PERIODICAL ROOM GENERAL LIBRARY OCTOBER, 1933 tHe JOURNAL ¢F the NATIONAL EDUCATION ASSOCIATION Greetings from President Gray Our Association at Work ; ; ; The Public and Its Schoo!s—Joseph Rosier Ideas from Chicago The 1933 Convention in Ciisenn~tiadnens F len Weathering the Storm—Secretary Crabtree’s Annual Report Resolutions Adopted at Chicago, 1933 The Interpretation of Education: Fundamental Concepts in American Education, 178; Milestones in Educational Prog- ress, 179; How Communities Take Stock of Themselves, 181; A Community Appraisal Card, 182; The Children’s Charter, 183; How the Schools Educate for Seven-Point Lives, 184; For Every Child an Education, 186; Citizens’ Organizations and Education, 187; Our Professional Organizations, 188; Knowing Your School, 189; Getting Ac- quainted with Parents, 190; Devices for Educational Interpretation, 190; Newspapers, Radio, Films, Celebrations, 191; Suggestions for Further Study, 192. A Program for Educational Recovery : ‘ ‘ ; 193 School Finance Charter ; ‘ ; : ; : ; 194 Progress Amidst Adversity—T. D. Mertin ; : 195 What Is A Tax?—Harley L. Lutz and William G. Carr é : : : 196 The Problem of the Postgraduate—J.J. Sowers. : ‘ ; ; 197 What Teaching Does to Teachers—William Mc Andie ‘ ‘ , , 198 A Working Organization—Paul C. Stetson : ‘ : . . ‘ 199 The Journal During 1933-34 : ° : ‘ . ‘ : ' 200 Contents of previous issues of The Journal of the Nat.onal Education Association can be found by consulting the Readers’ Guide and the Education Index in your library. Pusuisnep MONTHLY, EXCEPT JULY,.AUGUST, AND SEPTEMBER, BY THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, D. C., UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. ee ee eke ; WE 0C OUR PART Cast thy bread upon the waters, for thou shalt find it after many days Isn’t this the principle on which the NRA is based? Shoulders are to the wheel. The result is everywhere visible. But the momentum must be accelerated. What can you, as educators, and we, as publishers, do to speed recovery? Your part, as we see it, is not like that of the industrialist. You are concerned only indirectly with maximum hoursand minimum pay. But you have a very definite part; it is the master link between failure and success: Encourage buying. You are a force in your com- munity. And the size of your school system, and the extent of your activities, tend to multiply your influence. The John C. Winston Company is doing its part. The provisions of the NRA are but one phase in the Winston pro- gram for hastening recovery. Never before in its fifty years of publishing has this company had such a full and forward-looking plan of action. More books were published last year than ever before in the history of the Company. To hesitate now in the issuing of new titles would be to drop the torch. We believe that there can be no halting, nor even marking time, in educational publishing. Already a new school year is well under way. Couple it with the New Deal. Buy and encourage buying. Give, and it shall be given unto vou; good measure, pressed down, and shaken together. THE JOHN C. WINSTON COMPANY PHILADELPHIA CHICAGO * ATLANTA DALLAS + SAN FRANCISCO {he PRICES ARE GOING UP—TAKE ADVANTAGE OF THESE SPECIAL MONEY-SAVING OFFERS | Offer List Club You ! No. Magazine Price Price Save THE GRADE TEACHER.......0.000..........: $2.00 $1.85 85 $0.15 I THE GRADE TEACHER (2 yrs.) 4.00 3.50 0.50 | 1 with American Childhood |... 4.00 3.60 0.40 l 2 BS ee See eS j 4.25 0.75 | 3” Correct Engiish 3.65 0.85 4 ” Current Events 2.60 0.15 | ©. 4.00 0.50 | 6 °*’ Nature Ma azine . 4.25 0.75 7 ” Parents’ agazine 3.40 0.60 | 8 ” Reader’s Digest ........... 4.25 0.75 | 9 ” School , Arts snibainnieacins 4.70 0.30 pea Ul. RS 3.60 0.40 | 11 ” Cosmopolitan .......... 4.35 0.15 | 12 ” Good peascheaping 4.35 0.15 ee ee 2.85 0.15 1 _ Woman's s Home Companion 2.85 0.15 | Volume 22, Number 6; October 1933 The GRADE al Magazine *« Only $2? A Teacher’s Encyclopedia of Classroom Method and Practice FOR LESS THAN ONE CENT A A SINGLE ; YEAR'S FILE “TEACHER 15 EQUIVALENT TO AN @- VOLUME ENCYCLOPEDIA WORTH $20.00 | DAY! w ; re vor THE GRADE a Year ¢ e The Leading Teachers’ Magazine in both Quantity and Quality of Teachers’ Helps a MOST for your MONEY ! ®@ Ten issues of THE GRADE TEACHER (a year’s subscription at only $2.00) contain over HALF A MILLION words of text—Units of Work, Projects, Pupil Activities, Programs, Plays, Recitations, Mu- sic, and other Teaching Methods and Materials—200 Feature Articles and over 100 Poems. The Art Work includes nearly 1,000 illustrations, totalling over 100 Posters, Blackboard and Window Decorations, and other full-page Designs for pupils to reproduce. This is equivalent to a Teachers’ Encyclopedia of 8 large volumes of 90,000 words each which would cost, at $2.50 a volume, TWENTY DOLLARS. By actual count, THE GRADE TEACHER con- tains more editorial pages, more words of text, more posters, and other illustrations, and more teaching material than any other educational magazine. In no other magazine can a teacher obtain so much everyday classroom material for so little money. In these days, no teacher can afford to be without this veritable library of what is best and most helpful in current educational method and practice. Of convenient size, without waste space, handy to hold and use, it is better illustrated, better printed on better paper and, in every respect, a bigger and better bargain than any other publication in its field. You'll like it better for the same reason that others have! NEA JOUR. Oct. ’33 Terre Peter tert rettiriii i BEST for your MONEY ! @ A fountain cannot rise higher than its source. A magazine cannot be superior to its Editor. Florence Hale, Editor of THE GRADE TEACHER—a class- room teacher in all the grades, director of teacher training, state expert, lecturer, and past-president of the N. E. A—is one of the best-informed school women in the United States. She knows just what teachers want and gives them just what they need. This year, your teaching load—due to increased classes, fewer teachers, and reduced supervision—will be heavier than ever before. Hence Miss Hale has made an up-to-the-minute analysis of leading Courses of Study from all parts of the United States, so as to give you just the material you need to meet pres- ent, everyday, classroom requirements. Her wide personal acquaintance enables her to secure the foremost specialists and most alert and progressive teachers to contribute Units of Work, Posters, Projects, Picture Study, Plays, Programs, Methods, Tests, Seat Work, and Stories for all grade groupings and ungraded schools, that they have tried out in the classroom and proved to be useful. THE GRADE TEACHER, under Miss Hale’s edi- torial guidance, is by far the most up-to-date, smart- est, most practical, most progressive magazine in its field. All educators know the Editor and endorse THE GRADE TEACHER. ah iene hele EDUCATIONAL PUBLISHING CORP. 425 Fourth Ave., New York, N. Y. | | | | Please enter my subscription to THE GRADE TEACHER begin- ning with the September issue for one year () $2.00 or two years i (] $3.50. Or enter my order for Offer No............... I enclose $ to pay for this order, Or I agree to pay @......... on November 5, 1933. : | | | | | | OPTTITrrritriritiiiititiiitii tite rrr Oererrrrtttiet teeter rr rrr Mention THe JourRNAL when writing our advertisers. ite O < m > | + —“ 7 roa FLORENCE HALE Editor Use this Coupon—Pay November 5, 19332===S > 4 740) -[ = OlOM ue i itue’ ae i 18y 4 moe—-DAWNacW? 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 education must emphasize, instead, the Economics of Business.” A program for public schools and | “General Business Science” ee teacher-training institutions Shows the Way Through the content and accompanying projects of General Business Science (Jones, Bertschi, and Holtsclaw), boys and girls learn how to interpret and conform to the customs and Second Edition 251 pages | First published in 1924, reprinted sev- eral times since, and now revised and | enlarged by the Joint Committee on | Health Problems in Education of the National Education Association and the American Medical Association. practices of modern business and how to use business services to further their own and their community’s economic welfare. 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. The Greg¢ Publishing Company New Yerk Chicage Boston San Francisco Toronto London Sydney A BETTER TEXTBOOK Paper bound Cloth bound $1.25 each $1.75 each Discounts on Quantities NATIONAL EDUCATION AMERICAN MEDICAL ASSOCIATION ; ASSOCIATION Gregg Books Are Authoritative 1201 SIXTEENTH STREET 535 NO. DEARBORN STREET WASHINGTON, D. C. CHICAGO, ILLINOIS PSYCHOLOGICAL Huntington, Benson, and McMurry’s LIVING GEOGRAPHY uses a twofold development plan based on levels of learning rather than CYCLE-LOGICAL PRESENTATION It recognizes two principal levels of learning ability in elementary pupils in geography with subordinate intervening levels. As the pupil gains increased ability from his study of geography and of other LIVING GEOGRAPHY subjects the course is enriched to keep pace. travels the geographical orbit LIVING GEOGRAPHY gives the child two views of the world, each : ‘ . ; view taken from an angle different from that used in the other but twice, but each time with en- nevertheless related to it. tirely different but related bodies of instructional mat- TWO-BOOK EDITION FOUR-BOOK EDITION one-cycle. ter and with different but Book I—HOW COUNTRIES Book I—HOW COUNTRIES related viewpoints. This is DIFFER DIFFER—Parts 1 and 2 i pe v. ~e Book II—WHY COUNTRIES Book II—WHY COUNTRIES f not two-cycle, neither is it DIFFER DIFFER—Parts 1 and 2 THE MACMILLAN COMPANY New York Boston Chicago Dallas Atlanta San Francisco ” Mention THE JourRNAL , alee A-76 when writing our advertisers. The Journal of the National Education Association ELIMINATE NIGHTWORK DRUDGERY No LonGeER is it necessary for teachers to sacrifice hours of rest and recrea- tion in the nightly task of preparing class work for the following day. Ditto has recently published twenty new workbooks in Ditto Copying Ink. The subjects cover—Wordstudy, first to third grade; English, third to sixth grade; Arithmetic, second to sixth grade; History, seventh and eighth grade; High School, American History and first- year Algebra. Others soon to be announced. The pages of these books are perforated. They can be torn out, and taken to your Ditto machine, to reproduce as many copies as you need for your class. No preparation necessary. The copies cost less than five cents a hundred. Ditto does any school duplicating work better and cheaper because it copies anything written, typewritten or drawn direct from the original in as many as eight colors in one operation. No stencil, type or carbon is required. ... And now that you can teach from workbooks at such trivial expense, the drudgery of nightwork is a thing of the past. Ditto’s new book “Which Way Education’’ is intensely interesting be- cause it deals specifically with how Ditto is improving school standards and yet reducing school costs. To secure it, simply mail this coupon. m ; + A PROMINENT educator i O recently said, “‘I consider Ditto Workbooks, printed in DITTO INCORPORATED Ditto Copying Ink, to be the 2243 West Harrison, Chicago, Illinois. rilehim@istuelar ttm@esleledieltislele] fs ave . to modern teaching methods OPlease send me without cost or obligation, your new book “Which Way Education”. in recent years. They make OPlease send me detailed information on Ditto Workbooks and their application. modern teaching methods , available to all schools — large and small”. Ditto Workbooks may be ordered on approval, price $1.50 each. Send for com- —— Address ~) plete information. sco tion . Mention Tue JourNAL = Volume 22, Number 6; October 1933 when writing our advertisers. A-77 MALL MAGAZINE RACK Especially desirable for holding magazines in a School Library. May be used for magazines either with or without magazine binders. This Rack has plenty of space for displaying 15 to 35 maga- zines, 355% inches wide; 48 inches high; 13% inches deep. Can be placed against a wall, or used as a free standing floor piece. Made of quarter sawed white oak with best, hand-rubbed, light or dark finish. Popularly priced at $35.00—freight paid. NRA us. WE DO OUR PART BROss inc. LIBRARY FURNITURE & SUPPLIES Stockton, Calif. Syracuse, N. Y. Announcing 1933 Edition LENNES TEST AND PRACTICE SHEETS IN ARITHMETIC—N. J. Lennes The Lennes Test and Practice sheets in Arithmetic | have been used by more than seven million pupils because they have increased accuracy and speed “ a truly startling way. Now, with the necessity | for true eee we have completely revised the | pads and REDUCED THE PRICE. The 1933 EDITION is a NEW PAD at a NEW PRICE. Grades 2-8, Full year, $0.30. Half year pads, $0.20. First grade pad, $0.24 PUPIL-ACTIVITY TEXTBOOKS | ESSENTIALS OF EVERYDAY ENGLISH—Ferris and Keener | —Grades 3-8 THE STANFORD SPELLER—Almack and Staffelbach—Grades 2-8 THE AS RT APPRECIATION TEXTBOOKS—Stelford and Rucker rades 1 OTHER PUPIL-ACTIVITY MATERIALS THE STUDY PERIOD PROJECTS—Elda L. Merton—Seatwork in read- ing for Grades 1 THE STUDY-PERIOD EXERCISES FOR DEVELOPING READ- ING SKILLS—Neal and Foster—Grades 4, 5, 6. Descriptive Folders on Request Address Department X LAIDLAW BROTHERS 320 East 21st St. 133 First St. 36 West 24th St. Chicago San Francisco New York Mention THE JourNAL A-78 when writing our advertisers. THE EMERGENCY IN EDUCATION: Facts in the Defense of Schools The publications listed below are reliable sources of information for teachers, school executives and citizens who are interested to know more about current problems of school support. REPORT OF NATIONAL CONFERENCE ON THE FINANC- ING OF EDUCATION. 