roxrio UIC, ——- cinaaae 20h MARCH, 1933 No. 3 NEN th pe a CC | 4% i al Fie \ ny hi we JOURNAL ¢ the NATIONAL EDUCATION ASSOCIATION The Schools and the Present Crisis—Editorial ‘ ; ‘ . ; , 71 Educational Leadership in the Emergency . ‘ ‘ , ; ‘ 73 President Roosevelt and Education—Frank Pierrepont Graves ; ; 75 From the Administrator’s Viewpoint—John H. Bosshart & Ross O. Runnels ; 77 What Makes a Life Significant?—William James . ‘ ‘ : . ‘ 79 Humanity, Our Greatest Enterprise. , . R ; ; ; ; 81 rPublicity and the Camera—Harry C. Lassen , , : ‘ ‘ ‘ 83 Working Children; Workless Men ‘ ; ‘ . ‘ ; : . 84 Crime Costs; Everyone Pays—Frank W. Hubbard . , R ‘ ‘ 85 Is There a Place for John? . : . ‘ ‘ ; ; , 86 Curriculum Development—William H. Sender : ‘ ; ; ; : 87 The Baby Comes of Age—Willis A. Sutton . ‘ ‘ , , ‘ ; 89 Professional and Lay Leadership . ; P . ; ' ; : ‘ 91 Taking the Schools to the People . : ‘ ‘ ; ‘ ‘ A , 93 The Child or the Dollar? ; . ‘ ; , ; : 93 The Faculty and the Parent- Denar Mivennet ‘ . ; , ; ; 94 An Advancing Teaching Profession—Joseph Rosier . : ; : ; : 95 Chicago, a Center of Culture ; . . ‘ , . . 96 Firm Stand Prevents Salary Cut—C howls Cc oll : . ; ‘ ‘ : 97 Trends in Illiteracy and Child Labor—Statistics . , . ‘ . . 99 Notes and Announcements. ‘ : : ‘ ; ° ° ; o ae Master Builders of Our Profession . . : ‘ . : ; . . 101 Builders of Our Profession . ' ‘ : . . , ‘ : ee Contents of previous issues of The Journal of the National Education Association can be found by consulting the Readers’ Guide and the Education Index in your library. Pustisuep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, D. C., UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. G-e-o-m-e-t-r-y H-U-M-A-N-I-Z-E-D in this new-day approach Sykes-Comstock-Austin Plane and Solid Geometry Geometry made interesting, easier to teach, easier to learn - HUMANIZED. An approach which emphasizes its beauty and wse- fulness which makes geometric reasoning a stimulating, enjoyable experience by fitting it into life experiences and situations. Clear and orderly thinking stressed In connection with each exercise and theorem, there is given a brief statement of the plan or analysis to be used in solving the exercise or theorem. It gives the student at the outset the gist of the argu- ment, calls his attention to the method of proof employed, and gives him some idea of how the proof may have been thought out originally. Easy Adaptability The material is arranged for easy adaptability to classes and pupils of varying ability, as well as to any teaching procedure. In addi- tion to a “‘minimum essentials’’ course, there is additional work for brighter pupils. Summaries, special review exercises and survey tests add to the usability of both texts. Send coupon These two textbooks bring you easier, more effective geometry teach- ing. Let us show you how. Fill in and mail the coupon for full details. RAND McNALLY & COMPANY Dept. J.P.-3, 536 S. Clark Street, Chicago, Ill., 270 Madison Avenue, New York, 559 Mission Street, San Francisco. e send me, free, the complete facts about your SYKES-COMSTOCK-AUSTIN P L ANE ont SOLID G EOME TRY. Name Part |, The Beginnings of Our Country THE STORY OF AMERICA FOR YOUNG AMERICANS Growth of Our By SMITH BURNHAM and THEODORE H. JACK The New vs. The Old The social significance of business adds romance and understanding to its study. The evolution of the philosophy of preparation for business and the evolution of fundamental materials are resulting in a new type of education that prepares for life as well as for business. i-xamine GENERAL BUSINESS SCIENCE by Jones, Bertschi, and Holtsclaw It intrigues the children, pleases the teacher and carries the endorsement of our leaders in education and in business. GENERAL BUSINESS SCIENCE tells the student things he should know to equip him for the active period of his life: The varied means of livelihood; his obligation to the public as well as to him- self; the need of careful planning; of finding an occupational place in keeping with his desires and abilities; of thrift; the processes of business; and his place in the business structure. Write our nearest office for complete information. The Gregg Publishing Company New York Chicago Toronto Boston San Francisco London Sydney Gregg Books Are Authoritative STORIES OF AMERICAN PIONEERS HEARD AND KING Grade 3 or 4 STORIES OF AMERICAN EXPLORERS Part Il, The Country This series presents basic teaching material for the first cycle of American history in the grades, in accord with the newer courses of study. Work is skilfully organized on the unit plan, with previews, reviews, genuine thought questions, suggested readings, and worth-while activities for each unit. The Winston patented ‘Hercules’ binding is used in this series, insuring remarkable durability. Further, the books will always look fresh and clean, no matter how old they are, because the bindings are washable. More than 300 colored illustrations. Write for full information and SETTLERS HEARD AND KING Grade 4 or 5 These books may be used separately or as a series, for basal or supplementary use. They are written in simple but interesting story style, printed from large, clear type and illustrated in color and in black and white. THE JOHN C. WINSTON COMPANY WINSTON BUILDING, PHILADELPHIA CHICAGO ATLANTA DALLAS SAN FRANCISCO yol. 22, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Ca There is a Ditto machine for every duplicating need. Priced from $12.50 up Jcunion—aA versatile school dupli- eator. Sturdy and practical for school use. Many thousands now in daily operation in all kinds of educational institutions. Copy Kit—For teachers’ per- sonal home use—for rural schools. This copying kit is complete in equipment, all ready for caring for your many duplicating needs. Ics PorTaBLE—A low-priced duplica- tor for the small school or for the individual teacher. An unusually attractive Ditto at the special price now offered to schools. Rotary—Completely automatic— self-feeding, self-ejecting. The fast- est gelatine duplicator made. The most popular duplicator that is used in schools today. THE complete Ditto line includes ideal equipment for every copying need of every kind of institution. 1 Ditto makes 100 or more copies direct from your pencil, pen and ink, typewritten or printed original. 2 Copies as many as 8 colors — all in one operation — direct from your original writing or drawing. 3 Requires no stencil, no carbon, no typesetting. 4 Copies on any size sheet from a small card to a large form. 5 Copies on thin tissue or heavy card stock. 6 Costs less than 5 cents per 100 copies. 7 Is the fastest method for making copies. 8 Is extremely simple to operate. In schools and colleges, the uses of Ditto are vir- tually limitless. For the faculty —examination questions, study outlines, drawings, graphs, sketches, shorthand, sam- ples, laboratory experiments, maps, music scores, ectures, notices, For the students—school newspaper, athletic schedules, election ballot forms, dramatic club mss., glee club arrangements, posters, drawings. For the office — instructions to teachers, school records, notices of meetings, report of Board of Edu- cation, bulletins, office forms, registration card sys- tems, attendance records. As specialists for many years in every phase of school duplicating work, we should like to send you more complete information about Ditto, and to supply you with actual samples of Ditto work done 1tto ORPORATE OD IN C 621 South Oakley Boulevard, Chicago, Illinois Mention THe JourNat when writing our advertisers. | Sharp's Series - of English Exercises 11 Books... A Book for Each Grade In Use in 4700 Cities Designed for supplementary use in English work in Grades Ill through XIl. Each book provides exercises in lan- guage work suitable for the grade. The books may be used in conjunction with any textbook. This fact, in part, accounts for the desirability and popularity of the series. THE SHARP SERIES Language Practice for Third Grade. ...15¢ Drill and Test materia Language Practice for Fourth Grade.. .15¢ Drill and Test material Lenguees Drilis and Teets............. 15¢ Fifth grade Language Drills and Tests............. 15¢ Sixth grade CS EOC CCT OTTTT ET 25e¢ Seventh grade CPNONOR. 6c cece ccccccccstccece 25c¢ Eighth grade EEOC ET OE OPEC 35c Book I for High School, [X grade I I i 5 as aces vcccccasees 35e¢ Book II for High School, X grade CO 35e¢ Book III for High School, XI grade re 356 Book IV for High School, XII grade English Exercises for Senior High MO saséccscccccesdcan 30c A Teacher’s Manual for each book contains brief directions and correct answers for each group of exercises. 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March to June are excellent months for Picture Study “A child cannot grow up twice, and the burden of a financial depression should not be thrown on his shoulders.”’ If ever pupils needed to have beauty brought into their lives, they need it NOW. Age of Innocence Give them Reynolds erry Picture TO STUDY AND TO LEARN TO LOVE. Reproductions of the world’s Masterpieces—they cost only a trifle (2,250 subjects): ONE CENT EACH for 50 or more. Size 3 by 3%. TWO CENTS EACH for 25 or more. Size 5% by 8. Catalogue ¢ 1,600 miniature illustrations or 15 cents. he Perry? ictures © Box 4, Malden, Mass. $ 9 per copy Discounts 2 to 9 Copies—10 percent 10 to 99 Copies—25 percent 100 of more—33 1-3 percent Mention THe JourNaL when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1933 Please Let Us Know— Do You Receive “WORD STUDY”? Throughout the school year we issue periodically, for the benefit of English teachers, a publication entitled WORD STUDY in which are presented many interesting and helpful ideas relating to the teaching of the subject. It will hel us to know whetheryou receive WOR STUDY; if you do, what your opinion of it is; and if you do not, whether you would like to receive it free of expense. We will appreciate a word from you. In writ- ing please mention The Journal of the National Education Association. The Merriam- Webster is the “Supreme Authority” One hundred years of experience insure its accuracy and scholar- ship and have estab- lished it as the authori- tyin American schools. INTERNATIONAL DICTIONARY The Presidents and Department Heads of lead- ing Universities and aay ae give their in- dorsement. Write for Free with sample pages. ustrated pamphlet G. & C. MERRIAM CO. Springfield, Mass. pensable to the student of school administration. EDUCATIONAL LEADERSHIP Prepared by the Commission on Educa- tional Leadership of the Department of Superintendence as the 1933 Year- book. 544 Pages A book that every school executive needs in his library—indis- Traces the development of educational leadership, summarizes present status, and points a challenge to the future. « « ORDER NOW » » DEPARTMENT OF SUPERINTENDENCE National Education Association 1201 Sixteenth Street N. W. Washington, D. C. Vol. —_ Vol. 22, No. 3 Ever- Increasing because of a policy which provides for quantity production of highest quality Library Supplies and Furniture, we have, over a period of 36 years, gained the confidence of an ever-in- creasing number of customers. Before you order supplies or furniture for the School Library, consider our offerings. GAYLORD BROS.. Ine. LIBRARY FURNITURE and SUPPLIES | } | SYRACUSE, N. Y. STOCKTON, CALIF. The Classroom Teacher | and | Character Education SEVENTH YEARBOOK (1932) Department of Classroom Teachers No classroom teacher can afford to be without this highly practical Yearbook. Supervisors, prin- cipals, superintendents of schools, and instructors in professional schools for teachers also will find it stimulating and helpful in their work. Among the | important topics discussed are: | Problems of method in character education. Character emphasis in regular classroom work. Character values in out-of-class school activities. Provisions for meeting individual differences and their influence in character development. 272 pages Price per copy, $1.50 Discount on orders for more than one copy ORDER Now! NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W. Washington, D. C. ! Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION By Lewis Mills, Arthur O. Baker and William L. Connor DYNAMIC BIOLOGY is a distinctly new and effective presentation of the science of living things, based on modern philosophy Dynamic Biology HIGHLIGHTS |} 4nd educational psychology. 1 Classroom tested * for 5 years. 2 Dynamic material * ... the kind stu- dents like. 3 Unit Organization * instead of chap- ters. 4 Definite Objec- * tives so that the student knows what he is studying and why. 5 Stories and thought * problems to stimulate think- ing and to aid retention. 6 Word pronuncia- * tions and defini- tions at bottom of page to build vocabulary. Summaries which * stress important facts to remem- ber. - 500 _ illustrations * amplify text. Instead of placing emphasis on the scien- tific names of plants and animals, identifi- cation and the memorizing of countless facts, this textbook stresses material which appeals to the student. The unit titles, “Odd Forms of Life in Out-of-the-Way Piaces,” “The Fascination of Microscopic Life,” “How Plants and Animals behave,” suggest the DY NAMIC character of the material. Students are given dramatic episodes in the lives of plants and animals. Thus their interest is .roused naturally . . . they learn because they like to... and they develop an inquiring attitude. Glance over some of the outstanding features listed in the panel. These and many others give you a Biology seacbian aid which in effectiveness would be difficult to equal. All of the facts are available. Your mailing the coupon will insure your getting them. RAND MeNALLY & COMPANY Dept. JB3, 536 S. Clark St., Chicago, IIl. 270 Madison Avenue, New York 559 Mission Street, San Francisco Please send me without any obligation whatsoever the complete facts about your “Dynamic BroLtocy” ScHooL The J Sponsored by The National Home Li- AMONG THE brary Foundation, making organization created to place within the reach of everyone books of substance that have become the epics Cora Wmson Stewart, of generations of critical readers. Chairman Titles will be selected by forty dis- J*™®s Trustow Apams tinguished scholars, writers and edu- Mary AusTIN cators comprising its advisory board. Gerorce Pierce BAKER Cc Stetra S. CENTER Stanwoop Coss per volume Wrisvur L. Cross TITLES NOW ae TESTA- ANSIONS Y OF ALL CHANT OF (With Notes) *'S ESSAYS 10T 4+ 49 + rer z.t=7.t rom ez 2Zmammem z= SF L200m >om >o Maz zm a zZoz™"sx za THROUGH THE LOOKING GLASS 2 ee re acket Library a NON-PROFIT ADVISORY BOARD DorotHy CANFIELD Joun Dewey AVAILABLE Witt Durant TREASURE ISLAND Havetoce Exuss ae A OF THE W. Wiisur Hatrierp THE ADVENTURES WittraM EL viery LEonaRp acveurunte. Joun Livincston Lowes hy pe Rosert A. MILLIKAN ae Evcene O’NEILy THE GOLDEN Howarp C. Rosprns TREASURY OF SONG AND VERSE James Harvey Rospinson Convenient in Size, 414 x 6% inches. Ex- E. A. Ross cellent printing; easy-to-read type. Hand- somely and Durably Bound in Fabrikoid Louts UNTERMEYER Covers. A Special Price of 10 cents per vol- Henprik WILLtem VAN ume is extended to schools, colleges and in- stitutions. Sample copies will be sent on re- ceipt of 15 cents. All Loon A. E. WinsHrP Books Complete and Unabridged NATIONAL HOME LIBRARY FOUNDATION DIVISION OF THE JACKET LIBRARY 1518 K Street N. W. WASHINGTON, D. C. THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION March, 1933 Vol. HERE YOU ARE Geography Teachers WHAT YOU'VE W-A-N-T-E-D WHAT YOU'VE N-E-E-D-E-D WHAT YOU'VE W-A-I-T-E-D FOR the Revised and Enlarged GOODE’S SCHOOL ATLAS The last work of this master geographer and educator With the PRONOUNCING INDEX comprising more than 30,000 names A teaching aid no geography teacher should be without ... a reference work literally indiapanndie for pupil progress from the elementary through the graduate school. Larger, more comprehensive, more usable than the former GOODE’S SCHOOL ATLAS. More a ge | all told. More maps—i74 by actual count, beautifully colored, easily read, authentic. Local official spellings for foreign cities. complete pronouncing index of more than 30,000 names. These, and other revisions and additions galore, offered to you at the same price as the first smaller edition . . . $4.00 list, subject to usual textbook discounts. NOT TOMORROW—BUT TODAY. Send the coupon for all the facts. You will be de- lighted and amazed that it has been possible to compile so much valuable teaching material in such compact and usable form. co a !1RAND McNALLY & COMPANY | Dept. JA3, 536 S. Clark Street, Chicago, Ill. | | 270 Madison Avenue, New York 559 Mission Street, San Francisco | 1 t want to see what Goode’s REVISED and ENLARGED Atlas is like. Send me | | FREE all the details. Name Address School 1 Position Health Education A Program for Public Schools and Teacher Training Institutions A Better Textbook The School Board Member RESEARCH BULLETIN VOL. XI, Ba 8 41 pages January, 1933 A timely study of the school board and its relationship to the school system. A statement of facts and an interpre- tation of activities with which every member of the pro- fession and school board should be familiar, especially in this period of economic stress. A copy should be placed in the hands of every member of your board. ORDER NOW 25 cents each Discounts as follows: 2 to 9 copies, 10 percent; 10 to 99 copies, 25 percent 100 or more copies, 33% percent NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street WASHINGTON, D. C. 251 Pages First published in 1924, reprinted several times since, and now revised and en- larged by the Joint Committee on Health Problems in Education of the National Education Association and the American Medical Association. This report has been expanded from 164 pages to 251 pages. The subjects covered, as shown by the chapter heads, are the same as the original report but added space has been given to new developments. The references for teachers printed at the end of each chapter, together with the general bibliog- raphy at the end of the volume, have been thoroughly revised and will prove useful to teachers seeking up-to-date and authoritative information about the topics presented. Paper bound Cloth bound $1.25 each $1.75 each Discounts as follows : 2 to Q copies, 10 percent ; 10 to Qo copies, 25 percent; 100 or more copies, 33 1-3 percent. Orders not accompanied by funds are subject to transportation charges. NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET WASHINGTON, D. C. AMERICAN MEDICAL ASSOCIATION 535 NO. DEARBORN STREET CHICAGO, ILLINOIS Mention THe JourNAL when writing our advertisers. Vol. 22, No. 3 ments of the University. Arts, Education, Applied gineering. PROFESSIONAL OPPOR- TUNITIES—Intersession, June 5-17, offers two weeks of intensive study under Dr. W. C. Bagley (Colum- bia). Two regular terms, June 17-July 25 and July 25-August 26; eight weeks’ term, June 12-August 12. SPECIAL FEATURES week. Literature and Art. program of recreation. Drama by the University Theatre ayers. Musical programs every Free lectures on Science, A directed THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION The UNIVERSITY of CINCINNATI announces PROBLEMS OF THE CHANGING WORLD A Unique Unit Course June 17—July 25, 1933 A unified interpretation of major problems in American life—scientific and industrial, economic, political, social, and educational. A regular course of the first summer term, given jointly by the various colleges and depart- 114 other courses in Liberal Arts, and Commercial En- UNIVERSITY FACILITIES —Including dormitories for men and women. Demon- stration elementary school. Recreational advantages include summer season of grand opera and other privileges of urban life. Expenses moderate. For Bulletin Address Dean L. A. PECHSTEIN, Director University of Cincinnati, Cincinnati, Ohio UNIVERSITY of MINNESOTA DIRECTOR OF SUMMER SESSION—DEPT. D MINNEAPOLIS, MINNESOTA. A-31 Beautiful Modern Dormitories Wind-Swept Campus on Lake Michigan This Summer Combine Profit with Pleasure Study at ORTHWESTERN The University on Lake Michigan June 19-- August 12, 1933 See “A CENTURY OF PROGRESS” Chicago’s International Exposition Attend the N. E. A. Convention and Northwestern University Summer Session SCHOOL OF EDUCATION Courses for School Administrators, Deans, Coun- sellors, Supervisors and Teachers in Teachers’ Colleges, Senior and Junior High Schog'y Sec- ondary and Elementary Schools. Special Vonfer- ence on School Finance and Administration. Particular attention to graduate work. SCHOOL OF SPEECH Thirty courses: In Play Production and Direction, Make-up, Costume and Scenery Design, (seven plays produced); in Theatre and Creative Drama- tics for Children ; in Public Speaking and Debate; in Voice and Diction; in Oral Interpretation; in Speech Re-Education. Master's degree may be secured in summer sessions. SCHOOL OF June 19-July 29. Courses in Music Education, SI Public School Music, Normal Piano Methods, MU Cc Orchestra and Band, Church and Choral Music, History and Appreciation, Theoretical and Applied Music. GRADUATE —_Mew’s degre mer be conrad sone sthlacecy SCHOOL Liberal Liberal Arts, Literature, Natural Sciences, Social “ Sciences, Education, Commerce and Speech. SCHOOLS OF COMMERCE, JOURNALISM, LAW AND LIBERAL ARTS Many courses offered in these fields to students interested in professional work. For Free Bulletins Address Summer Session, 103 University Hall, Evanston, Ilinois NORTHWESTERN ’S Beautiful wooded campus on Lake Miciv ADVANTAGES Ehicaco living expenses. Adjacent to Chicago. Among CHICAGO’S The greatest Exposition since 1893, demon- strating in action a century of progress in ATTRACTIONS America. Many foreign exhibits. Scientific IN 1933 —Educational—Thrilling. Reduced Round Trip Fares to Chicago Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION oD cooperation is maintaining America’s high standards of educa- tional progress. Educators—school officials—Parent Teacher organizations—and parents themselves are working hand in hand that schools may function with unimpaired efficiency though school expenditures may be curtailed. If Education reaches a standstill—progress will cease. Thus, today’s budgets which call for readjust- ments should nevertheless provide for modern equip- ment—modern teaching tools. School executives, always conscious of the pupil’s mental and physical welfare, have found a way to avoid penalizing children due to economic ills. Even though school budgets may be cut, pupils need not suffer. So in 1933 budgeting provision is made for modern, pos- turally correct seating and desks even if funds do not permit new buildings. In that way classrooms are mod- ernized without costly expenditure and within available funds. Pupil health and efficiency is safeguarded, for authorities agree that posturally correct seating — seat- ing that makes it easy and natural for the pupil to sit erect —is a primary factor in the health of the pupil dur- ing thelong school day,and an aid to his mentalalertness. American Seating Company TM Makers of Dependable Seating for C\ Schools, Churches and Public Auditoriums General Offices: GRAND RAPIDS, MICHIGAN Branches in All Principal Cities T AMERICAN SEATING COMPANY (NEA-3) | GRAND RAPIDS, MICHIGAN. _ Please send me. without obligation, a copy of your Posture Poster and | copies of the booklets checked. Dk knenccauttinocesnie a een ( ) Number of Classrooms | (ladicate here whether you are Superintendent, Principal or Teacher) | ( ) Essentials of Hygienic Seatin co The Relation of Posture to Tuberculosis ( ) Ideals and Standards of Classroom Seating L‘ ) The Buying of School Equipment ( ) Forty Years of School Seating Racemeemese Mention THe Journal Modernizing that school executives will find economical and efficient Educational authorities make a place in their budgets for main- tenance and replacements. Much of this appropriation is usually ap- plied to new seating. So each year anumber of classroomsare brought up to the most efficient seating standards. For a relatively small annual expenditure in comparison to the total cost of education, they are enabled to give students seating lete types. Use “American Henderson-Universal Desks” This desk, shown to the right, induces natural, comfortable, correct posture. _ The tilting and sliding desk top insures reading or writing at the correct focal distance and angle of vision . . . thus minimizing eyestrain. Economical in fin- al cost, this desk should replace obso- thatis posturally correctand a defin- ite aid to their healthand efficiency. Superintendents, principals and teachers are invited to write us (or use coupon) on matters pertain- ing to seating and posture. For the sake of your pupils modernize your school where it means most to them and costs least to the community. Send the Coupon for when writing our advertisers. FREE Classroom Posture Posters and Seating Booklets We will mail school officials and teachers free classroom posture posters, size 17% x 25 inches, which show children why they should sit erect. With them, too, any of the posture booklets listed in the coupon. SEND THE COUPON March, 1933 eee ee —_- - a a Editorial for March 1933 The Schools and the Present Crisis N EARLIER EDITORIAL pointed out A. that this is no ordinary depres- sion, but a great transition from one era of human life to another. The present crisis is the first shock of this great transition. A financial upheaval which can cut the national income in half within three years is no small affair. But the psychological shock is even more se- vere. It is everywhere. People in no real immediate danger are in despair. From this point things may move in either of two ways—toward the painful road of violence, revolution, destruction, and re- building,or toward the commonsense road of patient readjustment thru political and social reform. Whether America ulti- mately shall take the path of reform or of revolution depends in the last analysis upon the schools, upon the ability of the lower schools to guide and stabilize the neighborhood and the community; upon the ability of the higher schools to lead and enlighten the nation. There are signs of violence today on the part of people who a few years ago would have abhorred such action. The revolutionary mood is apparent among those who have had livelihood, homes, or farms taken from them. This mood is in- tensified by the presence of extravagance, luxury, and display among the rich. De- spair is deepened by the fact that no visible relief, alternative, or outlet is in sight. At this point the present period con- trasts most strikingly with the terrible crisis of 1837. There was then the promise of great development to the West and of much-needed new industries. Widespread unemployment had not yet become chronic as it has been during the past decade. Another factor in the pres- ent situation is a degree of unwillingness —greater than existed in 1837 or in other crises—to charge up as an act of God what is so obviously the product of human greed, stupidity, and planlessness. It is the high privilege of the teachers of America to turn the minds of the people away from violence, whether the revolutionary ideas originate among the greedy who talk about the failure of democratic government, which they have always sought to weaken and undermine, or whether these ideas are born of injus- tice, want, and despair among the poor. The teacher is the savior of the people. He has seen the success of democracy in Bh iporsaner are alarmed by pressing financial prob- lems and uncertainties. Their natural concern for loved ones and for their own security is heightened by their daily con- tact with the vicissitudes which the present crisis has brought to childhood and home life. Theirs is a double burden and how gladly and heroically they have shouldered up to the task! There is no more inspiring chapter in the annals of the Re- public than the way the teach- ers of America have set their hearts to serve and protect the children in the face of insuper- able difficulties and disasters to themselves. The profession will emerge from these trying years with a new leadership seasoned by its hard experi- ences and sustained by a larger purpose and a wider vision. the common school and has faith in dem- ocratic principles. He knows that the breakdowns in American life have oc- curred in industry and finance which are least democratic and that its highest suc- cess has been at those points where the worthy ideals and aspirations of the com- mon people have had free play. The teacher being neither rich nor poor oc- cupies a middle ground. He is the em- ployee and the servant of the entire people, in a position to insist that on the part of both rich and poor there shall be justice and understanding. In spite of evidences of the revolu- tionary mood here and there, the most striking feature of this crisis is not the occasional violence on the part of the dis- possessed and the needy. On the contrary, it is the remarkable patience and order- liness of the population as a whole in the face of personal disaster and uncertainty. This is a fine tribute to the intelligence and rightmindedness of the people and reflects the results of a high level of schooling. Just as the schools have laid the foun- dations during the past generation they will push civic intelligence to still higher levels during the present crisis. It is in times like this that a new lead- ership is born. Young men and women learn firsthand the facts of political, in- dustrial, and social life in the hard school of their personal experience. They ask why? who? how? because they perceive that they and their dear ones have a stake in the larger world which formerly seemed remote. Americans today are studying politics and economics as they did in the days of the Boston Tea Party. They are getting ready to throw off a new kind of tyranny —that of the “Wall Street Power Trust” oligarchy. They may be fooled for a time, only to turn with all the more certainty and conviction in the end. The people have the ballot, and democracy will win in spite of the undemocratic forces that seek to corrupt, to weaken, and to dis- credit a form of government that has brought more advance to the human race in shorter time than any other type. There are today nationwide, highly organized, well-financed attacks on the schools by greedy interests. These at- tacks have been supported by certain newspapers and periodicals. The follow- ing statements are taken from an edi- torial in a periodical of national circula- tion: But then [in 1914] the pedagogs began to fall upon the taxpayer in real earnest, and presently they had him down and were turn- ing his pockets inside out. By 1920 they were taking a billion of his money; by 1926 they had advanced to two billions; and now they are somewhere between three and four billions. . . . What do we get for all that money? We get a great array of expensive buildings, a huge horde of expensive quacks, and an immeasur- able ocean of buncombe... . The notion that they have done and are doing any ponderable good is mainly a delusion. What they have actually done is a lot of harm. They have taken the care and upbringing of children out of the hands of the parents, where it belongs, and thrown it upon a gang of irre sponsible and unintelligent quacks. .. . Ms oF ATHENS, I would persuade you, old and young alike, not to take thought for your person or your properties, but first and chiefly to care about the greatest improvement of your souls.—Socrates. [71] 72 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION In all ages pedagogs have been the bitterest enemies of all genuine intellectual enterprise, and in no age have they warred upon it more violently or to sadder effect than in our own. In the light of the devotion, the sacri- fice, and the sustained service of teach- ers, such statements are more than silly. They border on the criminal. Have not teachers worked at pitiful salaries to im- prove education during a period when schools have expanded so rapidly as to make adequate service impossible? Have not teachers given up their summers and their savings to improve their own edu- cation? Have they not carried on in spite of powerful forces which weaken young life? The teacher can stand on his record. Unwarranted criticisms cannot survive the light of day. If teachers will do their part to interpret the services of the schools, an informed people can be counted upon to stand by the children. A few facts will convince any intelligent person that considering the quality of the service which the schools now give to ap- proximately one-fourth of the population, they are relatively inexpensive. They tax us much less than we are taxed by ‘our vices, our indulgences, our luxuries, and our extravagances. The average family spends more than five times as much an- nually on its automobile as it does to edu- cate one of its children. It should be made plain to those who are concerned about property and prosperity that their own selfinterest demands the highest quality of educational service from the kinder- garten thru the university. The only way to create employment for persons now out of work is to raise the standard of living. It can be raised only by arousing worthy aspirations, training new skills, and enriching character. The school helps at all these points. Certain banking and industrial forces now seek to coerce local, state, and na- tional governments to balance in twelve months budgets which should be bal- anced over a period of several years. If these men really understood the longtime effects of paralyzing school opportunity, they would not cut from under themselves the main hope of stability and security. The critics of the school can be met with a frank and full presentation of facts. The schools have nothing to lose and everything to gain from the truth. There are few institutions in modern life that are so constantly under the eye of the public. The people know something about the schools because every day their chil- dren are in them. Rightminded men and women are ready to rally to the support of ap institution which plainly guarantees their safety, helps to raise the standard of living and to restore prosperity. If some of the misguided forces which now HE FOLLOWING books and reports will be helpful to those who wish to study the effects of the present crisis on the schools and on American life. [1] Recent Social Trends in the United States, Report of the President’s Research Com- mittee. McGraw Hill Book Co. N. Y. 2v. $10. [2] Editorials, Journal of the NEA: “The Bicentennial Bill of Rights,” May 1932, p141; “What Are We to Do With Our Lives ?” Decem- ber 1932, p277; “The End of an Epoch,” Janu- ary 1933, pl; “The Great Transition,” Febru- ary 1933, p39. [3] Report of the Citizens Conference on the Crisis in Education. The American Council on Education, 744 Jackson Place, Washington, D. C. 1933. 25¢. [4] Report of the Committee on School Costs. Department of Superintendence of the NEA, Washington, D. C. 1932. 