of the state and na- tional Congress because the local parent- teacher associations are in a large meas- ure dependent upon these agencies for an adequate and stimulating program that will keep our citizens informed as to the needs of the school child of today. Dur- ing the past few years the Congress has developed such a program. It would be a calamity for it to suffer any membership loss at this time. The greater demands of the present require increased support. Principals and teachers can do a great service by urging local officers to make full payment of state and national dues. Let us support the parent-teacher move- ment—local, state, and national. It is our A-21 best hope for effective support of public education—Joseph Rosier, president, National Education Association. The most universal ambition of the average American parent, man and woman, has been that his boy and girl should have a better chance in life than the father and mother had. This desire. which has been the source of infinite self- sacrifice, inheres in our social system with its belief in the possibilities of the com- mon man. It can only be carried into effect thru ever-renewed improvement of our educational system. Great as have been the changes in our educational system in the last hundred years, and especially in the last thirty, they are, nevertheless, slight in compari- son with those which must be undertaken in the next generation. How can educa- tion stand still when society itself is rapidly changing under our very eyes? The sense of unsolved social problems is all about us. There are problems of crime, of regard for law, of capital, of labor, of unemployment, of stability and security, of family life, of war and peace, of inter- national relations and cooperation—all on a larger scale than the world has ever seen before. [Continued on page A-22| . A-C-T-1-V-b-= i Geography Series in TYPE STUDIES UNIT Treatment [* this four-book Geography Series, fascinating ACTIVITIES, TYPE STUDIES, and STORY UNITS combine to make geography a subject pupils will understand better, and enjoy more. A new and modern presentation of geography materials which provides a stimulus to PUPIL THINKING . . . and makes teaching easier, far more effective. JOURNEY Geography Maps, Pictures with 4th Grade The World and Its People Sth Grade Our Country and American Neighbors In the first book, pupils are taken on delight- ful journeys . . . to lands that fire their imag- inations .. . to regions and countries whose Physical environment and people they can understand. By contrast and comparison of regional types, pupils learn how environ- mental conditions affect human activities. Single-Cycle Teaching Now, in grades five and six, after the way is paved with journey geography in “The World and Its People,” youngsters complete the en- lite study of the World in the single-cycle lextbooks “Our Country and American Neigh- and “Our Neighbors Across the Sea.” *n, in the seventh grade, “The United lates in the Modern World” gives an eco- i, treatment of the United States in rela- n to other countries of the World. This is Legends, Activities The authors, Richard Elwood Dodge, Earl Emmett Lackey and W. R. McConnell, have provided a wealth of teaching aids in this series. MAPS, easy to read and interpret, which convey but one kind of information at a time. PICTURES are made an integral part of the teaching procedure, each one tell- ing a story and depicting either human ac- tivities or environmental conditions. LEG- ENDS below the pictures ask questions, tell stories, amplify the text. ACTIVITIES pro- vide things to do, to learn .. . tests, ques- tions, story-telling contests and problems. . . all helpful in constantly keeping children thinking without forced effort. The vocabulary and sentence structure has been carefully adjusted to ability, insuring easy reading and ready interpretation of meanings. 