80pp. 25¢. A thorough discussion of the major problems of educational finance in our changing social-economic order. AMERICAN EDUCATION WEEK HANDBOOK 1933. 32pp. 25¢ Packed with suggestions, facts and ideas for making Ameri- | can Education Week an effective means of helping to meet the educational crisis. CONSTRUCTIVE ECONOMIES IN EDUCATION. Research Bulletin, 11: 57-93; September, 1933. 25¢. Reviews the findings of literature in the field of economical school administration and shows the bearing of studies in edu- cational management upon school economy. FACTS ON SCHOOL COSTS. Research Bulletin 10: 203-26; November, 1932. 25¢. A consideration of the fundamental principles of school sup- port, including school costs and other governmental costs. | SALARIES IN CITY SCHOOL SYSTEMS 1932-33. Research Bulletin 11: 43-55; March, 1933. 25¢. Summarized findings of the biennial salary survey including | school employees of nearly three-fifths of all the cities in the country. SALARY TABULATIONS 1932-33. $5.00 per set. Detailed tabulations arranged in sets by population groups showing salaries paid teachers, principals and others. THE ECONOMIC WELFARE OF TEACHERS. Sixth Year- book of the Department of Classroom Teachers, June, 1931. 244pp. $1.50. A discussion of the principles of economic security and their application among teachers and teacher organizations. THE PRINCIPAL AND HIS COMMUNITY. Eleventh Year- book of the Department of Elementary School Principals, April, 1932. 490pp. $2.00. A discussion of the place of the principal and the school in | the community and their relationship to community forces. | ESTIMATING CHANGES IN TEACHERS’ COST OF LIVING. Educational Research Service, Circular No. 1, 1933. 15pp. 50¢. Valuable for those who wish to make plain the fact that teachers’ salaries are not commensurate with the cost of living. BEFORE YOU CUT THAT SCHOOL BUDGET. 4 page leaflet. Individual copies free. 50¢ per hundred copies. For distribution to boards of education, members of civic clubs and other community leaders. THE SCHOOL SUPERINTENDENT AND THE HEALTH OF CHILDREN IN THE DEPRESSION. 4 page leaflet. 2¢ per copy. 50¢ per hundred copies. Sets forth the responsibility of.the school for the health of | childhood. Emphasizes the additional responsibility for the physical care of children during the depression. an All orders for publications should be accompanied by funds, otherwise they are subject to transportation charges. Make checks or money orders payable to National Education Association. The following discounts are allowed on quantities of the same publications: 2 to 9 copies 10%; 10 to 99 copies 25%; 100 or more copies 331/3% JOINT COMMISSION ON THE EMERGENCY IN EDUCATION 1201 Sixteenth Street, Washington, D. C. The Journal of the National Education Association Just Now Map Problems Command Your Attention “History Teaching Aids” and “Ge- ography Teaching Aids” contain an abundance of ma- terial for consider- ation and timely suggestions for selection of maps and globes. et My Arithmetic Tab- let, 128 pages, 734 by THE SERIES MY ARITHMETIC TABLET NEW WORKBOOK IN ARITHMETIC Important Features = - Abundance of practical material. - Simplified coating areaeER Number of correct answers is the sc Introductory a 7 pupils. Standardized tests. Additional practice material for slow groups. Interesting problem material. Carefully and scientifically graded. Ample s for writing answers and pupil computations. har Answers are on perforated sheets in each book. Table of contents to enable teacher to turn to exercise needed for practice. e rpc | bound. @ Copies of these booklets are yours for the asking. The third edition is just from the press. Drop a card in today's mail, ad- dressing Dept. M1015; give your name and the names of your sup- ervisors and Department Heads. Weber Costello Co. CHICAGO HEIGHTS, ILLINOIS Makers of a en ty let paper. Goarautesd. ‘to be 100 WORKBOOKS and SEATWORK BOOKS For all grades and subjects WRITE FOR CATALOG We can help you in arithmetie, reading,.spelling, English, geography, health, civics, history, social studies, algebra, geometry, Latin, French. Make this your most successful year as a teacher by using Webster Workbooks and Seatwork Books. In quantities, net, each, 12c—Postage extra The useof Webster Work- books and Seatwork books will save time, effort and hours of pre nl aration; the — these Ps WE GLOBES, MAPS, BLACKBOARDS, ERASERS and CRAYON . For Nearly A Half Century ... WEBSTER PUBLISHING COMPANY 1808 Washington Avenue ST. LOUIS, MO. BEEBE AGS SRR SANE 6) A ( ( ( 12. Priced so all sa can afford to use it. Cost ) ( ( ( ( ( ( ( ( ( { { | ) ) ) ) Sixth Grade........ 16c | : | % re Forward Looking , business groups shun ex- travagant statements. _ They el her chew gum... Iti good for her F children like chewing gum, let them chew I it and enjoy it. Particularly is it good for three-to-six-year-olds, the proper development of whose jaws makes all the difference whether their permanent teeth come in straight or crowded. For every age it helps supply some of that much needed chewing exercise which the modern daily diet for most part is so deficient in. Ask any scientific dentist the relation today between health and chewing gum. There is a reason, a time and place for gum. Four Factors that Help Teeth Last a Lifetime are Proper Nutrition, Dentist's Care, Personal Care, and Plenty of Chewing Exercise Mention THe JourNAL when writing our advertisers. tion Volume 22, Number 6; October 1933 A-79 American Education Week ls Every Teacher's Opportunity November 6-12, 1933 THE RIGHTS OF CHILDHOOD MUST BE PROTECTED. It is time to arouse citi- zens to the dangers of curtailing school services. American Education Week is the best opportunity of the year. THE NATIONAL COMMITTEE ON AMERICAN EDUCATION WEEK has pre- pared material to meet the needs of every group. These helps will be provided at the lowest possible cost. Fifty cents will buy a packet this year. Order your supply TODAY. SPECIALS—Choose Two PACKET FOR SCHOOLS— Contains Handbook, colored announcement posters, poster- cartoon set, gummed stickers, messages to the home. For those who desire a complete set of printed materials. (50c) PACKET FOR KINDERGARTEN AND PRIMARY TEACHERS—Contains messages for the home, colored paper for special class projects, and stickers. Children may make booklets personally designed for their parents. (50c) PACKET FOR CITIZENS AND EDITORS—Contains sample editorials and news stories, material for addresses, and other material designed to help citizens, editors, and speakers. (50c) PACKET FOR CHURCHES—Contains posters, articles, addresses, and special suggestions. Local teacher groups will wish to present this packet to ministers for Sunday observances. Write for a complete descriptive list of all supplies. Use this blank in ordering your supplies NOW Division of Publications, National Education Association 1201 Sixteenth Street N. W., Washington, D. C. Please send me pee RE As Ane Special Packets for American Education Week. I am inclosing $........ for those checked elow: : t ( ) Special Packets for Schools i ( ) Special Packets for Kindergarten and Primary Teachers ( ) Special Packets for Citizens and Editors ( ) Special Packets for Churches S end me List of Helps and Order Blank for all American Education Week material. Me cat GO i aS a a — lle Peewee eee mee eee Ee HHO EE SESH HOHE EEE HEHEHE EHH EEE EEE eI cers e rere eee er ees eeereseeseeesesesesesesesereseertet® B: Mention THE JouRNAL ee . aia B A-80 when writing our —... The Journal of the National Education Association citi- best pre- vest ster- ; set iges ake ices. cked ation October 1933 Greetings from President Gray HE MESSAGE that comes first from 5 heart to yours is a great hope for the future of our organization. The spirit of our profession must be in a body functioning for the wellbeing of the entire group. That body is the Na- tional Education Association. It sees only with your vision; it hears only thru you; it is fed with the zeal of your effort. It is robust or weak according to its food for thought, for meditation, and decision. It assimilates all your endeavor, your contacts with your community, your service, your sacrifice, your vision, your determination. The National Education Association, as our organization, is the quintessence of our spirit of helpfulness, our will- ingness to plan for right attitudes in a democracy, our dedication and de- termination to right existing wrongs and prevent future mistakes, our decision to be, above all, patriotically- minded rather than politically-minded. We cannot exist unless it is thru the spirit—the spirit of service, cooperation, loyalty; the spirit of appreciation, of constructive criticism, of dedication to give increasing devotion to our major objective, education. Our NEA pools the great riches of our united strength, effort, and accomplishment. It is our treasure chest which enriches us by what we put in. A bank cannot save us in time of distress if we have not made adequate deposits therein. An organization which contains none of your “treasure” has none of your heart, for “where your treasure is there will your heart be also.” Organization is made stronger, not only by members, but also by service, by con- vincing communities all over the nation of the fine influence radiating from our profession; by convincing lay organiza- tions that education is worth every effort that can be made to defend and save it. Education is not ministered to primarily by scholarships or academic attainments. That great bulwark of democracy, edu- The House of the People HE American common school is the expression of a mighty faith. It has grown up out of need and aspiration. It is the bulwark of those demo- cratic ideals and rights for | which mankind has sacrificed and suffered thruout the ages. It is the home of light and of reason. It is the hope of a better tomorrow. The common school is the house of the people. Dur- | ing American Education Week let all the people gather as of old in the neighborhood school. Let them renew their faith in themselves and in their chil- dren. Let them discuss their problems and determine how | their schools may be made | better. Let them return to the house of the people and know that thru this, their own house, | they may again bring order and | promise and hope to the Re- | public.—Jessie Gray. cation, is ministered to fundamentaliy by a devoted loyalty, a passionate patri- otism, a fine zeal to cooperate so well that all diverse groups may be welded into “one nation, indivisible, with liberty and justice for all.” On the threshold of a new school year and a happy new year, I trust, your newly elected president reminds you that in organization there is no such thing as solo work. Your president will appreciate volunteer service and will draft workers, if need be. You are all needed. Together we shall succeed; alone we shall fail! Insistent calls are coming from communities where schools are closed, teachers dismissed, school pro- grams cut to the heart. It is our privilege to deepen understanding and make sug- gestions. The altruistic worker finds in success a cause for increased vigilance and devotion; in failure, he finds a cause for renewed and better effort. So, win- ning or losing, we have gained willing hands, hearts that beat with a vital kind- ness, minds that are alert and active, judgment that has become refined and sensitized to every situation in the fine art of living together. In our nation there are 1,000,000 teachers; in our association 220,000 teachers. This means 20 percent of the teachers believe in education as an inte- grating force. Eighty percent of our pro- fession have not yet made teachers a nationally important group, nor teach- ing a nationally essential profession. I ask for serious consideration of this at- titude. Is it wise? Is it helpful? Is it likely to win victories for us? Is it build- ing up your own prestige, power, and potentiality? Surely, this is a challenge for greater support numerically. And then? Well, then another chal- lenge. Do you vote? Legislators whom we ask to pass beneficent laws know that teachers are not heavy voters. Shall we not begin our happy new year by three resolutions: first, to strengthen our group thru joining it; second, thru serv- ice; and third, thru voting in a repre- sentative government where issues are decided by votes. 1,000,000 members— 1,000,000 votes. It is our duty, our privi- lege. Shall we not make it our profes- sional activity program to get results from wellorganized teacher-citizens?