25¢. [5] Research Bulletins of the NEA: “Facts on School Costs,” November 1932; “Investing in Public Education,” September 1930; “The Outlook for Rural Education,” September 1931. National Education Association, Washington, D. C. Single copies 25¢. [6] Childhood and the Depression. National Education Association, Wash., D. C. 1931. 25¢. [7] America’s Opportunity. How We Lost It and How We May Regain It by James Truslow Adams. Charles Scribner’s Sons, N. Y. 1932. 25¢. seek to cripple schools understood the facts, they would increase educational service during this crisis. The need for public service today is greater than ever. Teachers feel this need and are familiar with the extra demands made upon them. The teachers who are most valuable are those who have essen- tially the spirit and point of view of the social worker. There needs to be taught to the children and thruout the com- munity a few homely truths such as The advantages of simpler living The importance of fine homelife The value of lifelong improvement of the mind The dependence of stable government upon individual responsibility and informed civic righteousness The need for outdoor recreation to offset the sedentary character of modern life The central place of fine spiritual character as the foundation of right human relations These are all things within the ordinary range of commonsense and personal ob- servation. The best teachers are already working along these lines. The ones who are not willing to assume their share of community and professional leadership do not long remain in the profession. March, 1933 The adaptation of the school to com- munity needs does not imply radical changes which are not justified by experi- ence. The public is in no mood today for what it considers extreme ideas in edu- cation. It is opposed to visionaries and to superficial progressivism. The public wants fundamental results in terms of personal fitness, vocational competence, civic responsibility, wholesome cultural interests, and dependable character. Com- monsense must be applied to the school curriculum. There are many ways of in- troducing new ideas and a new spirit into the school. Every teacher, parent, and young person needs to understand the nature of the present crisis—to ask and to answer so far as possible the question: What is the character of this age and what can I do to prepare myself and this community to make the necessary adjust- ments to it? For example, does not the rural high school need to shake off the domination of college entrance requirements and as- sert its right to serve its local community? Is it fair to occupy the time of youth with obsolete studies during a period when farm life is being crucified by its own ignorance, with every prospect that con- ditions will be worse unless trained in- telligence is applied to the larger eco- nomic relations of agriculture, to the prin- ciples and practise of cooperation, and to the development of worthy cultural ac- tivities in the farm home and commu- nity? Such courses are not easy to teach because suitable books are not yet writ- ten. They can be taught from newspaper scrapbooks, magazine articles, farm pe- riodicals, government bulletins, library collections, and commonsense observa- tion. The leading farm interests of any state can be counted on to rally around such efforts to modernize the rural-school curriculum. Let the schools assert their faith in the intelligence and courage of the American people. Let them interpret anew the meaning of democracy applied not only in government but in education, indus- try, and business. Let them work out in close cooperation with the homes and all other constructive forces the adaptation of the schools to the new conditions. Th2 task which faces the teachers may seem heavy but it is not beyond their strength. Most of us have a large margin of unused power, just as the runner has his second and third wind. Everyone who has under- taken difficult tasks knows that strength comes with action, that courage grows with use, and that the knowledge of serv- ice brings joy.—Joy Elmer Morgan. , 1933 ) COm- ‘adical ‘xperi- ay for 1 edu- Ss and Public ms of tence, ultural . Com- school of in- ‘it into t, and 1d the sk and estion: re and nd this adjust- il high ination ind as- unity? th with | when ts own at con- 1ed in- ar eco- le prin- and to ral ac- ommu- 0 teach >t writ- yspaper rm pe- library bserva- of any around -school 1 in the nerican ew the ot only - indus- ; out in and all ptation ns. Th: ly seem trrength. unused second ; under- strength 2 grows of serv- an. Educational Leadership in the Emergency ousness of the position in which America now finds itself. Citizens of every class are grimly facing desper- ate problems. It is a time for clear think- ing and constructive leadership. Every individual and every group has responsi- bility for meeting its share of the tre- mendous obligation which is upon us all. Education is no exception. It is ours to stand shoulder to shoulder as defend- ers of little children. The parents of boys and girls, and citizens generally are look- ing to our educational organizations— local, state, and national—to assume the leadership which they should exercise in such a Crisig. Realizing ts fact, President Joseph Rosier of the National Education Associ- ation, and President Milton C. Potter of the Department of Superintendence have appointed a Joint Emergency Steering Committee to consider the situation con- fronting the schools and to recommend desirable procedures in dealing with the difficulties, financial and otherwise, grow- ing out of this situation. The members of this Committee, rep- resentative of various fields of the pro- fession, bring to their work extensive experience in educational leadership. Its chairman, John K. Norton, professor of education, Teachers College, Columbia University, was the first director of re- search of the National Education Asso- ciation. His work has contributed largely to the advance made in education thru- out the nation since the World War. Mrs. F. Blanche Preble, Chicago Public Schools, president of the Department of Classroom Teachers of the NEA, brings to the Committee the sympathetic view- point of those who know most intimately the difficulties with which the present crisis has burdened the day-by-day in- struction of children. Herbert S. Weet, superintendent of schools, Rochester; A. T ssn CAN BE no doubt of the seri- L. Threlkeld, superintendent of schools, Denver; David E. Weglein, superintend- ent of schools, Baltimore, add rich and OHN K, Norton, Teachers College, Columbia University, chairman of the Joint Emer- gency Steering Committee appointed by Presi- dent Rosier of the NEA and President Potter of the Department of Superintendence. varied experience from the field of ad- ministration and organization of schools. Each serves with a background of study and research on Department of Superin- tendence yearbook commissions, and sur- veys of school conditions on a national scale. J. B. Edmonson, dean of educa- tion, University of Michigan, brings to the group the scientific approach and vision of those who are preparing the educational leaders of tomorrow, and who are adapting education thru research and experiment to the needs of a chang- ing world. Sidney B. Hall, state superin- tendent of public instruction, Virginia, represents on the Committee those in closest contact with the complex and harassing problems of legislation, tax re- forms, larger units of administration, and the equalization of educational op- portunity. In all the history of the organized pro- fession, no more important committee has been asked to assume leadership, nor been more capable of performing the task. The Committee, together with Pres- idents Rosier and Potter, and members of the NEA headquarters staff, promptly met in Cleveland, Ohio, for a two-day conference, formulated a statement of general principles, and drafted the ele- ments of a program of action. Nineteen projects for immediate action were outlined and steps were taken to put them into operation thru the head- quarters staff of the National Education Association and other appropriate agen- cies. Among these projects are the fol- lowing: [1] Preparation of a com- prehensive exhibit at the Minneapolis convention of the Department of Super- intendence which will show the efforts now being made by state departments of education, state and local education associations, the National Education As- sociation, and city schools to arouse popular sentiment for the maintenance of educational opportunity during the emergency. It is expected that such an exhibit will lay the basis for the prep- aration of a coordinated and greatly strengthened plan of public relations on a scale never before approached; [2] provision for a comprehensive analysis and appraisal of the groups and agencies, such as national magazines, newspaper syndicates, and national organizations which are exercising important influence in determining educational policy; [3] definition of the basic current issues con- cerning the scope and composition of educational offerings at public expense; [4] preparation of a report as to the DUCATION AND THE AMERICAN LEGION—The creed of the American Legion on education can be sum- marized in these words: Proper education builds character and ideals which are the first requisites | of good citizenship. {/The American Legion is deeply and vitally interested in the making of loyal Americans and is very conscious of the fact that the schools of our country must bear the burden of starting our | young people on the right road. It is the ambition of the American Legion, whenever possible, to cooperate _ in any way to advance the work of our schools and to bring about the appreciation of our citizens for the | sincerity of purpose which our teachers give to their work. Their pay is that finest of all satisfactions— | consciousness of a task well performed. In addition to that, however, our people can help repay them in part by united cooperation in advancing their objectives. —Louis JOHNSON, national commander, the American Legion. [ 73 ] 74 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION effects of the retrenchments in educa- tional offerings resulting from the de- pression; [5] organization of a united drive by all lay and educational forces interested in the welfare of children to the end that conditions growing out of the depression shall not deny proper edu- cational opportunities to the generation now in school. After deciding upon steps to meet the immediate difficulties of the current school year, the Committee proceeded to develop a series of principles and pro- cedures out of which might grow a pro- gram of educational leadership and ac- tion appropriate to the problems which lie ahead. This program was presented for the consideration of the governing bodies of the National Education Asso- ciation, the Department of Superintend- ence, and other organizations meeting at Minneapolis. This program includes: [1] provision for the leadership and the assistance needed by state and _ local school systems in adequately interpret- ing the educational needs of children in the twentieth century; [2] organization of a service to assist state and local school systems in preparing school budg- ets which meet the requirements of sound economy and educational efficiency; and [3] development of cooperative pro- grams of educational legislation appro- priate to the demands being made upon the schools. On the basis of data assembled for the Committee by the Research Division, the conclusion was reached that retrench- ments in educational costs have reachéd the place which calls for the serious consideration of all good citizens. Large cuts have been made in educational ex- penditures thruout the nation since 1929. In some sections schools have been closed completely. In most communities fur- ther slashes in school budgets will result in corresponding reductions in the edu- cational facilities provided children. Under the pressure of the depression, J. B. Edmonson Sidney B. Hall Ann Arbor, Mich. Richmond, Va. conflicting proposals are being made for further retrenchments. Some are advo- cating the scrapping of kindergartens. Others maintain that free highschool education should be provided for only a small percentage of those who graduate from grammar school. Others are advo- cating the elimination of special classes for deaf, blind, crippled, or otherwise handicapped children. It was the decision of the Committee that this situation called for the consider- ation of all those interested in the welfare of children. Parents, taxpayers, teachers, and public-spirited citizens in general should proceed to a careful appraisal of the principles which ought to govern the provision of free education in the United States during the decades that lie ahead. Who should be provided free education? What educational services should be provided? How should essen- tial educational services be financed? It was the conclusion of the Committee that educational leadership should bring about, in the near future, a thoro con- sideration of questions like these by the intelligent citizenry of the nation. From such consideration should come the clari- fication of educational purposes which is essential if this important public enter- prise is to render the service and accom- plish the results expected of it. The Committee on the Emergency has before it an inspiring precedent—the work of the highly appreciated joint commission which served the nation im- mediately following the World War. The crisis of 1917-18 awakened the American people to the realization of the fact that provisions for the welfare of childhood had lagged behind the swift pace of prog- ress set by American life. The selective service disclosed that one-fourth of the nation’s young men were not physically fit to act in defense of their country. Of those who qualified in the draft more than one-fifth were, for all practical pur- poses, illiterate. Members of the Joint Emergency Committee ~ a A. L. Threlkeld Denver, Colo. Mrs. Blanche Preble Chicago, III. March, 1933 In February 1918, before the Ameri- can Expeditionary Force had yet cast its full strength on Europe’s farflung bat- tle line, Mrs. Mary C. C. Bradford, president of the NEA, and the late Dr. Thomas E. Finegan, then president of the Department of Superintendence, jointly appointed the war emergency commission which had for its long-term purpose the preparation of a nation for peace. Returned veterans and scores of other organizations joined the movement to combat illiteracy, and to provide for every child a fair start in life. The work of this earlier commission was a substantial contribution to a dec- ade of unparalleled educational progress, Illiteracy has been decreased by one- third. The qualifications of teachers have been raised. Salaries have more than doubled. The security and stability of teaching has been forwarded thru pro- fessional organization. High-school en- rolment has increased from 2,000,000 to 5,000,000. Now the sudden breakdown of our economic structure threatens all that has been accomplished thru a decade of brilliant achievement. There are those who suggest even that the progress of more than a half-century be wiped out; that our schools go back to the Three-R curriculum which accompanied horse and buggy days. The present emergency is even more serious than the War. The appointment by Presidents Rosier and Potter of the Joint Emergency Steer- ing Committee is the teachers’ call to action. It will be heard within the or- ganized profession and without. It will result in a pooling of strength and a unity of action never yet attained by teachers. The Committee, capable as it is, cannot obtain results without the co- operation of all who are engaged in edu- cation. This is a task for a million teach- ers. Success depends upon concerted action now. For millions of school chil- dren, it is this year—or never! Herbert S. Weet David E. Weglein Rochester, N. Y. Baltimore, Md. | _ — ’ . —- ainctiian 1933 ee .meri- t Cast g bat- dford, e Dr, nt of dence, gency ¥-term on for res of ement de for 1ission a dec- ogress, 7 one- achers more ability ‘u pro- Ol en- 000 to of our 1 that ‘ade of - those ress of d out; hree-R rse and ncy is Rosier y Steer- call to the or- It will and a ned by le as it the co- in edu- . teach- ncerted ol chil- President Roosevelt and Education FRANK PIERREPONT GRAVES Commissioner of Education, State of New York of Education of the State of New York, who has been directly re- sponsible for education in that common- wealth during Governor Roosevelt’s ad- ministration, was asked to prepare this statement for THE JOURNAL. The Com- missioner of Education in New York is chosen by the Board of Regents of The University of the State of New York, a nonpartisan body, for an indefinite term. He is, therefore, not dependent upon ap- pointment by the governor. Dr. Graves was selected in June 1921, and he hap- pens to be a Republican. He has written, therefore, without bias in preparing this article. Pires NOTE—The Commissioner ROM ALL his antecedents we should ex- FE pect President-elect Roosevelt to un- derstand the needs of education and to be a strong friend to the nation’s schools. Sprung from a line of cultured ancestors on both sides, he was brought up in an atmosphere of education and was care- fully trained at every stage. To have been the son of James Roosevelt of Hyde Park was to insure intellectual traditions, and these potentialities were developed successively at Groton School, Harvard College, and Columbia Law School. Less than a year after his graduation from Harvard, the future president married his distant cousin, Anna Eleanor Roose- velt, who also had enjoyed large cul- tural advantages and has thruout their wedded life been actively engaged in educational affairs of one sort or an- other. Even while mistress of the gov- ernor’s mansion, Mrs. Roosevelt has con- tinued her participation in the manu- facture of reproductions of antique furni- ture and her viceprincipalship and teach- ing at the Todhunter School, and has undertaken to edit a journal on the care and training of infants. Every circumstance of heredity and environment would seem to point to a natural interest in public education upon the part of Franklin D. Roosevelt. These promises have apparently been fulfilled during his gubernatorial career. His de- sire to support worthy educational pro- jects has been revealed in his public utterances, his writings, and his messages to the legislature, and has taken material form in his recommendations conce:ning state appropriations. Liberal increases in educational expenditures, which were started by his predecessor, Governor Harris & Ewing | erence DELANO ROOSEVELT, who assumes the leadership of the American government at a time when the children of the nation especially need serious and sustained considera- tion. Alfred E. Smith, have been promoted, and he has repeatedly recognized the need of extending larger financial aid to the less privileged communities of New York. Mr. Roosevelt has been classified as a “progressive.” Certainly, if we can judge from his official utterances, this term would d&cribe his attitude toward edu- cational problems. A progressive tone is manifest in his convictions relating to the subject and he has consistently held to the modern American policy of equal opportunity in education. He has in- sisted that schools should help to create happy and useful lives for all the chil- dren—for those of the rural districts as fully as for those ofthe cities and in poor districts as well as in rich. Upon his in- auguration as governor for the first term he declared to the legislature: The principal mandatory increase in the com- ing budget will be the additional sum running probably to nine million dollars, required for the extension of the better education of our citi- zens. The people of the state are unanimous in support of our liberal policy. Under the present [75] methods of apportioning state funds to rural school districts, the poorer districts in many instances fail to receive their fair share. The method of apportionment should be simplified and made to conform more closely to the rel- ative wealth of the districts. Two months later he expanded this principle in a special message proposing legislation designed to relieve the school tax burden in rural communities and to assure children in such districts equal educational opportunities. Said he on that occasion: It is necessary to relieve the rural-school dis tricts by decreasing the tax burden now borne by rural taxpayers, principally farmers, thru increased state aid to such rural districts .. . The constitutional mandate that the state shall provide for the maintenance and support of a system of free common schools, wherein all the children of this state may be educated, fixes responsibility on the state and implies that equality of educational opportunity shall be afforded the boys and girls of the state wherever they may reside. In further solution of this difficult problem of rural education the new gov- ernor took advanced ground in advocat- ing the modern movement variously known as “centralization,” “unification,” or “consolidation.” The great empire state, so progressive in most aspects of education, still clings to the outworn dis- trict system, but in the fall of his first year in office Governor Roosevelt de- clared at the Convocation of the Regents: It is true that we may have sympathy with those in our midst who talk glibly about the little red schoolhouse and of the education which some of the great men of the past there acquired, but at the same time we cannot yield to our sympathies. The days of one-room schools are definitely numbered, but it is an unfortunate fact that in many states they still exist in numbers far too great. In many other ways Governor Roose- velt has emphasized the American ideal of equal opportunities for all as opposed to the Old World conception of “selec- tive” education for the few. He has fre- quently made clear his belief that the public schools should be accommodated to the special needs of various groups of pupils who are physically or men- tally handicapped. He has especially ap- plauded and promoted all efforts to re- educate adults injured in industrial ac- cidents and train effectively all crippled children in New York. In his New Year’s greeting to the teachers of the state |New York Education, 1930| he 76 _ —— wrote concerning their activities in these lines: What an opportunity is yours for a genuine public service and what a return must come at the close of each working day with the happy realization that you have given something, done something real for the youngster who has been denied an even chance! I need not dwell on the fact that the great forces of the nation, state, and locality are behind you in your magnificent profession, nor will I include any reference to the vast figures of appropriation that governing bodies have made available. In the matter of furnishing vocational opportunities to children who will be obliged to leave school early and engage in manual occupations, Governor Roose- velt has been equally specific in his ad- vocacy. His most recent expression upon the subject is to be found in the following quotation from the issue of Child Welfare for December 1932: We know that the industrial openings for young people between fourteen and sixteen are in most cases blind-alley, repetitive jobs, de- moralizing rather than stimulating to the chil- dren employed at them. Such use of youth is vain and wasteful. But we know also that our present educational provisions do not meet the needs of all children up to sixteen. Newer, more vital, more significant types of preparation for satisfactory living must be evolved in our school system, so that if we prohibit the employment of children up to sixteen we may at the same time provide fruitful experiences to fill these years and turn out more valuable citizens to the state and to industry when they do enter on their productive years. Similarly, in an address upon the ac- complishments of the first term of his ad- ministration, he stressed the importance of developing teachers of homemaking and of spreading the gospel of better homes and trained wives and homekeep- ers thruout the state. His views are well indicated in the following quotation: The education here is doing a splendid piece of work in improving living conditions thruout our rural sections, and indeed, in the villages and towns also. It is teaching a vast army of girls in the domestic sciences, teaching them to make better homes and to be more successful daughters and sisters and mothers. Thru the kindred work also of the home bureaus in every county in the state, we are stressing the in- fluence that women on the farms and in the homes of our state bear on the state’s economic and social activities. Upon other occasions the enthusiastic support that Governor Roosevelt has given to vocational education and to training vocational teachers has in large THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION measure made it possible for state educa- tional institutions of New York—agri- cultural, forestry, ceramics, and marine schools, normal schools and teachers col- leges—to offer the effective work in all lines of occupational training that the young people of New York are at present receiving. The teachers of the country may well be curious about the attitude of President Roosevelt concerning education as a na- tional function. It is generally held that the federal government is bound sooner or later to participate in this activity more fully and more consistently than it does at present. The Constitution ot the United States leaves the control of education in the hands of the states. The National Education Association has taken the position that it should remain with the states. But various educational activities and agencies have grown up in the federal government. The National Education Association and many other groups interested in the field have been striving to have a bill enacted that would merge the various educational functions of the federal government in a major de- partment, with a secretary in the Presi- dent’s cabinet. While President-elect Roosevelt has not spoken directly on education as a national problem, as a disciple of Jeffer- sonian democracy he ardently believes in the principle of “home rule” and of “state sovereignty” in most matters. His posi- tion on such questions is distinctly stated in a radio broadcast during Collier’s hour on March 3, 1930: Wisely or unwisely, people know that under the eighteenth amendment, Congress has been given the right to legislate on this particular subject [the prohibition issue] but this is not the case in the matter of a great number of other vital problems of government, such as the conduct of public utilities, of banks, of insurance, of business, of agriculture, of edu- cation, of social welfare, and of a dozen other important features. In these, Washington must not be encouraged to interfere. . . . The pres- ervation of this “home rule” by the states is not a cry of jealous commonwealths seeking their own aggrandizement at the expense of sister states. It is a fundamental necessity if we are to remain a truly united country. Mr. Roosevelt has, however, repeatedly shown his faith in the expert and in or- ganized research, and he may possibly be persuaded that educational investigation March, 1933 and dissemination are of sufficient im- portance to entitle them to a cabinet posi- tion of their own, and that the functions and procedures of such an agency can- not logically be determined by a man whose prime interests center around such activities as those connected with the reclamation of lands and the care of Indians. Certainly Mr. Roosevelt is unlikely to be complacent concerning the present haphazard conduct of federal activities in education. He must perceive the ab- surdity of scattering these functions thru thirty or forty separate agencies of the government, and he may be won to some plan for uniting and correlating them in a single office. Judging from his approval and defense of the way in which one hundred and eighty divisions of state government were reduced to twenty by his predecessor in office, it is quite pos- sible that Mr. Roosevelt, upon becoming president, may be ready to go even fur- ther in reorganizing departments and re- ducing their administration to order than President Hoover desired to go in his recent executive acts. Whatever the new president may de- cide to do about the organization of edu- cation, we may be certain that he will endeavor to bring about a close correla- tion in activities between the various states and between the state and the na- tion. At the last meeting of his guberna- torial cabinet in December he spent con- siderable time in emphasizing the impor- tance of having every department head build up more effective and more intimate relationships with the heads of similar de- partments in other states. He also out- lined briefly some of the steps he hoped to take in bringing about a closer rela- tionship between the federal and state governments. Judging, then, from his public expres- sions while governor of New York, the views of President Roosevelt concerning education as a national function will be in harmony with the radio statement he made last October on What the State Is Doing for the People in Education. In this connection he emphatically declared: “You can be very certain that I will see to it that there will be no curtailment of any educational activity.” now existing that warrant can be found for lowering teachers’ salaries in any respect whatsoever. I, therefore, do not believe that the mandatory provisions of law relating to teachers’ salaries should be repealed, but that temporary reductions only should be con- sidered and such temporary reductions should be limited in amount and scope under state control—From recommendations of Governor Franklin D. Roosevelt to the special session of the New York legislature. | v r ‘HE STATE has committed itself to exercising immediate control over the salaries of teachers. It is only in the pressing emergency | | 1933 —. t im- Posi- tions Can- man | such n the re of ely to resent Vities ie ab- $ thru of the some em in yroval h one state ty by > pos- oming n fur- nd re- r than in his ty de- f edu- e will rrela- arious he na- berna- it con- mpor- : head timate lar de- O out- hoped r rela- | state xpres- k, the erning will be ent he tate Is on. In ‘Jared: rill see ent of i | = PRESSURE of tradition and public opinion, school administra- tors tend to judge the success of the school largely by scholastic achieve- ment. Citizenship, physical and mental health, and character are somewhat in- tangible and involve deferred values. The people judge the success of the school by what they term “the standard of scholar- ship.”” For many years, when the quality of work suffered because of the approach of universal education, the most dis- cussed remedy was the improvement of classroom teaching. Teaching was greatly improved but much of the failure con- tinued. During the last ten years, superintend- ents have begun to see more clearly that the broader aims of education are neces- sary to the success of the pupil now as well as in the future. Attempts to diag- nose readipg-difficulties frequently come face to face with emotional disturbance or poor health. Analyses of the failures of pupils in the high school lead more often to faulty character, antisocial atti- tudes, and emotional disturbances than to lack of aptitude or ability. Studies of the initial failures of young people in business point so often to unsatisfactory attitudes that vocational guidance ex- perts place particular emphasis upon the early acquisition of good character and normal minds. The preventive work of psychiatrists employed by counties and municipalities to reduce juvenile delin- quency and insanity, calls for the cooper- ation of the schools as well as of the home. So clear is the evidence of the need for healthy minds that the superintend- ent no longer considers mental hygiene as a pleasing addition to school work but as a fundamental necessity. This point of view is intensified in the South Orange-Maplewood, New Jersey, schools by the findings of a system of educational guidance designed to assist the child in his reaction to his experi- ences both within and outside of the school. The organization for educational guidance provides a cumulative case- study record for each child from the kin- dergarten thru grade twelve. This devel- opmental history includes records of school achievement, psychological tests, social background and experience, per- sonality traits, health problems, and vo- cational aptitudes. The organization of this material and provision for its use has been worked out in such a way as to give continuous, easily accessible, and valu- able help to teachers in their daily work of helping children. The plan is adminis- tered by the principals and teachers in a live organization. In the secondary schools, grade guides with training in vo- cations, higher educational opportuni- ties, and command of the principles of physical and mental hygiene, are em- ployed to give expert service and to direct the work. Specialists, constituting the staff, contribute to an understanding of the pupil’s problems. The purpose of the guidance system is to make more possible for the pupil the attainment of the broad aims of education thru his experiences in school and outside of school. As this personnel work evolved, there appeared a need for psychological tests, resulting in the organization of a child study department. This was accom- plished by expanding a department al- ready operating achievement tests. Natu- rally the study of the serious cases called for the expert services of the psychiatrist. Finally, after experimenting with the plan of calling in such an expert only when needed, the administration added a psychiatrist to the staff for one day each week. At present the @epartment includes an expert in psychological and achiéve- ment tests, with an assistant especially interested in the diagnosjs of difficulties in reading; a psycholégist who has also been trained aga psychiatric social worker; a parttime psychiatrist; and a principal who acts as director for the group. A strong feature of the organiza- tion is that each worker is given definite responsibility for expert service in a par- ticular field. The position of the psychol- ogist carries with it the fundamental re- sponsibility concerning mental hygiene; it requires both expert and executive service. This worker, acting as a visiting teacher, must exercise real commonsense and tact in dealing with families and teachers as well as with the maladjusted pupils. Now and then a case is referred to an outside psychiatrist. This may be necessitated by