6th Grade Our Neighbors Across the Sea 7th Grade The United States in the Modern World Rand McNally & Company | Dept. JG2, 536 S. Clark Street, Chicago, Il. 270 Madison Avenue, New York | 559 Mission Street, San Francisco | Please send me FREE and without obligation complete information about your New Geog- raphy Series. | | a : ae a ae child cal procedure, since it is natural that Mail the Coupon Neme ren should view the rest of the World in » ight of wh h ‘ ° The coupon brings you complete information about this ] EES ee. PE ey See Country at they know about their home unusual geography series. Please mail it today. There | tig is no obligation. | School asinine AT TT NTE ERD 8 NL TTS TSR ITTRRSSE RT IRN MRR Scnool._._..~-_..._..-—-—.{ F OSition......~.-~-«--~+--~+ When at the Minneapolis Convention, be sure to visit our Exhibit, BOOTH C-41 Mention Tue Journat when writing our advertisers. A-22 | Continued from page A-21| Anticipa- tion of continued and large-scale changes in education is, then, not so much a prophecy as it is a warning. Unless edu- cation prepares future citizens to deal ef- fectively with these great questions, our civilization may collapse. It cannot give this preparation unless it itself undergoes great transformations.—John Dewey, in School Management. The workman and his tools—The old saying that you can judge a workman by his tools applies as much to teachers and learners as to mechanics. It is foolish economy further to reduce expenditures for textbooks and supplies which have already been slashed to a point below which efficient service cannot be given to the children. Dates to be remembered— February 23-25—Annual meeting of the Na- tional Vocational Guidance Association at the Hotel Nicollet, Minneapolis. For further infor- mation, write Miss Frances Cummings, educa- tional secretary, National Federation of Busi- and Professional Women’s Clubs, 1819 Broadway, New York City. February 25-March 2—Annual convention of the Department of Superintendence of the NEA, at Minneapolis. March 2-4—Annual conference in Chicago of the Progressive Education Association. Informa- tion may be secured either from Carleton Wash- burne, superintendent of schools, Winnetka, IIli- ness THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1933 nois, who is chairman of the conference, or from Frederick L. Redefer, executive secretary of the Progressive Education Association, 716 Jackson Place, Washington, D. C. April 14—Pan American Day. Material for programs may be secured from the Pan Amer- ican Union, Washington, D. C. A big question—How much of your teaching is being undone by forces out- side the school? What are these forces? What can you do to correct them? School Masters’ Rotary Club luncheon, Wednesday, 12:30 noon, will be held March 1, 1933, with the Minne- apolis, Minnesota, Rotary Club, at the Nicollet Hotel. Principal speaker, Floyd B. Olson, governor of Minnesota. Frank Ballou, superintendent of schools, Wash- ington, D. C., is president. S. T. Neveln, superintendent of schools, Austin, Min- nesota, is secretary-treasurer. Price of luncheon, 75¢. Make reservation by sending a check to the secretary. Tickets will be mailed. Tickets may also be se- cured at registration headquarters. “The woman who changed the mind of a nation”—During February when we celebrate the birthdays of Washington and Lincoln, let us call at- tention in the schools to the birthday on February 15 of a third great emanci- pator, Susan B. Anthony, pioneer in se- curing legal equality for women. HISTORY—Our Nation Series Our Nation Begins ance. arithmetic for the second grade. New York Philadelphia Outstanding New Books On Display Booth C-30 Minneapolis | Our Nation Grows Up | The Story of Our Nation Old Europe and Our Nation The Growth of a Nation A complete history program for grades 4 to 8. Illus- trated in three colors, these books are simple in language, clear in style, and beautiful in form. ARITHMETIC—The Champion Arithmetics This series is new in method, spirit, and appear- FUN WITH NUMBERS is the reader- | | PLAYS—The Gateway Series of Tested Plays | Let us tell you about our percentage-royalty plan | for these tested high-school plays. We invite you to visit Booth C-30 at the Minneapolis