MAY, 1933 — I} 1933 PERIODICAL ROOM ENERAL LIBRARY > JOURNAL eit. NATIONAL EDUCATION ASSOCIATION > | a Whe! .) = U % Rees 4 tt ahs UD es A { 4 —_ LJ lint ate ae ae ——= ‘= cS rf | al ~~ Enlarging Our Horizon—Chester F. Miller ; The Increased Demands upon the School—Chester F. Miller The West Virginia Day Dinner—Joseph Rosier The Tenth Generation—Harry Stillwell Edwards The Tax Situation in a Nutshell—Harry Elmer Barne s A Dictatorship of Big Business ‘ I Cannot Complain about Taxes—- i braham E pste in American Education Week 1933 Scars—Fred J. Kelly Neighborliness—The Need of the ‘Hour ; . ~Knowing the Child thru the Home—Julia Wade Abbot , ; { Problem Children or Problem Communities?—Frank W. Hubbard . Children’s Books of 1932—Jessie Gay Van Cleve . The National Council at Minneapolis : , , Ideas Have a Chance in Des Moines—J. W. Studebaker . The Teaching Unit in Geography—Zoe A. Thralls . Its Future in Public Education—Caroline B. Zachry 155 Its Character and Prospects—Walter Crosby Eells ; . , ; . Improvement of Extracurriculum Activities—Elbert K, Fretwell. : . Education Makes a Difference A's : . . Fs The Chicago Convention—Tentative Program 162 Departments and Allied Organizations 164 Notes and Announcements 165 Builders of Our Profession ‘ 166 What Articles Interest You Most? . A-60 151 152 153 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. a 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 vengundll Geometry made interesting, easier to teach, easier to learn HUMANIZED. An approach which emphasizes its beauty and use- fulness . . . which makes geometric reasoning a stimulating, enjoyable experience by fitting it into life experiences and situations. Clear and orderly thinking stressed “Teaching with this book certainly was a snap --”’ | "TEACHERS like Clark-Otis-Hatton’s MopERN SCHOOL ARITHMETIC because In connection with each exercise and theorem, there is given a brief the books are able teaching assistants. An statement of the plan or analysis to be used in solving the exercise . ‘6 . or theorem. It gives the student at the outset the gist of the argu- Arizona teacher Says, In using Modern School 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 “he material is arranged for easy adaptability to classes and pupils of varying ability, as well as to any teaching procedure. In a di- tion to a “minimum essentials’’ course, there is additional work for brighter pupils. Summaries, special revicw exercises and survey tests add to the usability of both texts. Arithmetic, I allowed the pupils to go as fast as they wanted to, as the material in the book is of such a nature that it teaches itself and pupils can go on without the explanation and drill that must precede nearly every lesson in most texts. Teaching with this book certainly was a snap, as the authors have done most all of the necessary drill and explanation.” 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.-5, 536 S. Clark Street, Chicago, Ill., 270 Madison Avenue, New York, 559 Mission Street, San Francisco. Please send me, free, the complete facts about your SYKES-COMSTOCK-AUSTIN PL \NE and SOLID G EOMETRY, Send for further information WORLD BOOK COMPANY Yonkers-on-Hudson, New York 2126 Prairie Avenue, Chicago TRIANGLE ARITHMETICS By Brueckner, Anderson, Banting and Merton Adopted for exclusive basal use in six states (Alabama, Arkansas, California, Delaware, Florida and Georgia); in the Territory of Alaska; and in thousands of schools throughout the country. THE TRIANGLE ARITHMETICS Offer an enriched arithmetic pro- gram for Grades 3-8, with a junior high school series for use under EWS! The announcement of a new professional book by this company will be received, we believe, with keen interest. Over a period of years only two such books have been published. DIAG- NOSTIC AND REMEDIAL TEACHING IN ARITHMETIC, which has had a phenomenal success, is listed at the left. Now comes AN INTRODUCTION TO THE PRINCIPLES OF TEACHING By Clyde and Mary Hissong the 6-3-3 plan. While the books are complete in themselves, requir- ing no supplementary material of any sort, the following are available for optional use with this or any modern series: DIAGNOSTIC TESTS AND PRACTICE EXERCISES IN ARITHMETIC Inexpensive workbooks which are exact instruments of pupil diagnosis, with cross references to remedial work. Grades 3-8. CURRICULUM TESTS IN ARITHMETIC PROCESSES and CURRICULUM TESTS IN ARITHMETIC PROBLEM SOLVING Each series contains 10 standardized tests, covering a year’s work. Grades 3-8. DIAGNOSTIC AND REMEDIAL TEACHING IN ARITHMETIC The most authoritative work in this field, summarizing all important research in terms that every teacher can understand and apply. Write for full information THE JOHN C. WINSTON COMPANY Winston Building, Philadelphia ATLANTA DALLAS This book provides not only a scholarly review of the basic principles of teach- ing, but a splendid digest of different theories of educa- tion. Every teacher and stu- dent will be refreshed by reading it, and will find its unbiased presentation a stim- ulus to original thought. Net price to teachers $450 CHICAGO (Postage extra) .. SAN FRANCISCO Vol. 22, No. 5 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-59 Economic Illiteracy Must Go “Junior Business Education has been too much concerned with clerical skill training,” says one of this country’s clearest- thinking commercial educators. “The new type of junior business By Lewis Mills, Arthur O. Baker and William L. education must emphasize, instead, the Economics of Business.” | Connor DYNAMIC BIOLOGY is a distinctly new and effective presentation of the science of living things, based on modern philosophy and educational psychology. “General Business Science” Shows the Way Through the content and accompanying projects of General Business Science (Jones, Bertschi, and Holtsclaw), the young adolescent learns how to interpret and conform to the customs and practices of modern business and how to use business services to further his own and his community’s economic welfare. | Dynamic Biology | HIGHLIGHTS 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 ot Life in Out-of-the-Way Places,” “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 aroused naturally . . . chey 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 teaching aid which in effectiveness would be difficult to equal. All of the facts are available. Your mailing the coupon will insure your getting them. 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- General Business Science devotes no time to the development of relatively unimportant clerical skills for which the young adolescent mind will have almost no immediate use, because of the extended period of compulsory education and the closing of the doors of business to youth of school age. Write our nearest office at once for complete information about the three parts of General Business Science, its project pads, free unit tests and teaching outline for a one-, two-, and three-semester course. RAND MeNALLY & COMPANY Dept. JBs, 536 S. Clark St., Chicago, III. He 270 Madison Avenue, New York The Gregg Publishing Company of page to build 559 Mission Street, San Francisco ; vocabulary. Please send me without any obligation whatsoever the é ip New York Chicago Boston San Francisco Toronto 7 Summaries which complete facts about your “Dynamic Brovocy” } } * stress important London Sydney facts to remem- LG. Mib-renatteeboghbah -adbeabbdethenen=4= ber. ° ° App IS Te ee, ee eee ee ae } Gregg Books Are Authoritative §, 500 illustrations reg | * amplify text. RS Se ee i a ie eT a = PositTIon ee Pe FO ee DUCATORS anxious to maintain the level of instruction against the destructive effects of retrenchment need more text- books that promote improvement in instruction. MACMILLAN BOOKS are designed to enable teachers and pupils to invest their time and efforts to the best advantages MACMILLAN BOOKS can absorb the extra burdens of the overload; they do reduce the cost of pupil failures to a new low point. They are an indispens- able ingredient in economical and acceptable education. ECONOMICAL EDUCATION See as can become ACCEPTABLE EDUCATION only through providing Segnaee pace se SELECTED MACMILLAN LEADERS THE GATES PROGRAM OF READING as embodied in THE WORK-PLAY BOOKS— Gates, Huber, and Ayer LIVING GEOGRAPHY—Huntington Benson, and McMurry HIGH SCHOOL ENGLISH—Canby,, Opdycke, and Gillum GENERAL SCIENCE FOR TODAY—Watkins and Bedell ANCIENT AND MEDIEVAL HISTORY—Hayes and Moon MODERN HISTORY—Hayes and Moon WORLD HISTORY—Hayes, Moon, and Wayland THE NATIONS AT WORK—Packard, Sinnott, and Overton BIOLOGY AND HUMAN WELFARE—Peabody and Hunt New Revised Edition—Published this spring NEW POCKET CLASSICS ULLMAN AND HENRY LATIN BOOKS staal Sade PES. Fed og fea adequate supplies of The above leaders, embodying the sound, accepted practices and aims of modern education, have been selected from the exhaustive list of Macmillan textbooks in every subject, for every grade. To obtain complete information about these or other Macmillan publications, we invite you to write to the branch office nearest you. new and modern text- books. THE MACMILLAN COMPANY Diente ratcines Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION THE College Register § 2 Helps the student find his college, Helps the college find its students. 5) Advice to Students gratis C)NE representative is desired in every senior high school. Kindly state official position and the number of stu- dents in your school interested in enter- ing college next fall. A small honorarium. The College Register 207 Investment Building Pittsburgh, Pa. Ask for FREE pate oy wl FOLDER, tells how to MAKE YOUR OWN SU \ VICTOR ANIMATOGRAPH > SAVENPORT, ‘owas . Bausch & Lomb Balopticons Simple, Effective Projectors for all Still Pic- ture Instruction with Lantern Slides, Strip Films and Opaque Objects. Write for Catalog Today. BAUSCH & LOMB OPTICAL CO. 684 ST. PAUL ST., ROCHESTER, N. Y. Birthdays Can Be Good News Awnp the more birthdays you’ve had the better the news is—if you are thinking about a re- tirement income. Mail the coupon below if you would like to know the good news about the Annuity — a guaranteed income which you cannot outlive. The older you are when you make your in- vestment, the higher your annual income will be. Lire INSURANCE COMPA OF BOSTON, MASSACHUSETTS 197 Clarendon Street, Boston, Mass. You may send me the news about the Annuity. | JOHN HANCOCK INQUIRY BUREAU ee eee eee etna reese lee eee eee eee eee eeeeee What Articles Interest You Most? years has been carried on by letters, reaching a limited number sk IS an invitation to you to share in a service which for several 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 to know what kind of material to include in Tue 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. Our teachers rate the articles each month. The articles which are placed first by them are made the basis for the regular monthly staff meeting. Why not print the list of titles every month? It is a convenient form for rating by teachers—R. W. Arnold, prin- cipal, Roosevelt School, Kenmore, New York. “Is There a Place for John?” in the March 1933 JourNAL demands our clearest think- ing. I wish we had the time and oppor- tunity for working with children as in- dividuals.—Ethel M. Dutnell, Gates School, Elyria, Ohio. The teachers of the nation are a unit in their great appreciation of the fine work that all of you at headquarters are doing to save education in this crisis—Kyle T. Alfriend, secretary, Georgia Education Ass’n, Macon, Ga. The March 1933 issue of THE JoURNAL is an unusually valuable number. I have read every article in it and I think that they are all pertinent and significant in this pres- ent crisis in education.—Edward H. Fuller, superintendent, Darien, Connecticut. I always get valuable information and in- spiration from THE JourRNAL.—M. Larkin, teacher, Galtier School, St. Paul, Minn. “The Sword Over Education” by Glenn Frank in the April JouRNAL should be re- printed and placed in the hands of legisla- tors, members of school boards, and other.— Carl Cooper, Western State Teachers Col- lege, Kalamazoo, Michigan. It is too bad that THE JouRNAL reaches only those in our profession and that it is not sold as conveniently as popular maga- zines. Many laymen might do many things, and better, if THe JoURNAL were brought to their attention—May A. Zwick, art teacher, Stonehurst-Hills School, Upper Darby, Pennsylvania. In every group of teachers there are a few of superior interest and purpose who lead the way toward finer things for the children and the profession. The number of these awakened teachers is increasing. Many readers have taken pride in filling out and returning blanks like the one below. This page extends the opportunity to every JouRNAL reader. Will you not help? Your preferences and suggestions will help to make THE JouRNAL better still. CONTENTS FOR MAY 1933 Enlarging Our Horizon The Increased Demands upon the School The West Virginia Dinner The Tenth Generation . The Tax Situation in a Nutshell } A Dictatorship of Big Business I Cannot Complain about Taxes American Education Week, 1933 Knowing the Child thru the Home Problem Children or Problem ; z op nage es } Education, Teachers College, Columbia things TO DO rather than things to read : y Play sate: et the long arm n University, universally recognized as an about. Orientation . . . knowing before- T. C. U. follow you this year, everywhere—on the road, in outstanding authority on the teaching of hand what is to be done . . . silent read- the wilderness, in camps, hotels, or on trains, even abroad, and English, together with C. Lauron Hooper. ing, discussing the problem, attacking the a successful teacher of English and an problem, testing attainments . . . these Protect against Accident, also Sickness expert director of classroom activities, are are only a few of the steps utilized in the authors who have worked out this re- inducing mastery through simplified thought Careful as one may be, there can be no assurance of safety. markable series. control. very best one can do is to exercise the greatest caution— Fascinating learning experiences Want more facts? Then mail the coupon and be prepared for accident or illness away from home. — Modern . . . in step with the most pro- No one advertisement or even an entire _ That’s what the T. C. U. will do for you. This Organiza- gressive of teaching methods. the authors series of advertisements could begin to tion of Teachers for Teachers stands ready to share the risk of have injected something of the spirit of acquaint you with the real worth of this financial loss of time due to Sickness, Accident, or Quarantine. pleg = the learning process ... have language ponies. yy oe ys made ea step t t live, s ° coupon, we mail you free, a = :. = Se ae © mastery a live, fascinat hensive brochure which given ae ait the ene > — U. Plan by Sending the ape: acts in minute detail. you n ust send your name and address for complete informa- Not things te read . . . But things TO DO the coupon . . . now, before you lay this ti 4 i i i ’ on as to how we prot ’ n will place Forced thinking is discarded. Children publication aside? ot yeu. Ver qu ee you under no obligation. TEACHERS CASUALTY UNDERWRITERS RAND MeNALLY & COMPANY 634 T. C. U. Bidg. Lincoin, Nebr. Dept. J.L.-5, 536 S. Clark Street, Chicago, Il. ee 270 Madison Avenue, New York—559 Mission Street, San Francisco i FREE Information Coupon FREE | To the T. C. U., 634 T. C. U. Bidg.. Send me the complete details, and sample pages, without any obligation whatsoever. An Identification Tag | Lincoln, Nebraska ON D6 5005 5s ctedaas doe School. Png bes squee: me I am interested in knowing about your Pro- addres with trans. | tective Benefits. Send me the whole story porent cover. We have | Booklet of testimonials. only a limited number, » My name is...............0-.eeeeeeeeeetet but they are free to | My name ts 1 ! ! ! I want to know all about your New American Language Series. | | I | l ! Pope ser Ss a a a 6 Z » 3 2 : seesbers 92 long as oe | My . BB... 0 ses cece cess st ee For ALL the facts—Mail the coupon ee ee ee ee Me ", a BF a — Mention Tae Journat when writing our advertisers. Commission on the Emergency in Education to encourage teachers to study the report of the President’s Re- search Committee on Social Trends in the United States, THE JOURNAL is present- ing this analysis of that report by Super- intendent Chester F. Miller of Saginaw, Michigan. He points out the educational significance of these new conditions and the importance of interpreting their meaning to laymen. The report as a whole is a two-volume work entitled Recent Social Trends in the United States. /t is published by the McGraw-Hill Book Company. The price of this 1568-page work is $10, but arrangements may be made by the Emergency Commission for a special school edition or a special discount to educators. The thirty-nine chapters cover such diverse themes as population, natural wealth, invention, communication, occu- pations, education, rural life, vitality, the family, leisure, health, welfare, law, re- ligion and government. The volumes are rich in data covering the most astounding twenty-five years in all history. On the basis of the facts here presented, plans can be made for a new era in the national life. Here is an important body of data which will help the teacher in formulat- ing the curriculum and which suggests lines of observation and inquiry into the social forces which now operate in the country. There has not been a time since Horace Mann went about teaching the people the importance of the common school, when social information and so- cial vision among teachers could mean so much as now. The school can save it- self only by saving society —J. E. M. [ KEEPING with the plans of the Joint HE AVERAGE adult citizen has grown to maturity in a changing environ- ment. He has been compeled gradually to adapt himself to new methods of com- munication, transportation, housing, and social situations due to the machine age, without realizing the significance of Enlarging Our Horizon these changes on the lives and education of children. His training was formal and academic. He lives in a modern age with FOR THE SUMMER “bon ARE three major activities which will command the time and the energy of wise teachers during the | summer months, each according to his need. First, health—the determination to come into the service of the next school year with poise, reserve, pa- tience, good cheer, and high courage. Second, study of economic, political, and social conditions—the determina- tion to know and to understand these | conditions that there may be sound teaching and sane leadership. Third, companionship with the people—de- termination that in purpose, in under- standing, in mutual affection, and in aspiration, there shall be no gap be- tween the teacher and the parent, be- tween the school and the home, be- tween civic leadership and educational leadership. These activities are not mutually exclusive. Many teachers will be able to combine all three.— Joy Elmer Morgan. “mechanical servants” at his beck and call but he estimates the education of children in terms of the environment and the formal and academic methods of his own school days. In other words his own associations and living are influenced by machines and inventions but he has not in the same way been identified with edu- cation. Education has remained fixed in his experience. To him the school is like the fire department. If he has children of his own and needs the school, he wants it modern and efficient in service. If he does not need the school, it is simply another public institution. He fails to realize that education is social insurance fully as protective and more extensive in its application than life in- surance or other types. He has a Three- R complex. If we contemplate the prob- lem of adjusting our schools to the needs and capacities of the boys and girls of today, it is obvious that limiting the school to the old Three-R curriculum is ET THIS BE the beginning of a new era, when the leaders of American education go again among the people preaching the gospel that the strength of democracy resides in the trained intelligence of the people.— Lotus D. Coffman. [We should think of education as a permanent and longtime undertaking which has a vital relation to the progress and development of modern life and society—Joseph Rosier. not sufficient for our social welfare. It is most unfortunate that art; music; health; social, political, and economic understanding; and even guidance have been dubbed “fads and frills.” They are all basic elements in our social situation. The Three R’s are fundamental tools of learning but by no means do they com- prise all the fundamentals of the educa- tion demanded to meet presentday con- ditions. Some of the most successful men and women in creating the new tools and ideas which have shaped modern de- velopment were not interested in the Three-R curriculum and quit the old school. The curriculum was not satisfy- ing. Its formalism was anesthetizing initi- ative and deadening the development of the creative ability on which they de- pended for success. Thru selfstudy and experiment they were able to give much to civilization. The formalized Three-R curriculum of the old school undoubtedly dwarfed in embryo many poets, musi- cians, inventors, and social leaders who might have carried us further in our na- tional development. Today all are forced to attend our schools either thru legisla- tion or on account of the social and in- dustrial situation. If children are to master our complicated civilization, they must be given an opportunity to do so while in the school. This situation has compeled us to evaluate again the funda- mentals of education. The evaluation compels us to make fundamental the de- velopment of high standards of taste, appreciation, and social understanding. It demands the cultivation of a mind at once appreciative and critical of a society of which it is a part. It places emphasis on the development of creative ability and builds on child interests. It calls for less direction and more planning for nor- mal growth and development. In order to justify the above change in emphasis, I have made a detailed study of the findings of President Hoover’s Re- search Committee on Social Trends. On the following page are a series of con- trasts drawn from the report. F EDUCATION is not adjusted to new conditions I young people are handicapped as they attempt to take their places in the world of practical everyday life. The following contrasts will be useful in visual- izing for laymen the new situation involved in the education of youth. Let each teacher and each lay- man compare the conditions which surrounded his own childhood with those which surround children THREE-R CURRICULUM CONDITIONS Majority lived on farms and in villages Majority lived in one-family houses-_--_-_----.-------------------- Few families without children; 5.9 persons in each family__-------- Domestic system of food production_-_-_-_--_--_--.----------------- Family life and property protected by its members Family taught ideas, ideals, and aspirations Religious observances in majority of homes adie SR LO ese OP eS aes es eee Geet. Dasseiiie sadustiy tr the Home... 2... 2 2 2-2 The individual dependent on family economically, socially Home an economic and social institution OAL, LIOR AR, SEES. Complete kitchen facilities pO EE SS set eg ee. ) eee ee eens a Gee ee... ee Death rate and infant mortality high________________-_----------- Family finance on “pay-as-you-go” basis Cae eemenn Oe Heseetes. a... ___.. +... Families restricted to limited area ES ESET eee COLT ae OEE OE EST SEITE Citizenship in family setting III 0 I RO i hse tee mee Families entertained themselves Farm-home duties educative Reading aloud common practise Little leisure time Few cultural opportunities for the masses ain RR sn. ei bonnd Sat nn en eg bated Art for the select few Creative opportunities little recognized eases aie 68 © eeeeeet... ~~~... 2-2 Highschool courses strictly academic___--_--_--_----------------- Over 18 percent of 10-15-year-old children employed Lite wank Gulecuse Oy epebes. - eee ae ee i oe eee Simplified home manufacturing ----~~----------------------------- Heating and lighting cared for by members of family__------------ Power and heating from wood and coal_.-....-------------------- Practically all house repairs by members of family_-------------- Age-old oceupations....................-.--.-------------------- Length of working day—daylight to dark__...-------------------- Unskilled labor predominant Professions limited ik nisi itn a paddle tigation Family taught industrial arts to children Bibuun speminontintlets.. 6iciinincsiectemssnensesocnesteccendecna hari 70 percent employed in agriculture____.-..-....------------------ Scattered community manufacturing Ideas expressed thru speech i sak in ces cn ees us cok torr oti het ecad en Seasonal unemployment The Increased Demands upon the School today, and consider the educational significance of this changed environment. New types of school ac- tivity are required to meet the demands of the child’s growth and development under these changed conditions. The following are a few contrasts | selected from Recent Social Trends in the United States —Chester F. Miller, superintendent of schools, Saginaw, Michigan. MODERN CURRICULUM CONDITIONS Majority live in cities Majority live in multi-family houses one-fourth smaller 31 percent families without children; 3.57 persons per family Majority purchase food Property protected by police, firemen, courts, legislation Increasingly these depend on outside agencies Home worship declining One out of seven homes broken Chiidren an economic burden for a longer time One in seven home workers gainfully employed outside home Individual less dependent on family for work and social life Home a social organization ' Former home industries such as canning now performed outside Approximately four out of ten apartments have kitchenettes Each person in family averages two meals a week outside home Insurance and economic independence for older generation Complete health program with emphasis on keeping well Extension of instalment buying New freedom in the home Area extended by modern transportation and communication Education liberalized to augment diminished home education Schools, churches, community Recreation outside the home Families pay to be entertained Such duties replaced by “units of instruction” in schools Reading aloud reduced to 33 percent, rural homes; 13 percent, city Average employment fifty hours per week for 50 percent of workers | Libraries, art galleries, museums fostered by civic groups Specialized sports, games, amusements i ak, ere ae SD 2d ask ht ness aka 400 percent increase in professional art students in a decade Creative expression encouraged to discover creative ability Design, color, harmony, large factors in industrial products General, specialized, vocational highschool courses Less than 5 percent of 10-15-year-old children employed Vocational guidance and tryout courses offered in schools Mass production machines . Specialized manufacturing Janitors in multi-family dwellings Power and heating from coal, oil, gas, electricity Specialists employed to make repairs and improvements 25 percent of workers in occupations unknown 25 years ago Working day six to eight hours, average fifty hours per week Decreased demand for unskilled labor 6 percent gainfully employed in professional service Job monotony due to specialization Industrial arts taught in the schools Machine transportation engaging over 7 percent of workers 75 percent in occupations other than agriculture Manufacturing concentrated in industrial centers Ideas expressed thru newspaper, radio, telephone International interdependence Technological unemployment The West Virginia Day Dinner WY Jest VirGINIA Day was cele- brated at Clarksburg by a great dinner in honor of three men who are this year presidents of three of the leading national organizations of the United States. A great audience of West Virginians and guests filled the Masonic auditorium and paid tribute to the three native sons who have gained national recognition—Louis A. Johnson of Clarks- burg, national commander of the Ameri- can Legion; Clarence E. Martin of Mar- tinsburg, president of the American Bar Association; and Joseph Rosier of Fair- mont, president of the National Educa- tion Association. Each of the honor guests made an address suitable for the occasion. President Rosier’s address follows: ASSURE You that as one of those hon- l ored on this occasion I am deeply appreciative of the recognition which has been given to me and to the other honor guests. A community and a state may be judged by the type of citizen it produces and by the attention which it gives to those who have rendered service or at- tained success. While occasions of this sort mean much to those who are hon- ored, they have a greater significance for the young men and women who may be inspired to greater effort. I happen to have been born within a few miles of the place where we now are. My life has been spent, with the excep- tion of one year, in two counties of our state. Here in this neighborhood in this grand old county I grew to manhood and in the adjoining county I have spent a generation in the public service. As I look out over my life experiences and count the privileges and the blessings which have come to me, I am tonight thought- ful of those who in early life contributed to my education and my thinking. After all, my friends, the greatest blessings that can come to any man or woman are the guidance and the instruc- tion by example and precept of teachers. They may have been teachers in the classroom who have led us thru the mazes of knowledge and the romance of learning or they may have been friends who by their own lives and words of wis- dom have given us inspiration for achievement and visions of finer lives. In this respect I have been richly blessed. Were it fitting I could name over tonight many men and women who have lived and died in this community who have been beacon lights to me in my own life. May I pay tribute to the character and the culture of the men and the women who have been leaders in the church, in education, and in the civic and political life of this remarkable community. Few neighborhoods in all this great country of ours have furnished more men of character and achievement to the state and the nation than this one in which we are now assembled. It is a pleasure and satisfaction to call attention to these past leaders and their services and to honor the living who have reached places of prominence and distinction, but such ceremonies would be without value unless they furnished inspiration to those who come after us. We are all proud of our heritage in this community and in this state, but grand as it is, it cannot protect or pre- serve our future. That future must rest upon the continuous development and preparation of the leadership which has been characteristic of our people in pre- ceding generations. The significance and meaning of our achievements which are tonight celebrated by this community and state will depend largely upon the contribution which we make to the fu- ture welfare of society. Having spent my life in the field of educational service, it would be expected that I would tonight emphasize the value and the importance of the educa- tion of our young people for future use- fulness. Our community and state have developed in the last forty years great material wealth. I remember this county and community from boyhood. I have seen its great material development. Great as that material development has been, however, it sinks into insignifi- cance as compared with its spiritual and intellectual achievements. Our people in their primitive days of hardship and poverty did not neglect the intellectual and spiritual training of their children. In the days of great material develop- ment they have built schools and pro- vided more thoro and inspiring instruc- tion for their children. This spirit of our people has made pos- sible the development of that leadership which is recognized in ever widening cir- cles. I speak tonight with great reverence for the sacrifices and the devotion of the men and women whose lives in this state have been dedicated to the guidance and the training of the young. Ralph Waldo Emerson once made the statement that the greatest human enterprise is the care and the culture of men. It is inspiring to think that the dead whom we remember with reverence fully realized the importance of men and wo- men as do the living who join in this community celebration tonight. Without such visions on the part of those who have gone before, this occasion tonight would not be possible. I must take advan- tage of this occasion to impress upon our people the fact that the greatest and most significant institution in our great country is the American public school. The founders of our government early recognized the fact that the existence and the perpetuity of free institutions must depend upon the intelligence of the people and that such intelligence is not possible without universal education. In response to that thought of the founders of our republic, a great system of free public education has been provided. It is important to emphasize this fact when depression and economic trouble darken our vision and cause us to be negligent of our primary obligation to society and our institutions. The greatest duty of any parent is found in the training and education of his children. Education is a debt which age owes to youth. Children only grow up once. Whatever may be our economic dif- ficulties we cannot afford to neglect the O THE TEACHERS AND CITIZENS OF AMERICA—The gravity of conditions thruout the country today calls for unprecedented cooperation. This is no time for partisanship, for weeping over past mistakes, for quibbling over details, for divided counsels, or for delay. The needs of the people and the necessities of the national life demand farsighted, confident, courageous, constructive, and unhampered leadership. In order to prevent a further collapse in finance, industry, and education, I wish to urge upon the teachers of the nation and upon citizens everywhere, united and wholehearted support of the President of the United States in his efforts to put into immediate operation plans and policies which give promise of bringing a new day in the national life—Statement issued by President Joseph Rosier of the National Education Association on April 20. [137 ] 138 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION education of our children. Whatever greatness has been achieved by the sons and daughters of this fine county and this great state is due to the sacrifices of par- ents who in the past were more deeply concerned about the education of their children than they were about any other matter. I call upon the people of this commu- nity and of my state in the midst of their economic troubles and difficulties to dedi- cate themselves anew to those great spiri- tual principles and intellectual activities which are vital to the well-being of hu- man society. It would be a tragic and futile thing to celebrate our achievements here tonight and then go out to join in some movement that would restrict and hamper the development and education of the coming generation. We here in this country are engaged in the great experiment of building and maintaining a democratic society. It has been said that America is another name for opportunity. No greater disaster could come upon our people than to have the educational opportunities and privileges of our people restricted. The vital principle underlying Ameri- can democracy is the thought that the doors of opportunity shall remain forever open to every capable and worthy boy and girl that cares to enter. The glory of \merican institutions and achievements is due to the fact that thruout the years we have preserved this great principle of the freedom of opportunity. The greatest institution for the pre- servation of this freedom is the American public school, extending from the first giade thru the elementary school, the high school, and the college and the uni- versity. May I make the broad assertion that, in guaranteeing this freedom of op- portunity, the education of the rising generation constitutes a first mortgage on the wealth of the community and the nation. The results of a period of economic de- pression are not all bad. In the days of prosperity we were moved by material- istic ideals. Human success was measured by the amount of our material posses- sions. In the days of adversity we are made to realize the futility of material achievements. We are, therefore, in these days taking a new outlook upon life. We are learning that those things which endure are spiritual and _ intellectual. Education in the next period of human development will place greater emphasis upon the fundamental elements of human character. The chief cause of past failures has been found in defective character. Selfreliance, honesty, integrity, and a high sense of individual honor and social responsibility must have a greater place in the lives of men and women in the May, 1933 future. We must learn the lesson that we do not secure from the world anything of real value unless it has been earned by genuine service. History teaches that hu- man selfishness and greed lead to disas- ter. Out of this depression must come an economic and social life built on founda- tions of human worth. ‘The finest results of this occasion should be found in the development of higher ideals of living among our people. Our great state should place the spiritual and intellectual values above all consid- eration of material gain or possessions. We will be recreant to our social respon- sibility if we do not show a willingness to make sacrifices for the welfare of fu- ture generations, remembering always our debt to those who have sacrificed for us. The people of our commonwealth must remain loyal to the highest and best interests of the state. As we have freely received from those who have gone before us, so we should freely give to those who come after us in order that human prog- ress May move ever onward.