pressure of work or by personality obstacles. In the work of this department, the administration is continually faced with the question, “Who most needs mental hygiene treatment?” < <> <> The first calls from principals and teachers have been for the study of a [77] Mental Hygiene From the Administrator’s Viewpoint limited number of clinic cases constitut- ing perhaps less than one-half percent of the total enrolment. These include chil- dren suffering from a wide range of trou- bles such as: serious delinquency; incor- rigibility; mental and scholastic retarda- tion due to various combinations of phy- sical, intellectual, and emotional causes; withdrawn and isolated personalities; and many forms of personal and social maladjustment. A few of them can be restored to relatively normal condition within a short time; some may improve after long treatment; for others there is little hope. In a number of cases the superintendent has been called upon to decide, upon evidence submitted by the child study department, whether the child is educable and a safe pupil to have in school. AK of these are “clinic cases”’ requiring the attention of psychiatrists, physicians, neurologists, and other high- priced experts. Altho the service rendered gives great satisfaction to, those inter- ested, it is often unsuccessful and always expensive. There has been much argu- ment concerning the justification for such expense. In the end the administra- tion must concede that because these children take a large amount of the time and energy of teachers and principals away from more socially profitable work with the average and superior children, any service rendered to the “clinic cases” is a distinct service to the rest of the school. Furthermore he realizes that it is less expensive for the government to spend a thousand dollars on a single child tHan to maintain him thruout adult life in an asylum or prison. Altho acknowledging the real economy of this high cost, the superintendent has been embarrassed continually by the evi- dence produced thru the guidance sys- tem that the other ninety-nine and one- half percent of the pupils need expert mental hygiene service. He realizes that any child can be emotionally ill for a short or long time just as he may have a cold or pneumonia; and that in emo- tional disturbance, as in medicine, an ounce of prevention is worth a pound of cure. In the student body as a whole, there is a procession of children suffering from emotional troubles growing out of home conditions, inflexible curriculums, set standards, misguided conceptions of the philosophy and principles of educa- tion, accidental social combinations, and other causes. The superintendent is shown by the guidance workers that any pupil may develop a need for mental hy- giene service. He soon sees that his first duty is toward the ninety-nine and one- half percent and that with each of them he should that “the barn door is closed before the horse is stolen.” Here the administrator faces a difficult problem. The child study department finds it easy to give all of its attention to extreme “clinic cases” but very diffi- cult to direct its efforts to the emotional welfare of the great mass of the pupils. They cannot give expert service to each and every child. The only possible way in which the desired end can be accom- plished is by using teachers and princi- pals who have daily contact with the pupils. How far can the regular teacher become an expert in mental hygiene? How far can she use safely the knowl- edge she may acquire? Practical experience with this problem in the South Orange-Maplewood schools is as follows. The teacher is considered the school parent of the child. Just as the mother at home may regulate diet and habits of living and may give simple home remedies for minor ailments, the teacher watches over the child’s reaction to school life. In addition she may present wholesome subjectmatter adjusted to the child’s needs in accordance with such see THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION methods as will tend to produce the nor- mal mind. This is constructive, preven- tive work more important than the re- medial work of physicians. When she ob- serves symptoms of a really serious na- ture she may ask for expert service. For this reason it is well for the teacher to understand the main principles of mental hygiene. She should, at the same time, realize the significance of the old say- ing, “A little knowledge is a dangerous thing.” In actual operation the plan followed in the South Orange-Maplewood schools tends to infiltrate the principles of men- tal hygiene into the minds of the teach- ers. The conferences concerning clinic cases disclose to principals and teachers the way in which the child study de- partment analyzes cases to find causes and the methods by which harmful re- sults are eliminated or offset. This under- standing comes to the principals and teachers from experience rather than from theory. The psychiatrist is giving at present one hour each week to confer- ence with a kindergarten teacher and her principal concerning the emotional prob- lems in the beginning class. Having ac- quired a new way of thinking and act- ing, the principal in turn influences her entire school. In addition, general teach- ers meetings have been held at which have been presented the philosophy of ' March, 1933 — education, the theory of the organization of the system, the principles of teaching, the plan for guidance, and the work of health and child study departments. Al] of these presentations have been greatly influenced by the work in mental hy. giene. Many teachers are supplementing the training thus acquired by college courses in educational guidance and men- tal hygiene. The most powerful factor in convine- ing teachers of the need for mental hy- giene and in showing them how they can participate, is the guidance system. It furnishes a case-study record of the growth of each child, thus revealing the actual causes of failure and success. It shows the relation of health and char- acter to failure and success. It empha- sizes the importance of mental hygiene in character development. It calls the at- tention of the teachers to the need of the great majority of the pupils as well as to the difficulties of the few extreme cases. It inspires in teachers a sympa- thetic interest in mental hygiene and a desire to know more about its principles and practises. Teachers are concerned with causes of failure and unsocial be- havior, and desire to help in the adjust- ment of children in their care-—John H. Bosshart, superintendent, and Ross O. Runnels, director of Child Study, South Orange and Maplewood, N. J. Worthwhile activity, an understanding teacher, an attractive workshop—and mentally healthy children 1933 x ration ching, rk of s. All reatly i hy- nting ‘ollege | men- nvinc- al hy- >y can am. It f the ng the ess. It _ char- mpha- ygiene the at- eed of is well xtreme sympa- and a nciples cerned ial be- adjust- —John 1 Ross What Makes a Life Significant ? FEW summers ago I spent a happy A week at the famous Assembly grounds on the borders of Chau- tauqua Lake. The moment one treads that sacred enclosure, one feels one’s self in an atmosphere of success. Here you have culture; you have kindness; you have cheapness; you have equality; you have the best fruits of what mankind has fought and bled and striven for under the name of civilization for centuries. I went in curiosity for a day. I stayed for a week, held spellbound by the charm and ease of everything, by the middle- class paradise, without a sin, without a victim, without a blot, without a tear. And yet what was my own astonish- ment, on emerging into the dark and wicked world again, to catch myself quite unexpectedly and involuntarily saying: “Ouf! what a relief! This order is too tame, this culture too secondrate, this goodness too uninspiring. I cannot abide with them. Let me take my chances again in the big outside worldly wilderness with all its sins and sufferings.” I asked myself what the thing was that was so lacking in this Sabbatical city, and the lack of which kept one forever falling short of the higher sort of contentment. And I soon recognized that it was the ele- ment that gives to the wicked outer world all its moral style, expressiveness, and picturesqueness—the element of precipi- tousness. . . . What our human emotions seem to require is the sight of the struggle going on. The moment the fruits are be- ing merely eaten, things become ignoble. Sweat and effort, human nature strained to its uttermost and on the rack, yet get- ting thru alive, and then turning its back on its success to pursue another more rare and arduous still—this is the sort of thing the presence of which inspires us, and the reality of which it seems to be the func- tion of all the higher forms of literature and fine art to bring home to us and sug- gest. But was not this a paradox well-calcu- lated to fill one with dismay? An irre- mediable flatness is coming over the world. The whole world, delightful and sinful as it may still appear for a moment to one just escaped from the Chautau- quan enclosure, is nevertheless obeying more and more just those ideals that are sure to make of it in the end a mere Chau- tauqua Assembly on an enormous scale. ven now, in our own country, correct- ness, fgirness, and compromise for every small “advantage are crowding out all other qualities. The higher heroisms and the old rare flavors are passing out of life. With these thoughts in my mind, I was speeding with the train toward Buffalo, when, near that city, the sight of a work- man doing something on the dizzy edge of a sky-scaling iron construction brought me to my senses very suddenly. Wishing for heroism and the spectacle of human nature on the rack, I had never noticed the great fields of heroism lying round about me, I had failed to see it present and alive. Not in clanging fights and des- perate marches only is heroism to be looked for, but on every railway bridge and fire-proof building that is going up today. On freight-trains, on the decks of vessels, in cattle-yards and mines, on lum- ber-rafts, among the firemen and the po- licemen, the demand for courage is inces- sant; and the supply never fails. As I awoke to all this unidealized heroic life around me, the scales seemed to fall from my eyes; and a wave of sym- pathy greater than anything I had ever before felt with the common life of com- mon men began to fill my soul. It began to seem as if virtue with horny hands and dirty skin were the only virtue genuine and vital enough to take account of. Every other virtue poses; none is abso- lutely unconscious and simple, and unex- pectant of decoration or recognition, like this. If any of you have been readers of Tol- stoi you will see that I passed into a vein of feeling similar to his. “The more,” writes Tolstoi in the work, My Confession, “the more I examined the life of these laboring folks, the more persuaded I be- came that they veritably have faith, and get from it alone the sense and the possibility of life. . «s.The more we live by our intellect, the less wé understand the meaning of life. We see only a cruel jest in suffering and death, whereas these people live, suffer, and draw near to death with tranquility, and oftener than not with joy. They labor quietly, endure privations and pains, live and die, and thruout everything see the good without seeing the vanity. . . .” Yet it seems to me. Tolstoi overcorrects our social prejudices, when he makes his love of the peasant so exclusive and hard- ens his heart toward the educated man as absolutely as he does. Is the func- tional utility, the worth to the universe of a certain definite amount of courage, kindliness, and patience, no greater if the [79] possessor of these virtues is in an edu- cated situation, working out farreaching tasks, than if he be an illiterate nobody, hewing wood and drawing water, just to keep himself alive? Just test Tolstoi’s deification of the mere manual laborer by the facts. This is what Mr. Walter Wyckoff, after work- ing as an unskilled laborer in the demoli- tion of some buildings at West Point, writes of the spiritual condition of the class of men to which he temporarily chose to belong: The salient features of our condition are plain enough. We are grown men and are without a trade. In the labor-market we stand ready to sell to the highest bidder our mere muscular strength for so many hours each day. . Broadly speaking, we must sell our labor or starve; and, as hunger is a matter of a few hours, and we have no other way of meeting this need, we must sell at once for what the market offers for our labor. ... From work like ours there seems to us to have been eliminated every element which constitutes the nobility of labor. There is none of the joy of responsibility, none of the sense of achievement, only the dull monotony of grinding toil, with the longing for the signal to quit work, and for our wages at the end. Such hard, barren, hopeless lives, surely are not lives in which one ought to be willing permanently to remain. And why is this so? Is it because they are so dirty? Well, Nansen grew a great deal dirtier on his polar expedition; and we think none the worse of his life for that. Is it the insensibility? Our soldiers have to’ grow vastly more insensible, and we extol them to the skies. Is it the pov- erty? Poverty has been reckoned the crowning beauty of many a heroic career. Is it the slavery to a task, the loss of finer pleasures? Such slavery and loss are of the essence of the higher fortitude, and are always counted to its credit—read the records of missionary devotion all over the world. It is not any one of these things, then, taken by itself—no, nor all of them together—that make such a life undesirable. A man might in truth live like an unskilled laborer, and do the work of one, and yet count as one of the noblest of God’s creatures. Quite possi- bly there were some such persons in the gang that our author describes. . . If there were any such morally excep- tional individuals, however, what made them different from the rest? It can only have been this—that their souls worked and endured in obedience to some inner 80 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ideal, while their comrades were not ac- tuated by anything worthy of that name. These ideals of other lives are among those secrets that we can almost never penetrate, altho something about the man may often tell us when they are there. The barrenness and ignobleness of the more usual laborer’s life consist in the fact that it is moved by no such ideal inner springs. The back-ache, the long hours, the danger are patiently endured —for what? To gain a quid of tobacco, a glass of beer, a cup of coffee, a meal, and a bed, and to begin again the next day and shirk as much as one can. . . But what, exactly, do we mean by an ideal? Can we give no definite account of such a word? To a certain extent we can. An ideal, for instance, must be something intellec- tually conceived, something of which we are not unconscious, if we have it; and it must carry with it that sort of out- look, uplift, and brightness that goes with all intellectual facts. Secondly, there must be novelty in an ideal—novelty at least for him whom the ideal grasps. Sod- den routine is incompatible with ideality, altho what is sodden routine for one person may be ideal novelty for another. This shows that there is nothing abso- lutely ideal: ideals are relative to the lives that entertain them. To keep out of the gutter is for us here no part of con- sciousness at all, yet for many of our brethren it is the most legitimately en- grossing of ideals. Now, taken nakedly, abstractly, and immediately, you see that mere ideals are the cheapest things in life. Everybody has them in some shape or other, personal or general, sound or mistaken, low or high; and the most worthless sentimen- talists and dreamers, drunkards, shirks, and verse-makers, who never show a grain of effort, courage, or endurance, possibly have them on the most copious scale. Education, enlarging as it does our hori- zon and perspective, is a means of multi- plying our ideals, of bringing new ones into view. And your college professor, with a starched shirt and spectacles, would, if a stock of ideals were all alone by itself enough to render a life signifi- cant, be the most absolutely and deeply significant of men. Tolstoi would be com- pletely blind in despising him for a prig, a pedant, and a parody; and all our new insight into the divinity of muscular la- bor would be altogether off the track of truth. But such consequences as this, you in- stinctively feel, are erroneous. The more ideals a man has, the more contemptible, on the whole, do you continue to deem him, if the matter ends there for him, and if none of the laboring man’s virtues are called into action on his part—no courage shown, no privations undergone, no dirt or scars contracted in the attempt to get them realized. It is quite obvious that something more than the mere pos- session of ideals is required to make a life significant in any sense that claims the spectator’s admiration. To extort from us the tribute of our grudging rec- ognition, it must back its ideal visions with what the laborer’s have, the sterner stuff of manly virtue; it must multiply their sentimental surface by the dimen- sion of the active will, if we are to have depth, if we are to have anything cubical and solid in the way of character. The significance of a human life for communicable and publicly recognizable purposes is thus the offspring of a mar- riage of two different parents, either of whom alone is barren. The ideals taken by themselves give no reality; the vir- tues by themselves, no novelty. . . . Ideal aspirations are not enough, when uncombined with pluck and will. But neither are pluck and will, dogged endur- ance and insensibility to danger enough, when taken all alone. There must be some sort of fusion, some chemical combina- tion among these principles, for a life objectively and thoroly significant to re- sult. Of course, this is a somewhat vague conclusion. But in a question of signifi- cance, of worth, like this, conclusions can never be precise. But it is an answer, all the same, a real conclusion. And, in the course of getting it, it seems to me that our eyes have been opened to many im- portant things. . . . You divine in the world about you matter for a little more humility on your own part, and tolerance, reverence, and love for others; and you gain a certain inner joyfulness at the in- creased importance of our common life. Such joyfulness is a religious inspiration and an element of spiritual health, and worth more than large amounts of that sort of technical and accurate informa- tion which we professors are supposed to be able to impart. We are suffering today in America from what is called the labor-question. I use the brief term, labor-question, to cover all sorts of anarchistic discontents and socialistic projects, and the conserva- tive resistances which they provoke. So far as this conflict is unhealthy and re- grettable—and I think it is so only to a limited extent—the unhealthiness con- sists solely in the fact that one-half of March, 1933 our fellow-countrymen remain entirely blind to the internal significance of the lives of the other half. The rich and the poor are at cross-purposes all along the line, regarding each other as they might regard a set of dangerously gesticulating automata, or, if they seek to get at the inner motivation, making the most hor- rible mistakes. Each, in short, ignores the fact that happiness and unhappiness and significance are a vital mystery; each pins them absolutely on some ridiculous feature of the external situation; and everybody remains outside of everybody else’s sight. Society has, with all this, undoubtedly got to pass toward some newer and bet- ter equilibrium, and the distribution of wealth has doubtless slowly got to change: such changes have always hap- pened, and will happen to the end of time. But if, after all that I have said, any of you expect that they will make any genuine vital difference on a large scale, to the lives of our descendants, you will have missed the significance of my entire lecture. The solid meaning of life is always the same eternal thing—the marriage, namely, of some ‘unhabitual ideal, however special, with some fidelity, courage, and endurance ; with some man’s or woman’s pains. And, whatever or wherever life may be, there will always be the chance for that marriage to take place. ... I am speaking broadly, I know, and omitting to consider certain qualifica- tions in which I myself believe. But one can make only one point in one lecture, and I shall be well content if I have brought my point home to you this even- ing in even a slight degree. There are compensations: and no outward changes of condition in life can keep the night- ingale of its eternal meaning singing in all sorts of different men’s hearts. Thatis the main fact to remember. If we could not only admit it with our lips, but really and truly believe it, how our convulsive insistencies, how our antipathies and dreads of each other, would soften down! If the poor and the rich could look at each other in this way, sub specie aeter- natis, how gentle would grow their dis- putes! What tolerance and good humor, what willingness to live and let live, would come into the world! —Abridged from the longer essay of the same title by William James. The complete essay may be found in either of two volumes, Talks to Teachers or On Some of Lifes Ideals, both published by Henry Holt and Company, thru whose courteous permission this material is here reprinted. 1933 ——.. tirely if the id the g the might lating ut the t hor- es the ss and each culous ; and y body btedly d bet- ion of ‘ot to s hap- ond of 2 said, make i large ts, you of my of life g—the 1bitual idelity, > man’s ver or always to take w, and alifica- Sut one lecture, I have is even- ere are hanges » night- ging im That is e could t really yvulsive es and . down! look at e aeter- eir dis- humor, et live, bridged me title te essay rolumes, of Lifes ry Holt purteous printed. School and College Assemblies Humanity, Our Greatest Enterprise opAy the “shot heard ’round the [ont is heard immediately instead of several weeks after it is fired. If a foreign market slumps, we all feel de- pressed. If strained relations exist be- tween two or more nations, the rest of the world promptly expresses its grave concern. A social upheaval in another continent causes us to pause and wonder, “Are we next?” An intellectual, cultural, or scientific development is immediately claimed by all the world, and, if properly utilized, benefits all mankind. With radio waves traversing the 25,- 000 miles of the earth’s circumference in one-seventh of a second; with trains at- taining the speed of ninety-six miles an hour; with boats crossing the Atlantic Ocean in four days, and airplanes in about half that time; and with our daily home-grown food augmented with tea from Ceylon, spices from India, rice from China, coffee from Brazil, paprika from Hungary, and olive oil from Italy, we can readily see that humanity is now one great enterprise instead of many. Our task is to prepare for intelligent participation in the great enterprise of humanity, to develop good citizens and good neighbors in the international com- munity. With the philosopher’s “Know thyself” should be coupled, “Know the other fellow,” whether he be a Brazilian, an Albanian, or a Persian. This is an edu- cational process. The school has an excellent avenue of approach to world-mindedness in the as- sembly. The school assembly is the hub of school activities. The auditorium pe- riod as an agency to unify the school, to develop new appreciations and higher standards, has no equal. Thru it the stu- dent body can come to realize the fascina- tion of the whole human enterprise. Such an assembly might take one of the follow- ing forms: {1] A discussion of current happenings such as a scientific invention or exploration, politi- cal event, discovery, or great literary produc- tion. Scrapbooks are often made by students, their contents used in preparation for assembly programs, and then presented to the school library. [2] Song service, using the songs and operas of the nations. If there are a number of stu- dents from other lands, they can sing special selections, or present other contributions. A German program, for example, might consist of the singing of Tannenbaum, the rendition of selections from cne of Wagner’s operas, with someone telling the story of the opera and giv- ing a sketch of the composer’s life, and the singing of Still Wie Die Nacht. [3] Stories or biographical sketches of men and women of other lands just now prominent, such as Stalin, Einstein, Mussolini, and Gandhi. Perhaps a student could impersonate one of the prominent leaders and deliver one of his im- portant speeches. Another plan is to have one student impersonate the notable while another acts as a reporter interviewing him. [4] National holidays. If a South American national holiday is observed, a sketch of the life of Bolivar or San Martin would be appropriate. In case of the observance of China’s Independ- ence Day, an account of the birth of the Re- public and the thrilling life of Dr. Sun Yat Sen might be presented by verbal description or by dramatic aids. Good material on the twenty Latin American countries can be obtained from the Pan American Union, Washington, D. C. [5] Brief debates on current international problems such as the cancellation of war debts, the recognition of Manchukuo, or the entrance of the United States into the World Court. In- formative and interesting debates can also be presented on less timely themes such as the relative merits of the Russian five-year plan and the Mussolini program for Italy, or the comparative contributions of Great Britain and the United States to the preservation of peace. [6] Special programs by members of modern language classes. Folk-lore, songs, plays, poems, and literary classics are possibilities for this type of program. [7] Presentation before the assembly of es- says on international goodwill. Essays might be developed in history and English classes. If [81] the school participates in the National Student Forum on the Paris Pact, the students taking part might well present their essays at the school assembly. Information on the Forum may be obtained from the National Student Forum on the Paris Pact, 532 Seventeenth Street, N. W., Washington, D. C. [8] Pageants or other dramatic presentations, or fashion shows displaying foreign styles. Short plays such as: The Whole World’s Christ- mas Tree [Mrs. Florence Brewer Boeckel], How Peace Came to Everyland [Anne D. Fielden], Peace in No-Man’s Land [Maude Stewart Beagle], and The House that Friendship Built [Ruth L. Frankel]. The following suggestive program, en- titled “The Melting Pot,” is adapted from one by Harry McKown: Scene: A large black pot, with steps on each side, in the center of the stage. In front of the pot a group of foreigners is gathered around Uncle Sam, clamoring for. admittance to the melting pot. Uncle Sam: My foreign friends, you are wel- come. Before you enter the melting pot, won’t you tell us what you bring with you? [As each person comes forward, the school orchestra can play strains from the different national anthems. The characters might do some national dances. ] Englishman: My country gives to you the love of political freedom; the drama of Shake- speare; the poetry of Milton, Tennyson, and Keats. Frenchman: I bring to you the inspiration of Millet and Corot, the discoveries of Pasteur and Cure; the friendship of Lafayette. [. . .. and so on for other nationalities. As each person finishes his speech, Uncle Sam takes the native flag and indicates that the characters are to enter the melting pot. To the tune of “America,” they come down the steps of the melting pot. They are now dressed as Amer- icans. ] Uncle Sam: We are happy to have you here. The gifts that you bring help to make us a great nation. Always regard your homeland with affection and gratitude, but your new country is the one of which you are now an important part. As citizens of the United States, give me your pledge of allegiance —E. R. B. [Prepared in cooperation with the World Fed- eration of Education Associations. ] pression, but we may credit it with bringing us closer to an apprecia- tion of the value of an enlightened pub- lic opinion. Education has been slow and relatively ineffective in the work of bringing to the public the nature of its problems and the extent to which they have been solved. Too often it has been felt that school publicity is a form of per- sonal aggrandizement to be shunned by the professionally minded; but in these times of clear thinking everyone sees that the damage done to the schools would have been less had greater effort been made to cultivate in the public a sound and wholesome attitude based on understanding of the needs and achieve- ments of the schools. The alert administrator sees now the need for good public relations better than he has ever seen it before. Moreover, he ITTLE ENOUGH may be said for the de- now can have the support and coopera- tion of individuals who formerly recoiled at the word publicity. It is coming to be generally recognized that no momentary flash of enthusiasm, no campaign or drive can establish in the minds of the school patrons a deserved appreciation of the work of the schools. One element in school publicity which has received scant attention from educa- tors and which is overlooked by few pub- licity experts outside the field of educa- tion, is photography. It has been said that one picture is worth a thousand words. We see how true this is when we attempt to make a portrait of so human and in- tangible a thing as the “‘personality” of a school. The essential features of many a modern educative activity can be ren- dered in one cleverly arranged photo- graph so that anyone can grasp and ap- preciate its meaning; a technical descrip- ] [ 82 Publicity and tion of the same activity, presented to laymen, would fall flat. Few things are more astonishing than the astonishment of laymen when learning from one glance at a handful of photographs that the model 1910 school is as obsolete as the model 1910 Ford. Photographs have a universal appeal and their message is surprisingly ac- ceptable. While newspaper editors are always happy to receive school news, they are delighted to receive half-tone cuts. If an editor is willing to pay for cuts made from school photographs, very good. If his paper is not sufficiently prosperous to bear this expense but school funds can be made available for the purpose, so much the better. The school pictures will then be published with no competition from other news pictures. Another source of favorable publicity thru pictures is the school paper. Few schodl papers are aware of the possibili- ties of the camera. There is a widespread belief among schoolmen that half-tone cuts are excessively expensive. It is pat- ent that this belief is not held by expe- rienced journalists. If the comparative values of publicity materials are gauged according to their ability to perform the functions for which they are intended, it will most often be found that cuts are cheaper than type. On the school news- paper, every other economy should be practised, even to reducing the size of sheet or frequency of publication, before cuts are eliminated. Nor should economy in the use of cuts take the form of re- ducing their size. One good, large cut, wellplaced, is worth two of moderate size. The school handbook, rapidly becom- ing a popular device for pupil orienta- tion, affords another avenue of approach to the home. Every pictured activity likely to interest the child will be both interesting and instructive to his parents. Cuts which have been used for other pub- lications may, if not worn out, be re- peated in the handbook since in most cases such pictures will be new to in- coming classes. Hali-tone cuts from pho- tographs should be supplemented by the less expensive line etchings made from drawings. Diagrammatic floor plans of the building. with each room labeled ac- cording to function can be prepared by the mechanical drawing department. A map showing the boundaries of the dis trict is appropriate. Such a handbook id ted to YS are hment glance it the as the appeal ly ac- rS are news, |f-tone ay for 3, Very ciently e but yle for . The plished news blicity . Few ssibili- spread lf-tone is pat- " expe- irative rauged rm the ended, its are news- uld be size of before onomy of re- re cut, te size. pecom- rienta- proach ctivity e both arents. er pub- be re- 1 most to in- m pho- by the e from ans of led ac- red by vent. A he dis- 1dbook the Camera is of tremendous value to the pupil, since it contains vital information on every subject from absence regulations and acceleration of pupils to work certifi- cates and yells. The expense of producing a handbook should be borne by incoming classes. If an edition of 3000 copies can be prepared, a pocket-size handbook of 170 to 200 pages can be published at 25¢ a copy. This price allows a liberal number of new cuts and etchings. One of the most effective means of distributing pictures representing school activities is direct sale of photographs to pupils. Photographs of good size, 5” x 7”, may be had from professional photog- raphers for from 35¢ to 60¢ each, or they may be made by a member of the faculty and sold for 10¢, with sufficient margin to pay for repairs, replacements, and additions to the equipment. Films of this size cost about 10¢ each and glossy paper costs 1.1¢ per sheet in boxes of 500. The cost of chemicals varies with the number of prints made at a time, but isnever great. Under this plan, the children have an opportunity to buy at low cost photo- graphs which in years to come will be priceless. At the same time the school is placing directly in the homes of its pa- trons the most fruitful sort of publicity. Here the work of the school, in vivid and comprehensible form, is brought before those who have a right to know and whom it is our obligation to inform. By this method, the patrons see the school in ac- tion, viewing the varied activities to bet- ter advantage than would be possible during an actual visit. Various architec- tural features may be displayed while functioning. The swimming pool, social studies rooms, art rooms, laboratories, household arts rooms, shops, and library [as the pictures here illustrate] may be shown adequately and interestingly. Or- ganizations such as safety patrol, hobby clubs, bands, orchestra, library staff, and athletic teams, may well depict the so- Cializing influences of the school. Pho- tographs of assemblies and other enter- tainments provide worthwhile souvenirs of wellspent years and create favorable comment whenever shown in the home. From every good negative, several prints should be made for the office col- lection. A well-stocked library of prints is frequently called upon to provide pic- tures. An album with a durable and at- tractive cover may be placed in the outer office for guests of the school to examine while waiting. Enlargements of especially typical negatives may be hung on the office walls instead of the conventional samples of art. Such enlargements in very liberal sizes can be purchased for about $2 each, considerably less than some in- appropriate and ineffective decorations. While much school photography is done by professionals, it is desirable to have work done by a member of the staff. Not only is the expense lessened, but characteristic pictures are produced. The original outlay for equipment need not be great. The ordinary pocket camera, or kodak, may be used on occasion, but bet- ter results are obtained with a camera which uses cut film or plates, because these materials are much more sensitive than roll film. Moreover, there is some- thing about setting up a camera on a tripod and examining the well-focused [ 83] image on the ground glass which leads to good posing and good composition in the picture. Professional or “advanced amateur” equipment will well repay its cost. Conclusion—[1] A determined ef- fort should be made to foster a sound and intelligent public opinion based on a knowledge of the work of the schools. [2] In any publicity program the use of photographs should be given careful con- sideration. [3] The cost of half-tone cuts for publications should be considered in the light of their probable effectiveness. [4] Many methods of displaying and dis- tributing pictures can be developed. [5] With adequate equipment, the amateur photographer often produces photo- graphs superior to professional work and better adapted to the needs of a publicity program.