— Jessie Gray, president, National Edu- cation Association, 1933-34. Think A Challenge to the Teachers of America 1,000,000 teachers—1,000,000 members—1,000,000 interpreters of education Decide National solidarity and prestige—-Teachers promote professional progress Volume 22, Number 6; October 1933 <_ — —_ - —- an re RS AN AID IE ARTS te: EON i em the National Education Association has poured a rich stream of facts and ideas into American thought and action. Today it plays a part in the high councils of the nation; its influence touches the most remote hamlet of the western plains. A few illustrations indi- cate the wide range of its work. Senator Arthur Capper, in quoting the National Education Association before the United States Senate, recently spoke as follows: The National Education Association, the largest professional organization of education, supported by annual membership dues of some 200,000 teachers, now appropriates $100,000 a year, nearly one-fifth of its total income, for the support of edacational research. Representative Patterson of Alabama said before the House of Representatives: I have no doubt that more than 5,000,000 people in the past year have requested Congress to get this [education] bill out of commit- tee. ... In addition to that, a great number of organizations have indorsed this legislation. The total list represents 29,000,000, from such or- ganizations as the American Federation of Labor, the National Education Association. ... When Honorable Ruth Bryan Owen, Representative from Florida, and now Minister to Denmark, spoke before the National Education Association at the Columbus convention, her address was printed in full in the Congressional Record. When the need for information about the American schools arises, leaders look to the National Education Association for help. On the desk upon which this article is written, a letter from a special writer of-Real America says: If complete, even tho unassembled, will you please rush by first-class mail your Research Bulletin on the present school status? I know it will show facts extremely important to bring out in our forthcoming school writeup. .. . A two-page telegram from the maga- zine Time asks for information regard- ing unemployed teachers and the partici- pation of the Association in a forthcoming conference of state superintendents. A letter from The Farmer’s Wife says: Does your Association have any informa- tion concerning the extent to which this money [money appropriated for teacher unemploy- ment by the Federal Relief Administration] may be used? We presume that there will be much need for it in such states as... Any picture that you can give us of the need will be welcome. The other topic in which we are interested concerns the tax reduction propa- ganda of the Federal Land Bank of Omaha.... A few weeks ago a special writer for Harper’s wrote: Pi MORE THAN seventy-five years 168 Our Association at Work I am interested in getting hold of as much information as I can about the probable con- ditions over the country next fall. I would like to be able to say just what the situation is likely to be in several large towns and a few typical small towns... . The article referred to is now written and will appear soon in Harper’s. For years newspapers, magazines, press associations, have called for such information. The following excerpts from printed articles illustrate the use of this material: The National Education Association, at its recent Chicago meeting, has wisely recognized the nature of the crisis and called upon its membership to give increasing attention to the social studies. . . —Charles A. Beard in The American Observer. “We are on the battle-line” is the cry from thousands of educators gathered at the conven- tion in Minneapolis of the Department of Superintendence of the National Education As- sociation. “Fighting mad” ... . they will refuse to the last man any effort to “impose a peasant education and create a peasant class in the United States.”—Literary Digest. “Tf at this critical stage we continue to deny educational opportunities to literally millions of our children, our country will suffer... .” said Secretary of the Interior Harold L. Ickes in an address before the National Education Association in Chicago in July—From an edi- torial in Good Housekeeping. The National Education Association has just issued a report describing the effects of the de- pression on the American public school system. The picture resembles the wake of a cyclone. . . —Washington Daily News. Congressional investigation of the charges that banks are dictating to Boards of Educa- tion in various parts of the country as to what shall be taught in schools and what teachers shall be paid, was suggested today as a strong possibility by leaders of the National Education Association—New York Times. To quote again from William Carr’s recent summary of the situation in the New York Herald Tribune: One or more phases of scheol service have been eliminated or curtailed in more than half of the city school systems of the nation. . . —The Nation. The National Education Association carries its battles to many fronts. High spots from recent correspondence tell a story that could be duplicated many times in a year. A letter circulated by the Federal Land Bank of Omaha the last part of July advised clients: The tax burden of the farmer must be light- ened. It can be done if each taxpayer will in- sist that his school district, county, and town- ship cut their expenses to a minimum... . The letter shows how the expenses of an Iowa consolidated school district were slashed 50 percent with “no im- pairment in standards of the schools.” You can similarly help in the tax problem of your school district, county and township, A week after the letter appeared, the Land Bank got the following pointed query from Secretary J. W. Crabtree: .... Are you aware that you are using the prestige and power of the government to cur- tail the privileges of school children in your territory? ... Do you think for a moment that the President would approve of the pol- icies set forth in your leaflet and of the schemes you are using to make your plans effective? . .. August 5, President Jessie Gray and Chairman of Trustees Joseph Saunders wrote the Honorable Harold L. Ickes, Secretary of the Interior, as follows: .... We are sure that neither the President nor Congress anticipated any such use of gov- ernment funds and prestige. . . . We hereby re- quest you to investigate the activities of Fed- eral Land Banks to control educational poli- ss; Aroused state superintendents joined NEA officers in protesting. Superin- tendent I. D. Weeks, South Dakota, wrote the bank: .... ‘An institution such as yours, a govern- ment agency, has no right and is entirely with- out bounds in circulating such propaganda as contained in Your Tax Problem. August 15, State Superintendent Charles A. Lee, Missouri, included this pertinent remark in his letter of objec- tion: This statement indicates your approval of a 50 percent reduction in school expense for one year. ...In this connection I would like to ask if your organization has reduced its expendi- tures 50 percent the last year. ... Other letters were written. Leaders in Congress were asked for help. The following letter received September 9 tells the outcome of this struggle to save the rural schools from unfair domination by the Land Banks: Dear Mr. Crabtree: With further reference to your letter of Au- gust 2nd addressed to the Secretary of the President, I have today directed the president of the Federal Land Bank of Omaha to with- draw from circulation the pamphlet to which you have made objection and other similar ° literature—Henry Morgenthau, Jr., governor, Farm Credit Administration. This order of Governor Morgenthau will serve to protect the people in their authority of their own schools. At least the Land Banks will no longer ask the parents to sacrifice their children to save their farms. The force which the Association puts behind its program is dynamic. Many such victories could be reported. Still others are in progress. The Association is getting results. The Journal of the National Education Association el el ee ee a, oe 6 »blem nship, , the inted g the ) cur- your ment ' pol- lemes and ders ident gov- y re- Fed- poli- ined erin- cota, vern- with- la as dent this »jec- of a r one 9 ask endi- ders The r 9 save tion Au- the ident vith- yhich nilar ° rnor, hau heir east the save puts any Still tion tion The Public and Its Schools JosEPH ROSIER President, National Education Association, 1932-33 HEN Horace MANN abandoned \ X | the law profession to accept the leadership of public education in Massachusetts in 1837, he made the following declaration: God grant me an annihilation of selfishness, a mind of wisdom, a heart of benevolence. How many men I shall meet who are acces- sible only thru a single motive, or who are incased in prejudice and jealousy, and need not to be subdued but to be remodeled! How many who will vociferate their devotion to the public, but whose thoughts will be intent on themselves! There is but one spirit in which these impediments can be met with success: it is the spirit of selfabandonment, the spirit of martyrdom. I must be a fluid sort of man, adapting myself to tastes, opinions, habits, manners, so far as this can be done without hypocrisy or insincerity, or compromise of principle. In all this there must be a higher object than to win personal esteem, or favor, or worldly applause. I have faith in the im- provability of the race—in their accelerating improvability. If we can get this vast wheel into any perceptible motion, we shall have ac- complished much. I have abandoned juris- prudence, and betaken myself to the larger sphere of mind and morals. Having found the present generation composed of materials al- most unmalleable, I am about transferring my efforts to the next. Strength expended upon the latter may be effectual which would make no impression upon the former, Let the next generation be my client. In that early day, movements had al- ready started in various parts of our country for a system of education at public expense, and in the course of events Horace Mann was called to the leadership of this greater movement. He possessed those qualities of unselfishness and devotion which have motivated the workers in public education thruout the history of the public-school system. The same spirit of selfsacrifice and effort which lead Horace Mann to give his life to the welfare of the children of his time is still a characteristic of those who carry on the work of the public schools. The teachers of the nation are today advo- cates and guardians for the children, and these children are still our clients. The torch which Mann lighted and carried among the people of his generation has been handed from leader to leader and today is borne aloft by thousands of men and women who have consecrated their lives to the training and the education of children. There are still those who are ““incased in prejudice and jealousy,” and the educational leaders of today are faced with the same sort of opposition Volume 22, Number 6; October 1933 and criticism which met the leaders of the public-school movement in the days of Horace Mann. ESSIE Gray, classroom teacher of Philadel- phia, and president of the National Educa- tion Association 1933-34. <— “The message that comes first from my heart to yours is a great hope for the future of our organization. The spirit of our profession must be in a body functioning for the wellbeing of the entire group. That body is the National Education Association.” In discussing the present situation, I shall first consider the criticism which is quite prevalent concerning the present educational leadership in this country. We read in some magazines and news- papers and we hear from some platforms statements that there has been a deterio- ration in the quality and preparation of those who direct the public-school sys- tems of this country. Criticism of our leadership shows rather interesting con- tradictions. We have those who claim that high-powered educationists have overdeveloped the school systems of our country and we have ‘others who charge that the work of our educationists is largely mechanical and lacking in breadth of vision and scholarship. I think it is fair that we should face these criticisms and take a square look at the professional leadership of the public schools. Philosophically and theoretically may I say that criticism emanating from colleges and universities ought to be ruled out in view of the fact that our modern educational philosophy has been evolved from those institutions. Such weaknesses as may be found in the public schools of our country can be charged to our educational philosophers just as much as to those who carry on these edu- cational activities. I claim that the most important factor in the present emer- gency as it affects the public schools is the modern teaching profession. We have in this country today thousands of men and women who in preparation, scholarship, and professional knowledge are the peers of men and women in any of the learned professions. Our critics may apply any sort of yardstick they choose and they will find just as high an average of academic attainments and professional preparation in our educa- tional leadership as they will find in any other profession. If there is any doubt about this, I refer them to the records in the graduate schools of the colleges and universities and in the teacher training institutions. There are still differences of opinion about the sort of educational preparation our leadership should have but surely no one would charge that the courses of training for educational lead- ership are any less definite or more chaotic than those provided in the prepa- ration for the other learned