Convention and examine our publications. have on display our complete list of texts for elementary grades, junior high schools, and senior high schools. Row, Peterson and Company EVANSTON, ILLINOIS ia Vitalized commencements— Schools which are planning to vitalig their commencements, as suggested in the article “Making the Graduation Seasop Count,” [page 62] can secure a list of ref, erences and JOURNAL reprints on the sy. ject by writing to the Division of Py. lications, NEA. Do we want federal control of the schools by commercial interests? It appears that the New York bankers operating thru the banks in the smaller cities and towns are attempting to force unnecessary reduction of school budgets, Local school leaders may wish to caution their banking friends about this matter and to remind them that these are the same New York bankers who forced them to buy worthless foreign securities. You can set for yourself higher stand- ards than anyone else would dare to set for you. Homer W. Anderson, newly elected superintendent of the Omaha, Nebraska, schools, assumed his duties in that city January 1. Superintendent Anderson leaves the position of deputy superin- tendent of the Denver Public Schools to come to Omaha. He succeeds the late J. M. Beveridge. Necrology—Robert C. Cole, au- thor and educator, and professor of sec- THE NEW TESTA- ENT HROU THE LOOKING GLASS cellent printing; We will Covers. stitutions. ceipt of 15 cents. San Francisco Mention THE JourNnaL when writing our advertisers. The Jacket Library Sponsored by The National Home Li- brary Foundation, 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 Convenient in Size, 4% x 6% inches. easy-to-read type. somely and Durably A Special Price of 10 cents per_vol- ume is extended to schools, colleges and in- Sample copies will be sent on re- All Books Complete and Unabridged NATIONAL HOME LIBRARY FOUNDATION DIVISION OF THE JACKET LIBRARY 1518 K Street N. W. AMONG THE a NON-PROFIT ADVISORY BOARD Cora WILson STEWART, Chairman James TrusLow ADAMS Mary AUSTIN Grorcre Prerce BAKER DorotHy CANFIELD STELLA S. CENTER STtanwoop Coss Wisur L. Cross JouHn Dewey Witt DuRANT ; x EXurs TREASURE ISLAND Havetock ELL we OF W. Wriisur HaArtrIeLp THE ADVENTURES Witt1aM ELery LEONARD asventuaan OF Joun Livincston Lowes SHERLOCK AN HOLMES Rosert A. MILLIK UNDER THE GREEN- — Eycene O'NEILL WOOD TREE Tes as or Howarp C. Rossins R SONG AND VERSE James Harvey RoBINnson E. A. Ross Louis UNTERMEYER HeENpRIK WILLEM VAN Loon A. E, WINSHIP Hand- Bound in Fabrikoid WASHINGTON, D. yal, 22, N ——— dary ed \orth Dal atof Gre iyty-nine The v¢ wticles th jQURNAL “First, “V Lives?”, yoore For Robert” b “poice of T ith, “Perse x Frederic The B Element ame the vith the ( ew cove! sa mag wil appe nuary SS Departm mepared flizabett jor the | word—“* Miss Be ner of Vashingt< \arshall | {noelk, as wukee; : hol, C Dr. € ‘hicago the ban willbe g fArt, 7 {ll sche neakfa Nicollet Februat Depart IS On and M: rl, 22, No. 2 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION ndary education at the University of oth Dakota; E. E. Bass, superintend- | at of Greenville, Mississippi, schools for | iyty-nine years. The votes of many readers on the tides they like best in the December URNAL are: ‘fist, “What Are We To Do With Our tives?” editorial; tied for second, “Lizzie ore Forgotten” by J. W. Crabtree, and Robert” by Bessie Cunningham; fourth, “The “ice of Tycho Brahe” by Benjamin Cardozo; 4h, “Personal Growth; Some Positive Aspects” » Frederick L. Patry. “The Bulletin of the Department of fementary School Principals be- ane the National Elementary Principal sith the October 1932 number. Under its yw cover, the publication will be issued sa magazine instead of a bulletin and il appear four times yearly. The Feb- uty issue carries the program of the partment at the Minneapolis meeting, yepared under the direction of President flizabeth McCormick, who has chosen or the theme of the program a single wd—‘Forward.” Speakers include: Miss Bess Goodykoontz, assistant commis- wner of education, U. S. Dept. of