—Harry C. Lassen, teacher, Foreman Junior High School, Chicago. Learning Units in Pioneer Fields Working Children; Workless Men HILE millions of men are walk- ing the streets of America job- less, hundreds of thousands of children are being exploited in industry. According to the United States Census for 1930 there were 667,118 children ten to fifteen years of age engaged in gain- ful occupations. Between the ages ten and seventeen, inclusive, there were more than 2,000,000 gainfully employed chil- dren, or one out of every nine. Is it not strange that such conditions should exist in America, the richest na- tion on the earth? Child labor and adult unemployment are a sad commentary upon the ability of the American people to manage their lives. We have too many goods and yet some of the people starve. We have a labor surplus of about 11,- 000,000 and yet we allow 2,000,000 chil- dren to work when they should be in school. At an age when they should be developing in mind, body, and spirit, they are bound to monotonous tasks in fac- tories, mills, and on farms. There are two chief reasons why child labor exists alongside the most severe un- employment crisis in American history: [1] There still remain unscrupulous em- ployers and parents who are willing to profit by the labor of children, at the ex- pense both of the child and the adult he replaces, to say nothing of the social ef- fects of such a practise on a large scale. This type of child labor could and should be promptly and permanently eliminated by properly enforced legislation. [2] An- other reason is the poverty of parents caused by their inability to earn an ade- quate income. This may be due to per- sonal disability or inefficiency, or to the fact that they are caught in the web of an economic machine which throws them out of work thru no fault of their own. In such cases some children, in our pres- ent social order, must work to live. It is not so easy to outlaw child labor caused by poverty. If the state decrees that the child who otherwise would have no bread cannot work, then the state must see that the child has bread. How is this to be done? Is it to be furnished by direct relief? Would it be better to initiate a program of unemployment insurance to care for parents who lose their work? Only a few such questions are needed to show that the child labor problem is not an isolated one. It cannot be completely solved of itself, but must be attacked as a part of larger social problems. From a legal point of view there are two ways to prevent child labor. One is to prohibit child labor by legislation. The other is to require school attendance by legislation. Every state has laws of both types but they are not sufficiently effec- tive, as evidenced by the Census figures for 1930. Two federal child labor laws have been passed to care for the inter- state phases of the problem, the first in 1916 and the second in 1919. Both were declared unconstitutional, the former in 1918 and the latter in 1922. A federal child labor amendment was passed by Congress in 1924. To date only six states have ratified the amendment while thirty- six are required to make it a part of the Constitution. It should be promptly rati- fied. According to the National Committee on Child Labor, “State child labor laws usually cover a wide range of subjects, including the minimum age for entering employment, the length of the working day, physical and educational qualifica- tions for going to work, regulation of em- ployment in dangerous trades, and re- quirements for work permits. Most state laws are neither wholly good nor wholly bad.” What is the child labor situation in your state? Are children working when they should be in school? Are they being deprived of their rightful opportunities? Why? According to the National Child Labor. Committee the educational re- quirements for children leaving school for work [thru child labor and school attendance laws] are: Two states do not permit a child to leave school for work under sixteen years. Four states do not permit a child to leave school for work under fifteen years. Thirty-seven states permit children to leave school for work at fourteen years, occasionally younger, provided they have completed a speci- National Child Labor Committee. [ 84 ] fied school grade, but in thirteen states the grade requirement is waived under certain circum- stances such as poverty, need for services at home, and the like. The grade to be completed is the eighth grade or elementary course in twenty-five of these states; the sixth or seventh grade in eight states; and the fourth or fifth grade in four states. Six states permit children to leave school for work at fourteen years regardless of the grade completed. Of these, two exempt from school attendance any child of fourteen years who is employed, and four have no compulsory school attendance requirement beyond fourteen years, A detailed analysis of these laws in any state can be secured by addressing the National Child Labor Committee at 331 Fourth Avenue, New York City. It is suggested that teachers get this analysis, if they are not already acquainted with it, and compare the situation in their state with the program for state child labor legislation set up by the ‘“‘Conference on Present Day Child Labor Problems” con- ducted by the Children’s Bureau of the U. S? Department of Labor, December 10, 1932. The desired program is: [1] A basic sixteen-year minimum for all gainful employment, with certain exemptions of carefully selected occupations for the fourteen- and fifteen-year-old group outside of school hours, and with some suitable provision for the group not able to profit by the ordinary school program up to the age of sixteen. [In view of new types of child employment, the occupations covered by legislation need special considera- tion so as to make certain that all employed children are given protection.] [2] Maximum hours of labor for minors under eighteen, shorterthanthe prevailing hours of adults and in no case more than eight per day. [3] Mandatory minimum wage legislation for minors under eighteen. [4] Age minima higher than sixteen for hazardous occupations. [5] Provision for payment of double com- pensation in case of minors under eighteen in- jured while employed in violation of the child labor law or of any ruling specifically relating to the employment of minors, the employer to be personally liable for the additional amount: The Conference realized that accep- tance of these standards necessitates seri- ous consideration of school problems and passed this resolution: We recognize that the schools of the nation are now facing the greatest crisis in their his- tory due to increased enrolments and drastically reduced budgets. We are deeply concerned over the effect of the present economic situation upon the schools; and we call upon the organizations here represented to lend their efforts to the end that school budgets will provide the types and amount of education adapted to the needs of all children —L.W.A. ‘elds : grade ircum- ices at ipleted irse in eventh r fifth ol for - grade school who is school years, in any ig the it 331 It is alysis, | with r State labor ice on ”” con- of the ember for all ions of urteen- school for the school view of pations sidera- ployed minors y hours ght per tion for en for e com- een in- 1e child relating oyer to :mount: accep- as seri- ns and - nation eir his- stically ed over yn upon izations the end pes and eeds of Crime HE ANNUAL crime bill amounts to ‘TT: dollar a month for every man, woman, and child in the United States. By “crime costs” are meant the expenditures for machinery to prevent and to control law breaking, the costs of the courts and prisons, and the losses to society in productive labor. This amazing figure is based upon the re- ports of the Wickersham Commission and is admittedly a conservative esti- mate. A large proportion of crime costs is unavoidable. We shall always need de- vices to control the abnormal, the care- less, and the weak members of a com- plex social order. It is entirely possible, too, that many of the items in the pres- ent crime bill are purchased too cheaply. Our fumbling attempts at government economy may lead us in reality “to rob Peter to pay Paul.” This article, there- fore, is not concerned so much in attack- ing crime costs as it is in raising certain pertinent questions. Federal costs—The largest item in the federal expenditure for criminal jus- tice is for police activities. During 1930 there were sixteen agencies with police duties. The coast guard cost $13,500,- 000; the bureau of prohibition, $10,000,- 000; the federal marshals, $3,000,000; the customs service, $2,500,000; and the immigration bureau, $1,500,000. En- forcement of the food laws, the plant quarantine, the biological survey, the secret service, and other police activ- ities brought the total bill to $36,000,000 in 1930. The trial of offenders against federal laws usually takes place in eighty-four district courts. The cost of this machin- ery, the circuit courts, and the United States Supreme Court amounts to more than $6,000,000 annually. On June 30, 1930, the six federal prisons contained about 14,000 inmates. The total cost of these institutions was almost $8,500,000 in 1930. Adding in the probation, parole, and pardon costs brings the total federal bill to approximately $53,000,000, a sum large enough to pay the 1930 expendi- tures for public schools in the following nine states: Arizona, Delaware, Idaho, Nevada, New Hampshire, New Mexico, Utah, Vermont, and Wyoming. State costs—The reports on costs of police, judicial, and penal machinery Education and Crime Costs; Everyone Pays are not so complete as those given for the federal government. Eleven states have state police forces. Data on nine of these show a state police cost of $2,500,000 per year. The annual cost of maintaining one hundred state prisons amounts to $36,500,000. State parole and pardon activities add close to $700,000 more per year. Institutions for minors add $14,500,000—bringing the total charge against public revenue to $54,000,000 annually. State costs of criminal justice are enough to pay the current school bill in the District of Columbia and in four states not previously listed: Arkansas, Maine, Montana, and Rhode Island. Municipal costs—The Wickersham Commission studied the costs of crim- inal justice in about three hundred rep- resentative cities. Police activities in these cities re- quired over $194,000,000 in 1930. Prose- cution costs totaled $8,500,000 in one year. Criminal courts needed $20,000,- 000; penal institutions, $20,500,000; and probation, about $4,500,000 per year. Including other miscellaneous charges brings the total expenditures in the neighborhood of $245,000,000 each year. On the basis of these figures, the total cost of local criminal justice for all urban and rural areas is estimated as $536,- 552,000 per year. This sum would pay current expenditures for public schools in fourteen more states: Alabama, Colo- rado, Florida, Georgia, Louisiana, Mary- land, Mississippi, Nebraska, North Caro- lina, North Dakota, Oregon, South Caro- lina, South Dakota, and Virginia. Private expenditures—In addition to various public costs there are many private expenditures for the purpose of preventing or controling criminal acts. The items in this bill are for detectives, bullet-proof glass, armored cars, watch- men, and private correctional institu- tions. Altho the data are scanty, the Wickersham Commission estimates a total expenditure of about $200,000,000 per year. Private losses—No one can begin to estimate in money the private losses from fear, grief, and worry about crime. There are facts, however, to show the magni- tude of losses due to crimes of violence, fraud, and against property. To these costs may be added the expenditures for insurance against loss. < > > [85] Due to incomplete records, the esti- mated number of murders in the United States varies widely. Brearley of the Uni- versity of North Carolina places the num- ber at 12,000 in his study, Homicide in the United States. The Wickersham Com- mission used 8720 as the probable num- ber of homicides. Assuming that the aver- age victim could earn about $1400 a year, then the resultipg loss in earnings would be close to $127,000,000 in one year. Crimes against property amount to at least $55,000,000 annually. Over one million is chargeable to arson, and close to $3,000,000 to rioting and sabotage. The insurance paid on stolen cars which are not recovered amounts to $16,000,000 yearly. On the average, banks are robbed of $1,371,000 annually. So on the story goes with mail thefts, jewelry losses, and stolen freight—to the total sum of $55,000,000 per year. Losses of wealth other than direct crimes against property pile up additional astronomical figures. An estimate of com- mercial frauds amounts to $600,000,000 annually. Forgery is credited with $40,- 000,000 per year. Fraud by means of the mail takes a toll of $69,000,000 an- nually. Summarizing, we find that these “indirect attacks” on wealth require $700,000,000 each year. Many persons purchase insurance against theft, riots, or to guarantee fidelity on the part of employees. The premiums on these policies amount to about $100,000,000 each year. Indirect community losses—The data presented previously are evidence based largely upon insurance premiums, expenditures by government agencies, and records of actual private expenditures or losses. The Wickersham Commission endeavored also to show the magnitude of losses to the community due to the un- productive labor of criminals and enforce- ment officers. Since no data exist as to the number of criminals, the Commission used the figure 145,000—the average number of persons imprisoned annually. On the basis of an earning power of $1200 per year, the gross loss amounts to $174,- 725,000. Deducting 50 percent for the useful products produced by prison labor, leaves a net loss of about $87,000,000 annually. Assuming that the 108,000 persons en- gaged in criminal police work in 1930 Pel 8) were more productively employed gives an estimated community loss of about $235,000,000 annually. Total crime costs—Altho the Wickersham Commission gives no figure on the total annual cost of crime, it is possible to summarize the figures set forth above. The gross amount then is in the neighborhood of $2,000,000,000. Even deducting the estimates of losses of labor, leaves a net cost of $1,500,- 000,000. Various authorities have given estimates during the past few years rang- ing from $2,000,000,000 to $13,000,- 000,000 for the country as a whole. Crime costs and school costs— The total cost for all types of public edu- cation—elementary, secondary, and col- legiate—was about $2,500,000 in 1928. In other words, we spend about $1.50 because of crime for every $2.50 spent for public education. There are probably not more than one million law breakers a year—a per capita cost then of $1500 annually. The 25,000,000 public-school students cost the public on the average about $100 each per year. > > THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Figuring from a somewhat different angle, we find that it costs $300 annually for every person in prison. Schools for juvenile delinquency operate at a per capita cost 8f $400 per year. Compare these figures with the average cost of $100 per year for pupils enroled in pub- lic elementary and secondary schools. What should these figures mean to teachers P—First, there is an organized movement today to reduce public expen- ditures for education. Schools are said to cost too much, Do taxpayers wax equally vehement over the crime bill? Can a na- tion that pays over $1,500,000,000 for crime conditions afford to pay less than twice that sum for education? Do citizens generally realize that it costs three times as much to maintain a prisoner as it does toteach a.school child? Every time we fail with a child in the public schools, we must pay four times as much for remedial work in institutions for delinquents, and three times as much annually if that child grows up to be an adult criminal. < <> > > {The apparent increased need for pris- March, 1933 ons has reached the point in some states where it challenges the public expendi- tures for education. What does it mean whenea social order must debate whether it shall spend its resources on prisons or on schools? This problem deserves fur- ther investigation by teachers associa- tions. Teachers can do much on the basis of costs to build up a public opinion which supports crime prevention. It costs so- ciety less to keep people out of prison. It costs less to place offenders on parole or probation than it does to lock them up, When will the recognition of individual differences be applied to criminals as widely as it is now used with pupils?— Frank W. Hubbard, associate director of research, National Education Associa- tion. [This is the second of a series of articles dealing with education and crime, The first, “Figures Don’t Lie,” appeared in the February 1932 JouRNAL, pages 57-58. Additional material may be ob- tained in the September 1932 NEA Re- search Bulletin on “Crime Prevention Through Education.”] <= <> > Is There a Place for John? OHN was thirteen. He had been in J school abroad. When his parents re- turned to the United States he was sent to “a famous New England prepara- tory school.” At the end of the first week he wrote: “You and dad will understand. Come up at once, I beg of you. I don’t quite know how to write about it. But i’m sure you will understand.” The parents had no choice but to go. They “walked up and down with John in the cool autumn twilight. And John told his story, disconnected, and in a voice charged with emotion. . . .” “The boys here are impossible,” was the lad’s complaint. “They play jazz records all the time, so a fellow can’t read or think. All they do is to read cheap magazines and listen to vacant music. The fellows don’t like me any better than I like them. They say I’m ‘queer!’ I’ve heard them. Each one has a dozen suits and all they talk about or care about is money and cars. They hate pictures and books, unless they’ve never heard of them. Oh, they are de- cent and good-natured. It isn’t that. They don’t care about anything we do. I'll never have a real friend.” The parents saw the headmaster, “a charming, understanding man.” He said: “Your boy’s got to get all these notions out of his head, and get his feet on the ground. We’re going to make a regular American boy out of him—a he-man’s what you want, a mixer. There’s no place for individualists at this school. They’ve all got to get into the crowd and stay there.” So the problem stood: Was John to be forced into the crowd and taught to like the things the crowd liked, or was he to be allowed to continue his normal development in accordance with less strenuously regimented ideals of educa- tion? Was his interest ia pictures, books, and good music to be assassi- nated to make room for cheap maga- zines, jazz, clothes, and talk about money and cars? American preparatory schools and American colleges and universities have many defenders. Their formal cultural standards are not low. But what about the boys like John? Was the headmaster correct in his judgment that “there’s no place for individualists” in the educa- tional institutions of the United States? If so, it is time that protest were raised against the fact. A dead level of mediocrity is not the proper goal of any cultural system. Suc- cess in the arena of business, of science, of the arts, of education itself depends not upon uniformity, but upon construc- tive difference, upon variation. All au- thentic national progress derives from the capacity of individuals to be more efficient, more creatively active, more discriminating than the rank and file of the population. If this be not true, why send boys or girls to school? It is a perversion of the democratic doctrine to suggest that any man, woman or child should be obliged “to get into the crowd and stay there.” The pace of the crowd is regulated by the deficiencies of its least intelligent members. To es- cape from such a handicap is the pur- pose of all genuine cultural effort. If to be a “he-man”’ means to be a moron, what price George Washington and Abraham Lincoln, Benjamin Franklin and Thomas Jefferson, Ralph Waldo Emerson and Walt Whitman, Robert Fulton and Thomas Edison! John may be unhappy in his “famous New England preparatory school,” but his case is not hopeless, even if he has fewer than a dozen suits of clothes and is interested in things other than money and cars. The jazz age and all its shoddy works are being pretty thoroly smashed by the depression, and John may find “a real friend” among boys who perforce are concerned about other subjects than the erstwhile approved enthusiasms of “a mixer.” —The Evening Star, Wash- ington, D. C. 933 ates ndi- lean ther S or fur- Cia- s of hich So- son. role | up. dual 3? — ctor Cia- S of ime, ared ages ob- ition rom nore nore le of why ratic man into e of icies ) eS pur- 'f to ron, and Klin aldo ybert nous but and ney dy shed find orce than s of ash- The Junior College Curriculum Development mination of what the curriculum of a junior college should be until there is a clear understanding of what is to be the distinctive purpose of this new educational unit. If the ultimate aim of education is to help young men and women to make good in life, then the junior college—which will be the educa- tional acme for many of them—must carefully consider what the requisites are for a successful living. At least two abili- ties are obviously supremely essential: first, the power to earn a selfrespecting livelihood; and second, the capability for understanding presentday life conditions. Neither one of these abilities alone will properly adjust a young man or woman for successful living under the complex conditions of this unstable industrial age. The technic necessary for skilled em- ployment is continually changing and the successful worker must have a general- ized understanding and an ability for ad- justment much greater than was formerly necessary. The successful employee must not only know the ow but also the why and the whither of his employment. Not only must he have skill of manipulation but he must have an enlightened vision of evolving conditions. Until the advent of the junior college, there seems to have been no educational unit which could make both of these aims its avowed purpose. The business colleges and the technical institutes have always focused their energies upon the first of these aims, and the liberal arts colleges upon the second. The first group realizes that man must have bread if he is to live, and the second that man cannot live satisfactorily by bread alone. If, there- fore, the junior college is to care ade- quately for those students who are not going on to the university, skill and lib- eral arts courses must supplement each other. After a careful survey of higher edu- cation in the state of California, a com- mittee of distinguished educators, ap- pointed by Henry Suzzallo, president of the Carnegie Foundation, reported that it was false pride to regard junior colleges as mere preparatory schools for the uni- versity and recommended that they di- rect their energies to the large majority who do not plan to enter university courses, rather than to the small minority who will. = > <> <> > "| i CAN BE no satisfactory deter- Highschool graduates can be roughly divided into three classes: the academi- cally minded—those who are interested in exploring the accumulated knowledge of the ages and many of whom will study for the learned professions; the nonaca- demically or semiprofessionally minded —those who care only indirectly about academic learning but especially desire to get the training necessary to prepare them to enter nonmanual productive in- dustry; and those who desire to enter manual industry. Since its inception, public education in the United States has endeavored te pro- vide adequately for the first group. Our universities and colleges have for years offered diversified and extended courses in history, science, literature, and the like, which have afforded the academi- cally minded students excellent opportu- nities for study and intellectual develop- ment. More recently manual training schools have been rather universally es- tablished and have offered opportunities for the manually minded to obtain the expertness necessary for successfully en- tering a great variety of industries. Up to the present time, except for private busi- ness colleges and a few technical insti- tutes, little has been done to train ade- quately the great middle group who de- sire to enter the diversified employments which are neither distinctly professional nor manual. Year by year these employ- ments are becoming more diversified and complex and are demanding more and more preparation for their successful per- formance. Feeling this necessity for more preparation than the high school can give, many young men and women who have no academic taste are going to the uni- versities only to find that they are misfits, and, after a short trial, to drop out. Statis- tics show that only about one-third of those who enter the ‘universities stay until graduation. Since the earlier courses in the universities are foundational for the later courses, these students are able to cover only limited sections of the fields of thought they enter upon. They are inducted into the intellectual paddocks but never get a vision of the extended pastures. Solid foundations must be laid but they are of little value unless the superstructures are erected. A university course which is terminated at the end of the first or second year gives but little satisfaction or inspiration. The men and | 87] women who spend one or two years in merely laying foundations for future work have not obtained the advantages which should have been their reward for the time and effort given. Few, if any, of these university courses are vocationally focused, and the student who has pursued them finds himself little better equipped to enter productive industry than he was before he began. He has neither been pre- pared to obtain a toehold on industry nor given an extended view of life conditions. Academic subjects have been didacti- cally glorified but the glory has given no illumination to the prosaic job of earning a living and usually has not been suffi- ciently inspiring to stimulate a desire for broader culture. Those who have com- pleted the four years required for gradu- ation frequently find the academic atti- tude of mind which has been instilled is ill-adapted to meet successfully the re- quirements of the apprentice-like type of work required of the novice entering the great business organizations of today. Intellectual bumptuousness often results from a satiated training of the mediocre mind. There is little place in industry for the man who is sure that he can do al- most anything. The knowledge, however, that one can do a definite job rather well and the aspiring humility which makes one eager to learn more about the job are invaluable assets in obtaining and hold- ing a position. Spahr’s studies have shown that at least in the technical industries there are many more jobs open to the man trained one or two years in a tech- nical institute than for the four- or five- year trained man from the schools of technology, and that for fully fifteen years his average pay will be as great. It is probable that studies in other fields where adequate two-year training is pro- vided would show like results. It is well- known that athletes become stale from too much training and, to many of us who have watched young men and women pre- paring for industrial activities, similar re- sults seem to be apparent. With the preceding considerations in mind, the Los Angeles Board of Educa- tion, when starting its junior college, de- termined to try to be of service to the largest possible number of highschool graduates. It was an easy matter to ar- range courses for those who were pre- pared and wished to take up the work of the first two years of the university for it was only necessary to follow the direct leading of the university. There was an abundance of teachers who had had successful experience in teaching such courses, and the equipment and textbooks necessary for carrying on the work were wellknown and readily procurable. The Board, therefore, decided to duplicate just as far as possible, the work done in the first two years of the University of California, to use the same textbooks and methods as pursued there, and to try in every way to make the work similar. As far as possible, teachers were procured who had had experience in the university and they were asked to keep in close touch with the university instructors. The university willingly and tactfully gave every assistance possible and the grad- uates from these “certificate” courses are received with full credit and appear ade- quately prepared to proceed with upper division work. To meet the needs of the nonacademi- cally minded who had neither the time, the money, nor the inclination to take up university work but who desired further preparation to enable them to enter suc- cessfully productive industry was an en- tirely different matter. It was felt that these “‘semiprofessional” students needed to have a generalized acquaintance with those liberal arts subjects which are es- sential for a rational understanding of the social, economical, industrial, and spiritual conditions of this complex age. The time was too short and the interest was lacking for a reproduction in these courses of the work done at the univer- sity. Those courses were foundational for upper division work and there was to be no upper division work in the junior col- lege. It therefore seemed essential to de- velop generalized exploratory or birds- eye-view courses which would give to the student a rather comprehensive apprecia- tion of entire fields of thought and not of somewhat isolated sections. The task of developing courses of this type has been difficult. There are few suitable textbooks and there are not as many teachers as there ought to be who have the breadth of knowledge, the vision, and the ability to develop such courses. However, these teachers do exist and the Los Angeles Board has been able to find a consider- able number of them. The courses are being successfully worked out and the re- sults are most encouraging. It has been found that courage to eliminate tradi- tionally prescribed material is more es- sential even than the power to organize desirable material. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION In order to determine what skill courses it would be best to offer in the junior college, a hasty survey was made of Los Youn NATURE of the junior-college work demands rare qualities of strength of character, inborn capacity, sound understanding, and adequate training. It is because junior-college teachers are entering a field of educa- tional pioneering that they need all of the qualities above mentioned, plus the spirit and vision of the pioneer. The pioneer type of service which is neces- sary is especially evident, since junior- college training is not to be confused with a simplified collegiate education on the one hand, nor on the other with a sort of glorified highschool education. It is a field unique in itself.