professions. In discussing this matter I demand that our critics be fair and that they consider the leadership in education upon the same basis as the leadership in all other forms of vocational and specialized ac- tivity. I assert that such an impartial survey of all the learned professions will show that the profession of education will not suffer in comparison. We are also told that there has been a slump in the leadership of the organ- ized educational forces of the country. Here judgment must be based upon the achievements and the results of our edu- cational organizations. The National Education Association has a long and honorable record. I pay high tribute to those who have carried on the work of this Association in the years past. They rendered a fine service and on the part of the present leadership, I express deep appreciation of the services which the leaders of the past have rendered to the 169 qoeneee nape cause of public education. I| assert, how- ever, with equal confidence that the National Education Association in the past two or three years has adjusted it- self and its activities in a fine way to the demands of the new age. Under the pres- ent management and that of the imme- diate past thru the modern facilities of the radio, the cause of education has been presented to millions instead of to thousands as in the past. The leadership in this organization has been alert in tak- ing. advantage of every modern facility for bringing support to the public schools of this country. The activities of its headquarters staff, its publications, and its contributions have been abreast of the times. The power and the influence of an organization like the National Edu- cation Association in this modern day are felt not thru any one person but in a combination of many working in a united effort for the achievement of great purposes. Measured in this way, every member of the National Education As- sociation may well be proud of its achievements. May I divert to pay trib- ute to the great state associations that have rendered such distinct service in this emergency. Jn every legislative center and on every firing line the representa- tives of the state associations have been present. The national association and the state associations in all the states of the union have cooperated whole- heartedly in the past year and the re- sults speak for themselves. The real educational leadership in pub- lic education in this country is found in the state departments of education, in the offices of city superintendents and highschool principals, and in the state and national associations which bring together classroom teachers for the ad- vancement of their profession and the protection of the welfare of our children. This country has witnessed no finer ex- hibition of patriotism and loyalty than that of the teaching profession in the past two or three years. In the face of reaction and retrenchment and in the presence of mean and unjust criticism these men and women have carried on. The critics of the public schools are finding fault with educational results. We are told that public education has resulted in a sort of dead level of medioc- rity among the people. We are not told what might have been our condition with- out such training. I do not claim any degree of perfection for the American public school. Its critics cannot reason- ably expect it to be free from the weak- nesses of modern society. It is our hope 170 as educational leaders that public edu- cation may prepare the rising genera- tion for better things. Those of us who base our educational philosophy upon the teaching of Horace Mann know that, “an inconceivably great labor is under- taken. With the highest degree of pros- perity, results will manifest themselves but slowly. The harvest is far distant from the seedtime.” This is no time to indulge in extravagant claims about the function of education. We simply hold to the principle that we cannot have a modern society without a certain mini- mum of knowledge and intelligence. This must be universal among the people. Any other condition would mean the complete change of our governmental and social structure. Much of the criti- cism of educational results in the public schools is due to the feeling that the masses of our people cannot profit from educational training. These critics re- gard the common people as boobs and yokels. It is an easy matter to assume the attitude of an intellectual snob and to look down on the masses. It is quite difficult, however, to get those masses to look up to those who assume airs of superiority. In my judgment it is a little hazardous to decide that the intelligence and human qualities desirable for success in modern life reside exclusively with any one group. Magazine writers and sensational platform speakers may be intellectually smart and clever but there are a lot of common people who have learned in the public schools to discrimi- nate between bunk and truth. The hope of this country is that an ever increasing number may learn to make that discrimi- nation. We have struggled for a long time in this country to eliminate illiteracy and to teach all of our people to read and write. We are approaching a 100 percent record in that effort. Our next goal will be to remove other forms of illiteracy. To the public schools of this country can surely be given the credit of achiev- ing the first result and to them we must look with hope for higher results. The public school may have many of the imperfections which its critics have claimed but the fact remains that it is the only instrument we have for develop- ing a citizenship that is universally pre- pared to deal intelligently with the com- plexities of modern life. We therefore suggest that those who criticize the re- sults of public education propose a better means of qualifying people to live in a democracy. We are told by another group of critics that public education is costing too much money. Here we are brought face to face with the obligation of parents for the education of their children. If this type of critic believes in modern democracy, he must accept the obligation for the training of citizens in that democracy, In the course of time the modern public school has become a cooperative effort among the parents for providing desired educational training. Of course, we have those who are financially situated so that they can provide for the education of their children in a highly efficient manner thru private enterprise, but the commu- nity and the state very soon confront that larger group who cannot provide such educational training without general cooperative effort. Since the days of Horace Mann we have in this country established, first, the principle that an elementary education should be provided at public expense to all the children of all the people, and rather reluctantly in a more recent period the providing of secondary education at public cost has been generally accepted altho im this emergency there have been reactionary voices crying for a curtailment of public secondary education. We still have with us those who are opposed to any general expenditures for free public higher edu- cation. The basic principle underlying this whole problem is found in the obli- gation of parents to children, of age to youth, of one generation to the succeed- ing generation. May I enunciate the prin- ciple which I have stated repeatedly this year that in a democracy the education of the children constitutes a first mort- gage on the wealth of the community and the state. We are confronted now in this period of depression which we hope is near the end, with those critics who claim that this nation cannot afford to provide free public education to its childhood and youth. The educational leadership of this country in the presence of this situa- tion recognizes the fact that expenditures must be adjusted to the ability of the community and the state to pay. We do claim that the education of children is” an essential service and that in the ad- justment of public expenditures funds for education should have a priority of consideration. May I submit some facts concerning the spending habits of the people of this country, when they want to satisfy their own personal needs for display or amusement. Official estimates of the United States Office of Education place expenditures for public elementary and secondary schools for the school year just concluded al a estil mar mac say tw0 tur SI, pre edi ane ha' The Journal of the National Education. Association face * the type racy, the racy, ublic *ffort Sired have that n of inner nmu- front vide neral Ss of intry t an rided n of ly in ig of this nary ublic with neral edu- ving obli- re to prin- this ition nort- and riod r the that free and D of itua- tures the e do n is” . ad- unds y of facts the want . for tates ures 1ded ation at approximately $1,900,000,000. This estimate was made last December and many additional reductions have been made in school expenditures. It is safe to say that our total bill for public schools in America in 1932-33 was well under two billion dollars. At the same time, our annual expendi- tures for gasoline were approximately $1,982,000,000. We spent as much to propel our automobiles as we did to educate our children. Expenditures for cigars, cigarettes, and other forms of manufactured tobacco have fallen off greatly during the depres- sion; nevertheless, even last year we were able to find $1,212,000,000 for to- bacco products. The combined public- school systems of thirty-eight out of the forty-eight states were operated for less than the amount spent by the United States for tobacco. The annual income of a single chew- ing-gum company in 1930 was larger than the income for public schools in any one of twenty-six states. Our expenditures for admissions to moving pictures, theaters, prize-fights, cabarets, and the like, amounted to $1,- 240,000,000. The nation that will close kindergarten and night schools while it continues to spend these huge sums on amusements, often of doubtful value, is pursuing a dangerous policy. As long as the combined expenditures for tobacco and amusements are 50 percent greater than the combined expenditures for all public elementary and secondary schools, we shall be unable to take seriously the statement that we can no longer afford to give our children a decent education. These contrasts between expenditures for education and for other purposes are even more striking when we consider con- ditions in a fairly normal year. Thus, in 1928, we spent $2.60 for candy, chew- ing gum, theater, tobacco, jewelry, and similar luxuries, for every dollar spent for schools. Even as late as 1930, we were spending 50 percent more for life insurance premiums than we were for public schools, over twice as much for building construction as we were for pub- lic schools, and about five times as much for passenger automobiles as for public schools. In making these comparisons, there is no thought of depreciating the importance of expenditures for life in- surance, for buildings, for transporta- tion, or for luxuries. It is granted that factories built for the production of auto- mobiles or cigars cannot be converted overnight into schoolhouses. It can hardly be denied, however, that there is a large Volume 22, Number 6: October 1933 element of choice in the way in which we distribute the national income. Scarcely a state in the country could not maintain its expenditures for education provided its people were willing to forgo the purchase of other goods and com- modities. Once the proper support of public education is recognized as a matter of first concern, the schools can be ade- quately supported even tho we may not have as much as we like of material luxuries and comforts. A wise national policy will find ways and means by which the economic support given to various commodities and services will bear a close relationship to the relative human values of these commodities and services. Most of the curtailments in public education have necessarily fallen on the salaries of teachers and other employees. Teachers do not object to reasonable re- ductions in salaries when it is evident that the community under present con- ditions is unable to maintain the former schedules, but teachers and many other citizens are beginning to wonder why it is that the lower salaried groups always seem to feel the heaviest brunt of a period of depression. The salaries of the presidents of twelve large railway sys- tems, for instance, run from $61,000 up to $135,000. The average reduction in these large salaries between 1929 and 1932 was only 10 percent. The five larg- est life insurance companies pay their presidents salaries ranging from $100,- 000 to $200,000. Four out of the five companies increased the salaries of their presidents by $25,000 between 1929 and 1932. It is reported that the president of a large tobacco company was receiv- ing in i932 remuneration from salary and bonus amounting to nearly $800,000 a year, while in 1930 the same official received over a million dollars a year in salary and bonus. While the railroad and insurance companies were paying salaries of this type to their leading officers, the federal government was loaning them large sums of money thru the Recon- struction Finance Corporation. At the same time, thousands of school teachers whose salaries in normal years were