—Joseph Rosier, president, National Education Association. [One of the general sessions programs of the Chicago convention will be called “West Virginia Night.” On that evening, Wednesday, July 5, 8:00 P. M., addresses will be made by Joseph Rosier, Louis Johnson, and Clarence Martin.] > “The education of the rising generation constitutes a first mortgage on the wealth of the community and the nation.” 3 : ‘ ~ ww 2. hu- Sas- > an .da- sion t of ple. tual sid- ons, on- 1eSS fu- ays lth ulS HE OLD LAWYER hung up his tele- "Toto receiver and turned slowly back to his deep-seated leather chair. His appearance and every motion betokened the Southerner of a type al- most extinct. The message he had re- ceived disturbed him not a little. A promi- nent capitalist and bank officer had asked permission to call and discuss a personal matter with him. For privacy, as he had explained, and to avoid interruption, he preferred to come to the lawyer’s resi- dence. Their names are not important in this record. Seated again, the old practitioner crossed his long, thin legs, leaned back and matched his fingers in thought—a characteristic habit. He had granted per- sonal interviews in his home on other oc- casions and always with serious after- math. The gentleman who had just phoned him was, by common consent, a man of vast wealth. But you can’t al- ways tell. There had been serious dis- turbance in financial circles lately, far- reaching in its results. And there were always speculation and dishonest em- ployees. And divorce. He wondered what there was in the air of importance sufficient to send this busy man across the city for an interview with one but slightly known to him, and not at all professionally. Presently he arose, drew an easy chair into the strong light of his hooded lamp, and resumed his own chair in the twilight which half concealed the luxuriousness of the spacious Colonial room. Fifteen minutes later a car door slammed outside and an aged negro but- ler ushered in his visitor. The capitalist was a man of about fifty; short, strong of frame, vigorous, quick of motion, and alert; the opposite, in all, of his host. But he had the face and eyes of the dreamer. Or so the law- yer decided after the customary cour- tesies of speech had been exchanged, and the visitor was seated. “First, I wish to thank you,” began the latter with perceptible embarrass- ment, “for giving me some of your lei- sure, and permitting this invasion of your home. Perhaps, in a business way later, I may be enabled to show my apprecia- tion.” The lawyer smiled, lifted a hand slightly, and shook his head. “Let us proceed without regard to busi- ness. You spoke of some personal mat- ter. I am glad, sir, for this opportunity The Tenth Generation of meeting you socially. Our paths have not crossed often. How may I serve you, sir? Will you smoke?” His hand fell on a box of cigars. The visitor declined with a gesture. “T am at a loss, Colonel,” he began, looking into the shadow and hesitating, “just how to introduce my subject; but for an opening I might say that I have an heir coming, ten generations away, and I'd like to devise some plan to protect him financially, together with his fore- bears back to my six-year-old son. Can it be done?” A playful but appealing smile accompanied the odd question. “Sounds a little foolish, I am afraid.” The old Southerner, round-eyed with surprise for a moment, flashed him a message of appreciation. “On the contrary, sir, the issue is of tremendous import. And I have never heard it better framed.” The other has- tened to add: “T should have said in advance that while I come to you as a lawyer de- servedly noted, I come, mainly, because I have read with full appreciation and deep interest your recent articles on sociology. I have derived much from them.” Again the face of the lawyer wore its slow, friendly smile. He nodded, but did not speak at once. After a moment or two he said: “Before I answer your question, do you mind telling me, briefly, something of your family and of yourself? Not to gratify mere curiosity; I have a reason.” “T think I understand. Well, I’ll make it as brief as possible, under the circum- stances. I am the product of eight Co- lonial families that figured more or less actively in the Indian and Revolutionary Wars.” “Eight?” The shaggy eyebrows of the host went up. “Yes. There are quite a number of names on the record, as I learned thru some newly discovered relatives in the North. I have had them looked up, too, by a genealogist—my wife aspires to the Colonial Dames. They came over from England, Scotland, Ireland, and Wales in the latter half of the seventeenth cen- tury.” “Say about two hundred and fifty years ago; two hundred and fifty years before your boy was born.” “Yes, about. By the way, counting twenty-five years a generation, that was just ten generations back, wasn’t it? [ 139 ] Funny that we should have started to figure that distance ahead and have landed back there.” “Tt is, indeed!” The Southerner was smiling broadly. “Perhaps you now un- derstand my request better. You, your- self, are the boy of the tenth generation one of your Colonial ancestors may have wished to provide for. Well, one of them maybe, did, but unknowingly. Proceed.”’ “Between then and now I don’t know much of what happened to my family. As far as I have been informed, I am the only one that ever amassed any consider- able fortune. They were mostly im- provident and spenders, I suppose.” “And now, about yourself.” “Why, and how, I succeeded is still a mystery to me. We were desperately poor and ignorant; mill people usually, I understand. The fact does not disturb me, but there is no use to spread it. My wife cares very much. Of my sisters we won’t speak. They were servants, and lived according to their lights, I suppose; but the lights went out, here and there. The boys took any job that offered when they worked at all; and mated without marriage. Our father was—well, just a sot, spending on drink what he could take away from the family. One brother died in a penitentiary out West; one in a bar- room fight. Another just vanished. But my mother was good. I was the young- est and she clung to me until death ended the unequal struggle. Her people were good people, she said. She was fond of telling me traditions of what they did in America’s three wars. I was proud of them. Possibly I was, in reality, her only son. When she died I ran away from the others—a boy of nine—and lived a hard life for years, selling papers, shining shoes, doing whatever offered if there was a dime in sight. But always I carried a hope and ambition. With a steady job at last, I took on night study and got a start. There were helping hands, of course. Years after, I was prosperous—highly so. I had made a character for myself and was a trusted bank officer. Then came the great war. I had a chance at con- tracts and low-priced stocks that ad- vanced 500 or 600 percent. And I struck it rich in Florida. And then my oil stocks proved good. Before I realized it the mil- lions had come. “And now, sir, perhaps you, too, un- derstand my question better. God help- ing me, my boy, and the boys and girls Pees Ra st -- niet BY iy 7 5 : a 140 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1933 who are to follow him, shall never travel the hard road my little feet trod, the way by which I came. It is thought that money can do anything. Can it protect the boy two hundred and fifty years away? And those between him and me? Can it? Can it? If so, how? The matter has become almost an obsession with me. I lie awake at night and dream of those unborn children. I see them starving, stealing, slouching in the shadows, haunted by fear, hunted by the police— the boys and girls diseased, in the gutter, objects of charity—good God! It is not imagination with me, it is a picture from memory—it is real. Show me the way out, my friend.” He arose and began to pace the room. The Southerner, his hands matched be- fore his face, but shaking a little, sat rigid, otherwise, until the burst of emo- tion had spent itself, and, with a muttered apology, his guest had resumed his seat. Then, suddenly, without reference to what had been said, the old lawyer straightened in his chair and began to talk: “There is in the death chamber of our penitentiary tonight, awaiting electrocu- tion, a young man. The picture of his unshaven, animal face pressed against the bars, his staring eyes, is before me as i speak. His name does not matter. In fact, the courts do not know him. He was convicted as ‘Billy, the Rat,’ and is known to the underworld as such. He illustrates some theories of mine, and I have taken pains to investigate his his- tory and, in fact, to seek leniency for him. I have his real name under a pledge of secrecy, as he is an escape from an- other prison. The Rat is still a young man; a hopeless degenerate; an over- grown boy with a mind so utterly un- trained as to be incapable of lofty purpose or ideal. Without education, this man zig-zagged thru society seeking food and the gratification of other physical crav- ings; engaging in every sort of crime that promised drink or dope until, in a mo- ment of desperation, cornered by the law, he slew one of its officers. I have made quiet search into his heredity and find that he is the natural product of ignorance and vice. The generation ahead of him held several criminals; and be- yond them his people were of bad repute. One of his kinsmen in this generation, however, is a preacher; a fine type. “Tt seems strange that out of the same soil, apparently, two such different men should have come. The explanation is, they came by different routes. Back of this preacher, somewhere, were education and morality and trained minds. Back of the other, weakness and crime; absence of rightful environment. One was to be lifted, the other cast down. In the case of the latter, bad blood, freighted with er- ror, had trickled down thru the centuries, following the lines of least resistance; ignorance mating with ignorance; crime with crime. But both preacher and pris- oner are natural products of pre-existing causes and environment. Whether Billy, the Rat, should be electrocuted is at least open to debate. Personally, I am not in favor of electrocuting any natural prod- uct.” He had arisen and was slowly making his way back into the shadow as he laconically delivered himself of his con- clusion. Without apology or explanation the old man seated himself before a desk over in a corner, turned on a light, and for ten minutes or more busied himself over a large sheet of paper. Finally, he turned off the light and came back to his guest. Drawing a chair beside him, he seated himself and held up the paper on which were two triangles, one above the other, both composed of lines, and each poised on its apex. At each apex was a star, the upper star being in the middle of the longest space of the lower triangle. ler re A.D. Ancestors 1024 y Ay “= 512 “T am going to ask you,” he said, “to imagine that the star between the two triangles is your six-year-old son; you and his mother the line above it; his four grandparents the line above that; and his eight great-grandparents the next line up. And so on to the top line, which is the tenth and longest, and represents all of the boy’s ancestors in the generation of two hundred and fifty years ago; that is, in 1677. Each line in the triangle rep- resents a generation, and on each I have written the number of the boy’s ancestors in that generation. They are ascertained by simply doubling the number from him up. I am holding the star that represents the boy on a level with your eyes to assist your imagination to climb the ladder, for wealways speak of ourselvesas descended from, tho in the scale of life we really as- cend. Assuming that you have scaled the ladder, you are now at the top, and in the generation of 1677, two hundred and fifty years ago. Are you satisfied that every individual on that top line is a Colonial ancestor of your six-year-old boy?” “Undoubtedly.” But the capitalist spoke with hesitation, frowning in be- wilderment. “You spoke of being the product of eight Colonial families. Remember? Well, in that top generation you had a thousand and twenty-four ancestors. You were descended from five hundred and twelve families then .in existence. Or, to be exact, from five hundred and twelve couples then, or afterwards, mated. “Now let’s travel the other way, down to that boy two hundred and fifty years off, thru the generations of other children you dream of at night. The second tri- angle, or diagram, is a copy of the first, differing only in the years named. The first thing that will strike you is that im the generation of your six-year-old son there are a thousand and twenty-three other boys and girls who are going to mate and produce that remote heir of yours. On the principle that the oak is in the acorn, he already exists in them, if they are living. These thousand and twenty-four youngsters are going to grow up, and each will contribute something to that boy coming in 2177. Because of some of them, maybe, he is going to suc- ceed nobly; or, because of some, he is going to fail miserably, perhaps. You say this is admitting too much for heredity. We shall not stop to argue it. Our prize stock—chickens, dogs, race horses—an- swer the objection. But for heredity, races of men could not have been built up. Let us just recognize that a man is inevitably the sum of all his ancestors and pass on. “Tt is impossible to deny that in this generation of boys and girls, to which your six-year-old belongs, are a thou- sand and twenty-three more whose blood will mingle with his, about two hundred and fifty years from now, just as cer- tainly as the sun will rise tomorrow; pro- vided your son’s line extends that far, 33 ive ors ned lim nts Sist for Jed as- the the ind hat Sa old list be- of er? la Tou ind to lve wn ars ren tri- rst, ‘he in son ree to of ; in if ind ow to uc- is ay ty. ize in- ty, 1ilt is ors his ich od ed r0- ar, Vol. 22, No. 5 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 141 and we have assumed that it will. <> “T see you are startled; and well you may be. You will hardly pass a child on the street from now on without seeing in him or her possibilities of blood-union at some remote time, if not during your life. The boy of 2177 is going to number you among his ancestors with pride, per- haps, if someone keeps the record; but he is going to have in him the blood of more than two thousand children; the sum of the generations between him and you. They will represent a cross-section of so- ciety; descendants of lawyers, doctors, engineers, firemen, merchants, laborers in mines and workshops and mills; sail- ors, soldiers, farmers, preachers, tramps, and crooks. “Now, my friend,” and the old man wiped his glasses and smiled into the troubled face by his side, “I ask you, as one sensible human being of another, why, looking only to the little lad of 2177, you should be more concerned with your six-year-old and his direct heirs than with the thousand and twenty-three around him, whose blood is going to min- gle with his, and who are today playing around somewhere? One thousand and twenty-four who are to be the direct an- cestors of the boy of 2177. “And I am going to ask you further, wouldn’t you say, knowing as you do, that it takes more genius, more fine qual- ities to conserve wealth than it does to amass it, that the chances for doing any- thing for that far-away boy with your money, kept as money, are rather in- finitesimal? You speak of that boy of 2177 as yours; why, there is to be less than a thousand and twenty-fourth of you in him; and every one of the an- cestors in the generation of your six- year-old will be closer kin.” “T think,” said the hearer, gently, “I am beginning to see light. But go on, if you please.” “You will see the sunrise if you face the East, presently. There is only one in- evitable conclusion. You can only endow that far-away boy, that tenth generation and those heirs between him and you, by endowing the whole generation to which your living son belongs. Only in this way may you stand a chance to bene- fit the thousand and twenty-four who are to produce the boy of 2177, and the generations of your blood and his blood to precede him. Dismiss the idea that you can tie your money to the line of little lives that will run straight down from you to him. You would have no guaran- tee of good, if you could. The value of money is not an inherent element; the value lies in the handling of it. Special- ized education, in fact, with something added. Money is but a tool, a weapon, an agent. Neither money, sword, nor wrench is effective in untrained hands. You can- not transmit your skill. It is the history of money that one generation assembles it, the next separates it, and the next dissipates it. The Spanish say, “Butcher, caballero, don, butcher!’ We say: ‘Three generations from shirt-sleeves to shirt- sleeves.’ “Place your reliance and your money on education. It is your one chance to endow your descendants with happiness. You cannot, by any possible means, know the thousand and twenty-three boys and girls to the right and left of your six- year-old, who are to share with him the honor of bringing into being that little chap ten generations away, and another thousand of his ancestors. You must work for their whole generation, and thereby for the generations that follow, to avoid missing the life vital to that boy. You can only defeat the human law against entail by endowments of institutions of learning and of uplift, whose charters are renewable indefinitely. Yale, I under- stand, has funds more than two hundred years old. A Colonial was, maybe, look- ing forward to his remote descendants when he gave it. Colleges, hospitals, churches, laboratories of scientific intent, conservatories of art and music, these are the channels thru which your wealth may flow to complete entaii, and give wealth of mind, body, and soul to the un- born. “T have spoken of those thousand and twenty-four living ancestors of your far- away boy, the boy of 2177. Let us pic- ture them playing now around the parks and waste places; or working in fields, mills, shops, and streets: children of the rich and poor, of the righteous and the erring. When your six-year-old reaches young manhood, one of these may shine his shoes, another shave him, another drive his car, another serve his meals, an- other take his dictation. He will dance and flirt with others. Then one day, out of the mystery will come a girl with shining eyes to lay her hand in his. It may be the little waitress, the stenographer, or the daughter of a millionaire. She may be of the slums. You can’t tell. You, yourself, illustrate how quickly social changes occur in this great country. Whoever she may be, he will see her with new vision as the gift of the centuries. This little girl, possibly not yet born, is as inevitable as the tide. She, with your son, will stand at the head of the ladder, nearer of kin to the boy of 2177 than you will be. And she will provide little feet for the second round; at least, she will provide two of them. “Here is your field, the workshop of your dollars. If you have the new vision, look around you and reflect. Your great interests are, to a large extent,*here in Georgia; your hundred-thousand-dollar home, your shares in mills, factories, pub- lic utilities, banks. This is the growing end of the Union. People are coming in much faster than they are going out. Georgia has gained 500,000 citizens since 1900, a 20 percent increase in one gen- eration. It is certain that hereabouts will be the home of generations of those whose blood will unite with yours; it is more than likely that most of the thousand and twenty-four I have been talking about are within this and adjoining states. Your millions are as yet idle as to their educa- tion, but not the money, the labor, the sacrifice of others, thank God! For those thousand and twenty-three children, sons and daughters of God are working, while you calculate interest to benefit a thin line of direct heirs. Martha Berry in north Georgia, with her great school, it may be, has endowed your boy of 2177, thru gifts of education and Christian training, while you waited; perhaps he is already indebted to philanthropy, to charity. Make it positive that he is so in- debted for his full chance in life; for, stretching down thru the Virginias, Ken- tucky, Tennessee, Arkansas, and the Car- olinas are now great schools, born of philanthropy and Christian charity, lift- ing the virile mountain people to a higher plane of usefulness thru education, free of charge. It does not seem possible, or at least likely, that the descendants of these, spreading out as a fan thru ten generations and aggregating hundreds of thousands, will miss all the lines leading to your distant grandson. “You may take it as certain that some of the two thousands of ancestors be- tween you and that boy will be crowned in the great colleges of the South—in this state in Wesleyan, Agnes Scott, Bessie Tift, Milledgeville, Brenau, Lucy Cobb, Andrews, Emory, Mercer, Oglethorpe, and others. If they were all there now in these colleges, the boy of 2177 would be amongst them, brain of their brain, blood of their blood, bone of their bone, the inevitable heir! Figure it out—others have—a North Carolinian had the vision. He divided his great wealth between a little daughter and the boys and girls around her, whose blood is to mingle with hers in the unborn centuries, the usage to ope Coty 9 ures SO AS Rae ata 142 pass ‘into countless lives as education. This was James B. Duke. He backed his love for his unborn descendants and their ancestors’ collateral with his daughter, with forty millions of dollars. “But if no inheri- tance born of char- ity is traveling to- ward that little grandson of yours, the general proposi- tion is not disturbed. Che underlying prin- ciple is general and inescapable. What is true as to your- self is true of ev- ery individual of means in New Eng- land, in the North- central states, the Middlewest, the West, the Southwest, and the whole of the South. None can hope to make his money a blessing to his descendants ex- cept thru Christian education that will elevate each generation as it arises. ‘E pluribus unum’ fits the family as it fits the Union. The one of 2177 will repre- sent the many as a product. You cannot slight any one of them without risk to that one, and your care of the many may not wait on a day, for half of them are here now, around you, some, perhaps, hungry, some stumbling in the dark. And they may be, as your dreams foretold, already in the gutter or heading toward a prison. “My friend, we are builders, all of us, without realizing it. We are building such a nation here in America as the world has never before seen, or any man dreamed, except here and there a poet. Our wealth aggregates four hundred billions of dol- lars and increases by fifteen billion an- nually. We have over one-third the wealth of the world, and of the great in- dustries based on coal, iron, oil. We have more than 50 percent of the world’s out- put from these sources, and are consum- ing more than 50 percent of what the world is consuming of these things, cot- ton the exception. We are top-heavy with wealth. Philosophers predict a fall. They tell us every country of antiquity has come a cropper, and that our turn must come. I disagree with them. Absolutely! Positively! Eternally! I denounce the lie!” The old lawyer’s fist smote the table thrice, till the windows rattled. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION “We are not here to fail, because we are building for eternity, for God. And our tools are the hearts and souls of good men 2177 and saintly women. The prophets of evil have never heard of a nation where Christian education extended to every in- dividual. No such nation has ever before risen. And back of every ruined nation that history records was always one irre- sistible, ever-present cause of failure— ignorance. “The ideal to which we work in this country and which we approach steadily every day is universal education of the highest possible character. A vast major- ity are capable of understanding and val- uing the laws of life, of health, of repro- duction, of nature, of psychology, of morality, of government, of finance, of exchange. No such nation has ever flour- ished on earth; but around you is one in the making, a nation whose members are bound to each other by the principles of justice and religion and by love. It is within the power of every man of wealth to speed its perfection; and if one needs anything more of stimulus than the thought that he is building for God, for posterity, for eternity, let him consider that hoarded wealth is dangerous and en- dangered, and use a generous part to in- sure the rest. The best insurance at last for wealth, personal and national, is Christian education. For wealth can exist only by sufferance of the majority. When that majority is swayed by knowledge and righteousness the holdings of the individual are safe, the wealth of the na- tion is safe, Then, and then only. > May, 1933 “There, sir; if you will pardon my earnestness and the personal application, there is your field, your mission; the mis- sion of your dollars. Perfection in one, or even ten, genera- tions is not humanly possible. Too many ancestors’ ghosts have to be laid. But we may, we must work at it and to it— to the ideal. Give and give and give to the cause of educa- tion; hundreds, thousands, millions, as you may. Do not let the converging lines of heredity that are to unite in that far-away boy of yours, and the chil- dren ahead of him, flow to him, to them, thru ignorance and the crimes born . of it.” <> <> The guest, fascinated, had hung.on the words of the speaker, expressed with the fervor of soul and music of voice that made the Old South famous for its ora- tory. The pictures summoned up flashed before him vividly. So vivid, so real were some of them that, awed and shaken, he touched the table for support. For the speaker had unconsciously risen and he, himself, had been almost literally lifted to his feet. The two men stood facing each other in silence for the moment. The capitalist broke the silence, his voice almost a whisper: “That ideal, that perfection of mind, body, and soul of all in the generation of my little son; those thousand and twenty- four who are to meet two hundred and fifty years away—suppose it were hu- manly possible, what then?” The eyes of the old man shone in answer with a sudden light... . “Ten generations of God-loving be- ings, sound of mind, body, and soul, and full of the beauty of holiness, would give us back Jesus Christ on earth! And that is just the way He will come—the prod- uct of His own laws. Any other way would be illogical.” “At least,” said the visitor gently, rev- erently, and with a singular, new-born humility, “at least I have my problem re- duced to simple terms; it is Billy, the Rat, or Jesus Christ!”