—C. S. Morris, dean, Modesto Junior College. — Angeles City and vicinity to find out what kinds of employment openings there were which would be suitable for young men and women of the junior-college level and also how many openings there would probably be each year. It was felt that there was no sense in training for posi- tions that were not likely to exist. When we were convinced that there would prob- ably be a sufficient number of openings each year to absorb a class of thirty or more, a study was made by members of the faculty of the educational training which would be most conducive to suc- cess in the field. Consultations were had with employers and after a considerable amount of preliminary work, when it seemed justifiable, a provisional curricu- lum was developed. A committee of some of the leading employers was then invited to a luncheon at the junior college with members of the faculty who were most directly concerned. A mimeographed copy of the provisional curriculum was placed before each member of the committee for inspection. In all cases a general, inter- esting, and pertinent discussion of the curriculum took place. At the close of these discussions a tentative curriculum was decided upon which, if possible, was offered at the beginning of the succeeding year. We found invariably that employ- ers, when they realized what we were at- tempting to do, were most cooperative and helpful. A concrete example might be interest- ing. We discovered that the banks of Los Angeles offered each year a large num- ber of openings to young men. Several on the faculty interested in economics, accounting, and commercial work inter- viewed different bankers and asked them what kind of preparation would, in their March, 1933 judgment, be most helpful to young men entering banking. After these interviews a provisional curriculum was prepared, Then the personnel men of the large banks of the city were invited to a lunch- eon at the college. They came and entered with the faculty committee into a spirited discussion of the provisional curriculum, At the end of the discussion a tentative curriculum was agreed upon and also the content of the different subjects to be presented was outlined. This curriculum is now being offered. The college now offers twenty different curriculums. As far as possible, the first year is a generalized year, and specializa- tion takes place as late as possible. This is to enable students to take time to size up their aptitudes and desires. The num- ber of different curriculums is large but not unduly so when it is realized that the college in the second semester of 1931-32 had an average daily attendance of nearly 3600. The registration September 26, 1932, was 4557. As the college has existed but three years, this number would indi- cate that it is meeting rather successfully the needs of the young men and women of the city. ' The last curriculum to be offered is one for peace officers. The police commission of Los Angeles feels that men and women entering this service should have spe- cialized preparatory training. They ap- pointed one of their number and the head of the training school for officers in serv- ice to meet with members of the junior- college faculty and outline a suitable course for the preparation of applicants for positions on the police force. The course offered is the result of many con- ferences; it has also been passed upon by men of distinction in this field out- side of Los Angeles. The Los Angeles Junior College is neithér a trade school nor an appendage to the university. It feels that the junior college has a worthy mission of its own and that it should be a distinct and inde- pendent educational unit. It makes no distinction between the students taking its different curriculums. The title of As- sociate in Arts is bestowed alike upon all graduates. A certificate of recommen- dation to the university may be obtained in addition by those who have success- fully pursued the certificate course. There has been a persistent and successful effort to develop a unified American collegiate attitude and spirit. This has helped to eliminate unintelligent and sometimes odious, comparisons of curriculums.— William H. Snyder, director, Los An- geles Junior College. — Dp a 2 tet Pr 1933 men yiews ared, large inch- tered rited lum. ative 0 the 0 be ulum erent first liza- This ) size num- > but t the 1-32 early 26, isted indi- fully en of S$ one ssion ymen 4 ap- head serv- nior- table -ants The con- upon out- The Baby Comes of Age Wiis A. SUTTON Superintendent of Schools, Atlanta, Georgia, past president, National Education Association day on which James Edward Ogle- thorpe landed at Yamacraw Bluff, Savannah, Georgia—until Thanksgiving Day of the year 1933, Georgia, the last of the thirteen colonies, will celebrate the two hundredth anniversary of the coming of the English to her shores. She invites the people of the thirteen original states and of the remaining states of the Union and of the nations of the world to visit and to know her. Thru the President of the United States, she will extend to the nations actively participating in the founding of this colony an invitation to have representatives of those nations take part in this statewide celebration. Georgia is a state of wide historic in- terest, of wonderful southern climate, of marvelous American hospitality, and of generous, moral, and religious impulses. The early settlers of Georgia came from the following countries: A group, under James Edward Oglethorpe from England, a group of Scotch Highlanders, Moravians, Salzburgers from Austria, Portuguese and Spanish Jews, a group from Italy, a colony from Switzerland, and smaller groups from France and other nations. Three great basic ideas and ideals dominated those who founded the colony of Georgia. <> <> <> <> ies FEBRUARY 12—the anniversary First, it was a social impulse to care for the unfortunate, to assist those in dis- tress and to bring out the strong qualities of the individual. The second objective dealt with the relieving of unemployment that had come to England as a result of the industrial revolution and the inven- tion of power machinery in the manufac- ture of goods. Third, and most funda- mental, was the idea of creating a buffer state between the Spanish in Florida and the French in Louisiana, and preserving this section of North America as an Eng- lish-speaking colony and nation. It is hoped that these fundamental ideals may be impressed upon the life of the people of our nation. From this social and racial impulse came the germ from which the colony of Georgia was born. James Edward Ogle- thorpe witnessed the suffering, agony, and death of a loyal friend who had been cast into prison thru debt. His soul was stirred, and he determined that thousands like his friend should not languish longer in prison. There is one phase of the early his- tory of Georgia of which possibly a great many people are unaware. Included within that territory now known as the state of Georgia there were two groups of people contributing much to the history of the world. Along the coastal region of the state the Spaniards had set up a long line of missions and forts on land to which England felt she had a just claim. After the Battle of Bloody Marsh these forts were practically destroyed and these missions left in ruin. Hundreds of years passed before they were unearthed, and a distinguished scholar of the University of California making research into her own missions, thru the records found in Span- ish monasteries, learned of this line of missions along the coast of Georgia. For- ests were cleared, marshes were drained, and the ruins were disclosed. This line of missions reached from St. Augustine, Florida, to Savannah, Georgia, and many of them were in a wonderful state of preservation. It will be the purpose of the Bicentennial Commission of the state of Georgia to see that these are restored. Another group of prehistoric people, of whom the world is partially ignorant, were the Indians of this territory, who be- came one of the most intellectual groups of Red Men the world has ever known, finally developing in social progress and in racial solidarity to the extent that they published from movable type newspapers in their own language, developed manu- facturing, and made progress in civiliza- tion far transcending the average Indians of this country. Their removal to the In- dian Territory in 1832 constitutes one of A Georgia home, whose classic exterior is matched by an interior charm, beauty, and hospitality [ 89 ] 90 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION the saddest events in the whole history of Georgia and one worthy of study by the American children. The United States government has recently marked these famous Indian villages with appropriate monuments. Of all the many leaders who founded colonies on the western shores under the direction of England or European na- tions, no man was more unselfish in life, more determined in purpose, or more hu- mane in treatment of those with whom he came in contact than James Edward Oglethorpe. His determination to relieve the distressful conditions of unemploy- ment in England, due to the industrial revolution, to take these distressed debt- ors out of prison and give them an oppor- tunity in a new world was backed by a noble impulse, a strong organization and, above all, by an unselfish spirit devoted to the interest of the colonists and main- tained in spite of all opposition. In Georgia, as in every other state, there have been difficulties in the way of living up to these ideals, but the greater masses of the people of the state have ever been for benevolence, philanthropy, and hospitality. It will be interesting for the children of America to know that Georgia was the first colony from which slavery was prohibited and the first col- ony to place an embargo upon the im- porting of “rum.” The second fundamental ideal behind the founding of the colony of Georgia was the relieving of unemployment and giving men and women an opportunity to start life anew. The industrial revolu- tion had thrown thousands out of work. England pur- chased a great quantity of her silk from Italy, and Italian labor spun and wove the silk. It was believed that Georgia had very much the cli- mate of Italy, and that the culture of silk would give employment to thousands of peo- ple who were un- employed in Eng- land, and would allow the English nation to produce its own supply of silk. How like the conditions of today, when we need to re- lieve the unemployment situation which has so greatly increased as the industrial and mechanistic revolution has gone for- ward. There are still thousands and thou- sands of acres of Georgia’s land, cheap in price, inviting to the masses that are now crowded in industrial slavery in the cities of our nation. The third and most fundamental of all the ideals back of the founding of Georgia, and that which makes the es- tablishment of the state of nationwide and worldwide interest, was the objective steadily held in view of preserving this section of North America as an English- speaking nation. This ideal is not so well- known and has not been adequately rec- ognized by the people of Georgia itself or the citizens of the United States or the English-speaking world. Every dis- cussion in Parliament, every provision of the charter, even the prohibition incor- porated in the laws governing the colo- nists show the deep-rooted purpose of the founders and the trustees and the Eng- lish nation to use Georgia as the means of securing the English language, English customs, and English liberties to all the people of North America. The provision concerning the boundaries, which are as follows: ‘From a certain great river [the Savannah] to another great river [the Altamaha]| thence westward to the South Seas,” shows the determination to check the advance of the Spaniards in Florida and of the French in New Orleans. The provision to shut out rum was largely po- A pickaninny takes his ease in the cotton field March, 1933 —— litical, for rum came from the Spanish Indies and would establish trade rela- tions with Spain and increase the author- ity of that great power. The deep politi- cal purpose to make America English was more influential than the moral purpose. Slavery meant trade with the Indies and the Barbadoes contacting Spain; there- fore, slavery was prohibited. The Catho- lic religion for a while was prohibited in Georgia, not because there was antago- nism to the Catholics, but because Cath- olicism was strong in Spain. The Jews were looked upon with disfavor, not be- cause of any prejudice, but because they came largely from Portugal and Spain, and they, the colonists believed, would finance Spanish aggression. Just a little later when it was found that the Portuguese and Spanish Jews would help in developing this territory of English colonists, they were welcomed and made a marvelous contribution to Georgia’s history. The significance of the founding of Georgia to the entire nation, therefore, takes on a new aspect. As we see the regulars coming over with Ogle- thorpe to join the continentals from Geor- gia and the Carolinas in the Battle of Bloody Marsh, fought on St. Simons Island, near Brunswick; as we see this motley army repel permanently the at- tack of the Spanish and Latin civilization and give to the whole Atlantic seaboard the English language, customs, laws, and civilization, we come to realize the impor- tance of the Battle of Bloody Marsh and of the founding of the colony of Georgia. Thomas Carlyle many years later wrote: “Half the world was hidden in embryo under it—the incalcula- ble Yankee nation itself, the greatest phenomenon of these ages. This, too, little as care- either side of the sea now know it, lay involved: Shall there be a Yankee nation? Shall the new world be Span- ish type? Shall it be English?” The Georgia Bi- centennial is an op- portunity to know better a great state and her history. less readers on. 933 nish ‘ela- hor- liti- was Ose, and ere- tho- d in ago- ath- Jews _ be- they ain, ould und Jews ‘y of med n to f the tion, S we gle- 7e0r- e of nons this > at- ition oard and por- and rgia. rlyle later the iden der ula- ition atest of ‘his, -are- c. oF the v it, Shall nkee the pan- ll it . Bi- 1 Op- now state Professional and Lay Leadership tional leadership is enlightened public opinion. Cooperation, in our complex social order, conditions the exer- cise of that power. Professional leader- ship and lay leadership may, thru co- operative effort, achieve the aims of an educational leadership worthy of the faith of a people who expect it to be master and guide in directing the spiri- tual destiny of America. The American home has assigned to the school a position second only to its own. To the state it has assigned respon- sibility for the establishment and sup- port of schools that are universal, non- sectarian, and publicly controled. In no other nation was education ever vested with a greater responsibility and sup- ported by a greater faith. This position of institutional relationship should give educators courage to support their con- victions. It should be the determining factor in governing relationships of the shools:to all other groups. At the same time, educational leadership must realize that society has passed from the stage of coercion into the stage of cooperation. Principles underlying effective cooperation between the schools and lay organizations: Knowledge of pur- poses of the outside agency—The first principle is that of mutual understand- ing of purpose. The broad scope of humanitarian efforts in the field of edu- cation forms an adequate foundation for worthy endeavor by many outside agen- cies. Provided there is no fundamental opposition of purpose, educators will profit from the effort necessary to arrive at an understanding of the objectives of the outside agency. Lacking in distrust, educators have often been deceived; lack- ing in group solidarity, they have some- times yielded to pressure groups to the detriment of the schools and against their own best judgment. Detrimental, harm- ful, or selfish purposes may be concealed behind present apparent worthy purposes. It is not within the scope of this chap- ter to examine all agencies with a worthy purpose. For purposes of illustration, we shall examine nonschool-directed efforts in the field of child health. An analysis of the members of the Sixth Educational Conference arranged by the American Child Health Association, and held at Sayville, Long Island, in June 1930, shows that one-third of the 181 mem- bers were not engaged in public-school Tis SUSTAINING POWER of educa- or college education. Forty-five of the nonschool members represented agencies of a strictly humanitarian nature whose J. Stopparp, superintendent of schools, ¢ Providence, Rhode Island, and chairman of the 1933 yearbook commission worthy purpose had no ulterior motives. Seventeen of the members, approximately 10 percent, represented purely commer- cial organizations. The report of the conference is inter- esting and profitable reading for the pro- fessional educator. He will be amazed to learn that one foods manufacturer re- ports 42,000 letters a year from teachers asking for helps of all sorts. The numer- ous appeals from teachers and the beauty and skill with which the commercial ma- terials have been prepared constitute a challenge to educators. The educator has no quarrel with the principle of cleanli- ness, with the food value of milk, or with life insurance. He is primarily concerned with a proper balance of emphases which would prevent a single emphasis from be- coming an over-emphasis. He readily ad- mits the humanitarian purposes of as- sociations interested in child health. He desires to cooperate with them. The con- ference was called by one of the non- commercial agencies. Is the fact that it was not called by educators evidence that educational leadership is lacking in ag- gression? To strengthen the educational purpose, sincere and genuine humani- tarian aims are required. The application [91] of this principle will at once rule out propaganda that is patently offering chil- dren what to think as a poor substitute for how to think. In a study of outside groups that use or desire to use the schools, Conrad Jacobson asked superintendents to clas- sify forty-six organizations into the fol- lowing divisions: [1] commercial, [2] educational, [3] propaganda, [4] benev- olent, [5] others, and [6] combinations. All of the groups rated were those in contact with typical schools. Jacobson found widespread disagreement among the educators as to the purposes of the outside agencies. For example, a humane society was considered to be commercial by one superintendent, educational by thirteen, propaganda by ten, and benevo- lent by eleven. Every agency was judged to be primarily commercial by some, pri- marily educational by others, and pri- marily propaganda by others. Nearly all agencies were judged to be primarily benevolent by some of the superintend- ents. No complete agreement was re- corded concerning the purpose of any organization. Even the National Con- gress of Parents and Teachers was judged to be commercial by five super- intendents. Apparently, in the absence of any consensus of opinion, the school administrator must rely upon his own verification of the validity of demands. Knowledge of the objectives and pur- poses of the schools on the part of lay or- ganizations—The schools, perhaps more than any other institution, require the support of an enlightened public opin- ion. An enlightened public opinion re- quires and has a right to demand the rationalization of every policy. Every budget item must be justified by a need of the children which can be made so apparent that an elemental sense of jus- tice would grant it. In the hysteria of deflation, some communities are substi- tuting reduction in the educational budget for the correction of fundamen- tal weaknesses of local government. These false economies will cause a col- lapse of the educational structure unless educational leadership effectively influ- ences public opinion. This retrenchment raises to a position of primary importance the educational importance of public en- lightenment. If they are taken sufficiently into our counsels, the American people will not seek. to remedy governmental insolvency at the expense of the next 92 generation. > > > <> > In the realm of his convictions, the educator must deal honestly and faith- fully with regard to the economic impli- cations of education. To many parents, the impact of education upon their chil- dren is secondary to its impact upon their finances. When cash reserves are low and the payment of taxes requires sacrifice, educational dollar values must be in line with other dollar values. Educational leadership which shows this to be true may rest assured that taxpayers will make the necessary personal sacrifices. All cooperative action should be guided by mutual knowledge on the part of both lay and professional leaders— Education is a favored field for coopera- tive action. Its purposes are such that it can bear the closest scrutiny by the se- verest critics. All other leaders have much to gain from the success of the educa- tional ventures and much to lose from their failure. Their selfinterests are in- cluded in the breadth of the educational aim. Regardless of social, racial, relig- ious, or economic differences, all men will support efforts for the welfare of child- hood. This universal kindredness of pur- pose assures education a sound basis for cooperative effort. The man in the street approves of curriculums that stress the three C’s of Character, Culture, and Citizenship. He looks to the schools to develop attitudes, abiding interests, and ideals that will strengthen all other social structures considered by him to be worthy of sup- port. The hope that inspired the faith in universal education will be in vain unless the schools do in fact develop right attitudes, socially helpful abiding interests, and high ideals. The relationship of professional educational leadership to public opinion and lay leadership—Since educational leadership is vitally con- cerned with public opinion, it should study methods for developing [1] tech- nics for obtaining a larger number of like-minded people [a larger public], and [2] technics for forming opinions based upon truly reflective judgments rather than vague group feelings of values of universal education and casual or incidental contacts with schools or school officials. Educational policies and activities must be related to many groups [many publics]. At present, groups hav- ing particular interests seek to modify educational practise thru legislation without the participation or cooperation of professional educators. In like man- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ner, professional educators seek to mod- ify educational practise without the co- operation or participation of their public. Legislative practises—The practise of adopting resolutions in conventions is time-honored, general, and often ineffec- tual beyond affording a record of group agreement. State or national organiza- tions may, if sufficiently interested, take the next step thru the committee on leg- islation. The third step of securing the introduction of a bill into the legislative body of a governmental unit follows. Then, if sufficient influence can be brought to bear, the bill becomes a law. There is evidence found in the study of J. K. Flanders and in the California Curriculum Study to show that legisla- tion influences school curriculums with- out the cooperation of professional edu- cators. The hysteria associated with the period of the World War led to national- istic legislation. Conservation of natural resources, health, and other movements, sponsored many times by highly organ- ized minorities, have been incorporated into the state school laws since 1913 without the advice of school people. This type of legislative enactment is usually too detailed and hinders the school in providing a balanced social educational program. Educational leadership must be ag- gressive in the exercise of its initiative with regard to statutory enactments. The educational viewpoint should be presented to the legislature and to the public. The studies cited above show that educators must be constantly alert, and that they have often failed to exer- cise a wholesome influence upon school legislation in many states. Both lay and professional leaders in each state should be organized to act quickly and effec- tively in an emergency. The educational conference—Effective cooperative practise between educational leaders and lay leaders is found in such conferences as those held annually in North Carolina. The following specific dangers are inherent in many situations relating to cooperation with lay organizations: [1] Using the schools as media for spread- ing propaganda is perhaps the most general dan- ger. To strengthen his decision to prevent such use of the schools the superintendent should remember that the power of critical judgment is an attainment of adulthood; that propa- ganda materials affect children more than they do adults; and that favorable public opinion is based upon the fact that the school is not the instrument of any race, class, creed, eco- nomic or social group. [2] Infringement upon the time allotted the regular school program is seldom considered by March, 1933 ——————____ pressure groups. The superintendent will com. bat this danger by keeping in mind his functiop of maintaining balanced educational programs. Those groups that request only occasional time must be prevented from constant interruptions of the regular work of the classes. The class. room teacher looks to the superintendent for protection from these interruptions of her plans, [3] Exploitation of minors results from propaganda since children, unlike adults, cap. not select the appeals which come into the schools which they are compeled to attend, Schools exist primarily for the education of chil- dren. The only basis upon which any concem or organization has a right to appeal for access to the school is that it is prepared to make some definite contribution to the accepted school program. Material to be acceptable must be indispensable to the children. Points to consider in determining the desirability of cooperating with a lay organization—The studies which have been previously mentioned in this chap- ter show an absence of any consensus of opinion concerning the desirability or the undesirability of cooperating with any particular lay organization. The final re. sponsibility for the determination rests in each local community with the super- intendent of schools and his staff and the board of education. The studies in the field reveal the following few points which may prove helpful in determining the validity of demands and the desira- bility of cooperation with organizations: [1] The objectives and purposes for which the agency is primarily organized are very difi- cult to determine—A classification according to motives is not feasible because true motives may not be discovered. They may be hidden by what the agency would like to have considered as altruistic motives. Motives may be mixed. The desire to sell more of a certain commodity may be accompanied by a sincere wish to im- prove the general welfare. [2] What the school gives in return for the help of the agency may be out of proportion to what the schools may hope to gain from co- operation—What the school gives is not always apparent. The most precious gift of the school is a share of its time. Even a small share of time may constitute a large gift if that time is taken from the regular program. Special days and weeks may seem to their promoters to be but one hour, day, or week a year, but there are others sponsoring other special days and weeks. Hence, propaganda efforts, altho worthy in- dividually, are real menaces in the aggregate. A careful consideration of the school calendar, with teacher and principal com- mittee help, will effectively block de- mands for celebration of special days and weeks. When the school receives re quests for use of equipment or building, which in the aggregate tax the school facilities, the wise superintendent and schoolboard will have rules upon which decisions can be based. —From chapter 5, Eleventh Yearbook [1933], Educational Leadership, Dept. Superintend- ence, NEA. » 1933 ———$—_ ll com. uNCtion grams, al time uptions € Class. ent for r plans, > from iS, can- ito the attend. of chil- concer r access > make 1 school Lust be ng the a lay have chap- sus of or the h any nal re- 1 rests super- nd the in the Points nining Jesira- tions: * which ry difi- ding to motives iden by sidered mixed, modity to im- for the tion to om Co- always school of time s taken ys and be but ere are weeks. hy in- gate. school ] com- k de- | days yes re- ilding, school t and which [1933], intend- Home and School Leaflets Taking the Schools to the People HERE COME TIMES when it is neces- iz to put less emphasis on our usual duties, to break away from routine, and to meet emergency condi- tions. For the schools that time is now. The crucial need is the interpretation of school service to parents and citizens. School officers and teachers have been too busy at immediately pressing tasks to understand the importance of keeping close to parents and homes. Feeling se- cure in their own devotion to the chil- dren, they have too often neglected to visit homes and to express to parents their appreciation of particular children, their desire to be helpful to them. A personal visit to the home of every child by every teacher accomplishes wonders for the home, the child, and the teacher. Lesser duties may well be set aside for this important task. The in- creased interest among parents is re- flected in their children and actually lightens the classroom load. The Na- tional Education Association has worked consistently at the problem of interpret- r-—— Order ee i iaen ata on is i diam nin Pi. — SF 2 i 12 | ime 2 | is | - i) Ig3s9 : $8 | S a | & cas Se Ff Se = ' ' - |. Da aoe ae & «» > ' ' os § © ' ie eeyy | gt f Pbk, i nazz t iPzas i: at oc ' = aoc.) se jnsss | te | ! ls s88 : is | IS$es i: ae) - ' ; © -_— ' a; ke " > | Baar acres ' =: | . ig fii & {get —; -«< a. if? .e oa ' tt @ 1 o's = 3 1 S25 28 13 es $e mL s< 12:8 . § | pSES 3.2 | 8352 — . | O 320 tomorrow. ca 1S s pg oo is Ss i 1 <> <> cA nation’s concern over education measures its interest in its own future The Faculty and the Parent-Teacher Movement First, to promote child welfare in home, school, church, and community; to raise the standards of home life; to secure adequate laws for the care and protection of children. Second, to bring into closer relation the home and the school that parents and teachers may cooperate intelligently in the training of the child, and to develop between educators and the general public such united efforts as will secure for every child the highest advantages in physical, mental, moral, and spiritual edu- cation. Andrew J. Lang, superintendent of schools, Huron, South Dakota, writing in Child Welfare, says: It is a curious fact that parent-teacher asso- ciations least prone to get into difficulties are those associations that maintain a close contact with the national, state, and district bodies. Their program of work is consonant with the objects of the national and they are not easily sidetracked. They have a realizing sense of their functions, which are so large and so important that the members have no time or inclination for personalities or controversies. Their leader- ship is broadminded and farseeing. It antici- pates points at issue and handles them in an intelligent manner with honor to itself and satis- faction to all. Powerful forces that are fighting the schools are operating on a nationwide The Child or the Dollar ? | Swanage costs more now than it did in pioneer days because schools are better and more children attend them for longer periods. A majority of parents now desire their children to have the advantages of high school, which costs more than the elementary school. §{And yet American schools are run so economically that they give your child books, a classroom, equipment, a playground, and a day’s instruction under a well-prepared teacher, for the price of a golf ball or the cost of a box of candy. The average cost for a day’s instruction for an American child is only fifty-one cents. Of the fifty-one cents the teacher receives only twenty- eight cents. Suppose you had to engage a tutor to teach your child in your home. Such service often costs $1 to $2 per hour. [In proportion to the magnitude of its helpfulness—the number of children, the number of hours, the variety of activities, the care for each individual child, the preparation necessary for teaching, the high responsibility—the school is relatively inexpensive. Let us all join hands to give to our young people the best possible preparation for life. Let us keep the children first. basis. Local units of parents and teachers need the help and information which cap be secured by membership in the Na- tional Congress of Parents and Teachers, Next to seeing that children are fed, clothed, and given medical attention where needed, the first claim on the leadership of parent-teacher associations is to see that their schools are not crip- pled. The New York bankers, who are trying to force down school expenditures, represent the same group that sold the people of the nation five billion dollars’ worth of real estate mortgage bonds which are now in default. In your vitalized group study and faculty meetings, plans could be made for cooperating with parents thru your PTA. Is every parent reached by copies of your PTA program? Do you know that Child Welfare, the official maga- zine of the National Congress of Parents and Teachers, contains excellent help for study pro- grams? Have you brought this magazine to the attention of parents? Every issue contains some- thing of interest to teachers, also. An example is the article “Better Movies” by Catheryne C. Gilman, in the January 1933 issue. The address of the National Congress and of Child Welfare is 1201 16th Street, N. W., Washington, D. C. INCREASED appreciation of the schools waits upon increased understanding of their services. ARRANGE now to send this vital message to every home in your community. Use the order blank on the reverse side. Nt chers h can Na- hers, fed, ntion 1 the tions Crip- 0 are tures, 1 the lars’ onds aculty rating parent i? Do maga- S and y pro- to the some- ample me C. ddress ‘elfare DLS ED ols ing An Advancing Teaching Profession JosEPH ROSIER President, The National Education Association HE ANNUAL CONVENTION of the National Education Association which meets in Chicago, Illinois, the frst week in July 1933, will impress upon the people of our country the advance- ment of the teaching profession and the place which the leadership in education occupies in all activities for the welfare of the nation. The social and economic problems confronting us at this time must be solved by trained intelligence. The profession of teaching, due to the work of our teacher-training institutions and col- lege and university graduate schools, has made remarkable development in the last twenty-five years. It is fortunate for the nation that there are thousands of men and women in the field of education who have been trained for the highest type of public service and whose special knowl- edge will furnish a real contribution in meting the situation brought about by great social and economic changes. In education as in all other human en- terprises there will be a new evaluation of aims and results. Those public agen- cies which served in a satisfactory way the past generation will not be suited to the demands of the future. Out of new occasions, new obligations and duties must be learned. The past quarter of a century has been marked by an emphasis upon material values. The next period of human development will be marked by an pres 7 me Left: ‘ Northwestern University’s McKinlock Campus—law, commerce, medical, right: architect’s drawing of the Hall of Sciences now nearing completion on the site of the Chicago 1933 World’s Fair. emphasis upon intellectual and spiritual values. We will hear not so much about the mechanical measurement of educa- President Joseph Rosier tional results and more about intellectual and spiritual achievements. Character education with all of its modern impli- cations will occupy the chief place in our program of education. If it be true, as a recent authority has stated, that char- acter is the sum total of a person’s re- sponses to his life situations, then the school