Interior, lshington, D. C.; Ross N. Young, principal, \urshall High School, Minneapolis; William C. {noelk, assistant superintendent of schools, Mil- mukee; and Aaron Kline, principal, Pullman \hool, Chicago. Dr. Charles H. Judd, University of ‘hicago, will be the principal speaker at te banquet of the Department which rllbe given at the Minneapolis Institute Art, Tuesday, February 28, 6:00 P. M. lschool principals are invited to the wekfasts which will be held at the \collet Hotel, Monday and Tuesday, feuary 27 and 28, 7:30 A. M. The department will have discussion meet- ™0n the afternoons of February 27 nd March 1. [Continued from page 70] WWNi—South Bend, Kaley. Sioux City, East High. \Nt—Rockland, McLain. icté—Minneapolis, Greeley, Portland, Ross. yriNi—Great Falls, S. D. Largent. ad hite Pine County, County High Number 2. hia Jersey—Bergenfield, Franklin, Jefferson; Varin Junior High; Morris County, Alfred tn (Morris Township); Trenton, Mott. te ORK—Andover, High; Callicoon, High; Clin- ~ Clinton Central. an CaRoLINaA—Albemarle, Endy High. leu a? Fargo, Horace Mann, Roosevelt ‘wr igh; Kenmare, Kenmare Public Schools. ee Columbian; Findlay, Liberty tune Ip; Youngstown, Hillman. Stay Wiley Irving, Sidney Lanier, Riverview. Grade oos County, District Number 22; Rainier, LSWANIA—A mbridge, First Ward, Second Ward; . wick, Fairview, Fourteenth Street; California, laedseet® College; Centre County, Burnside . He Centre Hall Borough, Half Moon Town- lake Borough, Liberty Township, Marion . m4 Milesburg Borough, Rush Township, Tomsk; oe Borough, Spring Township, Taylor Cleltent” Unionville Borough, Walker Township; Mott m Township, Edge Hill, Glenside, Heller, » Benjamin R. Myers, Rowland, Shoemaker, Come Williams Junior High, Wyncote; Dauphin Deaphy, Berrysburg Borough, Conewago Township, lenagh, Corough, Derry Township, Elizabethville Gratz Borough, Halifax Borough, Halifax 1p, Jackson Township, Jefferson Township, [Continued on page A-25] You Aren't Half as Sick When You’re Sick Under the T.C.U. Umbrella! That’s what a Teacher writes about her own experience with unexpected illness and T. C. U. Protection. We quote the follow ing from a letter written by Miss Ellen Richardson, Jacksonville, Fla.: “The T. C. U. is all that it guarantees to be. when all the worry is taken out with a T. C. U. policy. You pay your bills promptly, for you receive your T. C. U. benefit as soon as application is filed.” Cut Out Worry and Risk—Join the T. C. U. “Don’t Worry” Club Everybody’s doing it now—joining the “Don’t Worry” Club by letting the T. C. U. Illness doesn’t make you half as sick All These Benefits Are Yours share the risk of loss of income by reason of Sickness, Accident or Quarantine. Al- $50 a Month (and up) when you are ways the sensible course,it has now become totally disabled by accident or con- the popular one. fining illness. Decide now to become one of those for- $11.67 a Week (and up) when you are tunate teachers— quarantined and your salary has —Who have no financial worries due stopped. to Accident or Sickness. 4 —Who have a regular income in time $25 a Month (and up) for illness that of need. “ = does not confine you to the house but Just si Bs 3 keeps you from work. Just sign your name and address in the coupon, tear off, and mail for complete in- 20 Per Cent increase in sick benefits for formation. It will place you under no obli- two months when you are confined to gation. an established hospital. $50 a Month (and up) when you are Teachers Casualty Underwriters totally disabled by injuries received in an automobile accident, and $1000 631 T. C. U. Building Lincoln, Nebr. for accidental death in an automobile disaster. $333 to $1000 (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 ex- ceed five years. SCCCRSRSSESSSSESSSESEEEEEE EEE SESE ESE ESSE eseeeeeseeeEe FREE INFORMATION COUPON To the T. C. U., 681 T. C. U. Bldg., Lincoln, Nebraska. I am interested in knowing about your Protective Benefits. Send me the whole story and booklet of testi- monials. Double these benefits for travel acci- dents sustained in