—Harry Still- well Edwards. [Copyright 1928. Used by permission of the author.] = > ington had the following statement by Harry Elmer Barnes inserted in the Congressional Record on Friday, January 13. It contains facts which are important for teachers and other citizens. Sinton CLARENCE C, Dit of Wash- F THERE is any bedrock proposition in the income-tax situation, it is that taxes must be made as light as possible on the consuming masses with incomes of less than $5000. The necessary burden of increased taxation must be thrown on those with relatively large incomes. There is no possible chance of restoring prosperity unless the purchasing power of the great mass of Americans is pre- served and, if possible, strengthened. .. . Families with incomes of $3000 and less paid 73 percent of the total amount spent for consumers’ goods and services, but had only 30 percent of the total na- tional savings. Families with incomes over $3000 paid only 27 percent of the total amount spent for consumers’ goods and services, but had 70 percent of the total savings. Indeed, in 1929 some 28,- 000,000 families with incomes under $3000 spent $65,143,000,000 and saved $3,746,000,000—less than one-sixteenth of what they spent. The 513 persons with incomes of over $1,000,000 spent $87, 000,000 and saved $1,045,000,000— twelve times as much as they spent and nearly one-third as much as was saved by 28,000,000 families. These figures are devastating in their The Tax Situation in a Nutshell implications as to sound, progressive tax- ation policy. If we want prosperity we must have increased purchasing power. So far as taxation is involved, this can only be secured thru lifting the tax bur- den on the masses and raising heavier taxes from the very wealthy. The pro- ceeds from the taxation of the latter must be put in the hands of the masses thru public-works projects, unemployment in- surance, and the like. This strategy is sound from the most resolutely capitalistic point of view, for, as Benjamin Marsh of the People’s Lobby, expresses it: ““The most produc- tive investment of capital in America to- day is to enable those who produce it to consume.” The tax plan suggested at the New York conference of Democrats—and it now seems that this plan will not be pushed—defies progressive economic doc- trine. It proposes, for example, to raise the tax on a $3000 income from $20 to $30 and on a $4000 income from $60 to $120. At the same time it would only raise the tax on an income of $50,000 from $8600 to $10,840, on an income of $100,000 from $30,100 to $33,980, and on an income of $500,000 from $263,600 to $283,480. In the light of the above, the progres- sive-taxation plan advocated by the Peo- ple’s Lobby is sound and timely. The following program will balance the budget as nearly as it needs to be balanced and still provide funds to meet the federal government’s share of caring for the victims of unemployment. By re- ducing taxes on consumption it will in- crease consumption and employment. [1] Repealing a large part of the nuisance taxes now being levied, and particularly the additional taxes on sales, levied in the revenue bill enacted earlier this year. This will save the poor at least $500,000,000. [2] Reducing the exemption for the income tax and increasing surtax rates very heavily. This will yield at least $1,200,000,000 addi- tional revenue. [3] Reducing the exemption for the estate tax, increasing the rates very rapidly, and re- taining the entire yield for the federal govern- ment. This will yield at least $300,000,000 additional revenue. {4] A tax upon corporation surpluses will yield at least $500,000,000 additional revenue. [5] Taxation of the income from govern- ment securities as part of the general income and not as a separate tax upon securities. This should yield at least $100,000,000 to $125,000,- 000 additional revenue. Under the present revenue act the little fellow with an income under $1200 —and that means most wage earners and farmers in America—pays more taxes in proportion to his ability to pay than multimillionaires. The Report on Income for 1931, just published by the Commissioner of In- ternal Revenue, shows that after the 75 persons who reported for 1931 net in- comes of over $1,000,000 had paid their federal income tax, including surtax, this year they had left an average income of $1,822,738. > > > > A Dictatorship of Big Business BOUT A YEAR AGO there was organized in A Chicago a group which took as its name the Citizens’ Committee on Public Ex- penditures but which is more often referred to simply as the “citizens’ committee.” If the term is used on any assumption that the committee is a representative body, it is a misnomer, be- cause the committee, as judged by the portion of its membership whose names have been made public, is composed almost entirely, if not exclusively, of representatives of the large business interests and large taxpayers of the city. To the critical outsider it seems more likely that the term “citizens’ committee” has been appropriated in order to clothe the group and its activities with some semblance of be- -nignity, The press has at times referred to the Organization as a committee of one hundred, but the active work appears to be carried on by a small group of about thirty members. Of what interests the known members are representative may be seen in the facts that not fewer than half are directors or other officers of banks [in- cluding the four largest in the city]; approxi- mately the same number are directors of other corporations; not fewer than nine are presi- dents or vicepresidents of railways and large manufacturing and merchandizing establish- ments; and at least seven are engaged in the real-estate business. A smaller number of other types of business interests are represented. No attempt seems to have been made to include in the membership representation of the host of other interests of the city, among them labor, education, welfare agencies, local government. In considering this group and its activities, the reader should keep in mind besides its demonstrated unrepresentativeness the fact that it is absolutely extralegal. It has been the boast of this selfstyled “citi- zens’ committee” that it would work for sta- bilization in the fiscal affairs of the municipality. Recently it became apparent that, for lack of funds, approximately fifteen millions of matured bonds and interest at 4 percent would on Janu- ary 1, 1933, be in default, These bonds, by resolution of the City Coun- cil on December 17 last, were refunded with the {143 ] interest rate fixed at 6 percent—a rate higher by a full half than that on the original bonds. On its face this procedure is stabilization in re- verse. Critics of the committee have pointed out, moreover, that the refunding at the higher rate was done thru banks represented in the membership of the committee and that members connected with these banks could pose as models of civic righteousness and, at the same time, derive profit, as controllers of credit, from the embarrassment of the city administration. Whether or not a more direct connection might be traced, the known facts, as already stated, are: [1] The committee professes the aim to stabilize. [2] The bonds were refunded at the higher rate. [3] The banks refunding the bonds are represented on the committee’s membership. The national scene—Educators would not need to be greatly concerned over the dictator- ship in Chicago if circumstances of the type described were restricted to that community. The disturbing fact is that such conditions are illustrative of what is taking place thruout the nation.—Editorial in School Review, Mar. 1933. AM A TAXPAYER. In another week I shall be paying taxes once more. I have just gone over last year’s ac- I counts, and totaled up my federal income tax, state income tax, and city tax. I should be full of rage. I am expected to protest to my favorite newspaper and sign my letter “an overburdened tax- payer.” Albany I have been urged to go to and Washington to protest against taxing the good people like my- self for the benefit of those who are not so good! In spite of this I remain cold. My blood pressure remains normal. . . . I look at the stub of my checkbook. I sent the government of the United States a little over $24 last year as my family’s share of the income tax.’ I was fairly con- scientious about it, too. I claimed deduc- tions only on those items which are defi- nitely exempted by the law. I calculate. My wife and I paid in income taxes less than fifty cents a week, less than seven cents a day, toward the maintenance of the federal government. Seven cents a day! The tip to my waiter at luncheon averages more than that and gives me less satisfaction. I hardly dare criticize his service. But for less than my waiter’s tip I am, as a sov- ereign and almighty taxpayer, privileged to complain bitterly to the President of the United States, the members of his Cabinet, and my United States Senator and Congressman. Every Cabinet officer and Congressman is at my beck and call. I can get them to do errands for which I would nat risk asking my waiter. . . My wife has just received an excellent booklet from the Children’s Bureau about the care of our baby. I constantly get valuable reports from the Depart- ments of Labor and Commerce and the Census Bureau. ... Were I forced to ob- tain this information from private re- search organizations, the cost would prove prohibitive. . . . But the returns on my seven cents a day do not stop here. When our baby was born abroad, the United States consulate in Paris promptly and courteously attended to all necessary papers. Had I been arrested abroad, any American consulate would have given me the fullest protection... . *I have just received the blank form for re- porting this year’s federal income tax. On the basis of the same income my new tax would be $104, or twenty-eight and a half cents per day. The state of New York doubled the rate of my income tax last year. My neighbors say the Governor is ruining us good people for the sake of the ne’er-do- wells. They say we already pay the high- est income tax of any state in the Union. I try to become indignant and I look at my checkbook again. Eighteen dollars! That was the direct contribution of my family toward the maintenance of the state government. I calculate. About five cents a day; one-fourth of what I spend daily on cigarettes; one subway fare; or the price of my daily newspapers. For this petty sum I can drive thru fields, forests, parks, and mountains, over thousands of miles of beautifully kept highways. My five cents helps to keep factories clean and healthy, prevent child labor, supervise a fair workmen’s compensation system, and enforce the laws against overworking women. My family’s health is protected from epi- demics. The state helps to supply me and my children with free schools and col- leges. Should I go insane, the state would place me in a wellkept institution and do everything possible to cure my illness. Should I sin and be sent to jail, it would house and feed me as long as I stayed. If I become destitute in old age, the state will pay half of a pension to support me until I die. Am I overpaying? Am I over- burdened? No other investment brings me such good returns! But I must have a grievance! I must work up some bitterness over my city taxes. I am told that I live in the most corrupt city in America—New York. ... My house is assessed at its full value, and my tax bill was $720. “Ruinous taxes,” cries my neighbor who owns a similar house. “We should do something about it. Taxes must be reduced or they will crush us.” I wonder. There are three families living in my house. The share for each of us was $240 per year, about sixty- five cents a day, or less than five dollars per week. Enormous? Crushing? I start calculating again. Suppose I had to purchase from private corpora- tions everything now supplied me by the city? Would I have been better off? I look over my bills. My electric bill last year amounted to over $100; gas was about $50; and our telephone amounted to another $50 a year. These three items alone cost me nearly as much as all the services supplied by the city. > <> [ 144] I Cannot Complain about Taxes Think of what the city gives me for $4.61 a week! It maintains, keeps fairly clean and well-lighted my own street as well as the neighboring streets. It sup- plies our house with a flawless system of sewerage. For a very small additional charge we receive the finest and most plentiful supply of fresh water at all hours of the day and night. Our garbage and ashes are collected noisily and argu- mentatively, but regularly. Every so often I see a policeman on my block... . *Just a block from our house is a fully manned fire station with the most upto- date apparatus. For my convenience, the city has built beautiful bridges across wide rivers, a marvelous tunnel, and an elaborate system of underground tracks on which fast trains speed me to my des- tination for five cents a throw. If I and my tenants had each ten children, my city would gladly educate them all, thru as competent a staff of teachers as there is in the country, thru kindergarten, public school, high school, and even uni- versity without additional expense. It would also supply them with free books. And as I contemplate, this thought oc- curs to me: As a taxpayer I am expected to join the Taxpayers’ Association and vociferously demand that “taxes be re- duced.” I am told that only thus can I keep above water in these days of depres- sion. But my total bill for all direct taxes, including city, state, and federal, is less than $300 per year. On the other hand, the interest on my mortgages amounts to over five times as much! I know my neighbors are in the same situation. I wonder why it does not occur to us to demand that “interest rates should be re- duced.” They really are crushing us. Why not reduce electric bills? Why did we permit an increase in telephone rates? Why pay an additional rental of three dollars a year for a telephone instrument whose extra cost of manufacture is not much more? My taxes constitute but a small proportion of my expenses. Why not reduce the more important items? A 10-percent cut in interest would mean an annual saving of over $150 to me. A simi- lar reduction in my taxes means less than $30. My neighbors merely shrug their’ shoulders and think me queer. “A tax- payer who will not complain about crush- ing taxes!”—From an article by Abra- ham Epstein in the New Republic, March 15, 1933. > <> > PS- American Education Week 1933 HE OBSERVANCE of the thirteenth T annual American Education Week, November 6-12, 1933, will be fo- cused upon the maintenance of free and universal education as an American ideal. The occasion will find many school doors shut. Thousands of young people who have been denied the birthright of free education will be idle, or roving about the country with the vagrant horde of neglected boys and girls that is al- ready more than three times the size of our standing army. In the midst of this failure of the na- tion’s provisions for the welfare of child- hood, there are raised the voices of in- sistent demand that this breakdown shall not become permanent. Teachers and citizens are at work to protect the schools. The organized teaching pro- fession has established a Joint Commis- sion on the Emergency in Education which is acting as a board of strategy in the present crisis. The three sponsors of American Education Week—the Amer- ican Legion, the United States Office of Education, and the National Education Association—have sought the approval of the Joint Commission in selecting the theme and topics for American Educa- tion Week, 1933. The occasion will be an important fea- ture of the Joint Commission’s program to avert the threatened collapse of the schools. The annual observance of Amer- ican Education Week has amply proved its effectiveness in bringing school and home together in the interest of child- hood. The occasion is accepted and estab- lished. It will be possible to reach ten million homes next fall. The theme for the 1933 program is Meeting the Emergency in Education. Each community will adapt the observ- ance to its own needs. Topics suggested for the day-by-day program are as fol- lows: Monday, November 6—The Increased Re- sponsibilities of the Schools Describe the growth of free and universal education in the United States. Show how the development of new curriculums and new meth- ods has paralleled progress in other fields, such as transportation, communication, home-build- ing, medical science. Familiarize every citizen with the facts about the great increases in school attendance in recent years. Emphasize the fact that the heaviest increase has come in highschool enrolment, where the per-pupil cost of instruction and operation is higher than in the elementary school. Show how the present lack of employment for graduates and older pupils has further increased and added to the responsibilities of your schools. Explain the in- creased need for health protection at a time when many homes are unable to provide the most nourishing food, needed clothing, and medical care. Show how the teachers in your community are carrying on relief work. Tuesday, November 7—Financial Support of the Schools Make clear the fact that education is rela- tively inexpensive. It takes only a small part of the national income. Forty-nine cents is the average expense of keeping a child in school for one day. Explain that the increased cost of edu- cation has been due to [1] the decrease in pur- chasing power of the dollar; [2] the increase in school attendance; [3] the enrichment of school services to meet the needs of a progres- sive society. Show how the depression has decreased the financial support of education, resulting in the removal of school subjects, shortening of school terms, and closing of schools. Point out the so- cial significance of these retrenchments in edu- cation. Show how these curtailments affect the lives of children today and reduce their chances of being useful, happy citizens tomorrow. Wednesday, November 8—What Citizens May Do To Protect the Schools Obtain from your state and local teachers associations and from your state department of education an outline of the plans to maintain educational opportunity in your state during the depression. Prepare a program for educa- tional advance for the next decade in your community and state. Call together citizens in special meetings to discuss these plans. Include in this interpretation program proposed tax re- forms, new sources of revenue, equalization of school support over wider areas, and plans for deferring less essential public services such as road and bridge building. Thursday, November 9—Home and School Cooperation In homes where unemployment and reduced incomes have lowered life to mere existence, children must not be allowed to suffer the loss of morale and hope. Every child has an inalien- able right to a good home. In the emergency, the school home must perform many of the services taken care of in the parental home dur- ing normal times. A common interest in the welfare of children brings home and school closer together in such crises as the present. Plan with parents a program of protection for children in your own community. Use school facilities for the preparation of food and the distribution of clothing. Make school libraries available in the evenings where children may study with proper warmth and light. Arrange programs of wholesome amusement and re- creation in which parents may participate. Friday, November 10—The Schools and Reconstruction Show how the schools are conserving the community’s human resources for effectiveness upon the return of normal conditions. Show how the schools contribute to economic secur- ity. Point out the higher standards of living de- manded by educated people, and show how in- creased skills and knowledge help people to attain these better living conditions. Interpret [145] the work of the school in bringing about orderly social advance, and contrast it with the revolu- tionary disruptions brought about by prejudice and ignorance. Show how, thru education in worthy use of leisure, the schools are preparing children for an age in which machines will per- form even more of the toil of earning a living than they do now. Saturday, November 11—The Schools and Loyalty to the Nation Show how popular government depends for its continuance upon the faith and loyalty of the people. At a time when the pinch of want and the blundering of well-intentioned leaders test confidence in the future of our nation, its citizens are devoted and loyal. Show how the American schools have inspired a great faith in the stability and justice of democracy. The schools teach respect for constituted authority, the necessity for obedience to law, honor to the flag, admiration for our great national heroes, a knowledge of American ideals and the struggle for their achievement. The schools are the ma- jor unifying force in American life today. Edu- cation is the insurance policy of democracy. Sunday, November 12—Safeguarding Char- acter Essentials Sound character is the nation’s most valuable asset. It is based upon high ideals and whole- some habits. Both are acquired from the earliest years. To lay the foundation of character is the privilege of the home. Generosity, courtesy, respect for others grow out of the intimate re- lationships of the family. The church extends the principles of unselfishness and kindliness which the child learns in the home. Show how home and church and school establish respect for the principles of good conduct, and encour- age their practise in human relationships. Helps for American Education Week— Write to the Division of Publications of the NEA for the following helps for American Edu- cation Week available September 1, 1933. For every teacher— American Education Week Handbook 1933— a manual of suggestions for all schools and all workers. Presents programs, things to do, facts for speakers and writers. For every classroom— A set of posters and cartoons for classroom and public bulletin boards. Outlines, topics for class study. Graphic, attractive, suitable for use at parent-teacher meetings. For every home— An American Education Week Message to Parents—A choice of five booklets, varying in content, style of printing, quality of paper, number of pages, color, and cost. Write for free samples. For every letter— Gummed stickers for your correspondence. The strength of American Education Week is its universality of appeal. Special offer—The dollar packet is the most popular unit of material. Prepared for those who desire a complete set of material at a low cost. Place your order now. EARS AGO I lived near a community Y that went thru a scourge of small- pox. Few people in the community had been vaccinated. The two doctors seemed slow with the steps necessary to check the epidemic. Death took many. Crushing anxiety stalked the village. Those who were spared to live bore deep scars aS a perpetual reminder of the plague thru which they had passed. There was one family where I visited often as a boy. The father, the daughter Louise, ten, and the son Harry, twelve, all three came thru the epidemic, but with ugly marks disfiguring their faces. After the epidemic had spent its fury, and the pall of fear had lifted, life gradually took on normal aspects again in the stricken community. The father soon forgot his scars. He could laugh about his “wasp nest”’ as he called his terribly pitted nose. But not so Louise and Harry. With the passing of years the scars on their faces impressed themselves also upon their sen- sitive spirits. These children, naturally buoyant, had spells of melancholy. With increasing frequency as they came on to adolescence, Louise would spend whole days gloomily, speaking only when she was spoken to; Harry, resentful and petulant, would stand before the mirror and curse his fate. Bitterness of soul came to replace much of the sweetness with which they were naturally blessed, and it has marred their lives to this day. The moral of this illustration is clear: even tho the scars were the same on father and children the subsequent suffer- Scars ing fell infinitely more heavily on the children. <— <> > <> > Just as smallpox leaves ugly scars on the bodies and souls of those whose lives it spares, so a depression leaves ugly and sinister scars on the bodies and souls of its victims. Even if actual hunger is not widespread, cynicism, thwarted hopes, despair—these leave their marks as truly as does smallpox. Hunger of body is no more real than anguish of spirit, and the latter is quite as likely as the former to stunt growth. A stunted spirit is an even worse affliction than a stunted body. Few of my readers need to go outside their own neighborhoods to see that chil- dren are in danger of being deeply scarred for life by this depression. Chil- dren listen in wide-eyed wonder to the irritable father who, once so good na- tured, scolds and curses now in his des- peration. Mothers, always before cheer- ful and optimistic, are now dull and hope- less. While this anguish is bitter for father and mother, they will be but little changed when the cloud lifts and good times return. But the children! There is forming in them the disposition which will accompany them thru life. A child- hood spent in a home atmosphere of de- spair, cynicism, and gloom is likely to leave its deep mark for life. Many schools in this country are about to close for the rest of the year. Some have closed already. The money is gone. Children are having to pay the price of our economic breakdown. The greatest single agency working to give childhood its chance—the school—is being taken from children now just when they need school most. The months of school taken from any child’s life this year cannot be returned to the child later. Playgrounds are being closed or being left unsupervised in crowded cities. In neighborhoods where homes are nearest the breaking point, where despair is most widespread, where ugliness of spirit is most likely to be released, there play- grounds are needed most. The children can maintain their natural comradeship and joy if they have a chance to play wholesomely together. But now, as never before, supervision is needed. It is the glory of adults that we live for children. There is one resolve which we Americans need to make above all others at this time. Whatever scars must be car- ried from this depression shall not be printed upon the impressionable lives of children. Schoolrooms must be kept open. Health and social agencies for children must be supported even if we must give up our automobiles and our vacations. Let us not close schools while we still spend more on tobacco for ourselves than on public education for our children. Re- construction funds will relieve unem- ployment as well, if spent to improve school plants, playgrounds, and parks as if spent on public buildings and roads. While frozen assets in banks need thaw- ing, so do frozen assets in school districts. America will rally to the banner, “Chil- dren First.’—Fred J. Kelly, U. S. Office of Education, Washington, D. C. Neighborliness—The Need of the Hour dew WORLD IN TURMOIL, fears and suspicions lurking on every side, old theories of military supremacy and balance of power reappearing—such is the picture presented on the interna- tional horizon today. The challenge to foster a spirit of goodwill and neighbor- liness in this world community comes to the schools. This challenge is inescapable. The present generation can grow up with a feeling of hatred and distrust toward other nations and other peoples, or with a sympathetic knowledge and understanding of the various problems confronting the family of nations. To promote a greater friendship among the children and young people of the various nations, our schools and those of other countries will observe World Goodwill Day on Thursday, May 18. In view of the distressed condition of the world, the observance this year will carry more than usual significance. World Goodwill Day is a commemora- tion of the first peace conference which opened at The Hague on May 18, 1899. This notable assemblage, called by the Czar of Russia, met in the beautiful “House in the Woods,” a royal Dutch residence. Twenty-six nations were in- vited to participate in the conference which reflected the intense longing for peace and goodwill possessed by the peo- ple of the world thirty-four years ago. World Goodwill Day this year will sig- nify the same hopes and aspirations for [ 146] humanity. The necessity of world friend- ship seems even greater today than it did then due to the complexity of our civil- ization, scientific advances which have brought the nations into closer communi- cation with one another, and the strong probability that future conflicts will in- volve entire civilian populations. In building up a spirit of World Good- will thru the schools such objectives as the development of an appreciation of the contributions of other nations to human welfare, knowledge of the fast- moving panorama of world events, dis- tinguishing facts from propaganda in the news, and recognition of the interdepend- ence of nations may well be kept in mind.—E. R. B. - + an nN- ve as is. is. il- HE TERMS “preschool child” and "| Sano child” are, in a sense, mis- nomers. These familiar terms sug- gest that the early years are a mere pre- lude to the one important experience of attending school, that a miraculous change occurs in the child’s personality after the school has begun to remake him. Should boys and girls be named by the environment in which they spend a part of their waking hours? And yet it is true that children are chameleons and develop a protective coloring: which cor- responds to their changing environment. It is possible for the regimentation of the school to blot out personality to such an extent that the principal and teachers never know the children with whom they come in contact day after day. The strange ways, the new terminology of the school, may spell mystery to young children. “Yes, mother,” insists a first- grader, “the teacher said if you were ab- sent a month you would be put in the furnace.” Mother investigates and the puzzled teacher at last remembers that she has told the class that, in case of un- excused absence, they would be dropped from the register! Conferences between teachers and mothers straighten out many difficulties. In the traditional school, fathers and mothers came to the Knowing the Child thru the Home school only when they were summoned because their children were in trouble. In the modern school, parents have a place second only to the children them- selves. In one progressive school system, the kindergarten teacher has personal in- terviews with the mothers of all the kin- dergarten children a week before the kin- dergarten is organized. She learns from the mother the many important things in each child’s development which will help her deal with each child as an individual when he enters school. Kate Douglas Wiggin, in My Garden of Memory, describes her social experi- ment in establishing in the slums of San Francisco the first free kindergarten west of the Rocky Mountains: I take some credit to myself that when set- tlements and neighborhood guilds were as yet almost unknown, I had an instinct that they furnished the right way to work. This school, I thought, must have its roots deep in the neigh- borhood life and there my roots must, be also. No teacher, be she ever so gifted, ever so con- secrated, can sufficiently influence the children under her care for these few hours a day, unless she can gradually persuade the parents to be her allies. How should I get in intimate touch with this strange, puzzling, foreign community, this big mass of poverty-stricken, intemperate, overworked, lazy, extravagant, ill-assorted hu- manity, leavened here and there by a God-fear- ing, thrifty, respectable family? Buying and borrowing were my first two aids to fellowship. [147] I bought pencils, crayons, and mucilage of the local stationers; brown paper and soap of the grocers; hammers and tacks of the hardware man. I borrowed many things, returned them soon, and thus gave my neighbors the satisfac- tion of being useful. It was this human relationship with parents and children which gave the kin- dergarten flexibility and the power to outlive its stilted practises. Every teacher who has seen her children in their family setting knows that those children appear to her as individuals in the school group in a way that is impossible if she merely knows them in the school environment. And the teacher, herself, appears as a different person to the child who sees her in a home situation. Young children often regard the teacher as always exist- ing in the schoolroom along with the desks, piano, and other furniture. The idea that she has a home, sleeps, and eats as any other human creature is amazing. It is sometimes a new and striking thought that this all-powerful being was ever a child like oneself and even had an intimate name. “Miss Abbot,” said one investigator, “when you were a little girl, did your mother call you ‘Miss Ab- bot’?” In addition to the visits made to homes of pupils by the regular classroom teacher, the development of various types UPS Re MR IES HA 148 of social service is making it possible for her to know her children as individuals. The services of the visiting teacher, of the child guidance clinic, give the teacher a new philosophy of child de- velopment. The study groups, composed of parents and teachers, make possible a pooling of the knowledge of the home and the school. Courses in personality development in teachers colleges are pre- paring teachers to understand the signifi- cance of the home background. But no supplementary knowledge of the child can take the place of the understanding that a teacher develops in the situations for which she is responsible. There is no place in the school system where it is more important for children to be free to be themselves than in their introduction to their school life. And no part of the school system has so con- sistently held to the philosophy of pro- viding a situation in which children can grow and develop naturally as has the kindergarten. The home is brought into ihe school. Joe entered school a rebel against society. His home background was a “Home,” an in- stitution staffed by ignorant and underpaid people. The children were clothed and fed, but were starved as far as affection and under- standing were concerned. No child had any possessions of his own. When Joe entered the kindergarten, his only form of social behavior was attacking the other children. The kinder- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION garten teacher knew his “Home” background and she knew children. She fenced off a corner of the room with kindergarten chairs. Into this secluded spot she put some of the most treas- ured toys and picture books. Then she said to Joe, “While you are in the kindergarten, this is your own little room and no one can come into it unless you invite him, And while you are here, all these blocks and picture books and toys belong to you and no one can use them unless you let him.” Joe accepted this new situ- ation, and peace descended upon the kindergar- ten. For several weeks he enjoyed the bliss of working and playing alone, undisturbed. Then he began making advances to another small boy, adopted him as his “pal,” and invited him into his sanctum. At the end of the year, Joe had become a member of the group and no one would have labeled him as a “problem child.” As Miriam Van Waters says, “The longer the process of conflict in the child has been going on with parents, school, and community, the deeper the hurt, the more tenacious the habits of defense.” The child who enters school at four or five has a better chance for success, not only because prevention is better than cure, but because the kindergarten or- ganization lends itself to a regime where teachers can study children in an in- formal atmosphere and where no set standards of curriculum requirements make the course of study the main objective. The burden of the depression is rest- ing heavily upon young children these days. Not only the lack of food, but the see Ge May, 1933 fear and uncertainty in many homes are reflected in the conduct of children in the kindergarten. There are more of those crushed and silent little individuals, who will not touch the most delectable of the kindergarten materials, who do not speak, and in whose world there is no laughter. But many of these children do find happiness in the kindergarten. Recently in one of our large cities, a mother came to school and begged that her child might be enroled in the kinder- garten