of the future must provide greater opportunities for participation in all ac- tivities so that there may be the widest possible training in responses to social and economic changes. A really great exhibition will be staged in the city of Chicago this year, which will mark and celebrate the progress of the world in all of the sciences. The ex- hibits at this exposition will show marvel- ous advancement in all fields of human progress. I think we can claim that edu- cation in its advancement has paralleled the progress in all the fields of science. In the beginning of a period of change and readjustment it is peculiarly fitting that the National Education Association should hold its annual convention in the metropolis of the Middlewest. Here in the heart of our country will be found the spirit and the determination that will solve our national problems. Here are great states that will blaze the way in the new evaluation of education. It is my hope that the eyes of the teaching pro- fession will be turned toward the city of Chicago next summer. The profession of teaching and educational leadership should have a new feeling of conscious- ness and I hope the teachers of the nation may be inspired with that faith and hope that will lead them to new professional achievements. and dental center of the Evanston institution; HE THOUSANDS of teachers who “eave to Chicago for the seventy- first annual convention of the Na- tional Education Association, July 1-7, 1933, will find there many opportunities for intellectual recreation and personal professional growth. A century of prog- ress, which will be celebrated thruout next summer in Chicago with an expo- sition of great proportions, has been marked in the Great Lake City by the development of centers of culture which are world-renowned. The University of Chicago is one of the newer large universities of the nation. It was founded in 1890. The first presi- dent was William Rainey Harper, who held the position until his death in 1906. With gifts from John D. Rockefeller, Sr., and thru the merging of several long- established educational institutions spe- cializing in professional fields, the origi- nal institution was widened to include the foundations of a genuine university, which has grown to be one of the most important educational institutions in the United States. Its school of education, over which Dean Charles H. Judd pre- sides, was originally the Chicago Insti- tute, of which Colonel Francis W. Parker was principal after he left Cook County Normal School in 1899. Under the direction of one of the youngest of university presidents, Robert Maynard Hutchins, who has frequently spoken before the National Education Association and its departments, the Uni- versity of Chicago is growing rapidly. New buildings have recently been erected for housing the school of education, and the various curriculums of this school have been greatly expanded. Its beautiful Tudor Gothic buildings, more than sev- Chicago, a Center of Culture enty in all, are situated on 180 acres of campus near Jackson Park, the site of the world’s Columbian Exposition of 1893. Another institution in Chicago pop- ular with summer-school students is Northwestern University, situated at Evanston and, like the University of Chi- cago, near enough to Lake Michigan to receive the favor of its cooling summer breezes. Northwestern University was founded in 1851. Like its sister institu- tion on the lake shore, it has grown thru mergers of important professional schools until its development has attracted na- tionwide attention. A special feature of this institution of higher learning is the Northwestern Uni- versity Settlement, a unit organized to study unadjusted social conditions. This unit is situated in a congested district of Chicago. Its work attracts sociologists and social and welfare workers from all over the world. Another wellknown institution on the Chicago lake shore is the Chicago In- stitute of Art. Here is maintained, under the direction and inspiration of some of the most talented sculptors and painters, a school of art. Lorado Taft, gifted American sculptor, a frequent partici- pant in National Education Association programs, is one of the many renowned artists connected with the Institute. Other Chicago institutions of learning in- clude the Chicago Normal College, Loy- ola University, DePaul University, Ar- mour Institute of Technology, Lewis Institute, and numerous conservatories of music, commercial schools, and special- ized schools of the professions. Opportunities for broadening study outside of organized institutions of learn- Left: Lincoln’s birthplace; right: the “Wigwam” of 1860, both part of the Lincoln memorabilia at the Century of Progress Exposi ing are particularly numerous in Chicago, The Field Museum of Natural History houses one of the largest natural history collections to be found in the world. The Adler Planetarium, located on an island in Grant Park overlooking Lake Mich. igan, is the only device of this kind for astronomical study in the United States, Students interested in the life of seq and stream will find the John G. Shedd Aquarium a valuable laboratory. The Academy of Sciences and the Chicago Historical Society are valuable resources for those who select Chicago’s educa- tional institutions for the pursuit of leam.- ing. The Chicago Stadium, Soldiers Field, Wrigley Field, and modern Michigan shore resort facilities encourage the en- joyment of summer recreation and sports, Plans are now under way in Chicago for the Century of Progress Interna tional Exposition. The city won worl- wide distinction for the success of the Columbian Exposition in 1893. Grant Park, also a lake front playground, is the site of the World’s Fair in 1933, which officials say will outclass all expositions of this kind ever held. Exhibits will de- pict the historical development of Chi- cago, the nation, and the world. The United States government and _ foreign nations are planning exhibits. The dis- plays of this fair will show progress in every field of human endeavor—scien- tific, industrial, social, homemaking, agri- cultural, and educational. Many teachers will appreciate the economy of making one trip to Chicago serve the purposes of participating in the National Education Association conven- tion, of summer study, and of attending the World’s Fair —B. F. tion. am ———e hicago, History history ld. The | island Mich- ind for States, of sea Shedd y. The “hicago SOUrCes educa- f learn- S Field, ichigan the en- Sports, Chicago nterna- world- of the Grant |, is the _ which sitions will de- of Chi- d. The foreign he dis- ress in —scien- g; agri- ite the “hicago y in the ‘onven- ending Firm Stand Prevents Salary Cut Statement by Rhode Island Administrator Refutes Theory That Public-School AITING until the conclusion of Wt biennial election of 1932, the city council of Newport, R. I., adopted a policy of economy and retrenchment, the principal features of which included proposed salary reduc- tions for firemen, policemen, and teach- ers. The council itself, exercising its ordinance-making function, reduced all salaries in fire and police departments 10 percent. The council also requested the school committee to reduce the salaries of teachers. The school committee, seeking counsel from the City Solicitor, was advised: [1] Nowhere does it appear in the law that the school committee may bind itself by con- tract in hiring teachers; rather does it seem reasonable to conclude that the status of a teacher is not that of a contractor. Strictly speaking, no contract may legally exist beyond the term for which an appropriation has been made, unless there is a recital in the contract that the agreement shall be contingent upon the future action of the council in making appro- priations. Therefore, it may be concluded that the status of contractual relations between the school committee and the teacher does not exist, except, of course, in the ordinary sense of em- ployer and employee. [2] It is the duty of the appropriating body of the city government to provide the funds to properly operate the school department. After an appropriation for salaries is made it is the duty of the school committee to allocate and apportion the sum thus appropriated. The council, therefore, may appropriate more or less than the appropriation made in any prior year, within the limitation fixed by the statute, and the school committee is bound by the action of the council. [3] It is my opinion, therefore, that the school committee may, legally, make reductions in salaries affecting persons elected in June to serve until July 1, 1933. The advisory opinion of the City Solicitor did not find favor with Superin- tendent of Schools Harold T. Lowe, and he sought advice from Dr. Charles Car- toll, legal counsel in the office of the Commissioner of Education, Dr. Walter E. Ranger, and state director, NEA, for Rhode Island. Dr. Carroll’s advisory opinion covering the legal matters raised in the opinion of the City Solicitor meets the latter squarely, and is an important document expository of the excellent laws in practise in Rhode Island for the pro- tection of schools and teachers. The opin- ion is reinforced by citation of statute and decision; it is reproduced at length Teacher Is Only an Employee in these columns for its value as sound interpretation of law and practise. The opinion follows: November 30, 1932. Public School Committee, City of Newport, City Hall, Newport, Rhode Island. Gentlemen: I address this communica- tion directly to you, instead of to Mr. Lowe, superintendent of schools, with the purpose that its content may come to you without question as to Mr. Lowe’s authority to request an opin- ion from me under your resolution directing him to the City Solicitor. I am persuaded that I ought to advise you on the questions at issue, lest you should be misled by the City Solicitor’s patent failure to grasp the significance of the statutes relating to public education, and the interpretation applied to these by the Commis- sioner of Education in the exercise of the ap- pellate jurisdiction conferred upon him by chap- ter 73 of the General Laws, and by the Supreme Court of Rhode Island in decisions on cases brought to it for final disposition. I write with the advantage of having before me a copy of the City Solicitor’s letter of November 29, which was brought to me yesterday by Superintend- ent Lowe, who had recognized in the letter more than one statement which indicated error on the part of the City Solicitor. With the purpose of being brief and confining myself as nearly as possible strictly to questions at issue, I shall follow the order of the discussion in the City Solicitor’s letter, in spite of my own preference for another order as more logical for the presen- tation Iam to make. [1] In the opening paragraph of his letter, the City Solicitor lays down the proposition that the practise of annual election of teachers at stated salaries “is not to be understood as bind- ing the school committee to any form of con- tract the breach of which would give to the teacher a right of action against the city.” In subsequent discussion, particularly in the second paragraph, he suggests that the teacher essen- tially occupies the position of a public office holder whose tenure of service and the compen- sation therefor are subject to the vicissitudes of changing administration and law, ana the action of the Representative Council in providing ap- propriations to be expended under the direction of the public-school committee. The error in this view is disclosed unmistakably in the language used by the Supreme Court in reaching the ratio decidendi in the case of Hardy vs. Lee, 36 R. I. 302. In that case the court refers repeatedly to the teacher’s contract with the city of Cranston; in entertaining the suit the Superior Court rec- ognized the existence of a contract; in render- ing its decision dismissing the city’s appeal the Supreme Court recognized the existence of a contract. The subject of teacher’s contract is discussed in sections 64 and 65 of the Law of the Public Schools, Voorhees, and in such man- ner as to leave no lingering doubt that the re- lation of the teacher to the city is contractual, altho the contract as it affects public service must conform strictly to statutory requirements. The Rhode Island case, Hardy vs. Lee, ubi supra, leaves no lingering doubt as to the legal [97] aspect of the relation, and the right of the teacher to the assistance of courts in enforcing the teacher’s right. Similar Rhode Island deci- sions sustaining the teacher’s right as contractual were handed down by the Commissioner on the appeals of Wallace R. Brown vs. School Com- mittee of Bristol, and of Crandall vs. the School Committee of Hopkinton, in both of which the Commissioner held that a school committee could not terminate the teacher’s contract within the period of employment otherwise than by the method provided by the General Laws in section 5 of chapter 71. In the opening hearing of the appeal of Harvey vs. School Committee of Bristol, the Commissioner ruled that the school committee could not reduce a teacher’s salary within the period of employ- ment on the pretext of transferring the teacher from one position to another carrying a lower salary. The transfer might be legal as suggested by the exigencies of school administration, but the teacher continued with right to the salary of engagement. The Harvey ruling conforms to the interpretation and practise established in Rhode Island public schools. In an advisory opinion recently, the Commissioner ruled that a school committee could not avoid its obliga- tion to pay the full amount of a teacher’s an- nual salary by closing a school. [2] Secondly, the City Solicitor undertakes to avoid the clear implication of a mandatory obligation imposed upon the city of Newport by the statute which he cites as section 1 of chapter 69. For its relation to Newport school history it may be interesting to note that the mandatory language in this statute was intro- duced in the Public Statutes of 1882, following the decision of the Supreme Court in Wixon vs. Newport, 13 R. I., 454. In the revision of the statutes, the word “shall” replaced the word “may,” and the new statutory language re- pealed the decision in Wixon vs. Newport so far as it might be cited as a precedent. In spite of the language of the statute, which, because of its purpose with reference to a case in which the city of Newport was a party ought to be familiar, the City Solicitor undertakes to show that the mandatory obligation is in some way subject to such action as the Representative Council may take with reference to appropria- tions or to the fiscal year. If the Representative Council were in a position to refuse to make appropriations, then it would follow that the Representative Council could nullify the stat- ute; if the school committee must adapt its educational program to the appropriations made available by the Representative Council, then the Council rather than the General Assembly would become the final authority in determin- ing Newport’s obligations as to schools. Inter- estingly enough, the decisions cited by the City Solicitor both negative his position. Hardy vs. Lee, ubi supra, sustains the right of a School Committee to engage teachers and pledge the city’s credit for salaries for a period for which no appropriation had been made available. The decision in Bailey vs. Duffy, 45 R. L., 304, sus- tains the School Committee’s exclusive right to establish salary schedules for its employees. Both 98 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION decisions are on all fours with Times Publish- ing Company vs. C. Ellis White, 23 R. I., 234, which upheld the School Committee’s right to expend school money without direction by the Council; and see Duffy vs. Murphy, 46 R. L., 210, on schools; Horton vs. City of Newport, 27 R. I., 283, on mandatory obligations that a city may not evade; Hebert vs. Duffy, 45 R. L., 193, on the municipal obligation to maintain police. In the case of Gormley vs. School Com- mittee of Pawtucket, the Commissioner held, in a decision underwritten by the Supreme Court, that a school committee is obligated to pur- chase textbooks, in compliance with the state free textbook law, on the credit of a munici- pality when no appropriation has been made, and when the municipality has no funds in its treasury. {3] I am surprised that the City Solicitor, after citing and presumably reading the deci- sion of Hardy vs. Lee, ubi supra, should fall into an error concerning the varying incidence of financial years. He says: “It is important to remember that, under the present plan, appro- priations are made in January for the munici- pal year, which, in effect, means the calendar vear. Having this fact in mind, municipal de- partments operating on a schedule which car- ries them beyond the municipal year must take chances on the action to be taken by a later appropriating body which may see fit. These cases do not go to the extent of saying that all requests for funds made by the school com- mittee shall be appropriated; they merely state that after an appropriation for salaries is made it is the duty of the school committee to fix and determine the salaries of teachers within the total appropriation made under the item ‘sal- aries.’ The determination of the amount neces- sary to operate the schools is for the council to decide; it is the duty of the school com- mittee to allocate and apportion the sum thus appropriated. The council, therefore, may ap- propriate more or less than the appropriation made in any prior year, within the limitation fixed by the statute, and the school committee is bound by the action of the council.” I have already addressed myself in paragraph 2 to refuting the erroneous assertion as to the power of the Representative Council to limit expenditures for schools by its own determina- tion of the amount of appropriations. In the extension of this doctrine to appropriations diminishing until the zero point is reached the Representative Council could nullify legislation ; and the argument reaches the reductio ad SCHOOL BOARD MEETING IN DISTRICT NI absurdum. At this particular point, however, my purpose is to let the Supreme Court speak in answer to the City Solicitor, and I quote the Court in the case of Hardy vs. Lee, ubi supra, and cited by the City Solicitor: “The fixing of the fiscal year is purely a matter of conveni- ence in the handling of the financial and busi- ness transactions of the city, and exerts no force or influence upon a contract made with a teacher for her services. The school committee had had authority to engage teachers, fix their compensation, and determine their term of serv- ice. The obligation thus arising to the city to pay the salaries of teachers is not released or varied by the fixing of the fiscal year, nor does the right to collect the salary covered by the order [for payment] expire with the close of the fiscal year. It is a contract which the city has entered into thru its properly authorized committee and as such it must be recognized and carried out.” Hardy vs. Lee, 36 R. I., 302, at page 307. To this splendid exposition of the right and authority of the school committee, may I venture to suggest the holding in the earlier decision by the Commissioner in the case of Gormley vs. School Committee of Pawtucket on textbooks; and the statute law, section 29 of chapter 70, which permits the school com- mittee to expend public money for schools at the expiration of a fiscal year in an interval for which no appropriation may be made available by town meeting or municipal council. [4] Finally, may I recall in answer to the City Solicitor’s statement that “the determina- tion of the amount necessary to operate schools is for the council to decide; it is the duty of the school committee to allocate and appor- tion the sum thus appropriated,” that he neglects the relation betwixt the Representative Council as the appropriating body and the School Committee as the body charged with the obligation to administer the public school system implied in section 23 of chapter 70 of the General Laws. This section requires the school committee to prepare and to present to the Representative Council annually a budget of estimates of school expenditures in such de- tail as may be prescribed by the printed form furnished by the Commissioner of Education. The budget becomes the basis for considera- tion of the school appropriation by both the Representative Council and the school com- mittee. The statute negatives the assumption of arbitrary discretion in the Representative Coun- cil; it makes the school committee a legal party to the making of the annual appropriation, not | a Two types of schoolboard meetings, as illustrated in the NEA Research Bulletin, January 1933, The School Board Member. SCHOOL BOARD MEETING IN DISTRICT N22 SCHOOL DISTRICT MAP an a March, 1933 es merely the disbursing agency for the Repre. sentative Council’s bounty. The contracts mad. by the school committee extending beyond any current fiscal year are binding and must be cop. sidered by the Representative Council in de. termining the amount to be appropriated fo, schools. If the Representative Council is sg derelict in its duty as to fail to make appropria- tions adequate for the support and maintenance of the schools, contracts are not affected by the neglect, and the school committee has a right which may not be questioned, and a duty which it ought not to evade, to exceed appropriations if need be while maintaining the good name of the City of Newport. I am convinced that a city so rich as New- port, with such tax resources as are available, with, at the present time, a surplus in its treas- ury, should not enforce a poligy of public re. trenchment to the extent of dealing unfairly with its teachers. Very truly yours, Charles | Carroll. The city council and school commit- tee, upon the publication of Dr. Car- roll’s opinion, were persuaded that an ordered salary reduction could not be en- forced. They then asked the teachers to submit voluntarily to a reduction. The | proposal was presented to a mass meeting of teachers, who, on Dr. Carroll’s advice, referred the question of need to a select committee for examination and report. The committee of teachers made a thoro examination of the financial condition of the city, found no reason for a reduc- tion other than the epidemic of salary reductions which is raging in the United States and reported adversely. The teach- ers sustained their committee unani- mously. The report of the committee of teachers, with its clear analysis of the city’s finances, disclosing a surplus ac- cumulating in four past years, will ac- complish a great deal in establishing a public opinion sufficient to sustain the teachers. It may open the eyes of some people to a wisdom in “schoolmasters and schoolma’ams” not usually possessed by politicians—Charles Carroll. Oo > v le eae CUASOE, h, 1933 ———— e Repre. cts made yond any t be con. il in de- lated for cil is $0 propria- tenance d by the 5 a right ty which priations name of as New- available, its treas- ublic re- unfairly Charles ‘ommit- ir. Car- that an t be en- hers to yn. The meeting advice, a select report. a thoro ition of - reduc- salary United e teach- unani- ittee of of the lus ac- will ac- shing a ain the »f some masters yssessed pl. Percent of population | Number of | percent of population | Decrease | Population 10 years of age and over | 1). -rease | Population Py ‘to | ages 10 tole years | Of rene 4 States 10 years of so whe Wess Sener ma: | percent jages 10to18| 18 years gainfully occupied in: | ‘ion ages age and in 1930 of illiterates| years in | gainfully 5 Jee . 10 to 18 over in 1930} * 1920-30 1930 occupied | years gain- | 1920 1930 1930 1920 1930 fully occu- | pied 1920-30 1 2 3 4 | 5 6 7 8 9 10 11 Continental United States........ 98,723,047 | 4,283,753 6.0 4.3 1.7 |18,486,592 | 2,092,288 | 17.0 11.3 5.7 NEE, See 2,000,653 251,095 16.1 12.6 De | 485 ,652 116,667 | 29.7 24.0 §.7 Kshs ss 68e sees 0 SSCO SO ; 335,029 33,969 15.3 10.1 ¥:2 66,761 5,595 a2.2 8.4 3.9 SS SRP rerererrreelery, 1,419,945 96,818 9.4 6.8 2.6 334,220 57,318 23.3 17.1 6.2 | | California SR oe ere eee 4,806,490 124,810 aa 2.6 0.7 673 , 830 31,195 10.8 4.6 6.2 | Colorado Se kia bie wage ise ées eh mes 835 ,341 23,141 3.2 2.8 0.4 155,968 13,385 11.0 8.5 2.5 FORCE CE TCT TCR 1,321,474 59,874 6.2 4.5 i 250,243 32,129 20.8 12.8 8.0 EE ee ee eee oe 196,776 7,805 5.9 4.0 1.9 35,289 3,480 15.9 9.9 6.0 | District of Columbia........... 418,941 6,611 2.8 1.6 1.2 §2,480 3,855 16.9 eam 9.6 | ns SS aNy o5 te encunimie ten 1,174,252 83,242 9.6 fe e 226,319 29,587 15.8 13.1 Py | | EES eer ry eres eee 2,238,192 210,736 13.3 9.4 3.9 546,813 121,408 26.9 22.4 4.5 | TS I Oe NE eo ar 349,148 3,743 1.5 Be 0.4 77,131 4,624 7.8 | 6.0 1.8 Ee eer re ee 6,333 ,046 153,507 3.4 2.4 1.0} 1,088,533 95,780 16.0 8.8 wun ee ae ree ye 2,638,556 43,721 2.2 won 0.5 468 ,636 31,404 14.2 6.7 7 oe en onus sae ceokaume she 2,007 ,699 15,879 1.1 0.8 0.3 371,777 28,236 9.9 7.6 2.3 Nn 6.6. 0-0:0¥0ccdewheneetees.s 1,519,562 18,680 1.6 ee 0.4 286,121 19,407 9.4 6.8 2.6 | I cack a ng wah Ae RRO 2,005 , 492 131,545 8.4 6.6 1.8 436 , 832 48 ,997 15.1 33.2 3.9 | eee ee ee 1,622,868 219,750 21.9 13.5 8.4 358,131 59,455 19.3 16.6 3.7 iris o tig 5 Gb ae STR EA 642 ,659 17,172 3.3 ye 0.6 116,069 8,141 11.8 7.0 4.8 IR iii a arch Rese Ole ace BN 1,324,241 49,910 5.6 3.8 1.8 239 ,906 30,656 19.0 12.8 6.2 | POEENOLED ... sccccsceseveces 3,509,317 124,158 4.7 3.5 .2 609 ,039 60,524 20.3 9.9 10.4 | Ce Seek eens amaereac 3,891,914 76,800 3.0 2.0 1.0 708 ,087 47 ,967 13.5 6.8 6:34 NR eens 2 ee rte 2,076,201 26,302 1.8 1.3 0.5 400 , 339 31,145 10.8 7.8 3.0 | Ec crete kee akan ee aso 8 1,526,128 199,761 3.2 13.1 4.1 363,750 111,073 30.2 30.5 +0.3 Se eee re 2,984,368 67,905 3.0 aan 0.7 43 , 836 3,934 14.0 9.0 5.0 SN oc. 610. 64.0-6:06.6.06-e £668 <10( 434,351 7,303 2.3 0.6 87,357 5,673 i 6.5 1.0 ERE ee ee 1,106,139 12,725 1.4 0.2 216,161 16,285 9.6 7.5 2.1 NE ood linia ib 60 bid dik 66 Aer 76,085 3,330 5.9 4.4 1.5 11,157 593 7.9 $.3 2.6 | EMD... 4. 60% 0040 land otten” L] for tion it work, : little nereby us do, ited to A-34] Master Builders of Our Profession HE INCONSISTENCY OF IT—We teachers have been preaching for decades the gospel of cooperation as a social and political necessity. ... And yet there are lots of public-school teachers who have not yet thought enough to realize that there is no group in the country which has more reason to organize for cooperation than have teach- ers. Public education takes the full time, as pupil or employee, of one person in four of our national population. Public education is the fifth largest industry in the country judged from the number of persons employed and the sixth largest industry in the country judged from the amount of capital invested. Twenty-five million pupils enter our doors every day. Is there any way for any teacher to think around the fact that the interests of public education are important enough to make it an obligation for every teacher to join in cooperative efforts along educational lines? We teachers owe it to our pupils, to our public, to our profession, and to ourselves to maintain local, state, and national associa- tions dedicated to the interests of public edu- cation—Hugh Nixon in Massachusetts Teacher. New Life Enlistments HE NUMBER of life members enroled in the National Education Association on February 1 was 5070. The following life mem- bers have been reported since the list was published in the February JoURNAL. Arizona—C. O. Case. District of CoLtumMBia—Harold E. Warner. ILLiINo1is—Mrs. Fanny Scoville Reeder. INDIANA—L. E. Michael. Lout1siaNA—Hollis Moody Long. New Yorx—Olive C. Fish. On1o—Albert Lee Daugherty. Wisconsin—C, J. Brewer. Completed Enrolments HE 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 work- ing on the problems of the profession thru regular faculty meetings for vitalized group study. The list includes schools which have reported since the list was published in the February JOURNAL. Thirteen Years ArIzONA—Mesa, Union High. ILLinois—Rock Island, Washington Junior High. MASSACHUSETTS—Gloucester, Rogers. Missouri—St. Louis, Simmons. PENNSYLVANIA—Pittsburgh, Knoxville Junior High. WISCONSIN—Fond du Lac, Bragg, Cleveland, Frank- lin, Grant, Jefferson, Lincoln, Senior High. Twelve Years CaLirorNiA—Santa Barbara, Garfield, Lincoln, Kinley. Me- Eleven Years Coawensn--Ctentate, Magnolia; Los Angeles, Utah treet. Connecticut—East Hartford, Meadow. Ten Years CALirorNiaA—Long Beach, Washington Elementary, Washington Junior High. INDIANA—Fort Wayne, Jefferson, Prevocational. Missouri—Kansas City, Milton Moore. PENNSYLVANIA—Pittsburgh, Friendship. Texas—Beaumont, Averill. West Vircinita—Clarksburg, Morgan. Builders of Our Profession OOPERATION is primary to all successful effort. The only cooperation worth talk- ing about is the cooperation of those who hold or are held by convictions for which they are willing to lose their jobs, to go into the breadline, or to die, if the need should cme—William J. Hutchins, president of Berea college, who has just returned from India in connection with a commission of educators sent there to study Christian col- leges. Dr. Hutchins is the father of President Robert Maynard Hutchins of the University of Chicago. Completed Enrolments F bow FOLLOWING SCHOOLS have completed their 100 percent enrolment in the Na- tional Education Association since the list was published in the February JoURNAL. Ten Years or More For a list of schools which have maintained 100 Percent achievement for ten years or more, see “Master Builders of Our Profession.” Nine Years Covenraa—Berbeley, Columbus; Los Angeles, Third treet. Cotorapo—-Denver, Barnum. PLoripaA—Palm Beach County, Northboro. MassacHuseTts—Revere, Theodore Roosevelt; West Springfield, Park Avenue. Nevapa—Clark County, Bunkerville, Mesquite, Mo- apa, Overton, St. Thomas. New Jersey—Bernards Township, Bernards High. On1l0O—Cuyahoga County, Strongsville; Findlay, Find- lay Public Schools, Adams, Bigelow, Letwiler, J. C. Donnell Junior High, Firmin, Glenwood Junior High, Howard, Huber, Lincoln, McKee, Senior High, Strother, Supervisors and Special Teachers, ocational, Washington; Logan County, Bellecenter Village, Bokescreek Rural, DeGraft Village, Harri- son Rural, Huntsville Village, Iron City Rural, erson Rural, Lake Rural, Monroe Rural, Perry Rural, Quincy Village, Rushcreek Village, Wash- ington Rural, Zane Rural; Lorain County, Amherst Village. PENNSYLVANIA—Clearfield, Fourth Ward; Pottstown, Hancock, W. W. Rupert. TeNNESSEE—Shelby County, Shelby County Public thools, Arlington Elementary, Arlington Junior High, Bartlett Elementary, Bartlett Senior High, Bolton Elementary, Bolton Senior High, Brunswick, Capleville Elementary, Capleville Junior High, Cheerfield, Coleman, Collierville Elementary, Col-_ lierville High, Cordova Elementary, Cordova Junior High, Ellendale, Forest Hill, Frayser, Gragg, Indus- trial, George R. James Elementary, George R. James Junior High, E. E. Jeter Elementary, E. E. Jeter Junior High, Kerrville, Levi, Lucy, Mace- donia, Millington Elementary, Millington Senior High, Oakville, Rosemark Elementary, Rosemark Junior High, White Station, Whitehaven Elemen- tary, Whitehaven Senior High, M. C. Williams Elementary, M. C. Williams Senior High. Texas—W aco, Brook Avenue. West Vircinia—Grafton, Central, East Grafton, First Ward, West Grafton; Sistersville, Sistersville Pub- lic Schools, High. Eight Years CaLirornNia—Glendale, Cerritos, Benjamin Franklin, John C. Fremont, Horace Mann, John Marshall, John Muir, Verdugo Woodlands; Long Beach, McKinley, Horace Mann, Naples, Roosevelt; Los Angeles, Miramonte; San Francisco, Fremont. FLorwwa—Daytona Beach, Seabreeze High. It_1nois—East St. Louis, Longfellow; Evanston, Lin- colnwood; Hampshire, Hampshire Public Schools; Watseka, Watseka Grade Public Schools, North Side, South Side. Matne—Dover-Foxcroft, Pleasant Street. MICHIGAN—Sault Ste. Marie, Park. Nevapa—W hite Pine County, East Ely. New Jersey—Asbury Park, Bond Street, Bradley, High; Bernards Township, Bernardsville Gram- mar; New Brunswick, Washington; Sea Isle City, Sea Isle City. Oxu10—Wood County, Bloomdale, Bradner, Grand Rapids Township, Henry Township, Jackson Town- ship, Lake Township, Millbury, Rossford Public Schools, Eagle Point, High, alnut Street, Ross Township, Lark, Walbridge, Webster Township, West Milgrove. PENNSYLVANIA—Bradford County, Bradford County Public Schools, Armonia Township, Asylum Town- ship, Athens Boro, Athens Township, Barclay Town- ship, Burlington Township, Canton Boro, Canton Township, Columbia Township, Franklin Township, Granville Township, Herrick Township, LeRaysville Consolidated, LeRoy Township, Litchfield Town- ship, Monroe Boro, Monroe Township, New Albany Joint Consolidated, Orwell Township, Overton In- dependent, Ridgebury Township, Rome Township, Sheshequin Township, Smithfield Township, South Creek Township, South Waverly Boro, Springfield Township, Standing Stone Township, Stevens Township, Terry Township, Towanda Boro, To- wanda Township, Troy Boro, Troy Township, Tus- carora Township, Ulster Independent, Ulster Town- ship, Warren Township, Wells Township, West Burlington Township, Wilmot Township, Windham Township, Wyalusing Boro, Wyalusing Township, Wysox Township; New Kensington, New Kensing- ton Public Schools, First Ward, Second Ward, Sen- ior High, Third Ward. TENNESSEE—Memphis, L. C. Humes High. {101 ] Texas—Dallas, North Dallas High. Utan—Salt Lake City, Uintah. Seven Years Cairornia—Long Beach, John Dewey, Lowell, Signal Hill; Los Angeles, John Burroughs Junior High. CoLorapo—Denver, South High. FLoriwA—Dade County, Kinlock Park. Hawau—Kohala, Halawa, Kaauhuhu, Makapaia, Wai- mea. ILLINois—Decatur, Dennis, Gastman; Pinckneyville, Pinckneyville Public Schools. MICHIGAN—Coldwater, Coldwater Public Schools, First Ward, Fourth Ward, High, Lincoln Junior High, Second Ward, Third Ward. MINNESOTA—Minneapolis, Washington. Missouri—Kansas City, Hyde Park. New JerseYy—Asbury Park, Asbury Park Public Schools, Bond Street, Bradley, High, North Bangs Avenue, Prospect Avenue, South Bangs Avenue; Special Teachers and Supervisors; Camden, Senior High; Kearny, Roosevelt; Lyndhurst, Franklin. New Yorx—New Rochelle, Mayflower. On10o—Lima, South Junior High. PENNSYLVANIA—Clearfield, Clearfield Public Schools, Fourth Ward, Junior High, Market Street, Third Ward, Senior High; Pittsburgh, Foster. Utran—Duchesne, Boneta, Duchesne, loka, Mt. Home, Myton, Neola, Roosevelt Grade, Tabiona, Tal- mage; Salt Lake City, Columbus. Six Years Cauirernia—Glendale, Thomas Jefferson; Long Beach, Jane Addams; Los Angeles, Eastman Street; Santa Barbara, Harding. FLoripa—Palm Beach County, Palm Beach County Public Schools, Belle Glade, Boca Raton, Boynton, Canal Point, Conniston Road, Delray, Green Acres, Hypoluxo-Lantana, Jupiter, Kelsey City, Lake Worth Junior-Senior High, Lake Worth North Grade, Lake Worth South Grade, Lake Worth West Grade, Pahokee, Palm Beach, Palm Beach High, Palmetto, Riviera, South Bay, South Palm Beach, West Gate, West Palm Beach Central Elementary, West Palm Beach Central Junior High; Tampa, Thomas Edison. Kansas—Topeka, Highland Park. MASSACHUSETTS—Melrose, Mary A. Livermore, Win- throp; North Adams, Mark Hopkins. Missourt—Kansas City, Foster Opportunity, William A. Knotts, Teachers College of Kansas City. Nevapa—Lander County, Battle Mountain Grade. New Jersey—Bernards Township, Olcott Primary; Lyndhurst, Lincoln; Ridgefield Park, Ridgefield Park Public Schools, Grant, High, Washington Irving, Lincoln, Roosevelt, Special Teachers and Supervisors. PENNSYLVANIA—Bradford, Bradford Publie Schools, Fifth Ward, Fourth Ward, Junior High, Second Ward, Senior High, Sixth Ward, Third Ward; Pittsburgh, Bellefield Girls’ Trade. Utran—Logan City, Logan City Public Schools, Ben- son, Ellis, Junior High, Senior High, Webster, Wilson, Woodruff. Five Years CaLirorNiA—Long Beach, Longfellow; Los Angeles, Aldama; Pasadena, Andrew Jackson Elementary, San Rafael, Washington; Santa Barbara, Peabody; Van Nuys, Encino. 