railroad, street- car or steamboat wreck. Operation benefits in addition to other benefits after your policy has been maintained in force for one year. Name Policies with increased benefits are also Address issued. (This coupen places the sender under no Mm! obligation) bf THE YATES-FISHER TEACHERS’ AGENCY Twenty-seventh Year PAUL YATES, Manager 620 South Michigan Avenue, Chicago Telephones: Harrison 2642, Harrison 2643 7 TEACHERS OUR SERVICE IS NATIONWIDE Kishk CHIcaco Experienced placement authorities in charge of every phase of educational activity. Our work includes positions from college executives to primary and kindergarten teachers. Excellent librarians, secretaries, teachers of physical education and home economics are on our lists. Write for information. Address 839 Steger Bldg., Chicago, Illinois. Visit us at the N. E. A. Convention, Minneapolis, Minn.—Booth E-29. Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION There's Nothing to Compare with Yellowstone Magic Yellowstone, greatest of the National Parks, and most universal in its appeal, offers more variety—a longer list of astonishing sights— than any half dozen of other parks combined. And a Yel- lowstone tour is the thriftiest, most-for-the-money vacation trip you can buy. Write today for free album and full information. E.E. Nelson, 125 Northern Pacific Railway, Saint Paul, Minnesota. For Travel in the West, We Commend to You, the New North Coast Limited Mecsas Sine * *« * *« PORTLAND TO THE ORIENT AND RETURN $300 @TWO MONTHS’ TRIP on S.S. GENERAL LEE sailing from Portland June 14th to Yokohama, Kobe, Shanghai, Hong Kong and Manila, Re- turn by same ports—arriving San Francisco August 7th — Portland August 10th. Modern “One-Class” ship — outside rooms with beds. Splendid American food— spacious decks and social rooms. ROUND-THE-WORLD TOURS Three months’ trip... stop-overs anywhere $50 See your travel or railroad ticket agent for literature, full particulars —or write STATES STEAMSHIP LINES + Porter Building (Dept. T2) Portland, Oregon £ FRENCH SUMMER SCHOOL aa COLLEGE - COURSES - AND - AMERICAN CQLLEGE - CREDITS SUPERVISED STUDY - INDIVIDUAL TUTORING COURSES BY OUTSTANDING FRENCH PROFESSORS IDEAL ENVIRONMENT FOR FRENCH STUDY «Interesting Travel in France: N ™ Open Roan ine. SO WEST FORTY FIFTH STREET NEW YORK SAILINGS VIA : drench Line Foremost Conducted Tours 250 to choose from. 26,000 Satisfied Clients. Small Parties. First Class Hotels. More motor travel. All expenses land and sea. SEND FOR BOOK COLLEGE TRAVEL CLUB 580 Firts Ave., NEw YORK Individual Attention. Your spicaticns are ours. Benefit from 551 Fifth Ave., N.Y. Write for BookletD Mention THe JourNAL when writing our advertisers. February, 193 $390 Tour Includes Rural England Motor Tour, don, Holland, Belgium, France, Germany (the Rhine) Switzerland. Extension to Italy. , It Costs no More to Travel Intelligently HLANGUAGE SUMMER SCHOOLS . & ye aa stuby eINDIVIDUAL TUTORING *IDEAL Envinonment FOR LANGUAGE STUDY eINTeResTING TraveL THE OPEN ROAD « Inc. ©3536 West Foaty Fiern Srraeer+ New Yorn Citys Saitincs NORTH GERMAN LLOYD To St. Paul-Minneapolis The Pioneer Limited The Olympian The Day Express—The Mail daily from Chicago National Education Association Department of Superintendencs Minneapolis, February 25 — March 2 The MILWAUKEE ROAD INDEPENDENT I) AROUND i.e: WORLD THE MEDITERRANEAN If this is your Sabbatical Year, or if you have the time available, we suggest you invest in the supreme adventure—an extensive cruise. Travel costs have never been so low, and it is often cheaper to travel than to stay at home. Cruise Around the World, independently, economically. Your cruise lasts as long as you wish—splendid ships sail fortnightly from most important ports on the globe. A 105 day cruise costs $880, New York to New York. Cruise to the golden lands of the Mediter- ranean. Excellent steamers sail fortnightly— many interesting ports of call—opportunity to winter in Egypt or Palestine. A first class, 42 day cruise costs $595, New York to New York. Send AMERICAN EXPRESS Travel Service otk aad 