not excessive, were going without pay en- tirely and were unable to secure from Congress any legislation which would permit the Reconstruction Finance Cor- poration to lend money for their relief. It is conditions such as these which lead us to suspect the motives of those who are taking the leading part in the national drive against the financial sup- port of public schools. It is no longer popular, as it was a century ago, to op- pose the support of public education as a matter of principle. The American people have accepted the public-school system and will not turn from it. Can it be possible that those who do not at heart believe in a democratic system of education but who dare not openly an- nounce their opposition to it are using our present sufferings as a method by which they hope to weaken or destroy it? We need in this country today a new conception of human values. There must be a radical change in our estimates of success. Democratic ideals of the greatest good to the greatest number must be made a reality. We have too long preached the principles of equality and justice while practising injustice. The badge of dishonor should be pinned on the man who achieves selfish purposes by unfair treatment of his fellows. The American public-school system repre- sents the effort of a great modern de- mocracy to establish equality of oppor- tunity among all of the people. In this land of ours, the sons of the struggling farmer, the wage earner, and the small salaried person must have the same op- portunity for the development of their intellectual talents as do the sons of the privileged classes. This is of the essence of democracy. Social, political, and eco- nomic leadership in the new period ahead of us must be based upon ability and character. Ralph Waldo Emerson once made the statement that the greatest human enterprise is the care and the cul- ture of men. May I say that the greatest need of this country today is for men who are honest and fair in their dealings with their fellowmen and who are true and loyal to the ideals and principles of modern democracy. From the days of Horace Mann down to the present mo- ment the American public school has been dedicated to the greatest of human enterprises. In the face of unfair criti- cism and selfish opposition one million teachers in this country carry on with supreme devotion to American ideals and modern conceptions of human suc- cess. These teachers call upon the repre- sentatives of wealth to join with them in the care and the culture of the rising generation. American institutions cannot be preserved and perpetuated by educat- ing the children of a few. They can only be made permanent thru the broadest education of all the children of all the people. The debt which age owes to youth for culture and education must not be defaulted.—Address before General Ses- sion, Chicago convention, July 5, 1933. 171 ee arena re eh Be TE nite * UR YOUNG PEOPLE just out of col- (3 lege, high school, or junior college today, without jobs to go to, are tremendously at sea. They are touch- ingly perplexed and they want advice. Our experience in setting up classes for them at Hull House has been that they do not so much want to learn a trade as to talk philosophy, religion, and econom- ics. All about them are various influences ready to teach them, if educators do not. There are the organized Communists ready with their propaganda. There are the movies and other modern avenues of subtle teaching. It is the educator’s op- portunity to show them the benefits of the cultural life—Jane Addams. When people come to me disturbed and anxious about the schools, wondering whether the rich content that has been put into our courses of study and the greatly enriched school opportunity which has been afforded to the children is going to be cut ruthlessly back by the hand of this depression, I would like to be able to say to them, “Fear not, the 800,- 000 teachers of America are on guard.” — Francis G. Blair, state superintendent of public instruction, Illinois. If vocational education is to minister to changing needs, it cannot set itself up as a Static institution. It must look upon itself as a clearinghouse, receiving and passing on all the educative forces of the community. With the disappearance of juvenile labor and old occupations, so- ciety is faced with the problem of train- ing and retraining for vocation and avo- cation and leisure. If the schools do not educate and care for the youth of the land what will become of them? Society is facing a choice for youth. Will it choose more education or will it let youth take the road of idleness and crime?— William J. Bogan, superintendent of schools, Chicago. The Committee of One Hundred on Retirement Allowances has never had more serious problems to consider than at the present time. Reduced revenues for schools have thrown into relief many financial, administrative, and psychologi- cal problems relating to retirement al- lowances for teachers—Anna. Laura Force, principal, Lake Junior High School, Denver. Education must forever cleanse re- ligion of its fanaticisms and its supersti- tions, and wash away the dust and litter 172 Ideas from Chicago of the centuries that make it musty and stale. Religion must wash away from edu- cation the dust of its daily routine and weariness, and revive its enthusiasm and its consecration; must keep it human enough so that it will not be buried be- neath the weight of its own elaborate technics and its unintelligible lingoes.— Charles W. Gilkey, dean, University of Chicago Chapel. We must match wits with those who would seize the advantage of hard times to sacrifice democratic ideals of education upon the altar of selfishness. This is the great necessity. This is the fundamental problem growing out of the present eco- nomic distress—A. F. Harman, state superintendent of education, Alabama. I wonder if it isn’t a fair statement that while we have indulged ourselves liberally in education, we have not done this so much for the sake of education itself or to add to the graciousness of life, but be- cause of the general belief that by educat- ing ourselves and our children, we have been making it more possible to win in the race for the acquisition of wealth. The fate of the schools is the most im- portant question before the American people today. I give it to you as my deliberate opinion that the last place to put devitalizing economy into effect is in our schools.—Harold L. Ickes, Secre- tary of the Interior. Teachers must prepare themselves and the public to accept a greater degree of industrial and economic planning and control than we have heretofore had for the advancement of the general welfare. We have reached the stage in the evolu- tion of our economic system where we are compeled to abandon the theory of free competition, laissez-faire, and “rugged”’ individualism and turn to a definitely planned economic system based upon the general welfare, which means upon gen- uinely ethical principles—Robert C. Moore, secretary, Illinois State Teach- ers Association, Carlinville. The days of prosperity are over; we are facing a crisis in education, but the demand for intelligent professional lead- ership and service is stronger than ever. It is this previous professional prepara- tion, this training and experience, which is making it possible for the school prin- cipal of today to face the problems aris- ing from the present emergency, with unflinching courage, with skill and initia- tive. He recognizes this as his opportu- nity to walk hand in hand with his fellow- men in coping with the present depres- sion and in preventing the collapse of the American public school.—Cassie F, Roys, principal, Walnut Hill School, Omaha. We must so organize nationally and locally that the true purpose of the schools may better be interpreted to the public. There can be no question but that many who would be sincere friends of public education have been bewildered and perplexed by propagandists for de- structive economy. It is our duty im- mediately to lay plans so that nationally a great drive may go forward to acquaint the American people with all of the facts about educational expenditures. We must make it clear that we favor and are prac- tising sound, constructive economies. If administrators in public education have failed at any one point more than at any other, it has been in interpreting the pur- poses and the ideals of public education to the people. For this failure we have paid a dear price—Paul C.: Stetson, superintendent of schools, Indianapolis. Here in Chicago we are spending $5,000,000 a month in unemployment and poor relief. Obviously, this cannot go on very long before it will bankrupt the city and impoverish everybody. On the other hand, here is another city, typi- cal of thousands of others—the little city of Washington, Indiana—that is actually making money keeping its people at work and so keeping them out of the poor house. And how? The city owns and operates a revenue-producing money- making electric light and power plant. Out of its surplus earnings it employs its unemployed, while other cities are in- creasing theirs. And when the depression came and its chief factory was about to close, the city, out of the surplus earn- ings of its municipally owned light and power plant, bought stock in the factory’ and kept it going, and kept its people at work.—Carl D. Thompson, secretary, Public Ownership League of America, Chicago. One way in which we shall keep closer to the people in the future, I hope, is thru the extending of our educational sys- tem to include all of adult life. Then the schools and the people together will have a new way of reinterpreting social move- ments.—George F. Zook, U. S. Com- missioner of Education. + « The Journal of the National Education Association teat hur inte Sta llow- Dres- e of e F, hool, and the ) the that ls of lered r de- im- nally uaint facts must prac- s. If have t any pur- ation have [son, Dolis. iding ment innot crupt r, On typi- > city ually work and yney- lant. ys its e in- ssion ut to earn- and ctory le at tary, rica, loser ye, is | sys- n the have 10Vve- a) _~om- iation The 1933 Convention in Chicago T THE seventy-first annual conven- A tion of the National Education Association in Chicago, the teacher stepped out of the classroom into American life.” Some day a recorder of human events will write this sentence into a history of education in the United States. He may say also that the step had been many times contemplated, but never quite taken. Pioneer thinkers have long sounded the seven-day trumpet call around the grim walls that shut off the view of students from the scene in which they were learning to play a part. Some- how the walls remained. At Chicago they crumbled. Extremity has some virtue. It was a wise old political philosopher who said that “bad kings do good, if they are bad enough.”’ Social and economic affairs in America have reached the stage where even the conservative are eager to take part in a reconstruction. Chicago was a fitting place for edu- cators to take a stand. Across the park from convention headquarters a billion candle power of multi-colored light, Arcturus-born, played over the great achievements of a century. In the dark recesses of political chicanery, somewhere else in the city, plans were being made to destroy in Chicago much of the edu- cational opportunity which had made those achievements possible and desir- able. Eighteen thousand teachers of the city were short five months’ pay—some of them the wards of charity—while money flowed from lavish hands into the great lake-front sideshow that all summer long competed with kidnaping, racketeer- ing, and dethroned kings of high finance for the nation’s headlines. It was no cold light from a far star that stirred the teachers into acknowl- edging a new sense of rights and respon- sibilities. It was the heat born of present injustice to defenseless childhood, of the mad attempts of citizens in high places and of great wealth to get as much as possible from the nation and give as little a possible in return, that sent teachers away from Chicago with a stern resolve to take a direct and aggressive part in shaping the new order. “From the beginning of our country, the public-school teacher has not had the privilege of exercising the full rights of an American citizen,” said Superintend- ent Willard E. Givens of Oakland, Cali- fornia, in a stirring address that typifies Volume 22, Number 6; October 1933 the aroused spirit of educational leaders. “We have been permitted to slip quietly to the polls and cast our ballots but we M*: Susan M. Dorsey, superintendent emeritus of the Los Angeles schools, who was made honorary life president of the Na- tional Education Association at the convention in Chicago. have not been allowed to discuss politi- cal issues or to take any leadership in matters affecting the welfare of our gov- ernment. ... “Tn spite of the teacher’s many quali- fications as a citizen, he has been criti- cized, brow-beaten, threatened, ordered, sued, vilified, and otherwise maltreated when in any way he has turned his edu- cation or devoted any of his time to political endeavor. We have cases where teachers have run for public office and have been ordered by boards of educa- tion to withdraw promptly from such degrading activities or their immediate dismissal would ensue. . . . Why all this stigma