7 ILLinots—Decatur, Decatur Public Schools, Dennis, Gastman. Kansas—Topeka, Quincy; Wichita, Washington. MiIcHIGAN—Sault Ste. Marie, Jefferson. Missour!—Maryville, Maryville Public Schools, Nevapa—Lander County, County High. New Jersey—-Hawthorne, Washington. ; : Ou1io—Akron, Teachers College of University of Akron; Lorain County, Sheffield Lake Village. ’ PENNSYLVANIA—Chester County, East Whiteland Dis- trict; Pittsburgh, Fort Pitt. Utran—Box Elder County, Box Elder County Public Schools, Bear River City, Bear River High, Box Elder High, Box Elder Junior High, Blue Creek, Bothwell, Central, Collinston, Corinne, Deweyville, Elwood, Fielding, Garland, Grouse Creek, Honey- ville, Howell, Lincoln, Mantua, Park Valley, Perry, Plymouth, Portage, Snowville, Thatcher, Tremon- ton, Washakie, Willard, Yost; Duchesne County, Mt. Emmons, Upaleco; Nebo District, Nebo District Public Schools, Benjamin, Clinton, Dividend, Ge- nola, Goshen, Grant, Jefferson, Lake Shore, Leland, Lincoln, Mapleton, Payson Central, Payson Junior High, Payson Senior High, Peteetneet, Rees, Salem, Santaquin, Spanish Fork Central, Spanish Fork Junior High, Spanish Fork Senior High, Spring Lake, Springville Junior-Senior High, Taylor, Thistle, Thurber, Washington. Four Years ~ TALIFORNIA—Glendale, Columbus; Long Beach, Starr King, Frances Willard; Los Angeles, Buchanan Street, Sixty-first Street, Valley View; San Fer- nando, El Retiro High. Connecticut—East Hartford, Silver Lane, South Burnside. Grorcia—A tlanta, Maddox Junior High. MicHiIGAN—Saginaw, Continuation; Sault Ste. Marie, Lincoln. New Jersey—Atlantic City, Indiana Avenue Voca- tional; Bernards Township, Basking Ridge, Liberty Corner; Woodbridge Township, Colonia Number 2. New Mexico—Raton, Raton Public Schools, Colum- bian, High, Junior High, Longfellow, South Side. New YorK—New Rochelle, Stephenson; Poughkeep- sie, S. F. B. Morse. Oxn10—Cleveland, Lafayette; Lorain County, Lorain County Public Schools, Amherst Township, Am- herst Village, Carlisle Township, Gulph Road School and Murray Ridge School (Elyria Town- ship), Pittsfield Township, Russia Township, Shefheld Lake Village. OxLtaHomMa—Oklahoma City, Shidler; Tulsa, Celia Clinton. PENNSYLVANIA—Pittsburgh, Gladstone Junior High; Shippensburg, Junior High. Utau—Duchesne County, Basin, Bluebell, Farm Creek, Hanna, Roosevelt High. Three Years ALasKA—Nome, Nome Public Schools. CALIroRNIA—Claremont, Elementary; Fresno, Jane Addams Number 2, Morris E. Dailey, Emerson, John C. Fremont, Kirk, E. R. Snyder Continuation High; Glendale, Balboa, Mark Keppel; Lomita, Orange Street; National City, National City Public Schoo]s, Central, Highland Avenue, Lincoln Acres, Sixteenth Street, Sixth Avenue; Riverside, Inde- pendiente; Santa Barbara, Franklin; Siskiyou Union High School District, Butte Valley High, Weed High, Yreka High. FLorma—St. Petersburg, Childs Park. ILt1Nois—Downers Grove, Puffer; Stockton, Stock- ton Public Schools. MASSACHUSETTS—W altham, Warren. NevapaA—Lander County, Austin Grade, Lander County High Number 1; White Pine County, Ely Public Schools. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION New Jersey—Bergenfield, Harding, Gloucester County, Repaupo, Wenonah. New York—New Rochelle, Continuation, Webster. Ou1o—Toledo, Burroughs, Weston Village. Washington; Daniel Newton; Wood County, J Hersert KeEttey, for the past twelve years * executive secretary of the Pennsylvania “State Education Association, has just been re- elected for another term of six years, as a recognition of outstanding achievements. OKLAHOMA—Tulsa, Emerson, Longfellow. PENNSYLVANIA—Dauphin County, Londonderry Town- ship, Lower Swatara Township; Lebanon, Mifflin; New Kensington, Martin, Valley Heights; Phila- delphia, Pennypacker. TENNESSEE—Memphis, Bethel Grove, Ford W. Taylor. UtTaH—Salt Lake City, Hawthorne. VERMONT—Ludlow, Black River Academy, Street; Rutland, Madison. West VirGIniA—Sistersville, Junior High. High Two Years CALIFORNIA—Guasti, Piedmont; La Crescenta, Lin- coln; Long Beach, Columbia, Lafayette, Seaside; Los Angeles, Annadale Boulevard, Grape Street; Pasadena, Roosevelt; San Francisco, Starr King; Santa Barbara, Jefferson; Wilmington, Fries Ave- nue. Connecticut—Fairfield, Roger Ludlowe High. ILt1Nois—Dakota, Community High; Edwardsville, Edwardsville Public Schools, Senior High; Hins- dale, Maercker. INDIANA—Fort Wayne, Adams; Indianapolis, Chris- tian Park Number 82; Tell City, Tell City Public Schools. Iowa—Mason City, Harding. MASSACHUSETIS—Brookfield, Junior-Senior High. MICHIGAN—Sault Ste. Marie, Chippewa County Nor- mal. MINNESOTA—Minneapolis, Bremer. MissourI—I ndependence, Girls’ Parental; Kansas President, JOSEPH ROSIER March, 1933 ————__ City, Hale H. Cook, Franklin, Garfield, Jane Haye, Gates Institute, Orphan Boys’, E. C. White, Whit. tier. NevapA—Nye County, Round Mountain Grade, New Jersey—Bernards Township, Bernards Tow, ship Public Schools, Bernards High, Bernardsyij, Grammar, Basking Ridge, Bonnie Brae, Liberty Corner, Olcott Primary, Special Teachers and Supervisors; Gloucester County, Harrisonville, New YorK—New Rochelle, Henry Barnard; Pough. keepsie, Governor Clinton, Christopher Colum Continuation, Edward Elsworth, Benjamin Frank. lin, High, George W. Krieger, Abraham Lincoln, Livingston. Ox10—Wo0d County, Dowling, Freedom Townsh; Glenwood Rural, Liberty comin Peabersiit Perry Township, Portage Township, Portage Vij. ——- Olney (Ross Township), Washington Town. ship. OKLAHOMA—Ofklahoma Cit ior High, Linwood. PENNSYLVANIA—Freeport, Freeport; Lebanon, Pair. view, Henry Houck Elementary, Lincoln, Stevens: — oe Fifth Avenue, Fourth Avenue, Mt. Vernon, Parnassus Junior High; Pitts Bane, North Continuation. . —- TENNESSEE—Memphis, A. B. Hill. Vircintra—Norfolk, Ruffner Junior High. WEST VirGINIA—Cirtsville, Cirtsville. WYOMING—Superior, Superior Public Schools. y, Stonewall Jackson Jyp. Current Year CALIFoRNIA—Fresno, Edison Technical Junior-Senijor High, Berton Einstein, Lowell, John Muir; Glen. dale, Doran; Los Angeles, Nightingale; Pasadena, Thomas A. Edison; Santa Barbara, Administration, Connecticut—Norwalk, Over River. GEorGIA—Savannah, Henry Street. ILLINoIs—Rock Island, Rock Island Public Schools, Audubon, Horace Mann, Washington; Warren, Grade District 107, Community High. KANsAs—Mankato, Mankato. MAINE—Hallowell, Middle Street throp, Grammar. MARYLAND—Baltimore, Public Number 124; Cascade, Cascade; Keedysville, Keedysville. MASSACHUSETTS—Somerville, Lowe; Mystic. MINNESOTA—Minneapolis, Marcy. Missourt—Kansas City, Border Star, Gladstone, Wil- liam R. Nelson. MonTANA—Lewistown, Garfield, Lincoln. NevaDA—Clark County, Dry Lake; Elko County, Car- lin High. New Jersey—Burlington, Robert Stacy Junior High; Camden, Henry C. Davis; Dumont, Lincoln; Gloucester County, Maple Grove; Salem, R. M. Acton. New YorK—Glens Falls, Big Cross Street; Solvay, Solvay Public Schools; Syracuse, Charles Andrews, On10—Arcadia, Centralized; Lucas County, Adams Township; Wood County, Wood County Public Schools, Bloomdale, Bradner, Cygnet, Dowling, Freedom Township, Glenwood Rural, Grand Rapids Township, Henry Township, Jackson Township, Lake Township, Liberty Township, Millbury, Pemberville, Perry Township, Portage Township, Portage Village, Rossford Public Schools, Eagle Point, High, Walnut Street, Lark and Olney (Ross Township), Walbridge, Washington Towaship, Webster Township, West Millgrove, Weston Vil- lage, Lime City, Middleton Township, Milton Township, Montgomery Township, North Troy Township, Risingsun, Troy Township; Youngstown, East High, Sheridan. OKLAHOMA—Oklahoma City, Shields Heights; Shaw- nee, Shawnee Public Schools, Franklin, Harrison, Irving, Jefferson, Junior High, Robert E. Lee, Horace Mann, Senior High, Special Teachers, Washington, Woodrow Wilson; Tulsa, Medio. [Continued on page A-40] Primary; Wis. Winchester, | The Journal of the National Education Association Published monthly, except July, August, and September, by the National Education Association of the United States 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. Tue JOURNAL is a member of the Educational Press Association of America and is published in accordance wi — a ——— — The payment of $2 active membership dues entities a member to attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, One dollar of each membership fee is for a year’s subscription to THE JOURNAL. Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Offices: 1201 Sixteenth Street N. W., Washington, D. C. Advertising rates on application. Secretary, J. W. CRABTREE Members are kindly requested to report th the standards of that organization. Acceptance for Haroip A. ALLAN, Business Manager Township, tage Vi). 0 Town. cson Jun. on, Pair. Stevens; Avenue, ittsburgh, or-Senior ir; Glen. Pasadena, 1istration, > Schools, Warren, y; Win Cascade, inchester, ‘one, Wil- inty, Car- ior High; Lincoln; n, R. M. ; Solvay, Andrews, y, Adams ty Public Dowling, nd Rapids fownship, Millbury, Township, is, Eagle rey (Ross [ owaship, ston Vil- , Milton rth Troy ungstown, ts; Shaw- Harrison, Teachers, -dio. Vol. 22, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION T no previous time has there been so much interest in secur- ing the mostimportant item of food —milk—in safe, wholesome form at economical cost. Fortunately, we have the word of highest authority pointing the way to how that can be done. The American Medical Association has granted its seal of approval to the Evap- orated Milk Association, a non-com- mercial organization which exists for the purpose of conducting research and educational work. The use of the seal is approved in connection with the follow- ing claims for Evaporated Milk. 1. Evaporated Milk is pure, fresh cow’s milk with approximately sixty per cent of the water removed by evaporation under reduced pressure. It is not a patented or proprietary food, but is a staple commodity. 2. Evaporated Milk is equal to pasteur- ized milk in all important food values; it supplies those vitamins which milk an be depended upon to supply and in practically equal quantity. (Vitamin C isnot present in any dependable or ap- preciable quantity in evaporated, pas- teurized or raw milk.) 3, Evaporated Milk casein curd in the stomach has a finer granular and softer texture or structure than that produced from raw or pasteurized milk; it resem- bles in physical structure the curd of human milk. 4, The fat of Evaporated Milk, because of the homogenization processing, is more finely dispersed than the fat of ordinary milk, and therefore it is more readily acted upon by digestive enzymes. 5, Evaporated Milk is more speedily di- gested than raw or pasteurized milk or milk boiled only a very short time. 6. Evaporated Milk is considered by many pediatricians to be the best form of cow’s milk for preparing the baby’s formula. 7. Evaporated Milk issterile, and therefore is the safest milk obtainable; it cannot introduce pathogenic micro- Organisms to induce diarrhea in infants. 8, Evaporated Milk is usually less allergic than raw or pasteurized milk. 9. Evaporated Milk is one of the most convenient and economical forms of milk for preparing infant feeding formulas. Let us send you, free of charge, our educational lit- erature. More milk in the diet by the wider use of Evapo- rated Milk, is the message these publications bring to the classes under your care. “The Story of Evaporated Milk”’— a description of the process of packaging Evaporated Milk, and a discussion of its nutritive value. Adapted for use in commer- cial geography and home economics classes. “Some Facts about Evaporated Milk and Other Dairy Products’’—data on the industry as a whole and the annual per capita consumption of Evaporated Milk, its nutritive analysis and influence in industry. “The White Rat of Hawkins Hall’ — a story for the upper grades and junior high school group, built around the part that rats play in the nutrition of the human being — how they are used in the laboratory to carry over the specific lesson in nutrition. “History of Evaporated Milk’’—a te print from the Journal of Home Economics giving a short historical sketch of the evap- oration of milk. “Evaporated Milk’’—a reprint from Hygeia giving a story of the development of Evaporated Milk over the period of 1810 to 1932. “The Adventures of Eva, Pora and Ted’’—a series of twelve comic strips de- picting the use of Evaporated Milk in the every-day activities of two children. It is well adapted for use in the primary and interme- diate grades. “Evaporated Milk in Tropical West Africa’ — a reprint describing the place of Evaporated Milk in foreign countries. “Concentrated Milk in the Days of Napoleon” — a reprint from Concentrated Milk Industries, giving a short early history of the production of Evaporated Milk. Mention THe JourNAL when writing our advertisers. For TEACHERS WHO HAVE THE SCHOOL LUNCH PROBLEM— “Milk for Drinking’”’— describing the superior value of Evaporated Milk in the prep- aration of various drinks. “Quantity Recipes for Serving 25-50” — general directions for food selection and prep- aration in quantity, with special attention given to the use of Evaporated Milk in school cafeterias, restaurants, camps, etc. “Planning Lunches for School Chil- dren’’—a discussion of the place of the school lunch in the day’s food requirement, with menus and recipes. -————— Coupon EVAPORATED MILK ASSOCIATION 203 North Wabash Avenue, Chicago, Ill. Please send me, free of charge, one copy each of the following. If I find the publications adapted to my needs, I will request additional copies for my students or their parents: (] List of free publications (_] The Story of Evaporated Milk [_] Some Facts about Ragenent Milk and Other Dairy Products I 1 | | | | | | | | ; CT The White Rat of Hawkins Hall | (_] History of Evaporated Milk | (_] Evaporated Milk | C] The Adventures of Eva, Pora and Ted | [_] Evaporated Milk in Tropical West Africa | [_] Concentrated Milk in the Days of Napoleon | ‘3 Milk for Drinking 1 [] Quantity Recipes for Serving 25-50 [_] Planning Lunches for School Children | | | I | 1 ile Gieee NN OE nip bc awales ées grades I am teaching.... : (please list subjects) A-34 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION [Continued from page 100] this Associa- tion. I for one, and I am sure I am not by any means alone in this, wish there were more Lizzie Moores and more Crabtrees. The schools of the country would be bet- ter for both. For both represent real in- telligence, sacrifice, and sincerity.—A. C. Eldredge, assistant superintendent of schools, Cleveland. The only statue in Olympia, the capital of the state of Washington, hon- ors a former executive, Governor Rogers, “Father of the Barefoot Schoolboy Law.” That statue in front of the old capitol building bears this simple inscription: ‘Author of the Barefoot Schoolboy Law, which gives every child, rich or poor, of this commonwealth a fair education.” Homer H. Seerley, “grand old man of lowa education,” president emeritus of the Iowa State Teachers College at Cedar Falls, died December 23, 1932. Mr. Seerley became principal of the Nor- mal School at Cedar Falls in 1886, in which position he served until his retire- ment in 1928. During his leadership of almost a half century, the school was de- veloped until it became a great power thruout the nation. Dr. Seerley and Cedar Falls exerted a great influence on Here’s NEWS for ARITHMETIC TEACHERS! The three-step to mastery March, 1933 surrounding states in the development of schools for the preparation of teachers. Dr. Seerley was also a pioneer in the field of professional organization. He served the National Education Association in many ways, including several years as president of the National Council. The sixth in the series of “Better Teaching of Geography” articles by Zoe A. Thralls will appear in the April JOURNAL, Department of Superintendence Yearbook—Chapters 8, 9, and 10 in the 1933 yearbook, Educational Leader- ship, of the Department of Superintend- ence carry the following titles, respec- tively: “Educational Leadership in Small Cities,” “The Status of the Superintend- ent of Rural Schools,” and “Leadership of Rural Education.” Chapter 8 discusses the superintendency in cities under 10,- 000 population; chapter 9 contains new data on the economic, cultural, and pro- fessional status of the county superin- tendent; chapter 10 discusses the respon- sibility for the leadership of rural educa- tion, also its needs, impediments, and opportunities, based on first hand infor- mation. These three chapters are well worth the careful study of leaders of Let the child do his own rural education. > > > » The Tulsa, Oklahoma, public schools are carrying forward an active program of educational interpretation, An hour and a half each week is spent in broadcasting from a local radio station, News letters are periodically mailed to papers. Special messages are sent, with the report cards, to the homes. Bibliography for use in planning as. sembly programs on world friendship [see page 81] may be obtained from the National Education Association, Divi- sion of Publications, 1201 Sixteenth Street N. W., Washington, D. C. Memphis teachers operating thru a joint committee from the Principals and Supervisors Association and the Men- phis Education Association are engaged in an active public interpretation pro- gram which takes advantage of nearly every medium thru which the public can be reached. The committee sponsors 4 500-word weekly article on the editorial page of the Memphis Evening Appeal. Weekly papers of neighboring towns are invited to reprint these articles. A moving poster library with salient facts about Memphis teachers and schools is planned for every school office, the administration method of teaching NUMBERS A new and unique, simplified method of teaching and learning numbers for the Second Grade . . . planned to dovetail with pro- gressive teaching practice . . . psychologically arranged to make youngsters actually like arithmetic. MY FIRST DRILL BOOK IN NUMBERS (For the Second Grade) 3 steps—STUDY—PRACTICE—TEST. First this combined-work- and-text-book prepares the ground work—eliminates all the con- fusion of first introduction to numbers, by showing little tots HOW TO STUDY. Then it gives them ACTUAL PRACTICE in addition and subtraction by fascinating, crystal-clear word problems taken from daily juvenile experiences. Finally, it shows them how well they have mastered by 7/ MED TESTS which cultivate in the child an early respect for attainment. Your sample copy To see is to appreciate ore noua At last organized material utterly devoid of you like to see and inspect this aid to easier, haphazard, hit-or-miss methods. An unsur- rambo? Vou caging of . passed teaching tool ...a pupil aid supreme ! The detailed facts will delight you. You send the coupon. We will do the rest. ing the coupon and 30c.. . just the cost of production = MAIL THIS COUPONS = | | RAND McNALLY & COMPANY | | Dept. JN3, 536 S. Clark Street, Chicago, III. | 270 Madison Ave., New York—559 Mission Street, San Francisco | | Please send me, free, all the facts about your New MY FIRST DRILL | | BOOK IN NUMBERS. 1] I enclose 30c for a sample copy. (Place check mark in box and in- | clude 30c in stamps or silver if you wish us to send you a copy.) | | CE MaMa + Dawns Wass 004 Gesd vied emEL aE Kad PEs eb ndew cs | SE hak bah N Maa bad § 5000.5 65 SEGA AD el emineh aetna | SP Sst ae NARS Gas 0 04 6055 046s caanad asa em eana ease | quem eae Gaus GED GED GED GD Gum ee es ee ee ee ee ee ee ee es oe ous aun au eum aap aa come ce - THINKING It has been made easy and natural in The American Language Series For Grades three through eight Everyone knows that the underlying aim of all education is to keep the child THINKING. Now, in this language series THINKING is actually made tempting to the child . . . automatic, natural and fascinating. All unbeknown to the pupil, without being aware of it, he masters willingly and easily, without compulsion. Eminent authorship JAMES FLEMING HOSIC, Professor of Education, Teachers College, Columbia University, universally recognized as an outstanding authority on the teaching of English, together with C. Lauron Hooper, a successful teacher of English and an expert director of classroom activities, are the authors who have worked out this re- markable series. learn to do by doing. The content of each of the texts in the series is made up of things TO DO rather than ‘sings to read about. Orientation . . . kuowing before- hand what is to be done . . . silent read- ing, discussing the problem, attacking the problem, testing attainments . . . th are only a few of the steps utilized in inducing mastery through simplified thought “control. . Want more facts? Then mail the coupon No one advertisement or even an entire series of advertisements could begin to acquaint you with the real worth of this language series. But if you send the coupon, we will mail you free, a .compre- hensive brochure which gives you all the facts in minute detail. Will you fill in the coupon . . . now, before you lay this publication aside? Fascinating learning experiences Modern . . . in step with the most pro- gressive of teaching methods, the authors have injected something of the spirit of play into the learning process . . . have made each step to mastery a live, fascinat- ing experience. Not things to read . . . But things TO DO Forced thinking is discarded. Children - ‘Beek <> eae ee Oe | RAND MeNALLY & COMPANY | | Dept. J.L.-3, 536 S. Clark Street, Chicago, Ill. | | 270 Madison Avenue, New York—559 Mission Street, San Francisco | | I want to know all about your New American Language Series. | | Send me the complete details, and sample pages, without any obligation whatsoever. | BR SRN Ste SERS eee eo Sa a | | SE See ae Se ee ae ee Biss = she Bee ae | | Eee CLs a ee ee ee eS | | EEE ee ae Se le a | Os ces ee cee. ee ee ee ee ee ce ee i ae ow a a oe ee a ee ee ee es es es oes st For ALL the facts—Mail the coupon Mention THE JourNnat when writing our advertisers. bu tov br the , 1933 ny > ublic active ‘ation, ent in ‘ation, led to » With Ng as- ndship ym the Divi- teenth thru a Is and Mem- igaged Nn pro- nearly lic can sors 4 litorial i Ppeal. ms are noving about lanned tration F es ep the a A ilingly t of each lized in Vol. ys # No. 3 building of the school system, and down- town bulletin board. A series of radio broadcasts and three public lectures are recent projects. An industry to be encouraged— the publishing of good books. Ithaca’s achievement—In the pres- ent economic crisis, it is encouraging to know that some school systems have found it possible to continue progress. The city of Ithaca, N. Y., opened its schools last September with a new $500,- 000 junior highschool building added to its plant and with a reduced tax levy. Not a teacher has been asked to accept a reduction in salary. Furthermore, there will be no postponement of salary incre- ments. “The school system of Ithaca,” | ays Clyde B. Moore, former school- hoard member, in the Rotarian, “takes griously the understanding of a longtime arrangement for progressive service and acorresponding increase in pay. In prin- ciple, the obligation to pay these incre- ments is as binding as the obligation to ay the salary of the last month of the yar as well as the first.” This is what has happened to the Ithaca school tax rate since 1927: Year 1927-28 1928-29 1929-30 1930-31 1931-32 1932-33 Rate $10.80 $10.40 $9.20 $8.80 $8.40 $8 TAINO Sues Gurope The Famous Four S.S. ALBERT BALLIN .. . S.S. HAMBURG S.S. DEUTSCHLAND ...S.S.NEW YORK Frahm Anti-Roll Tanks Stabilizers built within the double walls on both sides of the hulls—effectively bal- ance these ships against the side-push of waves, actually eliminate %rds of rolling! SEVEN DAYS TO ——Q———— swift, sisterships—to HAMBURG 39 BROADWAY, N. Y. Every Wednesday midnight from New York's convenient West 46th Street pier sails one of the Famous Four —~ CHERBOURG SOUTHAMPTON Consult Your Travel Agent or |HAMBURG- AMERICAN LINE Phone Digby 4-4400 Branches in large cities THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Deeeeee ee eeee reece a raarra ee EyEEEIEEEEInInEIIISSIIISISIEISIIIIIIIN IIIS SEINE IEIEENEIESEEEEEEI EEE EE EEE The fortunate financial situation of the Ithaca schools is not due to chance, ac- cording to Mr. Moore. It is due to a prin- ciple adopted by the late Frank D. Boyn- ton, superintendent of the Ithaca schools, and a past president of the Department of Superintendence of the NEA. This principle, one which has long been ac- cepted in business, anticipates future needs by conserving any surplus funds and includes in the budget an item for future building needs. The practise has been continued by the present superin- tendent, Mr. C. L. Culp, and the mem- bers of the Ithaca Board of Education. “Thru taking thought of the future,” says Mr. Moore, “a community has built up its funds for school purposes during the years of plenty. Now, during years, not of famine, but of somewhat decreased incomes, there is no dearth of funds for school needs. At the time when unem- ployed young people—and some who are not so young—are continuing their study in high schools and night schools, there is a peculiar satisfaction that every serv- ice of the system can be continued ‘full steam ahead’ and yet drop the tax rate, thereby easing the pressure upon the much discussed taxpayer.” The University of Ohio has ar- ranged for an institute for schoolboard IN SOLID COMFORT WhoWill Pay the Doctor. theNurse.and theBoard Bill. When You areSick orlnjured? ‘The Teachers Casualty Underwriters is a national organ- 7 ization of teachers for teachers. less than a nickel a day, it will assure you an income when you are accidentally injured. you Operation and Hospital Benefits. rg Send Your Name—No Obligation AS XS Just fill out and mail the coupon. We will Pi Hs. then mail you full particulars of how 4? “So s 632 T. C. U. Bldg., Lincoln, Nebr. / 4 Mention THe Journat when writing our advertisers. A-35 members to be held during the summer of 1933. If an army of men held a besieged fort for two years, great would be the people’s praise of their patriotic service to the country; no honor would be with- held from them. But what do we hear of this army of teachers who have gone patiently on, giving their best service day after day, week after week, month after month, not knowing when or how they will be paid? There is no beating of drums or waving of flags for them. .. . Yet, they continue to give to their coun- try the most priceless of gifts—enlighten- ment to thousands and thousands of chil- dren, who but for teachers’ unparalleled patriotism, would be wasting their most impressionable years out of school. Had they been out of school, who can estimate the cost it might have been to the coun- try to have had these thousands of young people untrained and idle, many of them led into ways of crime?—Solomon Levi- tan, former state treasurer, Wisconsin. How does your school stand in the matter of illiteracy and child labor? See the table on page 99. The School Extension Depart- ment of Minneapolis has organized the following courses to attract unemployed people: radio, [Continued on page A-36| For the small cost of It will also pay 6% # +, x we protect teachers. Please do this te Ke “> today. A pf “star's f Oe oe “fl Teachers Casualty Underwriters 4 Se es ve m ™ “3 RS ss ‘ a eo\ ee & — A-36 |Continued from page A-35| furniture upholstery, electricity, typewriting, per- sonal appearance and care of clothing, sewing, and gymnasium. The biggest effect the depression has had on the Joliet [Illinois] Junior Col- lege is that the students have made up their minds really to do things in their studies. After paying all the necessary money and realizing how scarce this money is, the students are applying them- selves with added determination to get their money’s worth out of the school.— Joliet Junior College Blazer. An inventory and a prophecy of education in American high schools —The report of the National Survey of Secondary Education, made by the U. S. Office of Education, embraces more than 22,000 high schools. It describes and analyzes practises of the high schools that are pioneering along hundreds of paths of educational progress. The report of this survey is being published in 28 monographs, orders to be made from the Superintendent of Documents, Govern- ment Printing Office, Washington, D. C. A list of the titles of the monographs may be secured from the U. S. Office of Edu- cation, Washington, D.C. Interpreting the schools—Teachers THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION who claim that they cannot visit homes because of unusually heavy teaching loads or crowded classrooms are in that very act making it impossible to decrease the teaching load and secure better work- ing conditions. As long as the public does not know what is happening, it will con- tinue to carry on under present condi- tions. It will take sacrifice on the part of the teachers but they must do it for the sake of public education.—G. B. Phillips in The North Carolina Teacher. A physical education course for the entire student body has been substituted for interschool athletics at Albany, Min- nesota. Educational Research Club — Since September 1931, faculty members of the Zanesville, Ohio, schools have been cooperating with various community or- ganizations in securing help for handi- capped children. Effective interpretation of the schools of the city is being carried on by the Educational Research Club by means of series of articles published in local papers, by weekly radio programs, by musical recitals given by different schools, and other ways. The Club is studying school finance of the commu- nity, problem children, and leisure-time activities of junior and senior highschool March, 1933 children. Professional spirit has bee, stimulated by the study and interpreta. tion of education to the community, The State Board of Equalization of Wyoming has recommended thy each county be designated a single schog| district. It is the opinion of the Boar that $500,000 would be saved each year by such a change. The Board also re. ommends an income tax. The library—When millions of me and women, old and young, are attempt. ing to equip themselves to get or to hold jobs, the library should not be allowed ty decrease its effective service in technical business, and other vocational fields, When these and other millions are ip greatest need of finding in free library service the only recreation they can af. ford and one of the best opportunities for renewing their faith in organized go. ciety, the library should not fail to meet its obligations to the community.—Res. olution passed by the American Library Association. Some useful bulletins for school people—The National Association of Public School Business Officials has te cently issued a Research Bulletin on each of the following topics: Supplies; In- surance; Pupil Cost Accounting. Fur LIFE MEMBERSHIP in the N. E. A. Greater Unity Greater Concern for the Future During these difficult times through which we are pass- ing everything possible must be done to protect the in- terests of childhood. The child must be the last to feel the pinch of budget-balancing and economies. Your Asso- ciation is striving in every possible way to maintain a help- ful service to state and local associations, as well as to individuals. One way of assuring this service, even though disaster comes, is by a substantial life membership enrol- ment. You are urged to enrol as a life member on the partial-payment plan, if at all possible. One applicant for life membership recently wrote us: “During this period of economic depression, the need for strong organized effort, represented by a large member- ship, is most urgent. So, although we have already faced a payless pay day, and although monthly checks may be delinquent, or not paid at all, I am attempting to com- pensate by joining as a life member. From various losses, I have come to the conclusion that the only money we can be sure of saving is that which we save in such ways as this.” Will you not save $10.00 now by investing in a life membership whose dividends will never fail, but instead will increase in value with the years? Mr. J. W. Crastreer, Secretary, National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. Dear Mr. Crabtree: I wish to become a life member, making my first payment April 1. $100.00 can be paid in equal annual instalments of $10.00 each. ERE res APR A Atl rye) dl EES IR ed IO LN a ee ee ee ee ee ee ee * Position SLs «ix lvoe Gna a dnd aa he a GE CL had a eek ee City and State I understand the entire amount of Cee eee eee eeeese esses eseeeseeseF HEFT EESHEFSEFS ES SHOE EEE EEE EE EEEEHOH® Mention THe Journat when writing our advertisers. ch, 1933 —————__ as been terpreta. rity. lization led that le school e Board ach year also ree. Ss of men attempt. r to hold lowed to echnical, al fields, S are in e library y Can af- ortunities nized so- 1 to meet r school iation of s has re n on each lies; In- ng. Fur vol. 22, No. 3 RTH GERMAN LLOYD TOURS, INCLUD- ING THE W.F.E.A. “268i CONFERENCE IN NY. to N.Y. DUBLIN .. . FOR BUREAU OF UNIVERSITY TRAVEL *SUPERVISED STUDY -IMOrViDUaL TYTORING *tOE€AL EnvinonmenT FoR Lancuace sTucY ‘InternestinG TRaveL THE OPEN ROAD: Inc. +36 West Foary fiern Sraser- New Youn City « l ”/ FRO YY Specialists in Economical Travel for the Elite. Individual Attention. Your Aspirations are ours. Benefit from Dr. Keller's Experience with 15,500 Travelers. ELLER TRAVEL CLUB 551 Fifth Ave., N.Y. Write for BookletD * * * * 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 $ 5 O Three months’ trip... stop-overs anywhere See your travel or railroad ticket agent for literature, full particulars —or write STATES STEAMSHIP LINES § Porter Building (Degt. T2) Portland, Oregon ba] ther information concerning these bul- letins may be secured by writing the secretary, John S. Mount, inspector of accounts, State Department of Educa- tion, Trenton, New Jersey. Character education—During this period of depression we have become keenly aware of much corruption in gov- ernment and big business activities. It is my hope that the NEA will stress even more character education. May I suggest the following plans: [1] A definite character education program from the kindergarten up. {2] Courses in highschool training for honest political life. [3] A demand for a wise and honest distri- bution of public funds. [4] Reduction in debts commensurate with armament reduction. 