65 Broadway eaeaia West Vint? Ovas, Taf WScoNsIN— wrominc—t u—G fede (quIPORNIA- me; Haw Children’s Athens; / Fe, Rane Diego, Al Ana, Lov Pasadena, CoLoRADO— W. HI Junior H DeLaWARE— (Colored Fronipa—D Deleon S lnno—Ida luinois—E Public § Teachers |youNA—I Allaster, LOuISIANA- Maine—B: Portland \AssacHU Seldon \ICHIGAN- \INNESOT. John Hi Riley; \ississtPP \isSOURI- St, Jose NEBRASKA EXAS~ taret Vici Cole West 1 ton, Wisco) Was ALasK Azo: Cour Indi 3 yl, 22, No. F THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-25 ————— EE TMOmoT: 09] 0 EEE ek esa sessseaemnsstssseeessnisasssStisiinniaisitisihsnsaesisiee [Continued from page A-23] Lower Paxton, Lykens Borough, Middle Paxton Ltt Pers itdlin Township, Millersburg Borough, ALBERT 47th YEAR—The World’s Fair and the N.E.A. i Mill in Chicago this season place us in strategi jth Hanover, Swatara, Washington Township, TEACHERS AGENCY position to aid edecutives and teachers in oe Township, West Hanover Township, Wico- igo Township, Williams Township, Williamstown ; ting located. Public School, Col " ses To"itontcomery County, Gulph Road (Upper 25 E. Jackson Bivd., Chicago a pelle oF gar ata ollege not Tent jon Township), Swedeland (Upper Merion 535 Fifth Avenue, New York. isit Chi everywhere wi Township); Reading, Ricktown. visi icago and also our office to complete Hamilton County, Anna B. Lacey. 415 Hyde Building, Spokane. their te i Broa Charleston, Cet Fa aching staffs. Send for booklet today. 1 Qvs, Taft; Raleigh County, Sophia (Town Dist.). WsconsiN—La Crosse, Webster. TBE juxc—Cokeville, District No. 5 Public Schools. j Two Years jyaona—Gila Bend, Gila Bend; Winslow, Special Teachers and Supervisors. (qurorNIA—Calwa, Calwa; Canoga Park, Eaton Ave- we; Hawthorne, Williams Street; Hermosa Beach, thins Children’s Convalescent Home; Los Angeles, West " Athens; Pacific Beach, Junior High; Rancho Santa fe, Rancho Santa Fe; Roscoe, Elementary; San Diego, Alice Birney, Chollas, John Muir; Santa jya, Lowell; Santa Monica, John Muir; South Pasadena, South Pasadena Junior High. , Coorad0—Denver, Ashland, Boulevard, Columbine, W. H. Eagleton, Edison, Elyria, Horace Mann Juior High, Rosedale. paaware—Western New Castle County, Newport ‘ _ oe 7 is a (Colored). od rompa—Dade County, Comstock; Deleon Springs, Deleon Springs. : juto—Idaho Falls, Special Teachers. J juwwois—Edwardsville, Lincoln; Highland, Highland Public Schools, Grade, High; Moline, Special Teachers and Supervisors. lywouns—Indianapolis, George B. Loomis; Tell City, Newman. P lwi—Burlington, Horace Mann Junior High, Oak Street Junior High, Special Teachers. lunsas—Hays, Lincoln, Washington; Lawrence, Mc- Allaster, New York, Woodlawn. lousuana—New Orleans, P. A. Capdau. Yune—Bucksport, Spofford Junior High; South Portland, East High Street, Willard. \assacHUSETTS—Stoneham, East; Wellesley Hills, Seldon L. Brown. \icHiGAN—Saginaw, Burt. siiene \iwnesota—Minneapolis, Dowling, Nathan Hale, John Hay, Lymanhurst, Lyndale, Cyrus Northrop, Riley; Rauch, Harrigan Consolidated. Musissippi— Yazoo City, Special Teachers. \issour—Kansas City, Benjamin Harrison, James; St, Joseph, Special Teachers and Supervisors, ne, Havelock Central, Norwood ark. New HAMPSHIRE—Barnstead, Parade. New Jersey—Bordentown, - Bordentown Public Schools, High, Public No. 1, Public No. 2, Public No. 3; Camden, Central; Gloucester City, Glouces- te City Public Schools, Junior-Senior High, Ridge- way; Rumson, Public Schools; Trenton, Parker. New YorK—Auburn, James Street; Jrondequoit, Laurelton ; Kenmore, Special Teachers and Super- visors; Port Chester, Park Avenue; Van Hornes- — ville, Central. Otl0—Cadiz, Cadiz Public Schools; Cleveland, Cran- wood, Miles; Elyria, Franklin School for Deaf Chil- h dren, Special Teachers. OkLaHOMA—Tulsa, Eliot, Lombard, John Ross. : Onecon—Coos County, District Number 4, District er 8, District Number 27, District Number 90, District Number 69; District Number 77. NSYLVANIA—A mbridge, Fourth Ward, Harmony, , Senior High, Anthony Wayne; Berks County, Bern Township, Centre Township, South tlberg Township, Tilden