to a teacher’s participating in politics? . . . Is there any real rea- son why one million of our best educated people should be barred from the privi- leges and responsibilities of real citizen- ship? ... “Tt is not only our opportunity but our responsibility and our obligation to take an active part in our government and in all our civic affairs. ... We will not remain silent and inactive. We are not cowards. We are red-blooded American citizens and taxpayers quali- fied by professional training for leader- ship in the war on civic corruption, aroused to action by the menace of that corruption to the new generation of citizens entrusted to our care, and we propose to exercise our full rights here- after at any cost.” The National Council of Education led off with the assertion that the teach- ers should take a new place in American politics, when Fred J. Kelly, chairman of the Committee on Social-Economic Goals of America, offered for the con- sideration of the Council ten aims of the American people which he contended should be made a part of the school cur- riculum. Dr. Kelly would make the schools a principal factor in determining the future of American life. Many speakers emphasized the influ- ence of the schools in shaping tomorrow’s world. President Glenn Frank of the University of Wisconsin was a hearty advocate of freedom in teaching the truth about the present economic situa- tion and in offering thru the schools and colleges recommendations for reconstruc- tion. “Never before have there been so many pressures upon the schools, the colleges, and universities to mold them to a pat- tern, to soft-pedal their researches into living realities, to tell them what they may and may not say,” said President Frank. “. Fascism and Commu- nism have decided what they will do with their schools. They have decided that the laboratories will take orders from the legislature. There are no dissenting pro- fessors in Italy. There are no dissenting professors in Moscow. ... And now Hitler has put the sign of the swastika upon German scholarship. As Charles E. Merriam suggested, it remains only for the democracies of the West to say that they will not tolerate differences of opin- ion to make it unanimous, and then we can blow out the light and fight it out in the dark. When the voice of reason is silenced, the rattle of machine guns begins.” “The time has come for a new deal in civic training,” said Dean Charles H. Judd of the University of Chicago in similar vein. “I am in favor of such a reconstruction of the curriculum worked out cooperatively by the educators that the American people will be compeled to 173 A RY ce ee SR ONO ES ONIN pase SP a a erqahene = sogpsresreeeliaae SEE 5: aL UNS aro —< talk at the dinner table with their chil- dren about taxes and legislators and tax reduction associations,” he said. Few activities in American life escaped the criticisms of the educators as they planned to participate in the direction of public affairs. Bankers, insurance barons, railroad magnates, and other managers of wealth were the special targets of con- vention speakers. The disposition of financiers on tottering thrones to dictate American progress was especially subject to fire. ‘When, as a condition of making loans, the banking interests of Chicago, Boston, New York, or any other community at- tempt to tell the educational authorities how to run the schools, they are stepping outside their sphere,” said President Rosier. “The supreme issue is whether the best interests of the people of the country are to be curtailed to satisfy the desires of special economic groups, or whether liberal and progressive influ- ences shall dominate.” John K. Norton, chairman of the Joint Commission on the Emergency in Education, took up the cudgel against the attempts of selfish interests to reduce support for schools. The activities of the commission were felt in every general session and departmental meeting of the entire convention. “Those who sit in key places of business control in this country have had in their hands half of the eco- nomic power of the world. What have they done with it? They have spent large sums for advertising in an effort to beat down expenditures for schools and other essential public services,” said Dr. Norton in the commission report to the delegate assembly. “They have organized them- selves into selfappointed committees, which have sought to usurp the budget- making functions of the legally elected representatives of the people. They have been so little interested in the welfare of the children of the average man, that they have made little effort to discrimi- nate between essential and nonessential public services. They have employed clever lawyers to show them how to evade income taxes which any socially- minded citizen of great wealth should have been glad to pay in a period such as the present. At the same time, they have urged that the nation’s wealth is so meager that the schooling of the aver- age man’s boy and girl must be limited to the rudiments of the Three R’s and a narrow vocational training, lasting but a few years. But they have not told us what boys and girls are able to do with their time when they leave school to 174 enter a labor market already glutted with twelve million unemployed. .. . It is high time that such peace-time ‘slackers’ should be called to account.” Teachers responded to the accounts of Dr. Norton and other speakers regarding the attempts of a great utilities organiza- tion to slash public expenditures, with a resolution that the officers of the National Education Association should “provide thru its JouRNAL and otherwise, infor- mation for the use of members regarding publicly owned and privately owned utility companies.” Far from spending all their time in discussing what should be done, many convention speakers related significant achievements in the face of economic difficulties. “There is no emergency in education in Indiana,” boasted Governor Paul V. Mc- Nutt as he described the steps taken in his state to maintain a high standard of edu- cational opportunity during the crisis. In 1933 the general assembly of Indiana authorized the state to pay $600 per teacher to each employing school unit on the basis of an average daily attendance of thirty-five pupils for the elementary teachers and twenty-five pupils for the highschool teachers. This law enabled all school units to have a minimum term of eight months with a property tax of $1.50 or less. The Indiana school prob- lem will be financed by a gross income tax, an intangibles tax, and the interest from the state’s common-school fund. The Indiana program was considered of great importance by convention delegates because it demonstrates conclusively that there is an answer to the school finance problem. An extensive exhibit sponsored by the Joint Commission on the Emergency in Education showed what educators thru- out the United States have done during the school year to hold the line for the schools. Booklets, posters, and every type of medium for educational inter- pretation were displayed. Members of the headquarters staff of the Association counseled with school leaders regarding their local problems. . The new spirit and aroused energy of convention delegates found expression in many ways thruout the seven-day meet- ing. Friendly rivalry arose after the nomi- nation of two candidates for the presi- dency, bringing to the election polls one of the largest votes ever cast at the an- nual convention. With the announcement of the choice of Miss Jessie Gray of Philadelphia as the new president, she was declared elected unanimously upon motion of Miss Anna Laura Force of Denver, the opposing candidate. Miss Gray is a classroom teacher jp the fifth grade of the Thaddeus Stevens Practise School, a division of the Phila. delphia Normal Training Department, Born in London, Miss Gray came to America with her parents in her youth, Educated in the public schools of Phila- delphia and the Philadelphia Normal School, Miss Gray has achieved distine- tion in professional service in her city, state, and in the nation at large. She was recently president of the Pennsyl- vania State Education Association—the only woman elected in eighty years to that position. She has been especially active in school legislation in Pennsyl- vania. She is wellknown for her interest in teacher welfare. She directs the Louise Haeseler Memorial Fund to help dis- abled teachers. She is chairman of the Committee on Management of the Lloyd Mifflin Memorial, Pennsylvania’s teach- ers’ home, and has for five years served on the Tenure Committee of the National Education Association. A warmly supported movement to eliminate ex-officio delegates from mem- bership in the Representative Assembly failed. The proposal was re-offered for the Assembly next year. Fourteen resolutions embodying de- sirable economic goals and suggesting definite action toward achieving them were adopted without debate. Mrs. Susan M. Dorsey, superintendent emeritus of the Los Angeles public schools, was elected an honorary president. Joseph M. Gwinn, superintendent of schools, San Francisco, was reelected to the board of trustees, and Thomas W. Gos- ling, superintendent of schools, Akron, Ohio, to the executive committee. The seventy-first convention of the National Education Association has left its mark on the history of education in the United States. From its deliberations teachers at the convention and elsewhere have gained a new concept of their obli- gations as public servants. They have extended their fields of labor beyond the classroom. Already the Joint Commission on the Emergency in Education, author- ized to lead in the assumption of these new obligations, has drawn up a formal statement of the essentials of a modern school finance program [see page 194]. This charter sets forth the educational task of the nation, one which the finan- cial ability of the people justifies and one which the great body of teachers will struggle to achieve and to maintain.— Belmont Farley. > > The Journal of the National Education Association ce of ler in Levens Phila- ‘Ment, ne to youth, Phila- ormal istinc- ' city, She nnsyl- 1—the ars to cially nnsyl- terest Louise D dis- of the Lloyd teach- served tional nt to mem- embly ed for ig de- esting them Susan tus of , was Joseph *hools, o the . Gos- Akron, of the as left jon in ‘ations »where r obli- have nd the rission uthor- these formal 1odern 194]. tional finan- s and rs will ain.— <> rciation Weathering the Storm HE PROFESSION has during the pres- ent year not only faced the blasts of the worst storm in the history of our nation, but it has battled bravely in the darkest hours. It has succeeded in salvaging many of the essentials in our American system of education which will serve as a basis for readjustments and rebuilding to begin as soon as the dark clouds and the fury of the winds have passed. In other words, the pro- fession led by local, state, and national associations is ‘weathering the storm’ in a remarkably effective manner.” Thus Secretary Crabtree begins his sixteenth—and perhaps his most signifi- cant—annual report. In this report, which was presented at the Chicago meeting, the Secretary pays eloquent tribute to the teachers of 1933, discusses the educational situation,and outlines the Association’s activities during the past year. The activities of the Joint Com- mission on the Emergency in Education form an important feature of the report: As the seriousness of the emergency became apparent, the National Education Association took steps to mobilize the forces of education thruout the country in support of our Ameri- «an schools. The most important step which the Association has taken in a decade is the appointment in cooperation with the Depart- ment of Superintendence of the Joint Commis- sion on the Emergency in Education and the recognition of its leadership in all problems that have grown out of the depression. The commission represents in its member- ship and consultants every phase of educational enterprise. It brings together the best experience of the entire profession. It encourages every teacher in elementary school, high school, col- lege, university, or professional school to as- sume his share of responsibility for interpreting education to the public. The response of the profession and of the citizens of the country has been most encouraging. Every group and sectional interest has been subordinated to make the work of the commission effective. From every quarter there has come whole- hearted and enthusiastic cooperation. The re- gional meetings have brought encouragement and perspective to all who have taken part in them. They have helped to define the problems created by the emergency. They have helped to hold the battleline for the schools. The Emergency Commission has served as a clearinghouse for information. The materials which have been sent regularly to its more than 450 consultants have contained the latest in- formation showing educational conditions thru- out the country and describe the methods that have proved effective in meeting those condi- tions. The headquarters staff of the National Education Association has put itself at the disposal of the commission so that it has been able to accomplish much with a relatively small expenditure of funds. During the last three months the divisions of research and of publi- cations have