altho he was younger than the age for admittance. “At home, Harry’s just being driven crazy,” she said. “My husband’s out of work and his two broth- ers live with us and they’re out of work. They tease Harry all the time to see him get mad. Won’t you take him? He can be happy with the other children when he’s in the kindergarten.” The demand that is being made upon teachers these days in supplementing the home can be under- stood only by those who are in close touch with the schools. But the kindergarten is not primarily a philanthropic institution. Every child has to make many adjustments in the transition from home to school. Success in this first adventure of going out into the world is the contribution of the kin- dergarten to thelife of the school—Julia Wade Abbot, director of kindergarten education, Philadelphia Public Schools. The child’s impulse to play house is here directed to an experiment in jelly making Problem Children or Problem AILY in their classrooms, teachers LD are dealing with potential delin- quents and criminals. The prob- lems of misbehavior in the classroom are often the beginnings of serious social maladjustment. The persistent thief, or liar, or truant—by his behavior—sounds a warning to the observing teacher. In years past parents and teachers have tended to label the maladjusted school child as a dunce or an incorrigible, depending upon his particular. type of behavior. The blame for his conduct was laid upon the individual’s supposed per- versity. Recent developments in psycho- logical, psychiatric, health, and home- visitation work have centered attention upon the problem child as the product of problem parents or of unwholesome com- munity conditions. Since Methuselah—Probably from the very beginnings of group life the be- havior of children has perplexed staid and stolid adults. Always the rising gen- eration has been heading for perdition and destruction. How easily adults forget the “pranks” of their own childhood and see in the antics of presentday youth the beginnings of serious delinquencies! Extent of maladjustment—On the basis of incomplete statistics the Chil- dren’s Bureau in 1928 estimated that 200,000 children were brought before juvenile courts annually. Since no com- plete or nationwide figures exist on juve- nile delinquency, it is impossible to know whether the 1932 estimate would be 100,000 or 300,000. A recent study by Maller of the num- ber of boys before the Children’s Court in New York City shows a decrease to 64,000 in the decade 1920-30 as com- pared with 85,000 in the years 1902-11. Delinquent girls, on the other hand, never exceeded 200 per year up to 1924, but since that date, the total number in- creased about four times. It is probably true that some of the decrease in the num- ber of boys has been due to taking over of cases thru visiting teachers and other school services. The White House Conference esti- mated that 675,000, or 3 percent, of the elementary-school enrolment, are “prob- lem” children. Less than 10,000 of these are in special classes or schools, altho they may be receiving more or less sys- tematic attention. Hilleboe groups under “temperamen- tally atypical” the neurotic, the truant, the delinquent, and the incorrigible. He estimates that about 5 percent of the school population are in this group and should be given special attention. Characteristics of delinquents— The numerous studies of the characteris- tics of the delinquent child present re- sults that are incomplete and conflicting. It appears that there is a larger propor- tion of colored children appearing before the courts than should be expected. Homes in which one or both parents are foreign born seem to supply more than their share of juvenile court cases. Boys have outnumbered girls in appearing be- fore the courts. These conclusions do not indicate ‘“‘causes” so much as obscure so- cial, economic, and other environmental conditions. Whereas many studies attribute lower intelligence, mental or’ physical defects, to delinquents as a group, the data are hardly conclusive. We must conclude tentatively that many juvenile delin- quents have physical and mental defects which in association with numerous en- vironmental factors may predispose to crime. Yet hundreds of young people with similar handicaps never develop criminal tendencies due to protection from pre- disposing environmental factors. Factors associated with delin- quency—There is rather definite agree- ment that juvenile delinquency results from a number of factors. No agreement exists as to origin or relative weight of the various factors. There is evidence that the economic uncertainty and lack of control in the broken home are likely to combine with other factors in produc- ing delinquency. Older brothers who are delinquents often lead younger children into crime. Neighborhoods in which mo- bility of population weakens the usual social controls tend to have high delin- quency rates. Areas with high delin- quency rates tend to persist in this con- dition. Idleness and vacations are asso- ciated with increases in delinquency. Street trades and other employments of juveniles either tend to attract or to de- velop delinquent children. Truancy and conflict at school are usually the first overt acts of the child who later becomes seriously out of adjustment. What can the teacher do about juvenile delinquency?—More than one writer on the problem of malad- justed youth has pointed to the school as a great social laboratory, wherein [149] Education and Crime Communities? problem children could be discovered and possible delinquency guarded against. Aside from the general function of the school in providing needed social integra- tion, the preceding studies of juvenile de- linquency or irregular behavior bring out the following aspects of special import to educators: [1] A more enlightened public opin- ion is needed with regard to the unad- justed child, whether delinquent or not. Thru newspaper accounts, magazine ar- ticles, parent-teacher meetings, and home visits, teachers can explain to adults the significance of various maladjustments of children. Particularly important is this community work at the present time when citizens are likely to label these special activities as “fads and frills.” [2] Educators can do much to en- courage the establishment of behavior and child guidance clinics where experts may help the child who does not respond to the teachers’ efforts. Careful records need to be kept for these clinics. Often the school’s regular program must be ad- justed to a plan laid down by the psy- chologist, the psychiatrist, and the medi- cal expert. [3] Truancy has been isolated as one of the first overt acts of a criminal career. Sometimes children are truant because of factors which have no connection with the school. The chances are, however, that “lock-step teaching,” unusually severe discipline, ridicule of playmates, or some other school factor is associated with the truancy. It is up to teachers, principals, and superintendents to discover these points of irritation and to make the nec- essary adjustments in school procedures. [4] When teachers lack the ability to recognize potential problem cases, they should remedy this deficiency in profes- sional preparation. It is possible to or- ganize study groups under the principal, who can call to his assistance the visiting teacher, the school nurse, the doctor, and others. College summer courses are avail- able in psychology and psychiatry. Books and extension classes may be obtained by those who cannot share in group study. [5] School systems should have the personnel and the facilities to test the intellectual, emotional, and physical con- ditions of every child. Whenever possi- ble, the home should be advised of the defects and urged to correct the inade- quacies which may respond to the proper treatment. > > > <> 150 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION May, 1933 [6] The fact that a large proportion of delinquents show their maladjust- ments before the age of fourteen years, places particularly heavy responsibilities on the teachers and principals of elemen- tary schools. Since other problems arise between the ages of fourteen and sixteen, the importance of articulating the ele- mentary school with the junior and senior high schools cannot be overemphasized. School machinery should be flexible enough to account continuously for every child. [7] Unemployment has been found to be associated frequently with delin- quency. Some unemployment is due to the failure of students to make the most of their school opportunities for academic and trade training. Teachers and admin- istrative officers, as well as specialists, can guide individuals with their personal, social, and vocational problems. [8] The leisure-time hours are often those which lead to questionable com- panions and unlawful activities. More social centers and play areas in the schools at nights would help to keep children off the streets. Teachers may frequently organize or urge other adults to organize various youth clubs in con- nection with the schools, the churches, and other centers. [9] Principals of schools can be help- ful in organizing community welfare committees to unite schools, churches, homes, business, and social work agencies behind a neighborhood program. There is considerable evidence to support the contention that neighborhood controls are exceptionally useful in preventing all types of delinquency. A neighborhood committee can be the means of eliminat- ing cheap literature, questionable movies, and destructive amusement centers. [10] Teachers today, more than ever before, are called upon to utilize their daily classroom contacts with children in shaping character. A hundred oppor- tunities arise in every day’s work to set standards, to vitalize high ideals, and to glorify wholesome contacts. Research clearly indicates that the influence of the classroom teacher is a particularly significant factor in character develop- ment.—Frank W. Hubbard, associate director of research, National Education Association. <> <> <> > Children’s Books of 1932 HIs List of children’s books of 1932 was i selected by Jessie Gay Van Cleve, who prepared a similar list for the May 1932 JouRNAL. Miss Van Cleve is specialist in children’s literature for the American Li- brary Association. This list will give teach- ers, parents, and school librarians suggestions for new book purchases. For children under twelve Barrincer, Marie. Martin the Goose-boy. Doubleday. $1.50. A story about Gustel, who lived in the Black Forest, and his adventures with the little wooden goose-boy that his grandfather carved for him. Bevpre, Pura. Perez and Martina. Warne. $1.75. This amusing Puerto Rican folktale appears for the first time in English as a story picture book. oo Nora. Children of the Soil. Doubleday. A story of Sweden that conveys the feeling of out- I and the strength and happiness of simple olk. CARROLL, $1.25. Pictures in black and white tell how a little Scotty dog breaks away from his master and after surprising adventures finds his way home. Darocuresn, Auice. Relief’s Rocker. Macmillan. $1.75. This tells how Relief Tucker, who lived in Nova Scotia, got her little black rocking chair, how the black cat brought her kitten to church, and how Uncle Emden sailed the Ida Lou into the home port. D’Autaire, Incri & E. P. Ola. Doubleday. $2. A fine picture story book that, while describing the journey made by the little boy, Ola, gives in- teresting glimpses of the varied life of Norway. Hunt, C. W. The Little House in Green Valley. Houghton. $1.75. This tells of the happy summer little Gail’s family spent in a New England village in the cot- tage Aunt Abbie had willed to them. Kent, Mrs. L. A. Two Children of old Tyre. Hough- ton. $2. An excellent picture of Phoenician life in the days when Hiram, King of Tyre, sent his sailors to trade in the far places of the world. MarsnHak, I. I. Black on White. Lippincott. $1.50. In a clear and vivid manner the author tells of the forms of writing that have been used from early days to the present. Marsnak, I. I. What Time Is It? Lippincott. $1.50. The schemes and devices which man has employed thru the ages to record and measure the passing of time. Moon, _ Grace. The Book of Nah-Wee. Double- day. $2. Stories of a little Indian girl of the Southwest, with many illustrations. eset Vincinia. Karl and Gretel. Silver, Burdett. Rutn. What Whiskers Did. Macmillan. Presentday life in Germany and the things chil- dren there do and see and learn about. Ricuarps, Mrs. L. E. Tirra Lirra. Little. $2.50. A collection of rollicking, nonsensical rhymes, many of which appeared in St. Nicholas. SmitH, Mrs. Susan. The Christmas Tree in the Woods. Minton. $1.50. A delightful Christmas celebration on a Maine farm where Mark and Margot went with their par- ents for the holidays. Tuomas, Mrs. M. L. The Pack Train Steamboat. Bobbs-Merrill. $2. The story of the great task of transporting and rebuilding a steamboat for service on Lake Titicaca is told from the point of view of a twelve-year-old Indian boy who aided in the work. Warner, F. L. The Ragamuffin Marionettes. Hough- ton. $1.75. Directions for making simple hand puppets and marionettes from inexpensive materials are given in story form. Three marionette plays are included. Wiper, Mrs. Laura. Little House in the Big Woods. Harper, $2. The center of interest in this story, which spans a year, is little Laura, the middle child of a Wis- consin pioneer family sixty years ago. For children of twelve and over Frevp, R. L. Hepatica Hawks. Macmillan. $1.75. How Patty, for many years the giant child of a traveling show, finally finds a happy outlet for ambition and lofigings in her magnificent voice. Grey, KATHARINE. Rolling Wheels. Little. $2. The long and difficult journey by wagon train from Indiana to California in 1845-46 is vividly de- scribed in this story of the Lambert family, who answered the call of the West. ior E. G. The Here-to-yonder Girl. Macmillan. This story of the mountain folk in a sequestered region of Kentucky reveals something of their heri- tage of song and music, superstition, and ancient customs. Knox, R. B. Gray Caps. Doubleday. $2. This story of a North Carolina plantation family is infused with the humor and pathos, elation and despair incident to the years that witnessed the struggle between the states. Lewis, E. F. Young Fu of the Upper Yangtze. Wins- ton. $2.50. A story of modern China and especially of Young Fu who, apprenticed to a coppersmith, learned much more than a mere trade. Mets, C. L. Swift Rivers. Little. $2. The scene of this story is northern Minnesota and the Mississippi River down which young Chris Dalberg floated his boom of logs in 1835. Sterne, E. G. No Surrender. Duffield. $2.50. The scene of this welltold story is an Alabama plantation immediately after Lee’s surrender. Swirt, Mrs. H. H. The Railroad to Freedom. Har- court. ou. A story of Harriet Tubman, a young negro slave, who won her own freedom and that of many others by way of the underground railroad. wae. Kurt. The Parrot Dealer. Coward-McCann. How young Carlos de. Alvarez journeyed thru vast and fascinating portions of Brazil to collect —— and birds which were disposed of in New ork, ss —- Fiorence. Firecracker Land. Houghton. The author, long a resident of China and a stu- dent of her history and art, writes delightfully of that country. Beese, C. W. Exploring with Beebe. Putnam. $2.50. Many photographs, taken on expeditions, illus- trate these selections that Mr. Beebe has chosen from his various books. Eaton, JEANETTE. Young Lafayette. Houghton. $2.50. Both boys and girls will enjoy this biography of Lafayette which, after telling of his early boyhood and youth, is mainly concerned with the years he gave to America and the cause of freedom. Hamitton, E. T. Handicraft for Girls. Harcourt. $3. Directions for some of the most popular crafts of today, such as stenciling, mask making, and batik, accompanied by illustrations and helpful diagrams. HARTMAN, GERTRUDE. These United States and How They Came To Be. Macmillan. $5. Written in a clear narrative style with many illus- trations to augment the text. This book tells of the early settlements made in this country and the development of the nation. HAWTHORNE,. HILDEGARDE. Romantic Rebel. Century. $2.50. A granddaughter of Nathaniel Hawthorne is the aga of this revealing and intimate story of his ife. HuBERMAN, Leo. “We, the People.’ Harper. $3.50. This social and economic history of our coun- try, written in a graphic, stimulating manner, is more concerned with reasons for, than dates of, events. Kinc, G. C. The Rise of Rome. Doubleday. $3.50. This account of Rome from its founding to the Golden Age of Augustus Caesar places the emphasis upon the outstanding men who shaped her destiny. Moses, M. J., ed. Ring Up the Curtain! Little. $3. A collection of plays for children which are simple in their fundamental conceptions rather than in their texts. meen, Knup. The Eagle’s Gift. Doubleday. These folk tales, collected by the author during his expedition across Arctic America [1921-1924] are representative of the thought of the primitive Eskimo before the advent of the white trader. STEVENSON, B. E., ed. My Country; Poems of History for Young Americans. Houghton. $3.50. School edi- tion $1.32. About 270 poems, suitable for young people, chosen from the author’s Poems of American His- tory including also newer appropriate material. Wuite, W. C. Made in Russia. Knopf. $2. An interesting and informing book telling of the handicraft of the Russian people. 33 ols all at- er eir en et to ch of te on ——=- The National Council at Minneapolis HE SESSIONS at the Minneapolis "T ‘csnvention of the National Coun- cil of Education of the National Education Association, under the presi- dency of William C. Bagley, were un- usually significant. A set of theses on “The Curriculum Revision Movement in American Educa- tion” was submitted by Charles H. Judd: {1] The fundamental causes which resulted in the movement to revise the curriculum are lack of adaptation of traditional curriculums to the requirements of modern life and the great spread of pupil interests which resulted from the expansion of the school population. [2] The effort to base the curriculum on past or present habits of life or on specific objectives derived from the study of present- day conditions is doomed to failure. [3] Scientific studies are useful in evaluating experiments with curriculum materials and in suggesting directions in which reform should be undertaken, but no real contribution to curriculum revision is possible without an ex- hibition of invention which is, strictly speak- ing, not scientific. [4] The curriculum will remain static so long as American schools are dependent to the extent which they now are on highly con- densed textbooks that aim to cover in a single volume all the materials on a given subject. A set of theses on “The Functions of Professional Organizations in the Field of Education” was submitted by Jesse H. Newlon. The first five of these eleven theses are as follows: [1] Educational associations should strive to improve the professional competency of their members in order that they may better serve society. [2] Since education is a process essential both to the preservation and improvement of a culture, educational associations should for- mulate their views with referente to social, eco- nomic, and political processes and problems, and advise the public as to the kind of education that will most effectively meet the needs of society according to these formulated views. [3] Educational associations should advise the public: A, with regard to the kind, the quality, and the various forms of organized education that will best serve the needs of so- ciety; B, with regard to the number and types of educational agencies to be created and maintained, the best forms of control, organ- ization, and support of these agencies, and with reference to the number and the professional training of the personnel required; C, with re- gard to the educative effects of social institu- tions and social practises. [4] Educational associations should serve as agencies whereby the teachers may effectively discharge their responsibility for participation in the formulation of broad social policies. [5] In the United States an effectively co- ordinated system of education can be accom- plished only thru the cooperation of profes- sional societies representing all departments of the system. Among the resolutions adopted by the Council are the following: [1] Ina democracy equal educational opportunity must be available to all, not only as the inherent right of every in- dividual but as the essential safeguard of democracy. [2] The organized school and college is the principal agency established by society to assure every individual this right. [3] This right is being so seriously infringed upon today that American educators should be aroused to an un- accustomed militancy on behalf of schools. This militancy should express itself in vigorous insistence that this generation of children shall not be de- prived of its only chance. [4] As the complexity of modern life has increased, the unequal distribution of wealth has been accentuated, leaving some communities much less able than others to provide an adequate educa- tional program. Therefore, we recom- mend a revision of our taxation system, a widening of the tax unit, a substantial increase in the proportion of educational expenditures borne by the state and by the federal governments with such ad- justments as will protect and encourage local initiative. [5] We affirm the belief that just and equitable taxes based on ability to pay form the most economical means of financing public works of which educa- tion is one of the most important. [6] The present crisis in education calls for emphasis upon an unusual phase of the responsibility of education. The present infringement of the rights of children is due mostly to the break- down in our adult social order. This situation bears impressive testimony to the fact that education must at all times concern itself with the social and eco- nomic problems underlying social stabil- ity and progress if it is not to see its work with children largely nullified. We recommend, therefore, that greater em- phasis be placed on the social studies in the curriculums of colleges, teacher- training institutions, and of secondary and elementary schools. Above all, how- ever, since the correction of our social maladjustments calls for active partici- pation by all thoughtful persons, this present social breakdown makes clear [151] the need of a much enlarged and better organized program of adult education, including especially a program for teach- ers now in service. [7] The social-economic revolution thru which the world, particularly America, is passing is the inevitable ac- companiment of the scientific develop- ment of recent decades. To build a social order competent to make with minimum social friction and individual hardship the difficult adjustments of such a revo- lution, is the fundamental task of Amer- ican education. [8] That these necessary adjustments have been and are still being made at the price of such vast hardships to the people reflects unfavorably upon the achievements of education including schools and other agencies in recent decades, and calls for a searching exam- ination of the fundamental objectives as well as of the materials and methods used in American education. [9] It is the foremost obligation of education to seek out the underlying causes of the present grievous malad- justments; to forecast, with all the wis- dom at its command, the social-economic developments of the near future; and heroically to redirect education so as to reduce to a minimum the personal hard- ships and the social stresses and strains which tend to accompany rapid social changes, and at the same time to assure to the largest number of people the abundant life which current scientific development should make possible. [10] To carry out this obligation calls for a national council on social- economic planning as forecast by the President’s Research Committee on So- cial Trends, and as urged so cogently by the educators who memorialized the President-elect of the United States urging him to establish such a council. [11] When established, such a na- tional council should be fully represent- ative of our total social life, including agriculture, labor, industrial manage- ment, medicine, engineering, law, edu- cation, and welfare... . [Other resolutions of the Council deal with the profession’s responsibility to educators who suffer unjust persecution; with the report of the National Advisory Committee on Education; with the tragedy of unemployed youth; and with the worldwide character of our social- economic problems.}] <> <> > ea renee Oe eT eo ny in us a ¢ at Ideas Have a Chance in Des Moines HERE IS going on in Des Moines, under the auspices of the city board of education, an experiment in adult education which is one of the most significant and hopeful enterprises that has been undertaken in this coun- try. As the plan is worked out, it will be possible for a citizen who wishes to un- derstand today’s life to participate in twenty-seven meetings without duplica- tion of subjects or without leaving his section of the city. Such use of the neigh- borhood school to lift the level of in- formed intelligence is a most promising approach to the new day in American civilization. In the following statement Superintendent Studebaker answers some of the questions that have been most often asked since this experiment began: H ow will the Forumsbe financed P —The Carnegie Corporation of New York has agreed to finance this ex- periment in adult education for a five- year period. The meetings will be open to the public without charge to anyone and without cost to the taxpayer. The control of the experiment rests with the Des Moines Board of Education and is to be administered thru the superintend- ent of schools. Are the Forums to be study groups, and will the lectures lead to college creditP—These forums will not be formal classes. There will be no textbooks, no fees, no enrolment, no as- signments, no tests. Consequently there will be no “credit.’”’ The appeal to those who attend must rest entirely upon the value of the lectures and the exchange of opinion thru discussion. Certainly those who attend will be able to discuss problems of the day with a degree of understanding that will at once be satis- fying to them and of immeasurable bene- fit to the community and nation. What will be the procedure P— Each meeting will be an hour and a half in length starting at 7:30 P. M. Each leader will be free to present the issues and events in his special field during the first part of the time. The remaining time will be devoted to questions and general discussions. Suggestions for reading will be prepared, and branch libraries thru- out the city will give special service to in- dividuals who wish to follow up these references. What is the real idea back of the Forums ?—Most of us in America still cling to our faith in the essential sound- ness of the theory and practise of democ- racy. However, in spite of the century- W. STUDEBAKER, superintendent of schools, ¢ Des Moines, Iowa old urge of the human heart to be free, to be given the largest opportunity to develop its individuality thru freedom of participation in government and so- cial affairs, we witness many nations con- tinuing various forms of autocracy. One fundamental difference between our nation and the others is that here, the masses of people have been educated; there, educational opportunity has been open only to relatively small proportions of the populations. A fair appraisal of the two situations would recommend the wisdom of the course pursued by the United States in developing a compre- hensive system of public education. Furthermore, in this modern world the individual is affected by many forces which he cannot personally control. His rewards and punishments are not alone of his making. Even for the barest neces- sities of life he depends upon successful group action. This, then, is the real question that America faces: How can we achieve, thru the practise of democracy, an orderly growth in governmental efficiency and such a sustained balance of production and distribution as will continually pro- mote the common good? <> <> [152] If the end sought is to be approached thru the practise of democracy, it will be necessary to build better machinery than now exists for the rational development of public opinion. Stability of govern- ment rests upon widespread confidence in the government. This confidence in turn is based upon a feeling of respon- sibility for the successful operation of the government and evolves largely from the opportunity to share in the deter- mination of policies. Probably the most effective way to provide for this sharing process is thru discussion. Indeed in its deepest meaning discussion is the very essence of democracy. The public forums provide excellent machinery for practising democracy thru discussion; for an exchange of ideas; for the matching of minds on the basis of truth; for a reduction to the mini- mum of the wasteful frictions of misun- derstanding and intolerance; for growth in confidence and hope; and for a genu- ine national esprit de corps. Won't the Forums be places for spreading propaganda?