15] An educational campaign showing the evil effects of alcohol and of tobacco. [6] The selection of teachers who stand for the higher and spiritual values of life. [7] The emphasis upon the fact that a truly successful life is measured, not in terms of dol- lars and cents, but in its finer services to society as a whole—Edith W. Lawson, Rockford, IIl. The February 1933 bulletin of the NEA Department of Rural Education [Organization of Curriculum for One- Teacher Schools] offers aid on one of the major problems of the one-teacher school. This bulletin is concrete in its suggestions and at the same time pre- sents a broad conception of the curric- ulum. It is sent free of charge to all | active members of the Department. Others may order from the Association; 25¢, single copy; discount for quantity orders. In the November 1932 election, the people of Kansas defeated a proposal to lower the school levy and voted favorably on an income tax amendment to the state constitution. This was the direct result of a campaign of enlightenment, planned and carried out by the Kansas State Teachers Association, parent-teacher groups, boards of education, Kansas tax | study clubs, Kansas state chamber of commerce, University of Kansas profes- sors of economics, and. other cooperating groups. The Kansas State Teachers Asso- ciation began its study and educational campaign on taxation @ year and a half before the 1932 election From “Kansas Goes on Record” by William E. Sheffer, superintendent of schools, Manhattan, Kansas, in School Executives Magazine. The Santa Barbara [Calif.] City Teachers Club is helping to relieve unemployment [Continued on page A-38 | Mention Tue Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ‘ A-37 “Nothing ever thrilled me like that trip to CALIFORNIA HERE'S a bold statement from one of our passengers—but it is typical and true. The ships—the BIG THREE—California, Virginia and Pennsylvania are all that the most fastidious traveler could desire. Huge, fast, luxu- rious and steady. The route takes you first to gay, fascinating Havana, then the gigantic Pana- ma Canal; and then after a week's picturesque sail up the West Coast with the howe nearly always in sight, you land in California, Amer- ica’s playground. Round Trips— One way Water... one way Rail Panama Pacific Liner in either direction and cross the continent by rail the opposite way. The trip begins and ends at your home town (or the nearest main line railpoint). And here's the best news of all: Fares -— $220, if you choose Tourist accommodations on the ship. $325, ifyou choose luxurious First Class. Rates cover stateroom, meals, and all necessary ex- penses on the ship and First Class rail fare across the continent. But when you go, choose a Panama Pacific BIG THREE liner— modern, turbo-electric ships of over 30,000 tons displacement. Don’t be satisfied with less than the BIG THREE can give you. There’s a sizable reduction for round trips by sea, bringing the fare to $180 in Tourist and $337.50 in First Class. You owe it to yourself to get the full details regarding this trip. The coupon will bring them to you without obligation on your part. Send it today to your local travel agent or to us. PANAMA PACIFIC LINE INTERNATIONAL MERCANTILE MARINE COMPANY No. 1 Broadway, New York; 216 N. Michigan Avenue, Chicago; 687 Market Street, San|Francisco. Authorized steamship or railroad agents everywhere. I am interested in the trip to California. Please send me One way Water t O One way Rail Round trip by Steamer, 25% reduction 0 MORE REE ERROR ee een eee eens Soret... cccsseesusemsmmmmanmanssnetsessececceceesees Ceeceseresesss+ rt . ' . ‘ . ' . ) ’ a . k . ‘ t ‘ uJ ‘ fa SS SSS SSSSERSSSSSSS ESSE ESE SE SESE EH eee A-38 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1933 {\0- ¢ I am willing to select the 5 articles we like best each month but I certainly object to having the checklist printed on the back of the good articles of THE JoURNAL. If the reverse side were covered with advertising, I wouldn’t mind.—Quincy A. Wemple, prin- cipal, Township High School, Woodhull, II1. I believe each superintendent would do well to have his teachers rate the articles each month and then discuss those ranking 1, 2, 3, at the following faculty meeting. We like this plan very much.—G. V. Landers, superintendent, Hot Springs, New Mexico. The January JOURNAL seems to me of ex- ceptional excellence. I shall use it in stu- dent conferences.—Carlotte E. Truman, State Normal, Albion, Idaho. For more than a year I have been check- ing the articles in the NEA Journat. I am better still. Is There a Place for John? Builders of Our Profession Street and city What Articles Interest You Most? HIS IS an invitation to you to share in a service which for several \ years has been carried on by letters, reaching a limited number of readers. Much of the improvement in THE JOURNAL is due to this hearty cooperation within our Association family. This is an opportunity for you to help us know what kind of material to include in THE JoURNAL. In the blanks below, opposite the articles which you found most interesting, kindly write 1, 2, 3, 4, 5, showing your ranking of the articles in this issue. Write x opposite any feature you would omit. Many principals and superintendents find this plan of selecting articles an excellent preparation for group study and faculty meetings. This checklist is placed in the advertising section in response to requests from readers. continuing the practise because it causes me to read the articles, read with a purpose, and search for material which will be of value to my classes, as well as of interest to myself.—Wilber Emmert, State Teachers College, Indiana, Pennsylvania. ar‘icle, “Vitalized Group Study and Faculty Meetings”, in the January JouRNAL. Until teachers go beyond the four walls of the schoolroom, the school fails to carry out the teachings of our Master Teacher.—M. Tibetts, teacher, Lincoln School, Augusta, Maine. to us, formed the nucleus for our January teachers meeting. We are pleased to con- tribute to the good of our profession.—V. R. Wilcox, superintendent, Hardy, Nebraska. In every group of teachers there are a few of superior interest and purpose who lead the way toward finer things for the children and the profession. The number of these awakened teachers is increasing. Many readers have taken pride in filling out and returning blanks like the one below. This page extends the opportunity to every JoURNAL reader. Will you not help? Your preferences and suggestions will help to make THE JOURNAL CONTENTS FOR MARCH 1933 The Schools and the Present Crisis__......... ------ tion”—S. D. Shankland, executive secretary, Educational Leadership in the Emergency_- President Roosevelt and Education__.__--.__ __---- “Safeguarding the Education of Our Chil- Publicity and the Camera_-_ Working Children; Workless Men_--_------- Crime Costs; Everyone Pays_------------- se ERD le See Economics in Public Schools ?”—Bess Goody- Curriculum Development--- The Baby Comes of Age-_-- Professional and Lay Leadership_--_--------- Taking the Schools to the People__--------- The Child or the Dollar?__- The Faculty and the P.T.A. An Advancing Teaching Profession----_----- Citieago; & Genter wt Culture............... -.---. Firm Stand Prevents Salary Cut---.-.-.---. ------ Trends in Illiteracy and Child Labor___----- Name and position of reader making report_-- ee i eS ees Use the space below for additional comment and suggestions. Tear off this page and mail to Joy Elmer Morgan, editor, 1201 Sixteenth Street, N. W., Washington, D. C. NEW YORK CINCINNATI CHICAGO Sem mee ee mem nnenwesenneneeeoernsoawoosorces Boston aeeag San Francisco Detroit Kansas City Portiand, Ore. [The article ranked highest in January: “The End of an Epoch,”’ editorial] [Continued from page A-37] by provi ing work for mothers in repairing g renovating clothing for children and adults, and is furnishing food for childrep both at school and at home. Practi every teacher or member of the staff is contributing monthly to a used exclusively for this purpose. Education today is most backward and suffering most seriously at those points where the teachers are least or. ganized. The series of radio programs entitled, “Oy American Schools,” broadcast over a nation. wide network of the National Broadcasting Company continues week by week to make friends for the schools in this crisis. Each Syp. day evening, 6:30-7:00 EST, this program May be heard on forty-one stations of the NBC Clip this schedule from THe JouRNAL and post it on your bulletin board. Announce these programs at parent-teacher meetings, faculty meetings, and at the meetings of community organizations. See that the radio editor of your newspaper has a copy of this series of pn- grams; send it to him accompanied by a letter stressing their importance. Let us employ every available means of extending the audience which hears these weekly broadcasts. Write to the Division of Publications, National Educa tion Association, 1201 Sixteenth Street, N. W, Washington, D. C., for mimeographed copies of the schedule for local distribution. They can be supplied in limited numbers without cost, March 5—“Why Teach Current Events in Ou Schools”—Anne Hard, lecturer and author. “Questions You Have Asked about Teacher Legislation’—Richard R. Foster, Research Division of the National Education Asso- ciation. March 12—“Is Education Becoming a Step- child?”—Hon. Aaron Sapiro, New York City. March 19—‘“Hearsay and Facts about Educa- Experience proved to me the worth of the Selecting the five articles of most interest Select sae Department of Superintendence, NEA. a a dren”—Patrick Campbell, superintendent of ee schools, Boston. “oa! nati Male De taeda March 26—“Why Should We Teach Home koontz, assistant U. S. commissioner of edt cation, Washington, D. C. “How School Training Helps To Make Good Homes”—Lewis A. Wilson, assistant state commissioner of education, Albany, N.Y. . April 2—“Prolonging Life thru Education” Louis I. Dublin, chief statistician, Metro- po'itan Life Insurance Co., New York City. Repvememts | jlKs RELIGION AND THE GOOD LIFE By Witit1aAmM CLayton Bower Head of tment of Practical Theology Diwinity School of the University of Chicago A highly original dicussion of the insist- | ent question, “What part has religion in the making of character?” v4 Net, $2.00, postpaid. At the Better Bookshops=————"_ | THE ABINGDON PRESS | Mention THe JourNat when writing our advertisers. fol. a2, No. 3 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-39 INDEPENDENTLY AROUND THE WORLD THE MEDITERRANEAN this is your Sabbatical Year, or if you have ack ward ihe time available, we suggest you invest in the t those gpreme adventure—an extensive cruise. Travel east or. sts have never been so low, and it is often cwaper to travel than to stay at home. led, “Our | Cruise Around the World, independently, | nation. economically. Your cruise lasts as long as you adcasting wish—splendid ships sail fortnightly from ad rq most important ports on the globe. A 105 day ram may cruise costs $880, New York to New York. he NBC. § Cruise to the golden lands of the Mediter- NAL and yanean. Excellent steamerssail fortnightly — nce these many interesting ports of call—including a visits in Egypt or Palestine. A first class, r of your 42 day cruise costs $595, New York to New of pto- York. y a letter Travel Service - a EXPRESS literatureSé5 Broadway New York Write to 1 Educa. t, N.W, Foremost Conducted Tours d_ copies 250 to choose from. They can 26,000 Satisfied Clients. Small Parties. First Class out cost, Hotels. More motor travel. All expenses land and sea. ‘s in Our SEND FOR BOOK author. poten phen we _ : ? IFTH AVE., Ew ORK Teacher . Research yn Asso- a Step- w York => f= = Allexpense tour prices from $260 to $979 include round tnpocean passage, hotels, meals, travel in Europe, guide - Educa- service, motor trips, admissions to galleries and mu sums—even your tips! gg TRAVEL GUILD, inc. ecretary, 180 No. Michigan, Chicage 52! Fifth Ave., New York City FA. ur Chil- ndent of AN) sm FRENCH SUMMER SCHOOL » Home on am ; s Goody- Mi COLLEGE - COURSES - AND - AMERICAN of aa g CQLLEGE + CREDITS Y SUPERVISED STUDY - INDIVIDUAL TUTORING Make lam YEE COURSES BY OUTSTANDING FRENCH PROFESSORS 0 IDEAL ENVIRONMENT FOR FRENCH STUDY assistant q SS Albany, = einteresting Travel in France: wo ; ation”™— : ,% The Meteil : BN Oren Roan inc. rk City. Raa SO WEST FORTY FIFTH STREET NEW YORK Ask for FREE ILLUSTRATED FOLDER, ' Me HK One VICTOR ANIMATOGRAPH ORP. @ DAVENPORT, IOWA > WRITING TEACHERS’ WSINESS WRITING PRACTICE DICTIONARY drill lumn and 2100 WORDS grouped with prefix s for co tees writing. led for teachers and supervieors. Many prec- to attain skill. Size 34x 8inches. Price, postpaid, 50c. Instructor sese. B.A. O'Mealy — wai3cive DICTIONARY SRS oe April 9-16—Easter vacation April 23—“The Forgotten Child”—Mrs. Edith Joynes, principal, George Washington and Gatewood Schools, Norfolk, Va. “Shall We Allow Our Children To Become Tramps?”—Belmont Farley, Division of Publications, NEA. April 30—‘Oh, That Arithmetic”—Garry Cleveland Myers, Western Reserve Univer- sity, Cleveland, Ohio. “Why We Believe in the New Kind of Discipline”—Willard Beatty, superintendent of schools, Bronxville, N. Y. May 7—“Teaching Health in the Public Schools”—Sally Lucas Jean, specialist in health education, New York City. “How Far Can We Teach Character ?”— Theodore D. Martin, Division of Records and Memberships, NEA. True professional spirit—Every day brings to NEA headquarters evi- dences of that loyalty and cooperation so characteristic of the teaching profession. An Idaho principal recently sent a check for the Dollar Packet for Educational Interpretation, with the request that the leaflets be sent to some school hard hit by the depression. A teacher, whose membership dues were paid last year by a contributor unknown to her, has this year sent dues for some other teacher * forced by economic circumstances to dis- continue membership. Dates to be remembered— April 14—Pan American Day. Material for programs may be secured from the Pan Amer- ican Union, Washington, D. C. May 1—May Day, Child Health Day. For information write to the American Child Health Asociation, 450 Seventh Avenue, New York. May 14—Mother’s Day. Suggestion for mak- ing Mother’s Day more significant may be se- cured from the Maternity Center Association, One East Fifty-Seventh Street, New York. June 26-30—Twenty-sixth annual meeting of the American Home Economics Association will be held in Milwaukee, with the Hotel Schroeder as headquarters. The chairman of local arrangements is Miss Ella Babcock, 1111 North 10th St., Milwaukee. June 27-July 1—Annual convention of the Association for Childhood Education will meet in Denver. Helen R. Gumlick, supervisor of kindergarten and primary grades, Denver Pub- lic Schools, is general chairman. July 1-7—Annual convention of the Na- tional Education Association at Chicago. American Education Week, 1933 —The theme and day-by-day topics for American Education Week will be an- nounced soon. Tentative plans provide for building the program around the emergency in education. School super- intendents, teachers, principals, college professors, and the Joint Emergency Commission of the Department of Super- intendence and the National Education Association are all contributing ideas for the development of this program. A tribute to John B. Monlux—The passing of John B. Monlux, deputy super- intendent [Continued on page A-40]| Mention THe Journat when writing our advertisers. TRULY REMARKABLE! ... this economical yet luxurious way to EWROPE Here is a way to go to Europe on today’s restricted budgets. A way that provides luxurious, congenial surroundings. The famous Red Star Line has found the solution with four fine liners — the Minnewaska, Minnetonka, Pennland and Westernland. Truly unique liners, the only ones of their kind in the world. The former two were, until recently, restricted to First Class passengers. The latter two were Cabin liners. NOW, all four will be devoted to TOURIST class. Tourist will be top class on the ships. Lovely outside staterooms (some with private bath), the best decks, public rooms—everything—remain the sameas formerly—except the new low rates ot $106.50 up, one way (round trip $189 up). Travel in Europe has not been so inexpen- sive in years. With prices down and the exchange in your favor, from $4 to $6 a day is ample for a grand time. Inquire immediately of your local travel agent, or send us or him the coupon for full particulars. | I am interested in TOURIST de luxe on the ] Red Star Line. Please send me particulars. | I | Name-.-------------------------------------- » | DB etensivnnictentnintdaicapmemnen a Se aS l | INTERNATIONAL MERCANTILE MARINE COMPANY 4 | No. 1 Broadway, New York; 216 N. Michigan Ave., Chicago; 687 Market St., San Francisco. | Other offices in all principal cities. Agents everywhere. l THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1933 © $$ Fune 19th to Fuly 28th the elementary teachers and principals of Los Angeles had recently bestowed on Mr. Monlux, in token of their abiding appreciation, a life membership in the National Education Association.—Mr, Susan M. Dorsey. , A wise practise—Are you lending copies of THE JOURNAL to older stu- dents and using them in classes of civics and social problems? Are you passing copies of THE JOURNAL on to influential citizens, calling their attention especially to important articles? Graduate Courses CONTINENTAL DIVIDE-~Seen on Student Tours Undergraduate Courses HE UNIVERSITY OF COLORADO, in the foothills of the Rockies, offers you unsurpassed opportunities for com- bining summer study with recreation. Organized hikes and week-end outings; visits to glaciers; automobile excursions to Rocky Mountain National Park; moun- tain climbing; mountain campmaintained for summer students. Altitude of one mile, within sight of perpetual snow, gives unex- celled climate & stimulating atmosphere. First Term, June 19 to July 22 Second Term, July 24 to Aug.25 Courses in Arts and Sciences, Medicine, Law,Education,Business Administration, Journalism, Art,and Music. Field courses in Geology and Biology.MaisonF rangaise, Casa Espajiola. University Theater with special instruction in Dramatic Produc- , tion. Many special ae for teachers, Re ummer Valley, Prospect Park, Roosevelt Junior High, supervisors and administrators. Special Special Teachers and Supervisors, Stevens, Wash- opportunities for graduate work in all Le © ington, Webster, Wehnwood, Whittier, Wilsos, departments. Excellent library; labora- on ession Wright; Bradford, Hobson Place; Brownstown, tories.Organ recitals and public lectures. - eee *Webingee. ioe Special Courses for Teachers Also Courses in Business, Fournalism, Social Work, Engineering, Nursing, Art, Music, Dramatics For Bulletin of the Summer Session, ad- dress Isidor Loeb, Director of Summer Session, Room 204 Duncker Hall, Wash- ington University, St. Louis. Yi i tn Si A ti i ee [Continued from page 102] ila North Pinehurst; Salem, Rich mond. PENNSYLVANIA—Altoona, Altoona Public Schools, Adams, Allegheny, Altoona High, Baker, Curtin, East End, Eldorado, Emerson, Endress, Fairvier, Franklin, Garfield, Irving, Jefferson, D. S. Keith Junior High, Keystone, Lincoln, Logan, Lowell, Madison, McKinley, Miller, Noble, Penn, Pleasant Vacation Railroad Rates July 5 to Schools, Pith Ward, Lota Street Senor His rt) rt) int “ ; ix ard, Wayne Street; Newport Union “, "cami — eee? Aug ust 12 District, Fourth Street, Junior-Senior High; Pitty burgh, Bell, Bennett, East Carnegie, Fa Fulton, Gladstone, McCandless, McCleary, Mort ingside, Mt. Albion, Oakwood, Prospect Junior University of Colorado High, Sunnyside; Shenandoah, Shenandoah Public _ - OF Schools, Jardin Street, Jefferson, Abraham Lineols, Bulte, Cobra }|| WERMONT|| 222525280 cial Teachers and Supervisors, Turkey Run, outer, olorago Street, George Washington Junior High, Woodror : . Wilson; Westmoreland County, Penn Borough. Burlington-on-Lake-Champlain TENNESSEE—Memphis, Lion’s Open Air; 1 : : County, Island Forty, Oakville Sanitorium. 4 Courses affording superior oppor- West Vircinta—Caretta, Caretta; Glen White, Junior tunities for self-improvement, for High; Raleigh County, Price Hill; Wyco, Grade. teachers desiring certification credit, pene students and undergraduates. ity conveniences and unsurpassed rec- UNIVERSITY SEND TODAY for Complete Information DEAN of the SUMMER QUARTER (DEPT. S) University of Colorado, Boulder, Colo. Please send me the bulletins checked below : Summer Quarter Catalogue——— Summer Recreation Bulletin Field Courses in Geology and Biology Graduate School Bulletin [Current list continued from February | | | reational advantages. Lake Cham- Journat] | plain, Green Mountain and Adirondack Cotorapo—Denver, Albion, Central, Columbist Crittenden Home, East High, Franklin, Ironto® excursions, trips to Montreal and Que- bec, under University direction. n- Miltor, Mitchell, Reynolds, Steck, Valverde; Fo ‘per Morgan, Junior-Senior High; Idalia, Idalia; Les N rollment limited to 1,000. b Animas County, District Number él. Pebtic 3 ‘ rated Catal ONNECTICUT—East Haven, Foxon, Gerris h Street and No. | Write for Ilust 08: Lome Seetet, Momenguia, bees Stratford, Cem ° ENNETT DO irec ter, Lordship; estbrook, Elementary City and State______________._ | B C. UGLASS, D tor DELAWARE—Wilmington, Wilmington High. z i a aaa a i Burlington, Vermont Fiorwa—Orange County, Fort Christmas Unie School. Mention THe JourNnat when writing our advertisers. Continued . i ALBERT 47th YEAR—TheWorld’sFair and the N.E.A. || | | rom page A~-39] emeritusoi 1 : : hi 1 ; . the Los Angeles schools, calls for ment; in Chicago this season place us in strategic * ; : 10n | Ip TEACHERS AGENCY position to aid executives and teachers in get- of his long professional service. His edy. | ™ 25 E. Jackson Blivd., Chicago ing located. Public School, College and Teach- cational work in that city covered the} ! ers’ College officials from everywhere will we 535 Fifth Avenue, New York. visit Chicago and also our office to complete span of forty years, first as critic teacher . 415 Hyde Building, Spokane. their teaching staffs. Send for booklet today. in the normal school, then as principal of |”) an elementary school, and for the last } thirty years as deputy superintendent} | NATIONAL COLLEGE ATIONAL COLLEGE | | Perry Kindergarten Normal School | | from which position he was last year pro. = Pormarty National Rinddterin and Blmentay Cale. Ble: Peuniiad 2000 by Anate Matias Besry moted to the emeritus status. 7 fang fied Yimsce esis, evecare, | | Senn come, Wp hth satel reais faa'Mas’ | | During a period of great restlessnessin | Century of Progress Exposition. Catalog. Trenton "Supervised practice. teaching, University | | the educational world, of ceaseless ques. | ™ Edna Dean Baker, Pres., Dept. D-33, Evanston, Ill. credits. Send for booklet ‘‘Training Children.’’ tionin of old matters and method | Oo F E D U Cc A T j Oo Be HARRIOT HAMBLEN JONES, Principal, 8g 4 fc a s and 25 Huntington Ave., Room 316, Boston, Mass. of almost frenzied striving for better re- ‘ sults; at a time, also, of great professional i rivalries, it is significant that Mr. Monlux remained so long in one position. Not} ™ riba Y only was the length of his service un. . er Le ' usual, but the quality of his contribution | © i ae to education and the profession of teach- | \ ing was always sane, wholesome, and} ‘ SUMMER SESSION, 1933 constructive. It is a matter of deep satisfaction that } » t, 1933 a ritus of 1ention ‘is edu- ed. the teacher cipal of he last endent, “ar pro- sness in S ques- ds and ‘tter re- essional Monlux n. Not ‘ice un- ribution f teach- ne, and ion that incipals ywed on abiding » in the — Mrs. lending Jer stu- of civics passing fluential specially Runa, h, Woodrov orough. ir; um, : ‘hite, Junior -o, Grade. bruary Columbist. in, Fog verde; Idalia; Le = Avenut ‘is h atford, Cem h mas Unies Vol. 22, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-41 GeorGiA—Atlanta, Anne E. West. Hawatl—Hoolehua, Molokai, Molokai Intermediate; Pukoo, Kaluaaha. jpano—Boise, Longfellow. [Linois—Champaign, Senior High; Decatur, Special Teachers and Supervisors, Woodrow Wilson Junior High; Lebanon, Community High, Grade; Melrose Park, Stevenson; Peoria, Kingman; Rock Island, Audubon, Eugene Field, Longfellow, Senior High. [InDIANA—Fort Wayne, Miner; Gary, East Pulaski; Indianapolis, Woodrow Wilson Number 75. KansAsS—Clayton, Rural High; Wichita, Boys’ Farm. | KentuCKY—Louisville, Alex G. Barrett Junior High; Owensboro, Owensboro Public Schools, Emerson, Franklin, Junior High, Lee, Lincoln, Longfellow, Senior High, Trade High, Washington, Wilson. MaIns—Gardiner, Central Street Grammar; Me- | chanic Falls, High; Westbrook, Saco Street. MARYLAND—Baltimore County, Bare Hills, Chase, Fifth District Consolidated. MASSACHUSETTS—A dams, Maple Grove; Holden, Jef- ferson; Lexington, Munroe; Lynn, Shepard; New- ton Upper Falls, Ralph Waldo Emerson; Paxton, Center, Rutland, Rutland Public Schools, Center, West Rutland. MicHIGAN—Detroit, Dixon; Flint, Doyle. MINNESOTA—Minneapolis, Agassiz, Blaine, Cary, | Clinton, Gresham, Henry Junior High, Jackson, Lafayette, Motley, Alice Warrington. Missount—Kansas City, Clay, Norman; St. Louis, Harris Teachers College, Patrick Henry, Wheat- ley. NesraASKA—Lincoln, Havelock Senior High; Omaha, Hawthorne, Sherman. NevaDA—A ustin, Grade and High. New HamMpsHire—Derry Village, Pinkerton Academy. New Jersey—Camden, Cramer; Highland Park, Irv- ing; Monmouth County, Neptune Township, Sum- merfield, Whitesville; Moorestown, High; Mount Holly, High. New YorK—Amsterdam, New East Main Street; j | Auburn, Genesee Street; Endicott, Union-Endicott | High; Glens Falls, Broad Street Grade; Jamestown, | Jefferson Junior High; Lancaster, Colfax; Port | Jervis, East Main Street. NortH CArROLINA—Angier, Gregory; Johns, Johns; New Hope, West Glow. Oun10o—A shtabula, Ashtabula Public Schools, Division Street, Station Street; Cleveland, Observation; East Cleveland, Prospect; Elyria, Ely School for Crippled Children; Massillon, Horace Mann; Toledo, Burroughs, DeVeaux Park, Newbury, New- | ton. OxLaHoMA—Oklahoma City, Capital Hill Junior High, Hawthorne; Tulsa, Celia Clinton, Dawson, Emerson, Longfellow, Washington; Washington, Public District Number 26. PENNSYLVANIA—A bington, Ardsley; Ambridge, Am- bridge Public Schools, First Ward, Fourth Ward, Harmony, Junior High, Liberty, Second Ward, Senior High, Anthony Wayne; Bucks County, Bensalem Township High; Chester, Dewey-Mann, Frederic Douglass Junior-Senior High, Sun Village; East McKeesport, Elementary, Junior-Senior High; Hanover, Walnut Street; Lycoming County, South Williamsport District Public Schools; Montgomery County, Ambler Borough, Douglass Township, East Greenville Borough, East Norriton Township, Green Lane Borough and Marlborough Township, Hatboro Borough, Horsham Township, Jenkintown Borough, Limerick Township, Lower Frederick, Perkiomen and Schwenksville District, Lower Gwynedd Township, Lower Moreland Township, Lower Pottsgrove Township, Montgomery Town- ship, Narberth Borough, New Hanover Township, Pennsburg Borough, Plymouth Township, Red Hill Borough, Rockledge Borough, Salford Township, Skippack Township, Souderton Borough, Towamen- cin Township, Trappe Borough, Upper Frederick Township, Upper Gwynedd Township, Upper Han- | over Township, Upper Pottsgrove Township, Upper Providence Township, Upper Salford Township, West Pottsgrove Township, Whitemarsh Township, itpain Township, Worcester Township; Naza- | reth, Fairview; New Oxford, New Oxford Public Schools; Port Allegany, Port Allegany Public | Schools, Grade, Junior High, Senior High; Read- ing, Administration Building, Buttonwood and Pear Streets, Continuation, Elm and Moss Streets, Elm Street and Madison Avenue, Samuel Frees, Gien- side, Millmont, Mount Penn, Mulberry and Green Streets, Ninth and Spruce Streets, Northeast Junior High, Northmont, Open Air, Jesse Orr, J. S. Richards, Riverside, Seventeenth and Cotton Streets, Spring and Moss Streets, Thirteenth and Union Streets, Twelfth and Buttonwood Streets, Twelfth and Greenwich Streets, Twelfth and Wind- sor Streets, Washington Street; Rostraver Town- ship, Rostraver Township Public Schools, Collins- burg, Darr, Junior High, Kerr, La Grange, Lebanon, Webster; Whitehall Township, Whitehall Township, District Public Schools, Cementon, Egypt, Fuller- | ton, Hokendauqua, West Catasauque, West Coplay, Whitehall High, Whitehall Junior High; Williams- pers. Andrew G. Curtin, Josiah Emery, William ‘enn. Senne Hamilton County, Red Bank Junior igh. Texas—Dallas, Colonial, Richard Lagow, San Jacinto. West Vincinta—Beckley, Phillips, Stanaford; Bud, Bud-Alpoca; Clarksburg, Washington Irving High; McDowell County, Big Creed District, Baldwin; Pemberton, Pemberton; Piedmont, Grade; Pine Bluff, Pine Bluff; Pineville, High; Raleigh County, ullivan (Town District). Wisconsin—W hitefish Bay, Milwaukee, High. THE YATES-FISHER TEACHERS’ AGENCY Twenty-seventh Year PAUL YATES, Manager 620 South Michigan Avenue, Chicago Telephones: Harrison 2642, Harrison 2643 TEACHERS OUR SERVICE IS NATIONWIDE Sh" CHICAGO 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. Classroom NERVES? @ Patience. Serenity. How necessary they are in teaching. How difficult to maintain. If you catch yourself growing sharp, sarcastic, check your nerves against your coffee intake. The caffeine in ordinary coffee over-stimulates the nerve-centres, pushes the heart, causes sleeplessness, fatigue. Try dropping it from your diet for two weeks. Observe we said caffeine, not coffee. Just switch to Kellogg’s Kaffee-Hag Coffee (97% caffeine-free), a blend of finest Brazilian and Colombian coffees, minis only caffeine. Start with a cup or two at bedtime, made as strong as you like. That will begin proof for you. Enjoy coffee as usual. In two weeks, your general nervous condition should definitely improve. Life will be a pleasanter thing for you and your pupils. You won’t go back to ordinary coffee. Not for anything! Ground or in the Bean... Roasted by Kellogg in Battle Creek. Vacuum packed. Buy it from your grocer. Satisfaction guaranteed, or money back. a 4 Sign, Tear Off and Mail This Coupon Now! J v a . Send 15 cents in stamps for a A a can of Kellogg’s Kaffee-Hag ¢S., ee? Coffee and a booklet on coffee a a r and health. Use this coupon. ¢ A Ad Mention THe JourNaL when writing our advertisers. A-42 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION INCREASE YOUR VALUE TO THE PROFESSION NOW— March, 1933 Regardless of this economic stress, the training of members of the 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 its Departments very helpful texts for further training. They represent the best thoughts of leaders. Research Bulletins THE ScHooL BOARD MEMBER. Departmental Yearbooks Superintendence VOR. mek, PO 2, SOMOREY, BOGS, BOIDiin.c ccc ccicceccess Par Grpy Facts on ScHooLt Costs. EDUCATIONAL LEADERSHIP: PROGRESS AND POSSIBILITIES. Vol. X, No. 5, November, 1982. 32pp..............se00 25 Bleventh Yearbook; 2083. G44pp.......cccecsccccccsecn $2.00 CRIME PREVENTION THROUGH EDUCATION CHARACTER EDUCATION. aaak Sta A dike ee ‘ Tenth Yearbook, 1932. 536pp......-.0+..sseeeeeeeeees 200 Vol. X, No. 4, September, 1952. GGpp.... 6... cccccccs 20 ‘ % Five UNIFYING FACTORS IN AMERICAN EDUCATION. ESTIMATING STATE ScHOOL EFFICIENCY. DEE WOOUE, TEs OBEOD.. 5c oc ccccc cescegsecveen 2.00 Wok. 2, Bia, S, Be Be a awh 6 a ocd ccc ccnccss 20 THE SUPERINTENDENT SURVEYS SUPERVISION. ADMINISTRATIVE PRACTICES AFFECTING CLASSROOM TEACHERS. Eighth Yearbook, 1930. 472pp.........-.-+eeseeeeees 2.00 Part II. The Retention, Promotion and Improvement of THE DEVELOPMENT OF THE H1GH ScHooL CURRICULUM. Teachers. Sixth Yearbook, Bite. GOA... ... cs vcs vedcvscesecian 2.00 Volk. A, No. 2, Mawel, 200, Seis ss sinc esse secisacce 25 ope ADMINISTRATIVE PRACTICES AFFECTING CLASSROOM TEACHERS. Tue P nea ool cipals Part I. The Selection and Appointment of Teachers. HE FBINCIPAL AND M118 COMMUNITY. Vol. X, No. 1, January, 1932. B2pp Ep eee 25 Eleventh Yearbook, 1932. 448pp............cedeeeeee 2.00 7 THE PRINCIPAL AND SUPERVISION. DO, Bi ao hcic cs cane ccccocccuebe 2.00 Health Education THE PRINCIPAL AND ADMINISTRATION. } Ninth Yearbook, 1980. GO4pp............ssecceceeees 2.00 HEALTH Eptcgrion—Second Edition. A program for public schools and teacher-training institutions, 1930. 251pp.e Classroom Teachers Ne err et eee. torr ee er rey pee 1.25 THE CLASSROOM TEACHER AND CHARACTER EDUCATION. CR NS aia ck BR AE Ah oe Wk ow oes ce yes Sees 1.75 Seventh TWenrnOgi ee. SIMD. . 000 ccccccccvccsiccnsn 1.50 HEALTH SERVICE IN Crty SCHOOLS. THE EcoNoMICc WELFARE OF TEACHERS. 40pp. Per Hundred, $15.00 es 25 Sixth Yearbook, 1931. 244pp Tere eee ee ee ee ee ee 1.50 HEALTH ESSENTIALS FOR RURAL SCHOOL CHILDREN. — ve phage: iy . 1.50 Die. Pan Melba, GBB... icenvisccsssccccscccees 15 . , «cin eile a al chad ae « HEALTH IMPROVEMENT IN RvuRAL SCHOOLS. Review of Educational Research 52pp. Per Hundred, $15.00 eeoeeereceseeessreseeeseeseese .20 EDUCATIONAL TESTS AND THEIR USsEs. Vol. III, No. 1, February, 1088. SOpp.............0000 1.00 ScHOOL BUILDINGS, GROUNDS, EQUIPMENT, APPARATUS, AND Authentic Data on Salaries SUPPLIES. Up-to-date 1932-33 Vol. II, No. 5, December, 1932. 100pp..............- 1.00 @ Pp Tr . - ia TESTS OF INTELLIGENCE AND APTITUDE. SALARIES "AID EACHERS, PRINCIPALS, AND CERTAIN Wl. BA; FeO. B,C es Tes 0:6 0000000, d00000080 1.00 OTHER SCHOOL EMPLOYEES. : t TESTS OF PERSONALITY AND CHARACTER. Tabulation I-A. In Cities Over 100,000 Popula- . ae 1.00 a ee OP rae Pe ee eee a. FINANCE AND BUSINESS ADMINISTRATION. Tabulations for smaller cities available soon Wee, TE, Whe, 3, Bae, BOG. GH. os ccc ccccssccecsawa 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. er 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. O ai R Please send the following: M ‘iia ities op titans aah Dj] --:--ee:: GUE ced cats cas 6b cnbacdoebhaeabbwes ¢cbeweea seed a oe payable to and mail to | eee Ns, cia ct ea das os eek theses amknes enhaeen ese ee N R NATIONAL EDUCATIO a oe ini: ans Gai, SRN ah alate de asm: id lage bi ead Dah ad aah anal Sch at - ASSOCIATION ee Re a eS Ey ee POR RR a meray ee ea ann ee ear yaa: O “ie 1201 SIXTEENTH STREET WwW City and State .. ...d-.-dcccccrccncncsae: SE EE ae re WASHINGTON, D. C. Mention Tue Journat when writing our advertisers.