given the full time of the staff to the work of the commission. No one can estimate the farreaching effects of the prompt, vigorous, and continuing leader- ship which this joint commission, under the chairmanship of Dr. John K. Norton of Co- lumbia University, former director of research for the National Education Association, has been able to give to the profession and to the country. The commission’s plans for 1933-34 include a comprehensive interpretation of the ideals, purposes, and achievements of American education to the entire population. They in- clude a widespread celebration of American Education Week which will reach millions of homes with a new understanding of the sig- nificance of the school in the life of children. The reports of the directors of divi- sions occupy the second half of the Secre- tary’s report. The following abridged lists of functions of the various divisions give a birds-eye-view of the services rendered the profession in a single year by the headquarters staff: In the face of the difficult conditions which now confront the schools, educational interpre- tation is becoming a major phase of the work of our associations. This growth of interpreta- tive activities is reflected in the increased de- mands made upon the Division of Publications. THE JOURNAL, coordination of printing, Ameri- can Education Week, convention press service, newspaper contacts, radio programs, and special projects constitute the most important services of this division. The promotion of membership, keeping a financial record, and answering a volume of correspondence are among the most time-con- suming activities of the Department of Ele- mentary School Principals. This year The National Elementary Principal was edited and published at headquarters. The Twelfth Year- book will be ready for distribution this fall. In addition to special projects dealing with the crisis—such as preparing reports to help Volume 22, Number 6; October 1933 OOKING AHEAD—The national student government group is thinking, we are told, of adding another purpose to its platform, that of safeguarding the interests of the American free high school. Some of the | Greek letter organizations are taking up the fight for the American college and university. Highschool students have on their own initiative organized in many places to see that their teachers have a square deal. It is perfectly clear that the voters of the next decade are getting ready not only to hold what we now have, but to secure in the near future better educational advantages than we have had in the past in the elementary school, high school, and university—Secretary Crabtree’s annual report, p8. local communities meet urgent financial and educational problems—the usual program of the Research Division has been carried for- ward: publication of the Research Bulletin, preparation of a number of JOURNAL pages; biennial salary survey; assistance on reports and yearbooks; collaboration with the Depart- ment of Superintendence in managing the Edu- cational Research Service; answering inquiries by mail; the headquarters library. The work of the Secretary’s Office, outside of the duties and responsibilities of the secre- tary, includes attending to correspondence and orders for publications; life memberships; cer- tificates for 100 percent schools; entering funds on cash machine; and receiving visitors. The financial records of the Association are arranged by the Division of Accounts not only to give correctly the assets and liabilities, but to enable each division to obtain quickly complete infor- mation that will enable each to control its ex- penditures. Thru the Division of Administrative Service and Department of Superintendence contact is made with all departments and organizations concerned with school administration or super- vision. The division provides part of the ma- chinery by which school officials may better work together in solving educational problems of national interest. At the Department’s sixty- third annual meeting at Minneapolis in Feb- ruary, the Eleventh Yearbook, Educational Leadership: Progress and Possibilities, was presented. Two of the main functions of the Field Serv- ice Division are to develop lay and professional contacts and to carry forward the Association’s legislative program. Since 1917 the NEA has been working actively to reorganize and co- ordinate the educational agencies of the federal government. This year definite accomplishment was made. The more important functions of the Divi- sion of Business deal with advertising, conven- tion, exhibits, purchasing, printing, auditing, personnel, building supervision, and general ad- ministration. The Division of Classroom Service aids the classroom teacher thru the Department of Class- room Teachers; thru affiliated local associations and state organizations; thru correspondence with individuals; and thru The News Bulletin, which furnishes a means of communication be- tween the Department and the teachers. The work of the Division of Records and Membership consists of keeping membership records; answering inquiries regarding them; addressing publications to members; and pro- moting membership in cooperation with the secretary. 175 HE NATIONAL EDUCATION Asso- CIATION reaffirms as a statement of its general policies the platform adopted at the Atlantic City meeting, July 1932; and, realizing that the train- ing of children cannot be postponed be- cause of the economic crisis, adopts the following specific resolutions concerning the present emergency in education: School Funds and School Man- agement. Taxation—The solvency of the schools is dependent upon the appli- cation of scientific principles of taxa- tion. The state governments should im- mediately designate tax commissions of experts for the purpose of devising taxa- tion systems that are both adequate and equitable. There must be mitigation of excessive real estate taxation and a shar- ing of the burden by equitable taxes from other sources. The federal govern- ment should take whatever measures may be necessary to allow the Recon- struction Finance Corporation to assist the schools directly. School Expenditures in the Light of Economic Recovery—|[1] No school re- trenchment is truly an economy measure unless it: [a] preserves the educational rights of childhood and [b] is based on scientific professional principles. [2] In view of rising price levels, school boards should: [a] refrain from further cut- ting of school costs, including salaries; [b] re- turn to normal levels of expenditure as soon as possible in cases where excessive reductions have already been made; [c] reestablish edu- cationally valuable services and courses which have been eliminated. First Principles of School Manage- ment—[{1] The management of school affairs must be non-political and profes- sionally directed. [The growing practise of political interference in the appoint- ment of school officials and teachers is unreservedly condemned. ] [2] Public education must be free. [The practise of exacting highschool tuition charges that has crept into some systems is unqualifiedly condemned.] [3] The duty of the state to educate all its children is fundamental, and the greater part of local education costs should be borne by the state. The American Child and the American Teacher. The American Child’s Right to Unfettered Teaching— The ability, preparation, and morale of teachers are matters of greatest public concern, inextricably bound up with the welfare of the children of America. The educational development of our children 176 Resolutions Adopted at Chicago, 1933 can be safeguarded only when teachers are adequately trained, both academically and professionally, and are assured adequate pay, protection from unjust discharge, professionally conditioned employment of new teachers, at least nine months of school each year, reason- able limitation of size of classes, and freedom from unnecessary worry and from hampering restrictions. Removal of Special Discriminations Against Teachers—|1| Teachers of equivalent training and experience doing the same kind of work should receive equal pay, regardless of sex. [2] Teach- ers should not be discriminated against because of marital status. Kindergarten Training for Every Child—Kindergarten training for every child of kindergarten age is a part of the proper educational equipment of the population. The Research Division of the National Education Association is strongly urged to make a further study of the kindergarten situation thruout the United States. Instruction in Effects of Alcohol and Narcotics—The National Education As- sociation urges complete and specific in- struction in the schools regarding the effects of alcohol and narcotics on the human body and on the social organiza- tion; and expresses its disapproval of any false advertising or propaganda on this subject. Public Relations. Publicity Needs of Education—The quality and extent of education in any community bears a direct relation to the degree of enlight- enment of the public opinion of the community. Often skilful secret manipu- lation of public opinion by minority interests interferes with the natural de- velopment of a favorable attitude to- ward its schools on the part of the public. It thus becomes civic duty for the teachers and all other workers in the schools to serve the children by informing the public of the purposes and work of the schools, of the facts in regard to school costs, and of the effects of proposed changes. The following avenues of disseminating information are suggested: ad- dressing meetings of organizations, utilizing the opportunities afforded by the press, and inducing parents and other citizens to visit school classes and exhibits. Examination of Motives of Organized Opponents of School Expenditures— School expenditures, activities, and ob- jectives are being systematically attacked by certain business and commercial in- terests and by organizations bearing such names as taxpayers’ leagues, econ- omy leagues, and citizens’ committees. Such interests and organizations undoubtedly have the right to advocate changes in public expenditures and policies. It is, however, equally the right of the public to know the member. ship of such organizations, the source of the funds used for their campaigns, and the real motives underlying such campaigns. The Re. search Division of the National Education Association is requested: [1] to ascertain and assemble the facts in regard to these move. ments against public education, and [2] to disseminate those facts so that teachers, Parents, and all other citizens may know what influences and interests are motivating these organizations, Request for Information—The officers of the National Education Association are requested to provide, thru its Journal and otherwise, reliable, authentic infor: mation for the use of its members con- cerning publicly owned, publicly con- troled, and publicly operated gas, electric light, and power plants, especially as to the following items: [1] Name of municipality; [2] Population; [3] Rates of service; [4] Net earnings to the municipality; [5] A similar showing concern- ing comparable privately owned and privately operated utility companies. Cooperation with other Organizations Working for the Welfare of the Schools —Lay organizations working to protect the schools from injury should have cooperation and appreciation from all teachers and school authorities. Promi- nent among many such organizations in the various states are: the Parent- Teacher Associations, the American Associa- tion of University Women, the National League of Women Voters, the Business and Profes- sional Women’s Clubs, numerous service clubs, the American Federation of Labor, the Amer- ican Legion, and many newspapers and maga- zines, Protest and Tribute. Protest Against Delay and Discrimination in Payment of Salaries—The National Edu- cation Association vigorously protests against the policy of cities and other communities that have unnecessarily failed to pay their teachers and that, in meet- ing public financial obligations, have discrimi- nated against teachers. The Association looks upon such practises by public officials as un- fair and unbusinesslike. Tribute to Chicago Teachers—It is especially fitting that the National Edu- cation Association pay tribute to the teachers of Chicago, who, in their long experience of unprecedented financial worries, have shown such loyalty, devotion to duty, and zeal in the service of children that they have won the respect of their fellow-workers thruout the nation. The National Education Association commends them to the city of Chicago and to the nation at large as worthy examples of all teachers who have made sacrifices for the children of America. The Journal of the National Education Association tii a a wo a ee > ae ibtedly Public equally ember. of the he real he Re. ucation ‘in and move- [2] to arents, luences zations, fficers ‘iation ournal infor- S con- ’ COn- lectric "as to lation; to the oncern- ‘ivately ations chools rotect have m all -romi- ons in arent- \ssocia- League Profes- 2 clubs, Amer- maga- -rotest on in | Edu- ‘otests other ssarily 1 meet- iscriml- 2 looks as un- -It is | Edu- o the r long vorries, ) duty, it they yvorkers ucation ‘ity of worthy special ciation The Interpretation of Education depends upon universal education. Likewise, the effectiveness of edu- cation