—In dealing with controversial issues, all reasonable latitude will be permitted Forum leaders. No leader will in any sense, however, as- sume the role of an advocate or propa- gandist. It is basic to the proper conduct of public education to secure beliefs only thru genuine freedom of investigation and discussion. Who will select the subjects for discussion at the Forums P—The sub- jects will be chosen by the leaders. As far as possible the choice will be based upon the known and current interests of the people attending the Forums. More than a hundred citizens of widely vary- ing vocational and racial connections have already been asked to offer subjects for discussion. The subject mentioned most frequently is ‘Technocracy.” Others are related to problems of the de- pression, aid to agriculture, and the rdéle of the government in such matters as taxation, unemployment, and interna- tional relations. The forum leaders who will serve for the period of January to June 1933 in- clude Lyman Bryson, writer and lec- turer; Thomas Nixon Carver, economist; Felix Morley, authority on international law; and Carroll H. Wooddy, political scientist—J. W. Studebaker, superin- tendent of schools, Des Moines, Iowa. Better Teaching of Geography The Teaching Unit in Geography HAT IS A TEACHING UNIT? It is a meaningful body of subject- matter so organized with appro- priate learning activities as to lead to the mastery of a definite major under- standing. The type of major understand- ing to be mastered in any subject is set by the distinctive contribution which that subject makes to the general educa- tion of the child. Geography offers, as its contribution to general education, inter- pretative ideas concerning relationships between man and his natural environ- ment. Analyses have shown that there are three major types of geographic under- standings: about specific regions, about specific types of activities, about specific types of natural environment. Findings also indicate that the regional type is the least difficult; the activity is second; and the natural environmental, third. There- fore, the units selected for elementary geography should be regional units. Also, the type of major understanding to be gained in elementary geography is that of how the outstanding human character- istics in a given region are related to the natural environmental complex of that region. Such a major understanding is an idea or generalization growing out of a sum- mary of the relationship ideas developed in a unit. No major understanding can be gained without a clear understanding of the reasons for the many specific things which a people in a certain region do and such reasons cannot be understood unless one sees clearly what the people are doing, and just what helps to explain why they do it. Such outstanding adjust- ments which man has made or is making to natural conditions in a region and which distinguish it from other regions, give individuality or personality to that region. Therefore, the development of every regional geographic unit involves the development of a group of relation- ships which will lead to an understand- ing of the geographic individuality of that region, called a major understand- ing. In order that the children reach such a major understanding, many carefully selected details must be presented and much concrete material used. The teacher must keep in mind that the major under- standing is the goal to be reached in the unit. The mastery of this understanding cannot be given by the teacher but is at- tained by the pupils thru the careful guidance of the teacher. She must select the materials necessary—pictures, maps, reading matter—to gain the understand- ing; suggest and direct the learning ac- tivities; and test for the evidences of mastery. The pupils must be the active agents—they must do the getting for themselves. The following analysis of the major understanding to be acquired in the study of Alaska illustrates the ideas expressed above. The major understanding to be acquired is just how the people of Alaska have adjusted themselves to their natural environment.. These adjustments which the people of Alaska have made to their natural environment serve to distinguish it from other regions, to give it an individuality of its own. In setting forth the geographical individuality of a region, the ele- ments of the human pattern are presented first; for instance, how Alaska is peopled— densely, moderately, or sparsely ; how its popu- lation is distributed; the chief types of work in which its people are engaged; in what part or parts each type of work is carried on; some of the outstanding characteristics of the people. But the geographical individuality of Alaska is not shown until it is indicated how the out- standing items of the human pattern are re- lated to the outstanding items of the natural environmental pattern. Therefore, the major worthwhile geographical understanding to be gained from a study of Alaska is a realization of how the uneven distribution of population; the relative concentration of the rather scanty population in a few districts; the importance of fishing and mining; the slow development of agriculture; the reindeer industry; the lum- bering; the courage and resourcefulness of the people are related to a natural environment whose outstanding characteristics are its rough, irregular fiord coast, its location in high lati- tudes, its position in relation to the United States, vast mineral resources, its forests, its waters rich in fish, and its variety of climate ranging from comparatively mild rainy winters with cool summers to long severe winters with short but warm summers. However, the goal of this unit is not to see that the human characteristics are related to the natural en- vironment which is indicated, but rather to gain an understanding of how this human pattern is related to this natural environmental pat- tern. To understand the Aow involves many lesser understandings such as that of the rela- tionship between salmon fishing and canning and the abundance of salmon, between salmon fishing and the habits of the salmon, between salmon fishing and the nature of the coast line, between salmon fishing and the nature of the streams coming down from the mountain lakes. The latter involves seeing a relationship be- tween rainfall, snowfall, the surface and the nature of the streams, between salmon fishing and canning, and the location of Alaska in re- spect to the United States. These are only a few of the relationships which must be understood. In each case the understanding of the relation- ship means seeing how the natural element in- volved helps to explain the human one. To see the how requires certain facts, ideas, and [153 ] concepts as an apperceptive base. For instance, such relations as between salmon fishing and the natural environment cannot be understood without knowing what a “fiord coast” is, with- out a knowledge of some facts concerning the life habits of the salmon. To give the definition of a flord coast as an end in itself has no geographical value but since a concept of a fiord coast is necessary to understand the re- lationship between salmon fishing and the natu- ral environment, the fiord type coast should be defined, explained, and illustrated. The same is true of “the habits of the salmon.” A dis cussion of the life habits of the salmon as an end in itself, as a mere bit of interesting in- formation, has no place in geography, but as the methods and time of catching these fish are related to their life habits, then a knowl- edge of these habits is necessary or the how of the relationship is not understood. Thus it is obvious that as a major un- derstanding is analyzed for the minor understandings, the facts, concepts, and definitions needed as an apperceptive base stand out clearly. Therefore, in se- lecting material for a unit only those facts, concepts, definitions, place loca- tions, and the like are chosen which are essential in understanding the relation- ships between specific human items and specific natural items, which in turn. are needed in developing the major under- standing of the unit. By such procedure all extraneous matter is eliminated. The next point to be considered is how we can determine what ideas belong in a geographical treatment of a country. To determine this requires an analysis of facts, chiefly statistical in nature or based on statistical studies, to answer the fol- lowing questions: [1] How densely is the country as a whole settled ? [2] What are the outstanding facts about the distribution of the people in the country ? [3] What type or types of people are taking part in the development of the area? [4] If there are people of distinctly different cultural types, what are the outstanding facts about the distribution of each type? [5] Have the people as yet developed the natural resources of the country intensively, moderately, or only slightly ? {6] What are the more outstanding types of work by which the people as a whole are supported? The lesser types? [7] How is each of these types of work dis- tributed or concentrated ? [8] What outstanding methods of work are characteristic of these types? What particular aspects of some types of work are revealed by specific conditions, such as in agriculture by the size of land holdings? [9] What evidences are there in standards of living, social institutions or social activities, and the like, of the degree of success with which the people have utilized the natural resources? 154 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1933 {10] How does the country rank among other countries of the world? {11] What major trends which afford clues to the outlook of the country are discernible in the development of natural resources and ac- tivities based on them ? These questions are purely for the use of those who are selecting and evaluating material for inclusion in a geographic unit. The answering of these questions is the initial step toward such selection. With such facts in hand the outstanding human traits characterizing a country may be seen. The next step is to deter- mine to what items and conditions in the natural environment these human traits are related, and how they are related. A specific, formalized setup for a unit is not necessary. However the following format has been found suggestive and helpful by many teachers in their at- tempts to organize geographical materials more effectively for teaching purposes. [1] The major understanding or core of thought for the unit [2] The outcome to be sought [3] The development of the unit—the in- troduction or motivation, the assimilation or problem solving stage, the summary, the appli- cation [4] Testing The major understanding or core of thought of the unit has already been ex- plained. The teacher should state it at the outset of her unit merely that she may keep in mind definitely the goal of the unit. The act of expressing this clarifies the teacher’s thought and assists her in securing balance. By balance is meant that the types of adjustments in a specific region receive attention in proportion to their relative importance. Unless care is taken, a minor but interesting or unusual adjustment may receive emphasis far be- yond its importance in human affairs in a specific region. This first statement of the core of thought is for the teacher only. Under the outcomes or goals to be at- tained should come a statement of the chief specific relationships which are nec- essary to develop in order to reach the major understanding. These may be ex- pressed briefly in the following form which has come to be used widely: “Fishing in southern and southeastern Alaska—large numbers of salmon in the streams; halibut in the ocean.” This is simply a brief method of expressing the relationship, “Fishing is an important industry in southern and southeastern Alaska in part because of the abundance of salmon in the streams from May to August, and also because of the many halibut which are to be found in the waters off the coast.” The first step in the development of the unit is the introduction or motiva- tion. This is most important because, if properly done, it should lead pupils to raise a worthwhile problem or problems for solution. Innumerable experiments have definitely shown that effective thinking is done only when such think- ing is purposeful, and usually that means when an individual or group is faced with a definite problem to be solved. There- fore, in this first step the teacher is faced with the problem of what material to present to her group and how to present it so that they will raise a worthwhile geographic problem. Pictures, maps, graphs, sometimes a statement in a text or reference book, may be used for mo- tivating purposes. In the first level of geographic instruction, pictures are the most effective means as the children can note quickly items concerning human activities in the picture, compare them with what they are familiar, and almost unconsciously the “why” comes up. The whole problem of motivation may be summed up as a problem of finding and presenting to a class disconcerting data which will stimulate the raising of a worthwhile problem for solution. This is a most crucial point because the prob- lem should become the integrating cen- ter of the unit and its solution should lead to the goal of the unit—the major understanding. The second step in the development of the unit is the assimilation. In this stage the teacher guides the children in such activities as help them to solve the prob- lem which has been set up. The main problem must be analyzed for the minor questions which must be answered in order to gain an understanding of the main problem. In this assimilation or problem solving stage the teacher should keep in mind two points: [1] That the children are to be guided by questions and exercises to find for themselves the answers to their problems and to check their ideas by comparing the information secured from different tools or sources; [2] that these activities which are to be performed by the children are to be worthwhile geographically, that is, that each one will contribute something defi- nite toward mastering the relationships between man’s activities in that region and the conditions of the environment. The summary step consists of an exer- cise or exercises by means of which mem- bers of the class evaluate and summar- . ize their findings. This may consist of filling in blanks in a summary para- graph which the teacher has written, or the class cooperatively may write a para- graph summarizing findings. It is an at- tempt to write the core of thought of the unit. As ability along this line in- creases, the children should be able later to write their own summaries. In the application step exercises are given which require the use of the knowledge gained concerning the region studied. The following exercise is an example: How do you explain the following differ- ences in customs in different parts of France? {1] Cider is used almost as much in Brittany as wine is in other parts of France. [2] Butter is used more commonly in northern France than in southern France; olive oil is used more commonly in southern France than in northern France. [3] Chestnut flour is commonly used in some parts of the central plateau. [Barrows and Parker, Europe and Asia, p79.]} The fourth main section of the format is testing. Carefully constructed tests should be used to ascertain the mastery of the major understanding, the relation- ships developed, the vocabulary, and other specific outcomes which may be expected from the unit. To summarize briefly, a geographic unit [1] States the major understanding to be mastered; [2] points out the specific relation- ships to be developed to reach the major under- standing, and such other outcomes as the vo- cabulary to be acquired and map skills to be gained; [3] outlines the motivating and assimi- lative activities which may be used in gaining the understandings desired; and [4] provides for application and testing exercises. Every unit has a specific contribution to make in advancing the power to think geographically, which is the major ob- jective of geographic instruction, and in developing the ability to use geographic tools effectively, but each unit is only one link in the chain and must fit into a definite place in the course of study. References— Parker, Edith. “The Nature of Units in a Course of Study in Geography,’ Baltimore Bulletin of Education, Vol, VIII [December 1929]. Morrison, H. C. The Practice of Teaching in Secondary Schools. Chicago: University of Chicago Press. Logan, Marguerite. “A Guide to the Organi- zation of a Geographic Unit,” Journal of Ge- ography, Vol. 31 [October 1932], 269-278. Thralls and Reeder, Geography in the Ele- mentary Schools, Ch. X. Numerous examples of the introduction and development of prob- lems are given in Chs. V-IX. —Zoe A. Thralls, assistant professor of geography, University of Pittsburgh. ae ee eS OU ifer- ice? any itter ance OWS er- vO- ni- ing des on nk b- in ‘ic Mental Hygiene Its Future in Public Education education is, as a movement, of S = MENTAL HYGIENE in public recent development, it may seem to some readers too soon to predict what its | future may be. On the other hand, if our mental hygiene and educational philos- | ophy are sound, we should be able to pre- | dict their general trends. Careful studies of the mental hygiene of childhood, closely related to school problems, have been carried on over a period of ten or fifteen years, and these, with the history of the mental hygiene movement in the United States, suggest the lines which will be followed in the near future. Immensely significant in this connec- tion was the program of the International Congress on Mental Hygiene held in Washington in May 1930, summarizing the steady development of the movement. The discussions of the first day were wholly concerned with the treatment of mental disease but those of the last day took up the problems of the preschool child and the values of nursery-school training. Thus, in the period of twenty years covering the span of its history, the emphasis in the field of mental hygiene has shifted from cure to prevention. It is an indication of one of the marked trends of the future that this prevention is now recognized to depend upon a constructive conception of healthy environment need- ing for real effectiveness trained parents and teachers, themselves integrated per- sons. We recognize, too, that this envi- ronment should surround the child from the earliest period of his life. In short, mental hygiene has passed thru the phases of cure and prevention and has now arrived at the place where its pur- poses can be achieved best thru an edu- cational program with its emphasis on wholesome living. Where the movement was concerned at one time with problem children, it is now concerned with the problems of all school children. It is true that there are districts which have never heard of mental hygiene, or which still regard it as necessary only for the care of mentally deficient or distinctly problem children. There are schools of fine reputation where the teachers and administrators have no Preparation along these lines, and in spite of their excellent curriculum and scien- tific education, bungle horribly by a sort of trial and error method, when they have to deal with the personality problems of childhood. Yet those of us who are deeply concerned with the problems of mental hygiene among school children, look ahead to the day when the aim of edu- cation shall be to adjust the total per- sonality of the individual to his total environment. This is mental hygiene in its broadest conception, a step beyond the best that is being done in this country at the present. Such an adjustment of the individual to his environment necessitates the de- velopment of a mature adult from the child and this aim will stand out vividly in the mind of the classroom teacher. But what is essential in the environment in which maturity is to develop? Undoubt- |,edly the first essential is security. The insecure person is, of necessity, a disin- tegrated person, so filled with fears that he cannot achieve. The mentally healthy child has to have a reasonable feeling of success and the realization that he can do most things as well as his contempora- ries and a few things a little better. In the ideal classroom each child has this oppor- tunity and the teacher is concerned that he shall develop in such a way as to be socially acceptable to the group, for adult | attitudes toward the men and women around him are largely determined by the social opportunities which are given him during the nursery period and on thru his whole school experience. But behind the school is the home and it is there that the child’s esséntial se- curity should be. Yet in many American homes there is far too little security. The reasons for this are farreaching. In many sections of the country large numbers of the parents of school children have come from foreign lands. The very fact that these families had to migrate indicates their insecurity. In many instances they have been in this country so short a time and their struggles while here have been so great, that they have not yet achieved the security possible in the new situation. This, in itself, reacts on the children, of course. Another factor, even in normal times, | is that of the insecurity in the vocational ' life of the parents of our school children. At best the father changes his job too fre- quently for him to develop a great deal of security in it himself. A change in job often entails moving to another neighbor- hood or to another city, with the conse- quent demand on the children to adjust [155] to life in a new school, among teachers and companions strange to them. Com- pare this type of migration—with its ac- companying apartment house and rented house dwelling—with the security of home-making in an agricultural environ- ment. At the worst as we see it today, even tiny children come to realize that they literally “do not know where the next meal is coming from.” Professional, business, and industrial workers alike are so insecure themselves, so doubtful of their power to succeed, that their chil- dren are left without the sense of a strong and protecting adult so necessary to the small child. Inability to pay rent results in constant moving, often with repeated changes from school to school. For many children there is nothing stable left in their world. This economic and vocational inse- » curity of the parents accounts in some instances for the problem of the un- wanted child, with whom we deal so often in child guidance departments. The par- ents express the desire to have children” but say that vocationally and economi- cally they were not ready for their chil- dren when they came. These parents are often motivated by a great sense of striv- ing. They feel the necessity to achieve, due to the fact that the gap in education and»achievement is so great between themselves and their own parents, and they project this sense of striving on to their children. The presence of all this feeling of inse- curity in the home, where the child most needs to gain his own sense of security, puts an ever greater responsibility on the school. It shows the increasing need for the calm, poised, integrated teacher to guide the activities of this pupil popula- tion—the teacher who is ready to develop in the child all the powers to achieve which he possesses and who is prepared to help the child feel socially accepted and wanted in the group. The school must go further, for in the development of maturity we cannot stop at the point of providing security. A healthy security can be thought of only as a starting point and we must provide against the individual’s becoming so com- fortable in his security that he will never grow. The featherbed character of both home and school proved to be the largest factor in the arrested growth of one nine- year-old boy, brought to a school psychol- wv K* en METER ne PE RPETIL NIE NE ee ~ +G2—2. e ot ~ . 7 £ aa = She ae a on iF Fate be 156 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ogist. He was too comfortable to move. Thus, with security it is essential that there be the consciousness of a purpose so strong that the individual will strive to overcome obstacles to achieve this end. This is probably the greatest single factor in the in- tegration of personality. In the progressive classroom one expects to find strong social pur- poses toward which the group is working, conscious of each other’s contributions, conscious of each other’s needs. Each child should be able to discover that he has an im- portant contribution to make in carrying out such a group purpose. Contributing to the group pur- pose are individual purposes. The individual child is working on the thing that has great value-for him and makes use of all his abilities. He should learn to consider his pur- pose in terms of its social value and of its contribution to the activities of the group. In so doing he is ac- quiring his social security; is dis- covering the relationship between his individual aims and the aims of the group. Helping him to build standards for himself based on his own purposes is a matter of keen concern to the type of teacher described, for too many American children lack pur- pose as well as security. In this, the child reflects the attitude of the parent. The father often thinks of motivation for work only as extrinsic and looks for marks and rewards and punishments as desirable incentives for school work, be- cause they are on a par with his pay- check, his only motive for the thing he is doing. To these parents it seems not quite moral, not quite right, that a child should really love his school work. To the child who has developed a whole- hearted eagerness about his school work and is developing a sense of more crea- tive use of leisure, the parent with the paycheck motivation, who rushes home by train or subway to spend his evening playing bridge or at the movies, may be thoroly puzzling. Strangely enough, these same parents become uneasy, guilty, and apprehensive when their junior high- school sons and daughters indulge in the same type of social activities that they themselves enjoy. These parents often fail to see the value in progressive educa- tion and are afraid that the progressive school is not teaching their child to work. It is obvious, then, that this new con- ception of education brings with it the necessity for parent education, a move- ment which is rapidly growing in the United States. That this movement should be closely tied up with the school is highly desirable. Ideally, each school grade should have its own parent group, to be represented as a unit in the large parent-teacher association. Intelligent ef- fort should be made to study with this group the problems that arise with the particular children whom they represent. Parent education will then move along two lines. There will be, first, discussions based on group problems; second, indi- vidual conferences between the classroom teacher and the parent, in certain in- stances between the visiting teacher and the parent, and in special cases between the parent and the psychiatrist. In attempting to summarize the trends which mental hygiene in public education is likely to follow in the near future, cer- tain points stand out clearly. Classroom procedure must provide for both security and freedom of choice thru a setup which is closely related to the immediate life of the child, so that discipline comes in the process of trying to meet reality squarely. The teacher, whose presence and guid- ance are such essential factors in the sta- bility of the situation and the growth of the child, must be a person committed to a purposeful meeting of reality with in- tegrity, and an individual developing toward an integrated personality. The enrichment of the school must provide May, 1933 such variety and richness of experience that each child may find his individual expression. Social education is as impera- tive and obeys the same laws of learning as the education dealing with subjectmatter. Social life, as it is, should permeate the classroom, To set up an ideal environment within the school and then expect young people to go out and face social and economic conditions as they are today is a dangerous pro- cedure indeed. A first-hand study of these conditions should be part of the curriculum. Such studies can arise from the experiences of even the most privileged children today, We shall look in the future for the following developments in the field of mental hygiene in public education: [1] Progressive classrooms, in which the curriculum is based on the children’s real purposes; classrooms that are as nearly like life as possible and in which school work deals with reality and helps the child to face the problems of reality daily. . [2] Teachers who are as sensitive to the needs of mental health as they have learned to be to the demands of physical health; who have learned to look upon the behavior of children which confronts them in the everyday problems of the classroom as symptomatic of deeper needs; teachers who can recognize more serious prob- lems as they arise and are ready to refer these problems to the psychiatrist, the visiting teacher, the psychologist, or other expert avail- able, and to cooperate intelligently with the treatment planned. [3] Psychologists who consider ratings on intelligence and performance tests in terms of the total personality of the child and who can interpret, qualitatively, the numerical rating which the examination yields, while using the social history to interpret their ratings. [4] Visiting teachers who, besides their psy- chiatric social work training, have had at least two years’ teaching experience of the best type and thru this experience have learned the con- structive and remedial possibilities within the classroom situation. [5] Psychiatrists who no longer accept school practises as necessary evils or judge schools by their own school experience, but who consider a study of school situations, practises, and methods of education as part of their equip- ment for their work and who look on their function in relation to the school as an educa- tional one rather than a mere clinical one. —Caroline B. Zachry, director, Mental Hygiene Institute, State Teach- ers College, Upper Montclair, N. J. [The Mental Hygiene Institute at Upper Montclair, established in 1930, is a dem- onstration clinic for the instruction of teachers in training and in service. It provides material for the beginning psy- - chology classes and personal guidance for student teachers.—Editor.] = <= var 1933 rience ridual ipera- WS of ~aling » as it room, iment xpect face NS as } pro- study Part S Can even day, e for 1 the ublic which dren’s re as which helps eality ve to have ysical upon ronts f the eeds; yrob- refer siting vail- | the $ on is of can iting the psy- least type con- the hool > by ider and ° 1ip- heir ica- The Junior College Its Character and Prospects NUSUAL DIFFICULTIES confront 'o) anyone who ventures to discuss the probable future of such a yaried and rapidly changing institution as the junior college. Its brief history is insufficient to furnish a reliable back- ground for positive predictions. Yet a few significant trends may be seen. Nature of the junior-college move- ment—The junior-college movement is youthful, vigorous, and full of vitality. In three short decades it has shown a growth which compares favorably with three centuries of development in the senior college and university world. Its rapid growth, however, has not been equal in all directions. It has had many growing pains, with difficulties of adjust- ment and articulation. The junior-college movement is a het- erogeneous movement. It has many as- pects in different parts of the country and in different types of institutions. It is found in all but two states of the Union. Recognized by law in almost half of the states, it exists as a public institution, in spite of legal handicap, in several others. There are public junior colleges and private junior colleges; there are coedu- cational colleges and those for men or for women; there are junior colleges with en- rolments of only a dozen students and those with enrolments in the thousands; there are those that are adequately sup- ported and those too poverty-stricken to do real college work; there are many that fill a real need and some that have no excuse for existence. The junior-college movement is an ex- perimental movement. There are prob- lems of organization: Shall the junior college be a two-year or a four-year in- stitution? There are problems of articu- lation with the high school below and with the university above. There are problems of the curriculum: Shall greater emphasis be placed upon vocational, cul- tural, and extension courses? There are problems of faculty, buildings, library, and equipment. There are critical prob- lems of finance: What proportion of the support of the public institution shall come from the state? the local commu- nity? the student? There are problems of minimum criteria for establishment of Junior colleges and of desirable standards for their efficient administration. There are problems of number and size. Permanence—While there are many questions regarding the future of the junior-college movement, permanence is not one of them in the minds of most thoughtful educators today. The junior college is fully accepted as a lasting con- tribution to American education. Possibly all educators are not yet ready to accept this statement of Max McConn, dean, Lehigh University: “There can be no reasonable doubt that within the next half-century it [the junior college] will sweep the country as irresistibly as the public high school swept it during the second half of the last century.” But there are many facts to justify his op- timism. True, the junior-college movement has its imperfections and limitations. Some junior colleges have been formed with more enthusiasm than judgment. Four- year colleges have not been entirely free from the same fault. The movement it- self, however, cannot be judged a failure because some of its units were ill-advised and are destined to perish. The junior- college movement is sound and will en- dure. As Koos has aptly phrased it, “It is not a question of whether, but how.” Number of institutions—Is the rapid increase in the number of junior colleges—an average of almost thirty a year for the past decade—likely to con- tinue indefinitely? Probably not. Yet it is likely to increase materially for some time to come, especially in the public in- stitutions. California has fifty-two junior colleges, public and private, or one for each 109,- 000 population. Texas has forty-five, or one for each 129,000 population. If the entire country were similarly supplied, there would be well over a thousand, in- steadf less than five hundred. The ques- tion of number of junior colleges, how- ever, cannot be considered independently of existing four-year colleges and uniya@ sities. Some other states may not have as great needs, due to the existence of a relatively larger number of four-year col- leges and universities within their bor- ders. These are insufficient in number in many cases, however, and usually are not fulfilling some of the unique functions of the well-developed junior college, espe- cially in the way of semiprofessional and other types of terminal courses. Enrolment—More important even than the number of junior colleges is their probable enrolment. They have been growing more rapidly in size than in number—a healthy sign. There are many [157] indications that enrolment will make even greater strides in the next decade. As this new type of collegiate institution establishes itself in public knowledge and public confidence, as the highschool grad- uates learn of the varied types of curricu- lums that the larger progressive ones can offer, the enrolment is sure to be markedly influenced. According to Dean Walter’s annual re- view, in School and Society, of enrolment statistics in over four hundred four-year colleges and universities, the average an- nual increase for the past three years has been only 1 per cent. Last year there was a slight loss. During the same period, however, there was an average annual in- crease of 22 percent in the junior-college enrolment of the country; last year it was over 30 percent. Today approxi- mately 100,000 students are found in these institutions. Yet this is doubtless only a beginning. California has only about one twenty- second of the population of the coun- try; yet in 1930-31 it had over one-fourth of the junior-college enrolment. May we expect a five- or six-fold increase in the rest of the country? There are over four million highschool students in America today. All are possible junior-college ma- terial. If all went to junior college the at- tendance at any one time would be up- ward of two million. Of course not all will go, soon or ever, but may not many more be expected to do so as the junior- college movement spreads and gains age and prestige? The curriculum—The curriculum of the junior college in the past has been narrow and restricted—far too much so, due to the newness of the institution, small size of the student body, and domi- nance of the state university. In many institutions only a university preparatory curriculum has been offered. With in- creased attendance, permanence, and in- dependence this is already being reme- died in many colleges and is destined to be in many others. With the populariza- tion of the idea that the junior college is the completion unit of general education prior to university specialization, and that it is the college for all the people instead of for only those with university aspirations; is coming a corresponding broadening of the curriculum to include a wide variety of terminal courses of vari- ous types, some semi-professional in na- ture, some more purely cultural and civic. i Oe eat ae eae cha VEN RES gery fp ME. wecor; oe eee ES Seba: © EES ARISE SE ON NO IPE a POT TT IN pee rene —— PRT Se Naas Se be Saeseeaat ator; Sea a bd Sp ave meen Iepeey tenn ne oc wa tes a hese” Pe eee Bi, Aries 158 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1933 The Carnegie Foundation Commission in its recent report on State Higher Education in California recommends a “curriculum for social intelligence” which is ‘devised to give the student about to complete his general education a unitary conception of our developing civilization. It should be the most important