Township; Berwick, t Public Schools, Chestnut Street, Ferris N Heights, Fairview, Fourteenth Street, Orange Street, Orchard Street, Third Street; Chester, ttherill; Ford City, Ford City Public Schools; anover, Special Teachers and Supervisors; Mont- fomery County, West Norriton Township; Read- itt, Fifth and Spring Streets; Williamsport, Abra- Lincoln. Rhee Hamilton County, East Brainerd, East idge, Falling Water, Hixson, Jersey, King’s Point, am Mountain, White Oak. rt ee John H. Brown, T. C. Hassell, Mar- Sie » Henderson, Lisbon, T. J. Rusk, Ascher Silberstein, Winnetka. Che —Norfolk, Patrick Henry; Norfolk County, 1 Verve Place; Richmond, Franklin. po Liana —Big Chimney, Big Chimney; Charles- "aad ittlepage, Sunrise, Truslow. , eshinn, Milwaukee, Thirty-eighth Street; Port "gton, Port Washington Public Schools. , Current Year ; sant Sitka, Sitka. mea Grammar; Patagonia, Grammar. nian pamaneim, Horace Mann; Bakersfield, wend Berkeley, John Muir, Oxford; Campo, wn i Los Angeles, Brentwood, Humphreys Ave- ’ South Praan Avenue, Santa Monica Boulevard, 7 Angeles an Superintendent's Department; Los lates as ent West Covina; Palos Verdes Es- : ; Pasadena, Arroyo Seco; River- : tion; § ; San Diego County, San Pasqual ‘) County Bea Ana, Spurgeon; Santa Barbara Crus s+ Unica, Ellwood Union; Santa Whea lew; Venice, osevelt; ork ryan Union High. Theodore Roos -_ list sng remainder of the schools on the current will : *ppear in the March JouRNAL.] ® Mention THE JourNat when writing our advertisers. Perry Kindergarten Normal School Founded 1898 by Annie Mosley Perry 3-year course for high school graduates desiring to become nursery school, kindergarten, primary and play- ground teachers. Limited enrollment insures personal attention. Supervised practice teaching. University credits. Send for booklet ‘‘Training Children.’’ HARRIOT HAMBLEN JONES, Principal, 25 Huntington Ave., Room 316, Boston, Mass. RNR oN me ER NATIONAL COLLEGE Formerly National Kindergarten and Elementary College. Ele- mentary courses to meet the special needs of teachers from nursery school through sixth grade. Comprehensive Demon- stration School. Attractive Dormitory. 6-week summer session, June 26th. Also 2-week Courses beginning June 12th. Trips to Century of Progress Exposition. Catalog. Edna Dean Baker, Pres., Dept. D-23, Evanston, III. OF EDUCATION SE ART MRNAS OREN | COFFEE-NERVES? ® Do you sometimes wish that children didn’t exist ? Do you feel as if you were just too nervous and tired to cope with a classroom any more? Has it occurred to you that your nervousness pos- sibly may be caused by your coffee? Common coffee contains caffeine. Caffeine whips nerves, forces hearts. It tends to produce nervous in- digestion, irritability, nuisance illnesses. You depend on coffee too much to give it up? Then just give up caffeine. Drink for two weeks Kellogg’s Kaffee-Hag Coffee (97% caffeine-free). Fragrant blend of Brazilian and Colombian coffee, minus only the caffeine. Enjoy coffee without caffeine penalty. Drink it as often as you like. Your nerves may miss their caffeine at first. But in a few days you will note a definite increase in serenity. Things will go more smoothly, both for you and the children. 8S iE a Ground or in the Bean ... Roasted by Kellogg in Battle Creek. Vacuum packed. Satisfaction guaranteed, or money back. a de Sign, Tear Off and Mail This Coupon Now! ¢ $f Buy Kellogg’s Kaffee-Hag Coffee a % ot from your grocer. Or, send 15 . cents in stamps for a can and a 7 of .e ot booklet on coffee and health. Use v7 Ct this coupon. A-26 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION February, 1933 yoL. INCREASE YOUR VALUE TO THE PROFESSION Now— Regardless of this econoni, ae stress, the training of members of th. § | teaching profession must go on. Keep fully informed of the progress in educa. tion. You must be up to the minute. Superintend. ents, principals and teachers will each find the pub. lications of the National Education Association and jt Departments very helpful texts for further training. They represent the best thoughts of leaders. Research Bulletins Price Departmental Yearbooks Per Copy THE Scnoot Boarp MEMBER. r Vol. XI, No. 1, January, 1983, 48pp.........0ceeceee $25 Superintendence me 1 Th FACTS ON ScHOOL CosTs. ee ’ I = > Procress anp P he ibe Vol. X, No. 5, November, 1932. 