curricu- lum, inasmuch as it aims to train for social citizenship in American civiliza- tion.” The Commission feels that this type of curriculum should appeal to 85 percent of the student body. The junior college of the future will also place much greater emphasis upon adult education, both cultural and tech- nical in nature. In many cases the adult educational needs of a community can be much better met by a local junior-college faculty and equipment than where it is forced to depend upon absentee long dis- tance university extension service. From ten to fifty local cultural centers are far better in a state than a single centralized one. The decentralization and diffusion of cultural education thru a widely diver- sified curriculum is likely to be one of the outstanding developments in the junior- college field in the next decade. Organization—While the prevailing type of junior college is two years in length, over 85 percent being of this form, yet interesting and significant experi- ments are being carried on with three- and four-year units in various parts of the country, as parts of 6-4-4, 6-3-3, 8-3-3, and other experimental types. There is a considerable feeling in some quarters that the entire period of general education, prior to university specialization, should be shortened by two years. On the other hand, there is strong feeling on the part of others that the increasing complexity of modern civilization, the changing eco- nomic conditions, and the scarcity of employment justify a longer period of formal education. It is too early to evaluate these experi- ments which have been in progress such a short time. Some of them have been abandoned already; some have been modified markedly since their inception. The two-year junior college, as a transi- tional institution, somewhat higher than the necessary restrictions of the high school, distinctly lower than the scholarly specialization and greater independence of the university, will undoubtedly be the prevailing type of junior college during the next decade. What the ultimate form will be, or whether there will be a variety of forms fitted to different conditions and locations, only time can tell. The private junior college—It is becoming clearer day by day that the public demand for college education can- not be met by the private institutions alone, of either the four-year or junior- college type. As the public high school gradually displaced most of the private academies of the last century, it is logical to suppose that the public junior colleges may gradually supplant many of the pri- vate institutions. At any rate, there is likely to be a much more rapid growth of the public institution, both in number and in size. American educational democ- racy will eventually insist upon college opportunities for all at public expense. It is by no means likely, tho, that the private junior college, now in the ma- jority in number altho not in enrolment, will not also have a permanent place in American education, as its elder sister, the private four-year college has had. The denominational junior college fills a gen- uine need and when economically, educa- tionally, and patriotically sound, may be expected to endure for many years. With such diversity of character and belief in our population, there are bound to be many people who prefer the private to the public institution. The four-year college—Many of the present private junior colleges are de- capitated four-year colleges. Inadequate student bodies, relatively expensive upper division classes, and insufficient financial support have compeled many of the weaker denominational colleges to aban- don the upper two years and to become strong junior colleges instead. With the present financial stringency there are a number of institutions which are con- templating similar action, and doubtless others will be compeled to give it serious consideration in the next few years. On the other hand, the stronger four-year colleges increasingly are adding a year of graduate work and making the master’s degree the ultimate objective for a large class of students. With the development of a complete system of junior colleges many of these may tend to abandon un- necessary competition by dropping off their freshman and sophomore years, leaving a three-year course leading to the master’s degree. This is analogous to the way in which many of them during the last generation abandoned the academies which were an integral part of most de- nominational colleges before the develop- ment of the public high school. Finance—Most socalled public junior colleges charge tuition to the students at- tending them—in some cases quite a sub- stantial amount. This is hardly consistent with the theory of free public education thru the secondary or general period. The most significant development of the pub. lic junior college has taken place in states where little or no tuition has beep charged. As the true nature and signifi. cance of the junior college comes to be better known and appreciated, it will doubtless be supported increasingly if not entirely by public funds, secured either by local taxation or from state sources or both. The same struggle that was neces. sary to secure public support for the high school must be gone thru with again, now that general education is recognized as continuing two years beyond the high. school level. Dangers and opportunity—One of the important problems of the junior col- lege is the problem of size. The junior college is typically a small institution, in many cases far too small for efficiency and success. The junior college of the future will undoubtedly be a larger insti- tution with more diversified offerings, Some of the small ones now existing will disappear; others will grow to more satis- factory proportions. It is to be hoped, however, they will not be afflicted with the malady of “gigantitis” ‘which has plagued too many universities. There isa vital distinction in the field of collegiate education between bigness and greatness. The junior college of the future must be a bigger institution than the junior col- lege of the present but it must not be too big. On the other hand, it can be and must be a great institution in the true sense of the word. It will be truly great, if it recognizes fully the limitations and boundaries of its own fields, deliberately delimits its functions, and represses any ambitious university aspirations; if it finds supreme satisfaction and content- ment in doing thoroly the work of the freshman and sophomore years better than they have ever been done before; if it places prime emphasis upon superior instruction at the college level; if it has the courage to experiment with the ex- pansion of the lower division years later- ally to include new fields and unexplored opportunities at the same level, but does not try to usurp the field of the university above or of the high school below. Herein lies the opportunity of the junior college in the next decade to be a really great institution, regardless of enrolment, and to make a really distinctive contribution to the democratization of collegiate edu- cation in America——Walter Crosby Eells, professor of education, Stanford University, and editor, Junior College Journal, Stanford University Press. on oom an ck £2 y, 1933 ———___ d. The 1€ pub. 1 States z been Signifi- 3 to be it will y if not either TCeSs or neces- 1€ high n, now zed as high. One of or col- junior ion, in Ciency of the * insti- rings, 1g will » Satis- hoped, 1 with h has re isa egiate itness, ust be r col- be too e and > true great, s and rately S any if it ntent- f the etter re; if erior t has ie ex- later- lored does rsity erein yllege great _ and ution edu- »sby ford llege Secondary Education Improvement of Extracurriculum Activities Ebert K. FrReTwELi Professor of Education, Teachers College, Columbia University of improvement. So far as extra- curriculum activities are concerned, there are some schools that are still oper- ating on a /aissez-faire policy. If economy of time, of effort, or of money can cause these schools to develop a constructive policy for guiding these activities, neces- sity may be the mother of reform. Many schools are demonstrating the economy of time, of effort, and of educa- tional opportunity that can exist when the principal, teachers, and pupils coop- erate in planning the whole life of the school, curriculum and extracurriculum. There are still, however, too many schools, especially senior high schools, with a go-as-you-please program that re- sults in the extracurriculum activities’ existing in a half-hearted way and sprawling all over the daily and weekly program. Many secondary-school work- ers have long been pointing out ways whereby the school’s constructive pro- gram can provide for the whole educa- tional activity of the school as a planned structure. This constructive program, especially in the extracurriculum field, must be de- veloped by the school. This plan cannot be bodily transplanted from one school to another. The principal is responsible. Teachers and pupils can help mightily. The traditional laissez-faire policy makes for waste: it is utterly uneconomical; it fails to plan for improvement. Economy and improvement demand a planned, constructive, workable policy. If the principal is a leader, he ought to lead. Our times are vocal with arguments for a planning and a planned society. Many leaders in secondary education, in spite of the fact that they do not know the ultimate ends of a changing civiliza- tion, have a working hypothesis which includes the extracurriculum phase of education. Fortunately, under the pres- sure of these critical times some of the socalled progressives are coming to rec- ognize that while pupils have rights and privileges they also have duties and obli- gations. Even the most determined in- dividualists are insisting on a construc- tive plan of cooperative effort. In the extracurriculum field, however, many of those who have operated on a laissez-faire policy have not done so be- For inp is not of necessity an enemy cause of any guiding philosophy. Either because of a belief that all learning lies in the traditional subjectmatter fields or because teachers are mentally and emo- tionally swamped by the number and variety of pupil interests, they have mud- dled along, enduring as best they could the confusion of unplanned activities. The necessity for planning for the whole school life of the pupil and for the life of the whole school may jolt this group into thinking out what to do and how to do it. What the schools do now is not going to solve immediate national problems. These problems will be solved in some measure or the nation wrecked before our seventh grader is old enough to be presi- dent. Any specific solution of a world problem that is taught in school probably will be out of date before the pupils are old enough to put it into practise. In any event, if the educator does not know enough or have the technic to solve pres- ent problems, he will probably be rather modest in asserting that he can teach his pupils that which he himself does not know. In line with or in spite of what has just been said, what are some of the working hypotheses on which the school can operate? It seems that people have to learn how to live to- gether, that they can learn how to contribute and to enjoy contributing their best to the common good, that they can learn how to lead or to select a leader, that they can learn how to be intelligently obedient to authority, that they can learn how to direct themselves increasingly intelligently either as individuals or as members of a group. If the educator starts with some such ideas as these or any others, it is his business to teach them—to teach them not as the eternal truth but as the best we know now. The telling kind of teach- ing, we have long since learned, is rather ineffective; we need to plan the learning situation so that the pupil has a favorable chance to practise and to try out the idea he is learning, in order to learn it and if possible to improve it. If we want to have a planning and a progressively planned society, the life of the school should fur- nish a laboratory for the pupil’s learning. [159 ] With such ideas in mind as those just cited, some proposals looking toward economy and improvement of the school’s extracurriculum activities seem in order. None of these ideas, however, are new; some or all of them are in oper- ation in those schools that are develop- ing a constructive policy for guiding the whole program of the school’s activities. [1] The guidance function of the homeroom can be stressed. Life for the pupil outside of school is becoming more complex and difficult. The teacher-pupil load is increasing. The homeroom teacher with all the aid that can be secured from special counselors, visiting teachers, ad- visers, and supervisory officers can aid the pupil to live intelligently day by day. Many teachers are meeting this need. There is no place for perfunctory home- room time-killing. It seems reasonable to insist that if there are teachers who can- not or will not meet this demand, they should give way to teachers who can and will meet the need for personal pupil guidance. [2] Thru a pupil-teacher council, or some such means, pupils can have a fa- vorable opportunity to share in planning the society in which they live and in learning how to be intelligently obedient to the authority which they have helped create. Sharing in responsibility has a sobering influence and is fundamental in the development of character. By such a plan the principal is relieved of no re- sponsibility. This is a way he uses to help pupils learn how to live as citizens now. [3] The school can develop a point system to stimulate, to guide, and if nec- essary to limit pupil participation in ex- tracurriculum activities. Such a system should help the pupil and his adviser working together to plan for him a well- balanced daily, weekly, and semester program. Likewise, it should help the eligibility committee of the pupil-teacher council in guiding the pupil. It may be that the pupil should pass his Latin, for example, to play on a school team. It is conceivable, also, that the reverse may be true. [4] The school assembly can build morale. Ordinary announcements are sent mimeographed to the homeroom. Scold- ing is out of place. This assembly can be bright, earnest, joyous. The finest — ~F, - Ze 1 agate aS AS AD ates ay ear Meee Ste rsh ay preg es oT, 160 achievements of individuals, of groups, and of the whole school can be known and celebrated. There can be stirring, beautiful music, serious and big. No de- pression in the assembly! [5] Every pupil can belong to one or more clubs. Thru necessity or choice the pupil has some free time. In later years he will probably have more leisure time. The quality of his life will be in some measure determined by how intelligently he uses this leisure. Pupil clubs, espe- cially those of the hobby kind, may have a real contribution to make to the pupil’s present and probable future needs. [6] School publications — As the schools are more crowded and the teacher-pupil load heavier, every means available for orientating the pupil should be used. The handbook can be used effec- tively and economically for administra- tor, teacher, and pupil. To integrate the school, to form intelligent public opinion, and to build and sustain morale, the school needs a newspaper. Democratic government in a large school seems scarcely possible without the basis for public opinion made possible by the school paper. Whether mimeographed or printed, it should be issued weekly and be a mews paper. The school should have, develop, or secure a teacher trained in school newspaper work and develop this publication out of an accredited course in newspaper writing. The school should either eliminate the annual or provide the time and the training necessary for its production on an educative basis. [7] Athletics—The program of health and physical education should be main- tained. Health service is needed more than at any other time in the past two decades.° Expensive interscholastic ath- letics, participated in by the few, can be cut. Intramural athletics for all pupils should be further developed. Trained pu- pil leaders can be used effectively here. In times like these, physical play is a necessity not a luxury. There can be no economy or high morale in working with pupils deliberately allowed to become physically unfit. |8] Commencement—The graduating exercises should be celebrated with dis- tinction. The program should grow out of the life of the school. It should be joy- ous, beautiful, inspiring, and educative for those participating, for the whole school, and for the community. Teachers and pupils should study and present the problems of the school and of its pupils as Citizens in their relation to each other and to the community. Hot house flowers, expensive dresses, and much cabfare are THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION out of keeping with the times. Com- mencement, while capitalizing the pres- ent and past, should also look toward the future. [9] The school calendar—The school should plan its program of afternoon and evening events for the whole year. Such activities as plays, concerts, debates, class parties, and athletic events should be properly spaced. Youth has less spending money but even greater than ordinary need for wholesome recreation. The ex- pensive “extras” in decorations and gen- eral “trimmings” can and should be eliminated, but the school should plan as never before for the social activities of its young people. There should be more, in- stead of fewer, of these social activities presented by the pupils. Make these ac- tivities just as nearly free to the school and the public as possible. [10] Contests — Some schools are “contested” almost to death. In some sec- tions of the country, fostered by the state or by competing colleges, there are contests in everything, curriculum and extracurriculum—Latin, second year al- gebra, basketball, brass bands, canning clubs, and piccolo players. There is con- tinuously the motive—go out and lick somebody. Frequently, the poorer the school the greater the emphasis in specializing on the training of a few pupils to win these contests. Somebody ought to make a real study of the influ- ence of the contest on the curriculum. A desire for a reasonable economy and an improvement of the school as a school, not as a contest factory, demands that this contest idea be critically examined. It’s a morale “buster.” [11] Allied agencies—There are in many communities such organizations working with youth as the Junior Red Cross, Boy Scouts, Girl Scouts, Camp Fire Girls, Boys Clubs, Hi-Y’s, Girl Re- serves, YMCA’s, and so on. Economy of time, effort, money, and educational op- portunity demands that the school de- velop a constructive policy of cooperat- ing or not cooperating with these agen- cies. The question is not how can this or that organization be fostered but how can \the activity of the youth be so coordi- nated as to be of best service to himself / and to the state. According to the laissez- faire policy there is too much wasted effort, and youth suffers needlessly. [12] Finances — There are many schools that have organized their extra- curriculum finances on a sound, construc- tive business basis. The pupil purse has been protected, budgets have been bal- anced. Thru the department of business May, 1933 education the handling of extracurricy- lum money has been the basis for educa- tive experience. However, all the studies that have been made thus far show that many, in fact a majority, of schools are still in the kind of finances under discus. sion as a go-as-you-please policy, or that the principal has been so ineffective jp developing an educationally constructive policy that he, or his secretary, has to handle all finances. It seems that many principals by a laissez-faire policy are educating their teachers and pupils to do the very things financially against which these same principals cry out if done ip public life. [13] Music—In a curriculum and in an extracurriculum way music, at least on the appreciative side, is of value to everyone. In school, church, social life, or in any popular national movement, if we need morale, we utilize music. We cannot sing away an unbalanced budget nor can we sing out of existence a dis- cordant banking system. However, when we need people to. hold steady, or unite for cooperative action in times of emo- tional stress, we use music. Even aside from happiness or any doctrine of cathar- sis, it may be that music is worth more to the individual than all the second year algebra that has been taught or forced on girls since the beginning of time. Finally, if we must cut, let us cut where the operation will insure the health of the patient. A few minor operations have been indicated. Times like these de- mand morale. Right or wrong, the school’s extracurriculum activities can be morale builders. Cut out of the individual pupil’s program those curriculum and extracurriculum materials and activities that are deadwood to him now and to his probable future. This deadwood consti- tutes our chief fads and frills. Organize, get pupils and teachers intelligently busy sharing in the organization of a construc- tive policy for guiding the school, includ- ing its extracurriculum activities. Thru expert guidance and thru satis- . fying practise, get our highschool peo- ple busy forming the habit of planning the immediate society of which they area definite part. An honest depression may be good for the soul. Times like these are not actually to be feared. These times de- mand that we get rid of the dead hand of some outworn traditions, get rid of our nebulous /aissez-faire policy, and that we plan constructively what the school should do by, with, and for its pupils and for the state—From Bulletin of the De- partment of Secondary-School Principals, NEA, March 1933. <> <> > in’ pa 1933 cu Education Makes a Difference | luca- Idies that HUNDRED YEARS AGO the nation possessed all the wealth it owns today except that which has been added by the 3 are A energy of an increasingly intelligent and educated people. The pictures below portray the returns from sCus- investment in human resources, The Century of Progress will celebrate the achievements of education. Schools that pay. School teachers should be paid. e in tive 6 ‘ = iS to ; Rs lany Ven are yi 0 do hich e ip d in least e to life, it, if We dget dis- vhen nite ‘mo- side har- re to year Rog a rced Courtesy, Don Rogers — agree 1833 in Cxicaco. The first public school was opened by Eliza Chappell near State Street and Wacker Drive at the edge of Chicago's presentday Loop. “We were frequently annoyed by Indians; but the great difficulty we had was mud.”—A pioneer teacher. cut alth ions ERS ope ee) Aes Sr oat ty = cts hedew © caaeemtenings Pathe ert ecto on Sedna een Chicago Aerial Survey Company and 193 iN Cuicaco. [1] Site of Old Fort Dearborn, [2] Site of Eliza Chappell’s school. [3] The world’s largest building — the Mer- , 3 chandise Mart. [4] The ground beneath most of these skyscrapers is part of the sixteenth section of the township ceded to the F als schools under provisions of the Ordinance of 1787. In October 1833 the Commissioner of School Lands sold the tract [138 blocks] for : ’ $38,619.47, [ 161 ] Paitem a % * eras ane dustry is located on the site of the Columbian Exposition, held in Chicago in 1893. The Sword over Education A sworD hangs over education thru- out the United States. To prevent this sword from sinking to the vitals of the whole enterprise of education, builded of the blood and sacrifice of pioneers, will demand the utmost of statesmanlike cooperation between the leadership of school and the leadership of society. This sword that hangs over education is but sign and symbol of the peril that confronts all of the social and cultural enterprises of our com- mon life in this phase of unprecedented depression thru which we and the world are passing. . . —Glenn Frank. | superintendent of A ear saws J. Bocan, schools, Chicago, extends to the nation’s teachers a cordial invitation to Chicago The Chicago Convention ORTY YEARS AGO, multitudes from } all over the world were turning to Chicago to visit the greatest dis- play that had ever been made of nature’s bounties and man’s achievements. The World’s Columbian Exposition of 1893 was in full swing. Among the throngs that swept into the lake shore city were many prominent leaders of education. They were on their way to the Interna- tional Congress of Education. There was a great depression in the land. Banks had failed. Thousands of business men were ruined. The voice of hunger cried out for “a full dinner-pail.” Taxes were uncollectable. Schools were hard pressed. Among those who gather in Chicago July 1-7, 1933, to attend the seventy- first annual meeting of the National Education Association will be some who have passed the three-score milestone of years. There will be much to remind them of forty years ago—the broken- down machinery of economic life; pov- erty in the midst of wealth; pitiful econ- omies on one hand, extravagance on the other; rags covered with tinsel. They will recall also the forebearance and indomitable will that characterize the American people in distress. The very name Century of Progress has a hope- ful sound. How better to maintain con- fidence in ability to succeed than to survey the fruits of success? The attain- ments of a hundred years will be spread forth on the exposition grounds for ap- proval. President Rosier has chosen a happy and most appropriate convention theme—“The Evaluation of American [ 162 ] SF Se - a + =e ~~ he prvige: AND INDUSTRY have their temple in a sylvan setting so close to the wheels and hammers of Chicago’s laboratories and mills that the rhythmic noises of manufacture and transportation penetrate their shrine with a dull roar. The new Museum of Science and Ip. Education.” He is asking not only ed- ucators but laymen, known nationally as interpreters of American life, to assist in the appraisal of what the schools have helped the nation to achieve. The Joint Commission on’ the Emer- gency in Education will have a prominent place on general session and depart- mental programs. On Monday evening, the more than four hundred consultants of this Commission will be on the plat- form before the mass meeting which will listen to a great governor and a great university president discuss the crisis in education and outline plans to avert the threatened collapse of the schools. Not since the appointment of the war- time commission has there been such a rallying of support on behalf of public education in America. Never has a convention offered greater convenience and economy for delegates. Almost all activities will take place within a space of three blocks in the heart of Chicago’s world-renowned civic center. More than 3500 delegates may be housed in the Stevens Hotel, largest in the world. With exhibition halls, elaborate theater, libraries, miniature golf course, eating places for every taste, roof gardens, bril- liant ballrooms—this hotel is a small city in itself. From its tower ballroom the guest may have a bird’s-eye view of the exposition grounds. Nearby are the Con- gress, Auditorium, and other hotels that will accommodate tastes and pocketbooks of delegates. Comfort at reasonable cost, unexcelled educational and recreational opportunities make the 1933 convention. one of the most attractive ever held. Saturday, July 1, 8:00 P.M. The Century of Progress—Allen D. Albert, assistant to the president of “A Century of Progress” Address—Margaret Slattery, author, lecturer, Boston, Mass. Sunday, July 2, 4:00 P.M. Vesper Service Monday, July 3, 9:00 A.M. Address—Walter Dill Scott, president, North- western University, Evanston, II. English in Life and in School—Walter Barnes, professor of teaching of English, New York University Ils that and Ip. Monday, July 3, 5:30 P.M. Life Membership Dinner Monday, July 3, 8:00 P.M. Address—Paul V. McNutt, governor of Indiana, Indianapolis, Ind. Some High Spots on the Tentative General Sessions Programs Wednesday, July 5, 9:00 A.M. Teacher Training for the New Age—H. L. Donovan, president, State Teachers College, Richmond, Ky. Wednesday, July 5, 8:00 P.M. West Virginia Night Address—Joseph Rosier, president of the As- sociation, Fairmont, W. Va. Address—Louis Johnson, national commander, American Legion, Clarksburg, W. Va. Address—Clarence Martin, president, American Bar Association, Martinsburg, W. Va. Thursday, July 6, 9:00 A.M. The Representa- tive Assembly What Next in Education?—A. F. Harman, state superintendent of education, Montgom- ery, Ala. Report of the Committee on Social Economic Objectives Report of the Committee of One Hundred on Retirement Allowances Report of the Committee on Rural Education Report of the Committee to Cooperate with the National Association of Teachers in Col- Report of the Joint Committee on Health Problems in Education Report of the Committee on International Re- Thursday, July 6, 9:00 A.M. Presiding officer, Jessie Gray, Philadelphia Normal School Address—A. Duncan Yocum, University of Pennsylvania, Philadelphia, Pa. Thursday, July 6, 8:00 P.M. Address—Robert M. Hutchins, president, Uni- versity of Chicago Friday, July 7, 9:00 A.M. The Representative Assembly Report of the Committee of the National Edu- cation Association and the American Library Report of the Committee on Tenure Report of the National Commission on the En- richment of Adult Life Courtesy, Don Rogers Address—Glenn Frank, president, University of Wisconsin un Tuesday, July 4, 9:00 A.M. The Representa- ored Schools cid tive Assembly $S1St In s have Address—Francis G. Blair, state superintendent ‘atone of public instruction, Springfield, Ill. Emer- Address—Florence Hale, first vicepresident of . the Association, editor, The Grade Teacher ninent oe Tuesday, July 4, 9:00 A.M. ening, iltants Address—Charles H. Judd, dean, school of » plat- education, University of Chicago h will great Wednesday, July 5, 9:00 A.M. The Repre- isis in sentative Assembly rt the Address—Paul C. Stetson, president, Depart- , ment of Superintendence, and superintend- P war- ent of schools, Indianapolis, Ind. uch a Report of the Committee on the Economic . Status of the Teacher Association public Report of the Legislative Commission Report of the Joint Commission on the Emer- reater gency in Education gates. vithin art of enter. oused world. eater, eating , bril- ll city n the of the Con- ; that books cost, ‘ional . re pt: 1856—the people’s college, Central High Schoo [ 163 ] OSEPH Roster, president of the NEA, has prepared a convention program which in- vites the cooperation of the profession The Call to Chicago | N viEW of the educational situation in our country this will be one of the most important conventions in the history of the Association. .. . It will be a time for new visions and ideals. Here in this great educational gathering our leadership and profes- sion will sense the spirit of a new age. Out of the reverses of recent years there will be emerging a brighter day for education. The teaching profession must meet the challenge of our times with renewed faith and courage. .. . —Joseph Rosier, president, National Education Association. 