32pp 25 EDUCATIONAL EADERSHIP : PROGRESS AND POSSIBILITIES. = 9 cies Yigal wlpleriotiet = Sinden sak tear _ Eleventh Yearbook, 1983. 544pp.......cccccccssvccwss $2.00 aD) CRIME PREVENTION THROUGH EDUCATION. CHARACTER EDUCATION. 7€ Vol. X, No. 4, September, 1932. 68pp.............c00. 20 Tenth Yearbook, 1982. S8Gpp... .....00005e000000 enn 20 ESTIMATING STATE SCHOOL EFFICIENCY. Five UNIFYING FAcToRS IN AMERICAN EDUCATION. i ee ee 25 Ninth Yearbook, I0GE. S44pp...... . .000.00+.0s04 ose 2.00 7+ 1." >» Grp - weerenamene Sr pwrwy + LITE + ~~ ADMINISTRATIVE PRACTICES AFFECTING CLASSROOM TEACHERS. 7 ona rage a a eae fees ae 20 4: Part IL. The Retention, Promotion and Improvement of aighth TERFDOOK, LOGO. S62pp....... +++» 200000 enn i ‘a Teachers. THE DEVELOPMENT OF THE HIGH SCHOOL CURRICULUM. j Wek. H, Mn: BD Bie BO, i kak 6 ods ccdsicnced 53 Sixth TFenrbook, 1926, SBG00.. ..icscccccescncecqgun 2.00) S = ADMINISTRATIVE PRACTICES AFFECTING CLASSROOM TEACHERS. ° ° Part I. The Selection and Appointment of Teachers. Elementary School Principals Vol. X, No. 1, January, 1932. 32pp..............cee0. 25 THE PRINCIPAL AND His COMMUNITY. ' Eleventh Yearbook, 1932. 448pp..............scecsse 2.00 a“ THE PRINCIPAL AND SUPERVISION. S 1 E x eee er 2.00 Health Education Tenth Yearbook, 1931. 524pp. 4 THE PRINCIPAL AND ADMINISTRATION. } HEALTH Eptucation—Second Edition. A program for public Ninth Yearbook, 1930. GO4pp........ 22... cceeeesvees 2.00 ha. schools and teacher-training institutions, 1930. 251pp. iS ~ > or > Pape r Bound TTC rrrererereirrerre re rererererrrreerTe 1.25 Classroom Teachers = Ren a a ae ae widsassc's dene ib merereaie 1.75 e . r THE CLASSROOM TEACHER AND CHARACTER EDUCATION, i HEALTH SERVICE IN City SCHOOLS. Seventh Yearbook, 9082. 272pp....ccccccscccccvscete 150 40pp. Per Hundred, $15.00 ee lhe ei a 0S. eee he ee eee 20 THE EconoMIc WELFARE oF TEACHERS. HEALTH ESSENTIALS FOR RURAL SCHOOL CHILDREN. Sixth Yeashook, 1951. 244pp....cicccccccccssscesanem 1.50 5 meme. Per Timmioe®, GOGG. «o.oo ks sccccccccvccs ecccee oD TEACHING AS A CREATIVE ART. 150 ‘j res x ee J | HEALTH IMPROVEMENT IN RURAL SCHOOLS. PEED SOROS, TO ser tteee +s - ecpp. Per Hundred, $15.00........cc0ccscce batessonce cae 4 Review of Educational Research N ScHooL. BUILDINGS, GROUNDS, EQUIPMENT, APPARATUS, AND = SUPPLIES. Reports Vol. II, No. 5, December, 1932. 100pp...........+++ 1.00 E SCHOOLIOUSE PLANNING. 164pp............00% secceccccces 100 TESTS OF INTELLIGENCE AND APTITUDE. ; eee Vol. II, No. 4, October, 1932. T2pp..........-..eeeeees 1.0 F CHILDHOOD AND THE DEPRESSION. A LooK AHEAD. mn ‘ 4 ( FER ee 30 925, TESTS OF PERSONALITY AND CHARACTER. Pt ee ea te Oa eee ot Vol. II, No. 8, June, 1092. SGpp........00.000s0e0s00 RePoRT OF THE JOINT COMMITTEE ON GRAMMATICAL NOMEN- FINANCE AND BUSINESS ADMINISTRATION. | CLATURE. Revised October, 1923. 76pp............e000- 25 Vol. II, No. 2, April, 1932. 89pp..... 0. ee eeeeeeeeeers 1.00 | The titles listed above are only a few of the many available and include only the more recent issues of Research Bulletins and Department Yearbooks. Other issues are available covering a wide range of subjects. Write for complete list. Discounts on quantities of same book: 2 to 9 copies, 10 percent; 10 to 99 copies, 25 percent; 100 or more 33 1/3 percent. Please send the following: F Make checks or money orders sO ctagteer I as areas eae ial tat A ee Rake wes ko eile xe GNss belwoe payable to and mail to ceccccces NY 5s Sarge ett tasw ds chase teat gin wens, aim cetern hod swine Ae Re ena NATIONAL EDUCATION Name WEPTTCCT ITT TO TT TRO ee TT Cee eT eee ee ASSOCI ATION IE a iis in otis ncn wee Rees A Po Rk cn + es aaa 1201 SIXTEENTH STREET Ry SN IID oi Peake cd no as theca hee ee ee ei Be Ae WASHINGTON, D. C. Mention Tue JourNAL when writing our advertisers. SOZ mwmvwo