1, Chicago, the first coeducational high school in America. Right: The new Steuben Junior High School in Chicago, 1933, is symbolic of the dignity and strength and beauty of the ideal of peaceful progress thru learning. The modern school is a fortress of civilization where mankind prepares to turn back the forces of disease, poverty, vice, and ignorance. if Departments and Allied Organizations Prominent Topics on Tentative Programs: Saturday, July 1—Friday, July 7, 1933 HE NATIONAL CouNciL oF EpvucatTIon will fi meet Friday afternoon and Saturday morning, June 30-July 1, to discuss the provisional recommendations of the Joint Com- mission on the Emergency in Education. A special feature of the program will be devoted to international relations, emphasizing Pacific countries. Department of Administrative Women in Education. Sessions Monday and Wednesday aiternoons; luncheon Wednesday noon. Department of Adult Education. Sessions Monday and Wednesday afternoons. Educating the Prisoner; Catching Up With Literacy; Re- lations of Adult Education to the Present Ele- mentary, Secondary, and College Systems; Some of the Interesting Social Adjustments of the Foreign-Born. Department of Business Education. Sessions Saturday morning, Saturday afternoon, and Monday afternoon. Objectives of Business Education as Viewed by Business, Objectives of Business Education with Reference to Gen- eral Education, Objectives of Business Educa- tion As Viewed By Classroom Teachers of the Various Business Subjects Taught in the Dif- ferent Types of Schools. Department of Classroom Teachers. Ses- sions Tuesday and Thursday afternoons; an- nual dinner Thursday evening. Critical Present- day Issues in la) Elementary Education, (b] Secondary Education. Department of Deans of Women. Luncheon Wednesday noon. Department of Elementary School Prin- cipals. Sessions Monday and Wednesday after- noons; breakfast Monday morning; Tuesday evening. Department of Lip Reading. Session Tues- day afternoon. A Century of Progress in Lip Reading, Teaching Hard of Hearing Children, Special Education for the Hard of Hearing. Department of Rural Education. Sessions Monday and Tuesday afternoons. Emphasis will be placed upon the failing financial sup- port for education in rural communities. An Iowa rural-school choir featured. Department of School Health and Physical Education. Sessions Monday and Wednesday afternoons. Special feature, demonstration of physical education work in Chicago public schools. dinner Department of Science Instruction. Sessions Tuesday and Thursday afternoons; Monday afternoon joint meeting with Secondary Edu- cation group; Wednesday afternoon joint ses- sion with the School Garden Association of America. Current Trends in Science Education, Technic of Handling Large Classes, Children’s Gardens for Food Relief, Teacher Training in Nature Study. Department of Secondary Education. Ses- sions Monday and Wednesday afternoons. The Changing Highschool Curriculum, Relations between the College and the Public High School. Department of Secondary School Principals. Sessions Tuesday and Wednesday afternoons. Department of Social Studies. Session Wednesday afternoon; Monday afternoon joint meeting with Department of Secondary Edu- cation. The Progress of the Investigation of the C. Moore, secretary of the Illinois State ¢ Teachers Association, dean of the state association secretaries in point of length of service Social Studies in the Schools, One Hundred Years of History in the Secondary Schools of the United States, There will be a social science exhibit in connection with the meetings. Department of Special Education. Sessions Monday and Wednesday afternoons. Life En- richment for Exceptional Children, An Evalua- tion of Special Education with Reference to Physically and Mentally Handicapped and the Socially Maladjusted Children. Department of Supervisors and Directors of Instruction. Session Tuesday afternoon. Department of Supervisors and Teachers of Home Economics. Sessions Monday and Tuesday afternoons; luncheon Tuesday noon. Home Economics Education for Intelligent Living. Department of Visual Instruction. Sessions Wednesday and Thursday afternoons. Respon- sibility of Teacher Preparation Institutions for Visual-Sensory Aids Courses, Visual-Sensory Aids and the Economic Situation, Relating Visual-Sensory Aids to the Curriculum, Department of Vocational Education. Ses- sions Wednesday and Thursday afternoons. Fitting the Student to a Changing World, The Education of Lincoln, Facing a New Day. Department of Superintendence. Breakfast in honor of President Paul C. Stetson, Wednes- day morning. Allied Organizations Holding Meetings. American Classical League; Conference on Art Education; National Association of Journalism Advisers; National Association of State Secre- { 164] taries; National Association of Student Goy. ernment Officers; National Commission on Ep. richment of Adult Life; National Conference on Student Participation; National Congress oj Parents and Teachers; National Council of Geography Teachers; National Council of Teachers of English; National Federation of Modern Language Teachers; National Geo. graphic Society Lecture; National League of Teachers Associations; National Vocational Guidance Association; School Garden Associa- tion of America; Association for Childhood Education; Conference of Members of Boards of Education. Conference of Boards of Education. Because the present emergency requires the heartiest cooperation of the profession and boards of | education, schoolboard members have been in- vited to participate in the general deliberations of the convention as they did at Atlantic City last year. Members present will hold confer- ences Wednesday and Thursday afternoons. The Joint Commission on the Emergency in Education. The Joint Commission will hold an executive session Tuesday afternoon to which all duly appointed regional consultants | are invited. Exhibit of educational publications. A comprehensive and carefully selected collection of materials prepared for interpreting the needs of the schools in this critical period will be a feature of the general exhibit. This display, sponsored by the Joint Commission on the Emergency in Education, will occupy four booths. This material will include examples of national, state, and local activities in the pres- entation of facts about the schools to the pub- lic. A similar exhibit displayed at Minneapolis was one of the most helpful features of the convention. In graphic form basic facts will be set forth and the technic of their use described. All who are interested in plans to avert the threatened collapse of the American schools will find careful study of this exhibit very profitable. General convention exhibits. The palatial exhibition hall of the Stevens Hotel, used thruout the year by many national conventions, will house the general convention exhibits. This beautiful exposition room is on the floor imme- diately below the hotel lobby. It is conveniently accessible by broad stairways from lounges and restaurant8, and may be reached directly from all floors of the hotel by a battery of fourteen passenger elevators. Adjacent to the exhibit hall is the popular Japanese lunchroom with a capacity for serving three thousand meals daily. The proximity of the exhibition hall and its convenience of access from living quarters will be an especially appreciated feature of Chicago convention arrangements. Visitors may leave their wraps in their own rooms if they wish while inspecting the exhibits. Railroad fare. Because of the Century of Progress Exposition, open thruout next summer in Chicago, unusually attractive railroad fares will be available from every part of the United States. They will be even more advantageous than the usual low rates to NEA conventions. —-—_ mw @&& & S © © fF ent Gov. n on Ep. onference ngress of uncil of uNcil of ration of nal Geo. eague of ‘ocational Associa- *hi!dhood ‘f Boards . Because heartiest oards of been in- berations intic City 1 confer- noons, nergency will hold noon to nsultants ions. A collection the needs will be a display, 1 on the ipy four imples of the pres- the pub- nneapolis s of the ts will be lescribed. ivert the » schools bit very » palatial tel, used ventions, bits. This yr imme- veniently nges and tly from fourteen hibit hall with a als daily. | and its rters will Chicago ay leave rey wish ntury of summer yad fares e United ntageous ventions. COMBINED NUMBER—This JOURNAL A combines the May and June issues. It is being mailed to reach members about the middle of May. The next issue following the summer vaca- tion will be the October number. For a time it was hoped that the payless pay days which the members of the staff have voluntarily assumed would enable the Association to avoid combining two num- bers in this way. But the bank panic tied up a part of the Association’s funds in a closed bank and cut off current in- come just at a time when funds were needed to finance the special work which the Association is doing to meet the emergency in education. The officers and staff are making every effort to conserve funds and to start the new school year in as strong a position as possible. Plans for the 1933-34 issues of THE JOURNAL are being developed. They will be un- usually rich in just the materials that the profession as a whole needs for this period of crisis and transition. The Joint Commission on the Emergency in Education is going steadily forward with its important work. The Commission has developed a Board of Consultants which includes the officers of leading state and national groups thruout the country. It has held regional meetings for these consultants in At- lanta, Kansas City, Cincinnati, and Chi- cago. Other regional meetings are planned. Thru these meetings the Com- mission is keeping in close touch with conditions in the states and localities. The Commission is developing~a com- prehensive program and will continue its activities vigorously during the sum- mer so that the profession as a whole will be in a position to carry forward when schools reopen in the fall. There will be a meeting of consultants in con- nection with the Association convention in Chicago. The Association itself, the Department of Superintendence, and the headquarters staff are throwing their en- tire strength back of the work of this Commission. Educational groups every- where are cooperating wholeheartedly. Visitors welcomed at headquar- ters—Seventy-seven teachers and three members of the board of education of Alexandria, Virginia, were guests of the National Education Association at the headquarters building of the Association and ANNOUNCEMENTS in Washington, March 18. The group was headed by R. W. Eaves, president of the Alexandria Teachers Association. The hundreds of teachers who each year visit the headquarters of their national professional organization are welcome guests of the headquarters staff. Victory in Indiana—The educa- tional advance recently made by Indiana in the passage of House Bills 204 and 523 is of significance to the entire nation. The bills are described as follows by Charles O. Williams, secretary of the Indiana State Teachers Association: H. B. 204, the “state support for schools” bill, provides $600 per teaching unit. It defines a teaching unit as an average daily attendance of twenty-five in high schools and thirty-five in the grades. This is paid out of the state gen- eral funds and comes from all forms of tax- ation. This money is as sure of being paid as is the salary of state officials. H. B. 523, “state relief for schools” bill, pro- vides that if the local corporation, after levy- ing a tax not to exceed probably 50¢, cannot support its schools, the remainder of the cost of running the schools will be paid out of this fund which is a 7¢ state levy. This will make about three and a half millions payable from this fund. A third law enacted was one in which 67% percent of all the intangible tax collected in the counties shall go to the schools of the county where collected. The great thing in this is that formerly our schools were supported by local levies to about 92 percent of the cost and the state was as- suming about 8 percent. Now under the new laws the state is guaranteeing out of state funds at least an eight months school with a minimum salary of $800 for elementary teach- ers and $1000 for highschool teachers. Nothing prevents a local corporation from hiring more teachers, having a longer term, or paying higher salaries. Honorable Paul V. McNutt, governor of Indiana, is proving one of the out- standing friends of education among the statesmen of the nation. Here is a state- ment from his inaugural address: The hope for future prosperity and lead- ership lies in trained men and women. Chil- dren are born and grow up in periods of depression as well as in periods of prosperity. It is impossible to arrest their development. They have but one chance, which cannot be postponed. Roads and buildings may wait, but not the children. The teachers of the New York public schools are matching the con- tributions made by the state of New York to the school relief funds for needy chil- dren. The sum contributed by the teach- ers at the present averages $100,000 per [ 165 ] month. This means an average contribu- tion of two to five dollars a month by each member of the teaching and super- visory staff and other employees of the board of education. At our winter quarter commence- ment, March 24, we had Mr. Crab- tree’s “My Tribute to the Teacher” | April JouRNAL, page 133] read, as part of the program. Much applause was given by the audience. The faculty especially appreciates the spirit of his message, for at a recent meeting we voted to carry on in spite of drastic cuts and to donate our services this summer in order that we may have a summer session.— Hazel W. Byrnes, librarian, State Teachers College, Mayville, N. D. NEA departments, thru their year- books, bulletins, and other publications, are making an important contribution to professional literature. In the past year, THE JOURNAL has reprinted a selection from the yearbooks of the following de- pariments: June 1932—Elementary School Principals, “The Principal in His Community” October 1932—Classroom Teachers, “Charac- ter Emphasis in the Classroom” March 1933—Superintendence, “Professional and Lay Leadership” April 1933—Teachers Colleges, “Selecting the Best for Teaching” May 1933—Secondary School Principals, “The Improvement of Extracurriculum Activi- ties” Cutting down on salt—Suppose a family’s budget for food looked like this: Meat, per month ............ $12.00 Milk, per month ............ 5.00 Groceries, per month ........ 35.00 sam, per memih ............. .10 What would you think of the brains of the head of the house if he said, “Strict economy being necessary, let us cut down on salt”? But to cut down on the relatively tiny amounts a community spends on its public library service is to cut down on the intellectual salt which gives savor to most of life; which brings out the flavor and the meaning of many of life’s happenings; which, especially in times of material hardship and priva- tion, can do more than any other factor to make life palatable. Don’t cut the salt out of your budget!—Dorothy Can- field Fisher. Recreational programs in Mont- clair, New Jersey, have been expanded. School gymnasiums [ Cont. on page A-64 | 40 if we on id Hs ‘ EM y i q ip) ei. ( th i ea a nat ba Builders of Our Profession THE TORCH Ebr Gop of the Great Endeavour gave me a torch to bear. I lifted it high above me in the dark and murky air. And straightway with loud hosannas the crowd acclaimed its light And followed me as I carried my torch thru the starless night; Till mad with the people's drunken with vanity I forgot ‘twas the torch that drew them and fancied they followed me. praises and But slowly my arm grew weary upholding the shining load And my tired feet went stumbling over the hilly road And I fell with the torch beneath me. In a moment the flame was out! Then lo, from the throng a stripling sprang forth with a mighty shout, Caught up the torch as it smouldered and lifted it high again Till fanned by the winds of heaven it fired the souls of men! And as I lay in darkness, the feet of the trampling crowd Passed over and far beyond me, its peans proclaimed aloud, While I learned, in the deepening shadows, this glorious verity: *Tis the torch that the people follow whoever the bearer be! —Elisabeth R. Finley New Life Enlistments t ® NUMBER of life members enroled in the National Education Association on April 1 was 5085. The following life mem- bers have been reported since the list was published in the April JourNaL: CairorNia—J. David Laird. ILtiNois—Joseph Lloyd Bache. NEBRASKA—F. E. Weyer. TENNESSEE—P., E. Callis. West Vircinia—G. D. Ramsey. Completed Enrolments ’ i ‘HE FOLLOWING SCHOOLS have maintained their 100 percent enrolment in the Na- tional Education Association. Many of these schools are also working on the problems of the profession thru regular faculty meetings for vitalized group study. This list includes schools which have reported since the list was published in the April JouRNAL. rS. F. BLANCHE PREBLE, Chicago schools, president of the Department of Class- room Teachers of the NEA and member of the Joint Commission on the Emergency in Edu- cation Twelve Years CALirorNiA—Santa Barbara, Wilson. Connecticut—East Hartford, Burnside. ILLINnois—W aukegan, Waukegan Township High. Nevapa—Clark County, Las Vegas Elementary. New Jersey—West New York, Public Number 3. Ten Years Hawau—Oahu, Territorial Deaf and Blind School. Nine Years ALABAMA—Birmingham, Powell. MaRYLAND—Queen Anneé’s County, Queen Anne’s County Public Schools, Barclay, Centreville Ele- mentary, Centreville High, Chester, Church Hill Elementary, Church Hill High, Crumpton, Grason- ville, Queen Anne, Queenstown, Stevensville Ele- mentary, Stevensville High, Sudlersville Elemen- tary, Sudlersville High, Tri-County High. PENNSYLVANIA—Steelton, Steelton Public Schools, Major Bent, East End, Felton, Fothergill, Hygienic, Steelton High, West Side. UtaH—South Sanpete District, Axtell, Centerfield Junior High and Elementary, Clarion, Fayette Gunnison Valley High, Manti Elementary, Mant Junior High, Mayfield Junior High and Elementary, Wyrominc—Casper, Jefferson. Eight Years ALABAMA—Birmingham, Avondale. IpaHo—Gooding, Teale High. ILLINOIsS—Sherrard, High; Community High. MicHiGAN—Sault Ste. Marie, McKinley. PENNSYLVANIA—Chester, Harvey; Slippery Rock, State Teachers College. South Dakxota—Belle Fourche, Belle Fourche Public Schools, Departmental, High, Lincoln. Community W atseka, Seven Years Hawau—Oahu, Washington Intermediate. MASSACHUSETTS—L ynn, Euclid Avenue. MIcHIGAN—Jonia, Emerson. Uran—Salt Lake City, Garfield. Six Years ALABAMA—Birmingham, Parker. Ca.irornia—Los Angeles, Cheremoya. Hawat—Oahu, Helemano, Kalihi-waena; Maui, Kav- pakalua; Oahu, Kawailoa; Lanai City, Lanai Inter. mediate; Oahu, Lincoln, Manoa, Benjamin Parker, Waiahole. ILtinois—River Forest, ington. Nevapa—Reno, McKinley Park, Southside. New YorK—KXenmore, Harding. wupemevimasat—-Chomter, Joseph G. Smedley Junior igh. Uran—North Summit District, North Summit Dis- trict Public Schools, Echo, Henefer, Hoytsville, North Summit High, Upton, Wanship. Lincoln, Roosevelt, Wash- Five Years Hawatr—Oahu, Kaaawa, Pearl City, Waialae. MINNesota—Pipestone, Indian. Missouri—Webster Groves, Lockwood. On1o—Mingo Junction, Mingo Junction Schools, Central, Harmony, High, Lincoln. Public Four Years Ca.irorNia—Los Angeles, Rockdale. DeLawarE—Western New Castle County, Middle- town [Colored]; Wyoming, Caesar Rodney. Hawai—Oahu, Wahiawa. ILtinois—River Forest, River Forest Public Schools, Lincoln, Roosevelt, Washington, Frances Willard; Springfield, Dubois. New JerseY—Atlantic City, Boys’ Vocational | On1o—Kent, Kent Public Schools, Depeyster, Senior High. Texas—Dallas, Arcadia Park. Three Years Connecticut—East Hartford, Columbus Street. Hawau—Oaahu, Aliiolani, Palolo, Puuhale, Waianae, Watertown. ILLinois—Evanston, Township High. INDIANA—I ndianapolis, Public Number 79. Kansas—Wichita, Fairmount. MississipP1—Drew, Drew Public Schools. Nevapa—Clark County, Las Vegas Kindergarten, West Side. : 1 New Hampsuire—Newport, Primary, Richards Junior High. New Jersey—Gloucester County, Mantua. NortH Daxkota—Carrington, Carrington Schools, Lincoln High; Washington. OrEGoN—Boardman, Community. PENNSYLVANIA—Cheltenham Township, Cheltenham [Continued on page A-73] Rural President, JOSEPH ROSIER Joy ELMer Moraan, Editor Published monthly, except July, August, and September, by the National Education Association of the United States The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscription to THE JOURNAL. The payment of $100 gives the privileges of the $5 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. get Tue JourRNAL is a member of the Educational Press Association of America and is published in accordance with the standards of that organization. Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for 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. [ 166 ] Secretary, J. W. CRABTREE | Haroitp A. ALLAN, Business Manager Vol. 22, No. 5 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION A-63 m, Fay tary, Mang Elementary, Watseka, ery Rock, rche Public Combine Convention Attendance with summer school oui, Kav work at Chicago’s great educational institutions and with the in Parker, | educational opportunities of The Century of Progress Inter- ‘It, Wash § national Exposition. Convention Headquarters at The Stevens—the World’s ey Junior § Greatest Hotel—including registration, exhibits, representa- mmit Dis. tive assemblies, state headquarters and a majority of the gen- ’ — eral sessions, department and allied group meetings. Ac- commodations for more than 3500 convention visitors are . available in this one hotel. Greatly Reduced Travel Rates are obtainable through COME TO CHICAGO For the Seventy-first Annual Meeting of the National Education Association sult your local railroad, bus or lake steamship agents re- garding these low rates. They are granted for periods suffli- ciently long to permit both convention attendance and complete visitation of the Exposition. The Convention opens with a general session, Saturday evening, July 1. It closes with the meeting of the repre- sentative assembly, Friday morning, July 7. Throughout the week there will be general sessions and scores of group meetings. The programs will emphasize today’s great edu- cational problems. Educators in every type of school work may count on direct help and inspiration. An outstanding n Public ‘ rr pope $ . the low fares that transportation companies are offering dur- educational exhibit in the exhibit hall of The Stevens will ing the period of The Century of Progress Exposition. Con- be a feature. Middle- : be cite’ te hectine with the times. The Gievens & ey. Chicago hotels offer a wide range of accommodations. Prices for rooms and for meals are in keeping with the times. 1e Stevens Hotel has School set aside two thousand guest rooms for advance registration at the following rates: : Schools, Wi ; « « x x . rd > — Room with double bed and bath for one person, per day ; $3.00, $3.50, $4.00, $5.00, $6.00, $7.00, and $8.00, _ Room with double bed and bath for two persons, per day ; $4.50, $5.00, $6.00, $7.00, $8.00, $9.00, and $10.00, r, Senior Room with twin beds and bath for two persons, per day; $6.00, $7.00, $8.00, $9.00, $10.00, and $15.00, Parlors connected with bedrooms, per day ; $5.00, $8.00, $9.00, $10.00, and $15.00. The following hotels, which are members of the Chicago Hotel Association and the Chicago Association of Commerce, are located in or near sons the Loop and offer excellent accommodations. Rates may be secured by addressing the managers of these hotels. Specify your intention to attend ales the National Education Association Convention. ALLERTON HOUSE, 701 N. Michigan Avenue GREAT NORTHERN HOTEL, 237 S. Dearborn St. ASTOR HOTEL, 172 N. Clark Street HARRISON HOTEL, 57 E. Harrison Street ATLANTIC HOTEL, 316 S. Clark Street LaSALLE HOTEL, LaSalle & Madison Streets oe AUDITORIUM HOTEL, Congress St. & Michigan Ave. LORRAINE HOTEL, 411 S. Wabash Street Richards NEW BISMARCK HOTEL, 175 W. Randolph Street MAJESTIC HOTEL, 29 Quincy Street BLACKSTONE HOTEL, Michigan Avenue & 11th Street MORRISON HOTEL, 79 W. Madison Street —_— BREVOORT HOTEL, 120 W. Madison Street PALMER HOUSE, 21 E. Monroe Street CONGRESS HOTEL, Congress Street & Michigan Ave. SHERMAN HOTEL, Clark & Randolph Streets Itenham COME TO CHICAGO Sb RE? we ” Esa 2 ad The lake shore skyline of Chicago (Stevens Hotel on extreme left)—1933, Mention THE JourNat when writing our advertisers. it ape -} 2s alto A gee SY igh ty. a TT REX, BA ii Uy ae A-64 [Continued from page 165] have been opened; a more inclusive type of summer playground is planned. The school is tak- ing care of postgraduates. The school is also cooperating with the city’s unem- ployment bureau by providing recrea- tional facilities for the unemployed who daily spend their time at the employment center. Proposed changes in bylaws—The following amendments to the Association bylaws have been proposed and will be acted upon at the Chicago convention. Amend Article I by adding Section 11, which will read: The Representative Assembly shall be com- posed of the President, twelve Vicepresidents, the Secretary, and Treasurer of the National Education Association, the United States Com- missioner of Education, and the delegates elected from the various affiliated state and local asso- ciations as provided by bylaws. Amend Article II, Section 9, to read: The President, the twelve Vicepresidents, the Secretary, and Treasurer of the National Edu- cation Association and the United States Com- missioner of Education, shall be ex-officio dele- gates to the Representative Assembly. For summer reading and study— A relatively small sum spent for books which can be read, marked, and reread until they become a dynamic part of his LIFE MEMBERSHIP in the N. E. A. Greater Unity THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION aaa ia a i ea ia me em mental life is the best investment that any teacher can make. Here are a few suggestions for summer reading: [1] All the Children of All the People by William Hawley Smith. Macmillan, 1912. $1.60. [2] A Sociological Philosophy of Education by R. L. Finney. Macmillan, 1928. $2.50. [3] The Great Technology by Harold O. Rugg. John Day, 1933. $2.50. [4] America Faces the Future by Charles A. Beard. Houghton Mifflin, 1932. $3. [5] Looking Forward by Franklin D. Roose- velt. John Day, 1933. $2.50. [6] Recent Social Trends in the United States, Report of the President’s Research Com- mittee. McGraw Hill Book Co. 2v. 1933. $10. Copies of “The Tenth Genera- tion” [pages 139-42] would make an excellent Commencement gift from teach- ers or superintendents to members of the graduating class. These may be ordered from NEA headquarters at $5 per 100 copies; $10 per 300; $12 per 500; $18 per 1000. Progressive legislation in Wash- ington—The legislature just closed has given us some of the most progressive educational measures ever enacted in the state of Washington. More important school law has been written during the last sixty days than has been passed dur- ing an entire decade. This has been pri- marily due to two things: First, the edu- Greater Concern for the Future May, 1933 cational forces of the state have stood as a unit, with all their friends cooperat. ing in support of the school measure introduced. Second, the governor of oy or state has stood squarely back of hisB j; promises to education and has given his active support to the bills which wer introduced to improve our school cop. ditions. The first is a mark of high attain. ment in professional attitude. The see. ond is the fulfillment of a man’s unquali- fied faith in the worth of public-school education. Let us now show forth even greater professional spirit by sparing no pains to make this new legislation yield fruitful benefits to the boys and girls whom we teach.—N. D. Showalter, state superintendent of public instruction, in Educational News Bulletin, March 1933, This will be an unusually favor. able year for summer-school attend. ance—Rates for tuition, living costs, and traveling will be the lowest ever and the courses will be unusually vital. Mrs. Bertha M. Robbins, who has been a member of the headquarters staff of the National Education Association since October 16, 1917, will retire May 31, having reached the retirement age. Mrs. Robbins is one of the small group of workers who have been with the As- sociation practically from the time the During these difficult times through which we are pass- ing everything possible must be done to protect the in- terests of childhood. Education is our first public obliga- tion. A popular war-time slogan was, “Give till it hurts.” Someone has suggested as an appropriate peace-time slogan, “Spend till it helps.” Your Association is striving, in every possible way, to maintain a helpful 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 enrolment. You are urged to enrol as a life member on the partial-payment plan, if at all possible. If you were asked by some person whether you preferred to help maintain reformatories or public schools, you Mr. J. W. Crastree, 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 July 1. $100.00 can be paid in equal annual instalments of $10.00 each. City and State ee ee) RN iad vatican Roccss x sabes nkosi ee a ee would think him unbalanced. Yet to close the public schools means opening the doors of our reformatories, even though it costs three times as much to keep a boy in a reformatory as it does in a public school. Let us keep our schools open and at their highest efficiency so that the child—yours and mine—will not be subjected to a year or more in one of these penal institutions. We are dealing with the citizens of tomorrow. If leaders are to be created, let us look mow to our schools. You can manifest your interest in the youth of the land by enroling as a life member. Life membership is one investment whose dividends will never fail, but instead will increase in value with the years. I understand the entire amount of ee a ee ee ee ee at eoeere ee a es Mention THe Journat when writing our advertisers. LY, 1933 ———___ 7€ Stood ooperat. neasures or of ou of his ‘iven his ch were 901 con- h attain. Che sec. Vol. 22, No. 5 headquarters was located in Washington. She became a member of the staff of the Division of Publications soon after its organization in 1920. Her devoted service js appreciated by her associates on the staff and by the friends of the Asso- ciation. Early warnings—The destructive ef- fects of the wave of blind budget slashing would have been greater in 1932 had not THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION unquali. the National Education Association let C-schod every community know in advance what ‘th even was coming. The following warnings in were given in ample time: nd - There is grave danger that the clamor of politicians and tax leagues in thousands of rs. State § places may lead to short-sighted policies —1930. tion, in A movement is on foot for a national drive to ch 1933, § secure drastic reductions in public expendi- | favor. tures—national, state, and local. It is under- stood that an effort will be made to unite busi- attend. ness groups, boards of education, and civic clubs, Sts, and § in every locality in the nation for quick action and the on state and local government budgets. When the wave reaches you, are you ready to see that who has _—e of the schools are protected ?— ots staff The national drive which is to begin in May ociation — is backed by names, talent, and funds. It will re May soon come upon you with speed and with force. nt age, It will not attach any more value to education l group than to buildings or roads. If it catches you eee X'S ams unawares, it will likely make its greatest reduc- LOW SUMMER FARES the As- tions in the most essential expenditures for RAIL ime the schools. By beginning today you can provide MEALS AND SERTH the board of education, the PTA, the civic clubs, editors, and other friends of the schools with information. We must convince local civic clubs, and citizens as well, that no community can afford to balance its budget with the ignorance of children—March 1932. The above warnings carried with them information and suggestions, and were sent to principals, superintendents, and other leaders. . . . Our advice to every principal is to form a long-time program for the express purpose of keeping the public informed as to the work of the schools and as to their needs. If you now have an organization, improve its effi- ciency. If you do not have one, organize at once.—J. W. Crabtree, secretary, Na- tional Education Association. Dade County, Florida, teachers missed not a pay day on account of the banking moratorium. Superintendent Charles M. Fisher arranged a unique plan to pay the teachers’ salaries. A paragraph by Mr. Fisher tells how it was done: We sold $110,000 Liberty Bonds back to the First National Bank which it had deposited With the Federal Reserve as security for our deposits and rented the old Biscayue Bank building, vaults, lock box, and tellers’ windows just for one day. Then we got the armored car ' Service to transfer the cash over to “our bank,” Sot several policemen to guard us while we cashed our own checks for the teachers who were allowed to file in, get their money, and file out just as tho it were a real bank. ON BOAT INCLUDED HIS summer, take America’s smoothest and most exciting sea-vacation . . . the 9-day cruise to Alaska. Settle back in perfect comfort as you sail past sky-piercing mountains, dazzling glaciers and the endless scenic wonders of the Inside Passage of the North Pacific . Visit fascinating ports of call where the romance of Gold Rush days still lingers — where streets are lined with colorful totem poles and stores are gay with native souvenirs . . . And at Skag- way take the train that leads over the thrilling Trail of 98 to White Pass, Lake Bennett and beyond. Two sailings weekly from Vancouver. Write, or stop in for illustrated booklets. For an added vacation treat include the Canadian Rockies in your itinerary. A-65 ALASKA 72%; © John Kabel Above — the mountain- guarded Inside Passage. At top — The Taku Glacier, one of the high spots of this Alaska Cruise. CANADIAN CANADIAN PACIFIC MONTREAL— Windsor Station NEW YORK— Madison Ave. at 44th Street Pp HILADELPHIA— 1500 Locust Street BOSTON—405 Boylston Street CHICAGO—71 East Jackson Boulevard SAN FRANCISCO—675 Market Street LOS ANGELES—621 S. Grand Avenue NATIONAL MONTREAL—360 McGill Street NEW YORK—673 Fifth Avenue PHILADELPHIA— 1422 Chestnut Street BOSTON—186 Tremont Street CHICAGO—4 S. Michigan Boulevard SAN FRANCISCO—648 Market Street LOS ANGELES—607 S. Grand Avenue [Continued on page A-661 And Offices and Agencies throughout the United States Mention THE Journat when writing our advertisers. A-66 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1933 [Continued from page A-65] The Jour- nal of the National Education Associa- tion during 1933-34 will publish a series of articles on taxation by leading au- thorities in this field which is now so vital to the schools. Could we give to the young men and women who this year graduate from our schools and colleges but a single parting word of counsel, it would be this: No matter what happens around you, no matter what others do, set for yourself the highest physical, mental, and moral standards. Prepare yourself; turn your leisure into skill, culture, and character; face the future with good cheer, high hope, and courage; and your time will come. What the late North Dakota legis- lature thinks of higher education is in- dicated by its brutal treatment of the university. According to its action, North Dakota will pay its university president a salary of $3000 and fulltime professors and deans a maximum of $1920, while pool hall and hotel inspectors receive $2400 plus expenses. Why I belong—I belong to all the teachers associations, because I believe they advance the interests and welfare of the teachers in general and because if I did not belong I should feel that, in ac- cepting the advantages these organiza- tions have procured [not only for their own members but for all teachers] I was allowing others to fight the battles and win the victories while I remained at ease behind the lines ready and willing to enjoy the results of their labor and sacri- fice, but unwilling to share their hard- ay TRAVEL A perfect “Trail of aie for ports, inland cities, towns. Its railways, steamship lines and ments of color, strangeness and me- dievalism “just around the corner.” In this, no other continent compares Civilization” threads hotels provide comfort and absolute with Asia! | the Orient, with knots safety—with almost stupefying allure- a5 Swift, luxurious Presi- dent Liners, sailing bi- weekly from Seattle, connect you with that Trail—earry you over parts of it. Beautifully modern, outside staterooms. World- . . renowned grill. Dancing. Sound ships. In plain words, I should be a movies. Fine library. Exceedingly “slacker.”—Lucie K. Hanny, Liberty low fares. Junior High School, Pittsburgh, Penn- sylvania.” ” Stephens College, Columbia, Mis- souri, is undertaking a five-year experi- mental library program to place the library at the center of the instructional program. In an effort to integrate the library and the instructional program of the school, my position is that of librarian and dean of instruction. As dean of in- struction, I visit classes and in general supervise the instructional program of the school. As librarian, I must know the contents of our library. In working with teachers, I am therefore in a position to interpret the library to them in light of what they are doing in the classrooms.— B. Lamar Johnson. Under the auspices of the Vir- ginia Education Association, the teachers propose by organized effort to hold citizens’ meetings in every school community in Virginia. Committees in every county and city have been set up Mention THe Journat when writing our advertisers. Seattle to Japan and re- INDEPENDENT TOURS turn, $240; to China $240 and return, $277; to the Philippines and return, $300. | Choice of splendid, conducted, all- costs-included Cruises this summer, $369, $530, $550, etc. One with FIVE UNIVERSITY CREDITS. Full and helpful information gladly given by AMERICAN MAIL LINE D. J. HANSCOM General Passenger Agent 761 Stuart Bldg. Seattle, Wash. Other offices at Boston, Chicago, Cleve- land, Detroit, New York, Portland, Tacoma, Toronto, Vancouver and Vic- toria. That’s what passengers say about our Water and Rail round trip to CALIFORNIA ND WHY NOT? Where is summer more glorious than on the decks of a great liner? Where is there more genuine travel lure than in gay, old-world Havana, and where will you find thrills like the passage through the gigantic Panama Canal? The round trip begins at your home town (or nearest main line rail point). You can go East or West by rail and take the sea trip in the opposite direction. Rates now are the lowest ever—only $220 if you choose to travel in Tourist Class on the ship and $325 if you choose luxurious First Class. The rates cover accommodations, meals and all essential expenses on the steamer and First Class rail fare across the continent. And when you go, choose the largest ships in coast-to-coast service—the famous “BIG THREE” —California, Virginiaand Pennsylvania. Each is over 32,000 tons displacement. That assures you literally acres of open deck space, lots of elbow room in your stateroom, and smooth sailing qualities. There’s a sizable reduction for round trips by sea, bringing the fare to $180 in Tourist and $337.50 in First Class. The coupon will bring you full details 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 North Michigan Avenue, Chicago; 687 Market Street, San Francisco Authorized steamship or railroad agents everywhere pt eee ewe eee eee eee ee UTMOST OCEAN SERWICE through your local agent I am interested in the trip to California. Please send me details. H ' : One way Water t QO : . One way Rail 1 . Round trip by Steamer, 25% reduction 0 - : SII ciarccascadsnentetuiacseseoscassiesuapehusionnnae 5 > ' EE ' H Se eM ae eT S280 ,..censesensnoeiet : tena oe cessecessesscesnessccocasenscesss=! ‘ay, 1933 rs Say | Rail RNIA ner more eat liner? lure than > will you 2 gigantic me town u can go a trip in nly $220 ss on the ous First 1s, meals imer and ont. est ships us “BIG sylvania. -nt. That -k space, om, and ind trips Tourist SS. ing you ligation Oday to or to us. JINE OMPANY ichigan ancisco rywhere F O Vol. 22, No. 5 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-67 for the purpose of holding meetings to discuss with the citizens the facts about public schools and the serious plight they are in. Would he?—Ask the layman who would drop from the schools health, music, and special activities, on the claim that they are fads and frills if he would be willing to give up the fads and frills on his automobile, such as the selfstarter, the speedometer, balloon tires, and bumpers. On January 1, 1933, the minimum amount of training required for certifica- tion to teach in the elementary grades of Oregon schools was advanced to two full years of normal-school work. Oregon is now one of twenty states that hold to a two-year minimum. Five states require more than two years of training and twenty-two have a lower minimum. Ore- gon should make an early start on the road to four-year training for elemen- tary-school teachers——-C. A. Howard, state superintendent of public instruc- tion, in Oregon Education Journal. Grayson N. Kefauver has been ap- pointed Dean of the School of Education at Stanford University, to succeed Ell- wood Patterson Cubberley soon to retire on the completion of thirty-five years of teaching at Stanford. Dr. Kefauver, a member of the faculty of Teachers Col- lege, Columbia University, has been on leave of absence, serving as acting pro- fessor at Stanford, during the past year. Appreciated appreciation — The following note from George A. Jensen, March 28, editor of The League Scrip, official publication of the Minneapolis Teachers League, and one of the foremost educational journals of the country, brings cheer and encouragement to the staff of THE JOURNAL: I want to tell you how much I enjoy and appreciate your monthly editorials. Particu- larly I liked the point of view and substance of “The Great Transition” in the February issue. It certainly puts the emphasis and spirit as it should be put. I am sure many of your readers feel as I do that your editorials—as well as your entire JouRNAL—give a real leader- ship to school life. 1933 summer round-up of the children—In this major health project of the National Congress of Parents and Teachers, which officially opens May 15, the importance of nutrition will be em- phasized. The summer round-up program calls for an examination in the spring of all children who will enter school for the first time in the fall; correction of all temediable defects during the summer; and a checkup in the fall to determine the condition of the children. Thousands of children [Continued on page A-68] Eastern CANADA ONTARIO - QUEBEC - MARITIME PROVINCES For Vacation Variety Old-world atmosphere... an historic background... the cool, pi ne-scented North Woods. Somewhere in Eastern Canada you're sure to find the vacation you've always dreamed of, Feel like browsing around in foreign quarters and historic cities? . . . Or driving along country roads where the customs of Provincial France lend color and charm? . . . Then cross the border to the Province of Quebec. Care for salt-sea air and ports where schooners still put out to sea? Then come to Nova Scotia or New Brunswick . Or find the peace of the English countryside in lovely Prince Edward Island . Want the fishing of a lifetime? Then cast your fly on Eastern Canada’s fish- filled lakes and streams . . . Looking for a cottage or a camp? Try the Laurentians, the Thousand Islands, Muskoka Lakes, Algonquin Park, Tima- gami or Georgian Bay. (Plenty of hotels, too!) . . . Treat yourself to a perfect North Woods vacation! Booklets, travel films and complete information may be obtained from the offices below. Rates are low this year. The epic lives and deeds of pioneer adven- turers are commemorated at many points by striking monuments and landmarks. The CHAMPLAIN MONUMENT at Orillia, Ont., is one of many erected to the foremost ex- plorer and first governor of French Canada. CANADIAN NATIONAL To Everywhere in Canada OFFICES BOSTON MINNEAPOLIS PORTLAND, ME. SEATTLE 186 Tremont St. 1523 Washington Blvd. 634 Marquette Ave. Grand TrunkRy.Sta. 1329 Fourth Ave. BUFFALO DULUTH NEW YORK ST. LOUIS WASHINGTON, D.C. 420 Main St. 428 W. Superior St. 673 Fifth Avenue 314 No. Broadway 15thaHSt.N.w. CHICAGO KANSAS CITY PHILADELPHIA ST. PAUL LONDON, ENG. 4 So. Michigan Blvd. 705 Walnut St. 1422 Chestnut St. 83 East Fifth St. 17-19 Cockspur St. CINCINNATI LOS ANGELES PITTSBURGH SAN FRANCISCO PARIS, FRANCE 49 E. Fourth St. 607 So. Grand Ave. 355 Fifth Ave. 648 Market St. 1 rue Scribe Mention THe Journat when writing our advertisers. TES eg Len teat eee ets RAE BT gg net tte Pip oem! ee ee ine bs pate PAs a aa a - \-68 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION May, 1933 —————————— [Continued from page A-67] suffering | from defective eyesight, defective hear- ing, and other handicaps have been cured or relieved as a result of treatment fol- lowing summer round-up examinations. Home economics-industrial arts— | A successful experiment was tried out recently in the Holbrook, Arizona, High School. The home economics and indus- trial arts instructors planned short units of work and exchanged classes for two weeks. The boys’ unit included planning and preparing outofdoor meals and de- veloping good table manners. The girls were given a working idea of the skills and technics needed to do numerous odd jobs about the home. Your economic ballot—Every time you buy a newspaper or magazine or give a subscription you are casting a ballot for the ideas and standards which that | periodical represents. Are you helping to | support and sponsor periodicals which | maliciously attack the schools and other fundamental institutions of democracy? Plans for 1933 American Educa- tion Week promise the greatest’ celebra- tion of its kind ever held. A pioneer product — Teachers, school administrators, and board mem- bers will find indispensable The First Yearbook of School Law, a terse and readable summary of school law decisions reported during the past year. For fur- ther information in regard to the Year- book, write to M. M. Chambers, Depart- ment of School Administration, Ohio State University, Columbus. your vacation will cost LESS this summer \ NEW . AND LOWER ARES — via the Santa Fe GO CHICAGD MILWAUKEE) ST PAUL ~Pacirit Along Americas LONGEST ELECTRIFIED Dates to be remembered— May 17-20—Convention of the American As- sociation of University Women, Minneapolis; headquarters at the Hotel Nicollet May 18—World Goodwill Day YELLOWSTONE (S2tecs,) PUGET SOUND COUNTRY 3 MT. RAINIER May 21-27—Convention of the National SANTA FE : MT. BAKER Congress of Parents and Teachers, Seattle mA eNa Sie OLYMPIC PENINSULA June 20-24—Conference of the American SEE IT ALL 3 BRITISH COLUMBIA Child Health Association, Ann Arbor, Mich. June 27-July 1—Convention of the Associa- tion for Childhood Education, Denver July 1-7—National Education Association Convention, Chicago July 2-4—Meeting of the Department of Supervisors and Teachers of Home Economics July 28-30—Convention of Delta Phi Up- silon, national honorary professional kinder- garten-primary fraternity July 29-August 4—Dublin meeting of the World Federation of Education Associations ALASKA “A CENTURY OF PROGRESS”’ (Chicago) N. E. A. Convention, July 1-7, incl. ESCORTED ALL-EXPENSE TOURS Return via California-Colorado or the Canadian Rockies if you wish. Lowest Fares Apply via the OLYMPIAN The electrified way Scenically supreme Geo. B. Haynes, Passenger Traffic Manager The Milwaukee Road Room 334, Union Station, Chicago, Ill 1901-10 WORLD’S FAIR - Chicago CALIFORNIA COLORADO ROCKIES GRAND CANYON Santa Fe Pulimans to the rim INDIAN - DETOURS by motor in New Mexico NATIONAL PARKS # Parent-teacher visiting commit- tees—In an effort to secure a number of Iam thinking of vacationing as have checked above. PA : ee clip coupon —paste on post card a Please send illustrated folders and information. well-informed parents in our community, W.J Black, P.T. M., Santa Fe System Lines ete nonin, Sie oh a), ee the superintendent requested that each | !!70 Railway Exchange, Chicago sad CoP RN 8 Gn een OF ern PTA president each month appoint a | 5 beokletand NEW VACATION FARES LEAF MAG - - ..----oneeenonnnonapna-erccneoes school visiting committee. The members | Name...-.--------------------------------7" CR 7 A REE A State of this committee visit the school, spend | address Mention THe Journat when writing our advertisers. fay, 1933 ———__ Vol. 22, No. 5 THE JOURNAL OF THE NATIONAL EDUCATION Seen ee some time in each of a number of differ- ent grades, take notes, and at the next meeting make their reports, telling what they have seen, expressing their interest, asking questions, and making construc- tive criticisms. These reports have had a splendid influence on both parents and teachers. It is hoped that when in any group someone starts in on the schools, there will be present at least one well- informed parent who can say: “Well, I visited our school, spent a day, was pres- ent in such and such rooms, and this is the truth of the matter.’”—Orville T. Bright, Jr., in The Illinois Teacher, March 1933. Rural supervision in northern Idaho—The state rural supervisor and | each county superintendent in the ten northern counties of Idaho are cooperat- ing in a plan whereby each county is divided into two or more working units for supervision. Each teacher rates her- self and her school three times during the year. This self-rating scheme is supple- mented by a testing program, adminis- tered by the teachers after specific in- structions on giving and scoring tests. Demonstration teaching in each county is held at some centrally located rural school, conducted by the rural supervisor and the teacher in charge of the school. Better thinking—A few years ago in- dustrial states were denouncing the child labor amendment so vigorously that they succeeded in keeping it out of the Consti- tution for the time being. Now they are beginning to wish they hadn’t. Five states have reversed themselves this winter, and editorial comment in others indicates that more will do so before legislatures ad- journ. Ten states are now on record for the amendment. In nine legislatures | ratification resolutions are pending. The change in point of view is, of course, due to the economic situation. When a com- paratively small number of jobs that adults should have filled were preémpted by children, the greed of employers for cheap labor was able to obscure the evils of the system. As soon as the number of displaced men and women grew so great that it affected every community, the eco- nomic absurdity became obvious to all. No start can be made toward assuring €conomic security for families, physical and mental health for communities, the development of sturdy, intelligent, moral Citizens, until youth is released from the factory —Editorial in The Washington Daily News, March 29, 1933. Let us do our part—Those of us who are secure in our positions do not realize fully what the [Continued on page A-70] Mention THe Journat when writing our advertisers. ASSOCIATION A-69 ile Mountain Peaks at Calley Prices No need to sit at home, this year, and receive those,““Wish you were here”, cards. Send them yourself—from the roof-garden of the world! For this is the all-time bargain year to go to Banff. [X addition to greatly reduced rates, new low cost tours have been added to link Banff, Lake Louise and Emerald Lake. They represent the utmost in travel values . . . The new tours give you close-up introductions to the famous places you have heard about and always wanted to see! There’s even a thrill in relaxing in such a setting as this. Time to hike and climb, play golf, ride and swim and dance. Time to know and love this whole heavenly Alpine playground. The Biggest Bargains in Travel for 1933 6 GLORIOUS DAYS—2 pe at Banff. 2 Days at Lake Louise. 2 Days at Emerald Lake. 70 . . « All-Expense 5 WONDERFUL DAYS—1 Day at Banff. 2 Days at Lake Louise. 2 Days at Emerald Lake. - « « All-Expense 4 COLORFUL DAYS—1 Day at Banff. 2 Days at Lake Louise. 1 Day at Emerald Lake. 50 ... All-Expense 60 All three tours include: Transportation from Banff to Emerald Lake, lodging, meals, sightseeing tour at Banff, trip to Moraine Lake, bus trip from Emerald Lake to Field. 126 miles of spectacular motoring. 5 OUTDOOR DAYS in the Canadian Rockies—at Chateau Lake Louise, Emerald Lake Chalet, Lake Wapta and Yoho Valley Chalet-Bungalow Camps. Motor tour included. Planned especially for $40 those equipped with walking shoes and the urge to climb and hike. 4ll-Expense . . . in Add Rail Fare from starting point. First three tours originate at Banff or Field. Five outdoor Days - 4 at Lake Louise or Field. i Include a Tour en route to North Pac Greatly Reduced Rates: Special weekly, monthly and family terms. Hotels open June 23—September 5. Banff Springs Hotel: European Plan. Single Rooms $5.50 up; uble, $8.50 up. Over 35% reduction from 1932. Coast, California, Alaska. Chateau Lake Louise: European Plan. Single Rooms from $5; Double Rooms from $8. Emerald Lake Chalet: American Plan. Single Rooms from $7; Double, $6.50 up per person. Low Summer Round Trip Rail Fares to Banff, North Pacific Coast, California, Alaska Canadian Pacific Hotels Apply Tourist Agents or Mgr., Banff Springs Hotel, BANFF, Alta. or C. P. R. Offices: 344 Madison Ave.. NEW YORK 406 St. 160 Peart St. 1500 BOSTON "BUFFALO PH 14th & N.Y. Ave. ASHINGTON, D. C. fia PrrrssugcH w 1010 Chester Ave. 404C.&8. x ae Sy ve. c as Nat Blas DNGINCINNAT « CHIAGa. “Sr touis” ""' “pgrubit "MINNEAPOLIS SAN PRANOISOO ““SEATTLA’™ ie HAC aot ~ tr is planers BAe ctr RR 8 yn PSEP NEES Soe A-70 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Such a Giving you a wonderfully good time is our job, and we’ve been specializing on it for some 65 years. No wonder passengers say we know how! No matter what your particu- lar idea of “good times” may be, you'll find them via White Star. There’s the fun of voyaging with the jolly crowd who always “go White Star”...the fun of marvel- ous meals, of dancing on broad decks under the romantic canopy of the stars, the fun of deck sports and impromptu parties... and everything done with the flair that makes the difference be- tween “crossing by White Star” and just another ocean trip. Rates are amazingly moderate, with a choice of famous liners. RATES FROM *95 <= $169" in TOURIST CLASS MAJESTIC — world’s largest ship OLYMPIC BRITANNIC GEORGIC (new) LAURENTIC ADRIATIC DORIC Your local agent can tell you all about these splendid ships and make your reservations. Don’t delay. See him now. WHITE STAR LINE INTERNATIONAL MERCANTILE MARINE COMPANY No. 1 Broadway, New York _UIMOSTOCEAN Servic through your local agent, Other offices in principal cities. Agents everywhere May, 1933 [Continued from page A-69]| curtailment of the educational program in other places has meant to the profession as a whole. This has naturally been reflected in the membership of the National Edu- cation Association to a degree sufficient to imperil the energetic campaign which it has been waging in behalf of education thruout the nation. We must keep in mind that the forces combating education in the United States are unusually, well- organized. They are organized on a na- tional basis. They believe that since the child and those who care for him are in no position to fight back, they can force the reduction of educational opportunity for our children by appealing to selfish- ness and fear. Our National Educational Association is the only weapon we have to meet this national campaign on its own grounds. This is a crucial period in the history of education and we owe it to ourselves and our children not to falter in the struggle—From The School Bul letin, Portland, Oregon. The drive against hunger—Ameri- cans or scavengers, which shall it be? Over 30 million children, women, and men, families of the unemployed in our nation, thru no fault of their own are being placed upon the most degrading, cruel dole system. Our large cities are giving on the average one dollar per week, per person, for relief. A large majority of cities give nothing for rent, light, and heat. Selfrespecting Americans are taking the place of rats as they scavenge from garbage cans to live. Only misery is being shared by the “share-the-work” cam- paign. Wages are being cut everywhere, the total loss to workers being over forty billion dollars during the depression. Farmers are losing their farms by the tens of thousands and as a result peas- antry is being established in the United States. Cities and states are going bank- rupt.—John Dewey. Mr. President, we are gradually reaching a time, if we have not already reached that period, when the business of the country is controled by men who can be named on the fingers of one hand, because those men control the money of the nation, and that control is growing at a rapid rate... . Mr. President, how long are we to stand for that? How much longer will we stand for it before we real- ize that we are just hired men of corpora- tions; that we are just slaves; that we have nothing to say about anything that shall be done unless we get the consent of some great big corporation which thru its interlocking directorates controls practi- cally every avenue of human activity?— Mention THE JournaL when writing our advertisers. This is your year for the Spanish Main! And here's the way to really enjoy the tropics B afloat and ashore. . . on an inti- = mate, informal “Guest Cruise” . in the hands of men who know the tropics as few others know them! Six new magnifi- cent liners head the Great White Fleet. And low Sum- mer rates make it an economi- cal trip . . . on a spotless vessel with all outside rooms, outdoor swimming pool and delicious meals. Make your plans early! | from New York—Cruises é ~ of 10 to 18 days—variously to mee HAVANA, JAMAICA, PAN- - AMA, COLOMBIA, COSTA RICA, GUATEMALA, HON- DURAS. From $95 to $170 minimum. Sailings Thursdays and Saturdays. ¥ from New Orleans—Cruises of 8, 9 or 16 days—variously to HAVANA, GUATEMALA, HONDURAS, PANAMA. From $75, $90 and $115 minimum. Sailings Wednesdays and Satur- days. Latest type of mechanical ventilation for tropical comfort No passports required Optional shore excursions at all ports to and from California—New York or New Orleans to California $200 up. Rates include maintenance at Isthmus between ship connections. $300 round trip, return ship or rail. Write for our Golden Cruise and Silver Ship Books UNITED FRUIT COMPANY Pier 3, North River or 332 Fifth Ave., New York or any Authorized Tourist Agency SAIL LE ES THE GREATEST MEDITERRANEAN CRUISE | Senator George W. Norris, before the at lowest cost up, including complete | shore trips Ve EVERY country on the Mediterranean this Summer plus the Black Sea, Russia, Bulgaria. The Alhambra, Athens, Egypt, the Holy Land, Rome, with their memorable souvenirs of an- for the re’s the tiquity...the sparkling scenic bril- tropics liance of the Riviera, Sicily, Palma mabe Majorca—in all, 66 world-famous Cruise” iti d nes no aie cities and scenes. others Sails from New York July Ist— nagnifi- 63 days. Great vy Sum. $590 up includes all expenses (except purely oneal personal) for the entire summer. You travel ‘ on the luxurious S.S. PRESIDENT JOHNSON, 5 vessel chartered from the Dollar Lines, especially sutdoor constructed for summer cruising. All state- slicious rooms are outside, exceptionally large and s early! comfortable. First class only. For your greater enjoyment, free (optional) *ruises courses are offered in history, art, languages usly to of the Mediterranean countries. PAN- 1oth Mediterranean cruise under the personal OSTA direction of James Boring. One American HON ship, one American management throughout. » $170 Last summer's Mediterranean cruise booked to al capacity long before sailing. Make your plans pee immediately, to assure inclusion in the limited membership and the widest selection of fine ae staterooms. -ruises e riously AALA, OTHER JAMES BORING TRIPS }O and NORTH CAPE CRUISE—a de luxe trip for Satur- the thrifty—leisurely travel, limited to 25 mem- bers—finest travel accommodations—sails July Sth—$575. ropical ORIENT CRUISE—62 days of comfortable touring in the Pacific. From Los Angeles July oth—California, Hawaii, extensive tour of Japan and China—$525. vd EUROPE—Wide selection of tours to meet - New every requirement. nclude ie — Apply today for details of trip that interests you, to your local agent or Books NY JAMES BORING CO. INC. : Dept. “G-1,'' 642 Fifth Avenue, New York SATE THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION U.S. Senate, February 22 and 23, 1933. Teachers, librarians, and others will be interested to know that Wayside, the only home that Nathaniel Hawthorne ever owned, is open to the public. This famous literary shrine in Concord, Mas- sachusetts, has been the home of three authors: Louisa M. Alcott, Hawthorne, and Mrs. Daniel Lothrop [ Margaret Sid- ney] author of Five Little Peppers. It is thru the generosity of the latter’s daugh- ter, Miss Margaret M. Lothrop, that the historic house has been opened to visitors. The National University Exten- sion Association Debate Committee has just announced that the 1933-34 of- ficial debate question will be “Resolved, that the United States should adopt the essential features of the British system of radio control and operation.” For information concerning the NUEA, see page 13, January 1933 JouRNAL. Stand by your schools—The Joint Commission on the Emergency in Educa- tion, appointed by the NEA and the Department of Superintendence, is pre- senting a_ series of radio programs in which widely-known leaders in American life discuss the problems of the schools arising from the present emergency. These radio programs are an important feature of the Joint Commission’s plans to seek continued support for the schools. The cooperation of teachers locally in bringing them to the attention of citizens is increasing their effectiveness. The programs are being presented on radio hours which have already attracted listeners numbering millions. Among these are the National Farm and Home Hour, the Woman’s Radio Review Hour, and selected “spots” on the daily pro- grams of the NBC and the CBS. The final program will be broadcast May 29, 12:35-12:45 P. M. EST [1:35- 1:45 Eastern Daylight Saving Time] when Leonard V. Koos will talk on the topic, “Shall We Scrap the People’s Col- lege?”” Among those who have delivered addresses on these broadcasts are: George Gordon Battle, Aaron Sapiro, John K. Norton, Peter W. Dykema, Jesse F. Williams, George D. Strayer, Jesse H. Newlon, N. L. Engelhardt, William F. Russell, Willard W. Beatty, Glenn Frank,-Arthur Capper, Stuart Chase, Felix Frankfurter, Bainbridge Colby, Harley L. Lutz, Deems Taylor, Bruce Bliven, Harold L. Ickes, A. Lincoln Filene, John H. Finley, Louis Johnson, John W. Withers, Ber- tie Backus, and Mrs. Henry Grattan Doyle. World Goodwill Day, May 18, will be celebrated by a general broadcast over the NBC hookup at 2:30 P. M., EST. It will consist of music by school chil- dren, the reading of the message from the chil- [Continued on page A-72] Mention THe JourNAL when writing our advertisers. Se a class by themselves! Go to EUROPE in the “best on the ship” at low Tourist Class Fares! & This year, you can travel to Europe on large, luxurious liners, enjoy their finest accommo- dations and broad decks, have the best on the whole ship — at the low Tourist Class rate! Tourist is “top” on the Minnewaska, Minnetonka, Pennland and Westernland. You who have “been across” may remember the first two as, until recently, exclusively First Class; the latter two as smart Cabin liners. Truly a 1933 value, to fit your 1933 budget ..and welcome news to those who may have thought Europe this year might be a bit too expensive. Actually, this is one of the best years of all for your trip...here’s why: First, consider these ocean fares: $106.50 up, one way; $189 up, round trip. And in addition, Europe in 1933 is extremely easy on your purse. The exchange is in your favor, prices are down. From $4 to $6 per day will take care of all your expenses amply. Ask your local ———=5 travel agent for full particulars MINNEWASKA - MINNETONKA PENNLAND - WESTERNLAND pee = Sey RED STAR LINE INTERNATIONAL MERCANTILE MARINE COMPANY No. 1 Broadway, New York; 216 N. Michigan Ave., Chicago; 687 Market St., San Francisco. Other offices in principal cities. Agents everywhere. SRST oe ees ate ee te A-72 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1933 SUMMER COURSES IN ART June 26 to August 4 of Art Course. THE ART INSTITUTE OF CHICAGO THE ART INSTITUTE OF CHICAGO has been designated as the FINE ARTS DEPARTMENT OF THE CENTURY OF PROGRESS EXPOSITION, June to November, 1933. In connection with an art exhibition never before equaled, this Summer Course offers unusual opportunities for the teacher of Art or general subjects. All branches of Art, Teaching Methods, Crafts, Interior Decoration. Special History For Catalog, address Associate Dean, Schools of Fine and Industrial Art Box N. T., Michigan Avenue at Adams Street, Chicago Perry Kindergarten Normal School Founded 1898 by Annie Moseley Perry 3-year course for high school graduates desiring to be- come nursery school, kindergarten, primary and play- ground teachers. Limited enrollment insures personal attention. Supervised practice teaching. University eredits. Send for booklet ‘“Training Children’ HARRIOT HAMBLEN JONES, Principal, 25 Huntington Ave., Room 316, Boston, Mass. CONTINENTAL DIVIDE ~ Seen on Student Tours 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 camp maintained 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.MaisonFrancgaise, Casa Espajiola. University Theater with special instruction in Dramatic Produc- tion. Many special courses for teachers, supervisors and administrators. Special opportunities for graduate work in all departments. Excellent library; labora- tories. Organ recitals and public lectures. Vacation Railroad Rates Boulder Common Point from Eastern States a gg en, ng i a a University of Colorado Boulder, Colorado SEND TODAY for Complete Information l DEAN of the SUMMER QUARTER (DEPT. s) ; University of Colo . Boulder, Colo. Please send me the bulletins checked below : | Summer Quarter Catal | Summer Recreation Bulletin——— Field Courses in Geology and Biology ——— | Graduate School Bulletin ! N : | Street and No. | City and State ba eae ee I alt NATIONAL COLLEGE Saeey eet tase wae Sie Geaecs Base ° &-week summer pegsion. beginning June 12th. ips to . Catalog Edna Dean Baker, Pres., Dept. D-53, Evanston, Il. OF EDUCATION aR RRR RE NERA eRe NEE Session July 5 to <4 August 12 ul > > VERMONT UNIVERSITY Burlington-on-Lake-Champlain Courses affording superior oppor- tunities for self-improvement, for teachers desiring certification credit, raduate students and undergraduates. Cit y conveniences and unsurpassed rec- reational advantages. Lake Cham- plain, Green Mountain and Adirondack excursions, trips to Montreal and Que- bec, under University direction. En- rollment limited to 1,000. Write for Illustrated Catalog. BENNETT C. DOUGLASS, Director Burlington, Vermont UNIVERSITY ot MARYLAND SUMMER SESSION, 1933 June 28 to August 8 Eight miles from Washington. Suburban district. Graduate courses. Undergraduate courses. Courses for Teachers of all grades. Expenses for tuition and living are low. For Bulletin, Address the Director of the Summer Session University of Maryland, College Park, Maryland. Mention THe Journat when writing our advertisers. [Continued from page A-71] dren of Wales and the U. S., and an address by an outstanding statesman on “The Neighborliness of Nations.” This project, which is under the auspices of the World Federation of Education Associations, will be broadcast from the National Edu- cation Association headquarters building in Washington, D. C. Schools having radios should hear this broadcast. The death of Henry van Dyke on April 11 takes from us one of America’s great teachers. The following are among van Dyke’s writings which have appeared in THE JourNAL: “The Unknown Teacher,” October 1932; “Keeping Christmas,” December 1930; “Work,” March 1929. Among the educational features to be offered at the Century of Progress exposition are several contributions by Ginn and Company which should be of unusual interest to school people. The first will be a comprehensive display of textbooks in use since 1833, including the famous collection of George A. Plimpton. Another unique feature consists of two miniature models of early schools—a dame school of New England and a colo- nial one-room rural school. Cleveland has been selected for the convention of the Department of Superintendence, February 24-March 1, 1934. This choice was made by President Paul C. Stetson and the Executive Com- mittee of the Department at its meeting in Indianapolis, April 29, We had just as well recognize the fact that a vicious attack is beginning to be made on public education. The sooner and more vigorously we meet it, the easier the final victory will be. Victory, I hope, because loss of this fight will mean the decline and final loss of democracy it- self—P. P. Claxton, former U. S. Com- missioner of Education. As The Journal goes to press, the educational situation in Chicago grows daily more acute. Salaries have been. long unpaid or paid in warrants that can- not be cashed without great sacrifice. Delegations of Chicago teachers and of highschool students have been in Wash- ington to take the matter up with mem- bers of Congress and government offi- cers. Delegations of teachers have vis- ited the Chicago banks and demanded that they cash the tax-anticipation war- rants. Teachers have lost homes, insur- ance, and in some cases, their minds. Sui- cide adds its toll to the tragedy. It seems unbelievable that local, state, and na- tional governments could allow such a condition to continue. 1933 ———— en of ldress “The oject, Vorld tions, Edu- ilding aving : 4 mae N4 AMERICAN EXPRESS Str Travel Service Gi roadway New York SThoose rm - 42-day tour $452. x 1 rj ve) SEND FOR BOOK this summer. Go to the Viking Lands on a —T Mention THE Journat when writing our advertisers.