depends upon a full understand- ing of it by the people themselves. As its contribution toward recovery and in preparation for American Education Week, THE JOURNAL gives much of this issue to material on the interpretation of education in its more fundamental aspects. The term educational inter pre- tation is broader than such terms as public relations, publicity, and adver- tising, which have been borrowed from business and industry. Educational interpretation has two great phases. The first involves the question: What shall be interpreted? What are the goals, the ideals, the val- ues, the plans, and the data which are to give direction to culture and civiliza- tion? The second phase of educational interpretation involves the question: What are the agencies, the instruments, devices, and arts of building into the consciousness of mankind such an un- derstanding of cultural and social values that people will gladly devote their lives and their resources to these values? Neither of these phases is complete without the other. The finest values are of little avail if not lived. On the other hand, to develop the arts of interpreta- tion without a clear understanding of the goals of education and life is to run the risk of emphasizing the wrong things. Every great crisis calls for re- newed emphasis upon fundamental hu- man values. Educational interpretation includes all efforts to visualize and dramatize the significance of schools and _ learning. Such interpretation is an essential part of the learning process itself. It should begin in earliest childhood. We say to the child again and again in home, church, and school: “You must learn. You must think for yourself. You must master the tools by which men read and write. You must learn the difference be- tween a lie and the truth, between guesses and facts, between misinforma- tion and reliable information.” This love of learning as a way of life is deeper and broader than the schools. It is this deeper purpose which has created the schools. The schools are not something apart. They are the people themselves Te success of democratic ideals Volume 22, Number 6; October 1933 organized for a special purpose. In the past this purpose has been associated primarily with the teaching of children. ae NEXT TIME you pass a school pause a moment to think what that school means to humanity. Recall the long dark centuries when the masses were kept in ignorance—when greed and oppression ruled the world with an iron hand. From the very beginning of man’s struggle for knowledge, selfre- spect, and the recognition of his inalien- able rights, the school has been his greatest ally. We refer to the school as “common” because it belongs to us all; it is ourselves working together in the education of our children. But it is a most uncommon institution. It is rela- tively new. It is democracy’s greatest gift to civilization. Thruout the world, among upward struggling peoples, wherever parents share in the aspira- tions of their children, the American common school is being copied. Let us cherish and improve our schools. Increasingly it will include also study and learning among adults. Both children and grownups will pur- sue their educational activities more ef- fectively if they understand the nature of the school as a place of growth and mutual helpfulness. The student will work harder if he understands the sacri- fices that have been made thru the dec- ades to establish, maintain, and improve our educational institutions. It is not the purpose of educational interpretation to maintain the schools as they are. Such a policy would weaken the schools. The real purpose is to main- tain the fundamental values for which schools stand. Our schools will be truer to community need if the citizens of the community understand their history and fundamental purpose, and their prob- lems in each new age. To interpret edu- cation in this broad sense is the privilege of every teacher, principal, and superin- tendent. Without this kind of interpre- tation the schools will either become de- tached and devitalized or they will be paralyzed by a lack of intelligent public support. The men who laid the foundations of our educational system understood these basic principles of interpretation. In many cases they themselves were laymen who came to understand the importance of schools thru their firsthand contact with economic, political, and social con- ditions. The school began as a response to need. It must continue to grow as a response to need. The school can take its case to the people with full assurance that they desire the best for their chil- dren and for themselves. There will be times and places where the schools will seem to suffer injustice. The very size of the educational expenditure exposes the schools to public attack, but over a pe- riod of time—if teachers assume the re- sponsibility for civic leadership which inherently belongs to the teaching of- fice—the schools may be confident that they will receive justice from a public which is interested in its own future. The best teachers of all generations have gone among the people teaching them to make the most of their lives. They have aroused ambition, discour- aged greed, emphasized right. Over and over again when everything seemed to be lost, the teacher has rallied humanity to a new courage and a new devotion, has pointed out the simple, practical, homely things that humanity must do to make the most of itself. There may be hard times ahead, great disillusion- ments, great discouragements. There are always hard times ahead. There are al- ways people who would enjoy the fruits of a great culture without paying the price. There are always those who prefer to thrive on darkness and ignorance. Educational pioneers have ever had to deal with these forces. Time and again the schools have come forth stronger than ever, strengthened by new devotion, revitalized by new plans and purposes, supported by an informed and enlightened citizenship. The world is in the midst of a sweeping revaluation and reorganization of its fundamental insti- tutions including the school itself. This gives to farsighted educational workers the greatest opportunity that has ever come to them.—Joy Elmer Morgan. [Reprints of this sixteen-page Journal fea- ture on educational interpretation may be had at the following prices: Single copies, 25c each; when ordered in quantity, the follow- ing discounts are allowed: 2-9 copies—10 per- cent; 10-99 copies—25 percent; 100 or more copies—334 percent. Buy a copy of this fea- ture for every teacher on the faculty for use in classes. Bring it to the attention of editors, parents, and citizens of your community.] 177 a an tl le a NG naa mee } * . — — eee ee o oe memes a ti — So A ES Fo rR eecpeat The Interpretation of Education Fundamental Concepts in American Education | “ize AMERICAN IDEAL of education has grown up along with the Ameri- can ideal of democracy. The best minds and the noblest spirits of each generation have added their bit to this dream of an education which shall bring out in each individual and in our civili- zation as a whole, the finest qualities of humanity. The free school, like the secret ballot, is one of the great milestones in the upward struggle of humanity. It is the foundation of individual liberty and of intelligent citizenship. In the interpretation of education it is important that certain fundamental concepts be kept ever in the minds of the people. Such statements as The Chil- dren’s Charter and the seven objectives of education illustrate the attempt to de- fine and apply the fundamental concepts which have motivated and guided our evolving common schools. The following is a list of statements so fundamental to the whole American system of democracy and education that they should be fixed in the consciousness of all teachers, students, and other citi- zens: [1] The democratic ideal demands that every citizen shall be prepared to exercise with inteliigence and integrity the responsibility which participation in a common government implies. [2] The democratic ideal demands that every child and every adult, regardless of race, creed, social position, residence, or physical condition, “shall have the opportunity for the fullest de- velopment of his individual powers thru edu- cation. {3] The common school is the institution created, maintained, and controled by the peo- ple for the education of themselves and their children. {4] The wealth of the nation wherever lo- cated should support the education of both children and adults wherever they may live. [5] Just and equitable taxes based on ability to pay form the most economical means of financing public services, of which education is one of the most important. [6] Taxes are not inherently evil but are simply the price paid for important social serv- ices which people wish to maintain in common. {7] In proportion to the magnitude of the services which they perform, schools are rela- tively inexpensive. School expenditures do not absorb an unwise share of our economic re- sources. [8] In times of emergency, schooling belongs with food, clothing, and shelter as one of the fundamental needs which no civilized com- munity would deny to its members. E- ~ JUSTICE TO => EVERY C ITIZEN] 385 ARs Theodore Roosevelt 1858-1919 1 “Our task as Americans is to | strive for social and industrial §) _ justice, achieved through the =f} ienuine rule of the people. is is our end, our purpose” §: Theodore Roosevelt | MAKERS OF AMERICAN IDEALS J ( a4 > National Child Welfare Association [9] All economic and social advance de- pends upon the purposes, skills, and character which schools exist to develop. [10] Increasingly the school must become the instrument for interpreting to the whole people the major social plans and purposes which have been agreed upon as fundamental to public policy. Horace Mann recognized the funda- mental reliance which a democracy must place in education when he said: “In our country and our times, no man is worthy the honored name of statesman who does not include practicable education of the people in all plans of administration.” The first and last test of the statesman is his attitude toward education. If he cannot meet that test he has no place in public life. Benjamin Franklin, one of the great- est creative minds of all history, pointed out that “the good education of youth has been esteemed by wise men in all ages as the surest foundation of the hap- piness both of private families and of commonwealths.”’ Thruout the history of America, altho the actual administration of education has been left to the states, one president after another has stressed its signifi- cance. George Washington—Knowledge is in every country the surest basis of public happiness. John Adams—The whole people must take upon themselves the education of the whole people and be willing to bear the expense of it. Thomas Jefferson—It is an axiom in my mind that our liberty can never be safe but ‘in the hands of the people themselves, and that, too, of the people with a certain degree of in- struction. This is the business of the state, and on a general plan. James Madison—A_ popular’ government without popular information or the means of acquiring it is but the prolog to a farce ora tragedy, or perhaps both. The people who mean to be their own governors must arm themselves with the power which knowledge gives. Woodrow Wilson—Without popular educa- tion ne government which rests on popular action can long endure; the people must be schooled in the knowledge and if possible in the virtues upon which the maintenance and success of free institutions depend. Herbert Hoover—The very first obligation upon the national resources is the undiminished financial support of the public schools. We can- not afford to lose any ground in education. That is neither economy nor good government. Franklin D. Roosevelt—We have faith in education as the foundation of democratic gov- ernment. Our schools need the appreciation and cooperation of all those who depend upon them for the education of our youth—the state’s most valuable asset. Our schools are today enabling America to achieve great results, and they can help her to even greater accom- plishments. These and thousands of similar ex- pressions from statesmen, patriots, and authorities on civic affairs, point out that schools are necessary to preserve our gov- ernment of the people, by the people, and for the people. The common schools are the means of making effective the six purposes of our government set forth. in the preamble to the Constitution: “To form a more perfect union, establish jus- tice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity.” HERE shall be reserved the lot Number 16, of every township, for the maintenance of public schools within the said township.—Ordinance of 1785, which has been called the Endowment Magnificent. { Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, | schools and the means of education shall be forever encouraged.—Ordinance of 1787. The Journal of the National Education Association cha tra sci tion Nn, hap- id of altho ‘ation ident gnifi- every less, t take whole of it. n my but -in | that, of in- e, and nment ans of ora mean selves -duca- )pular ist be ble in e and zation nished e can- ation. ment. th in ' gov- iation upon —the S are sults, com- ation may learn from the experience of others as well as from his own. The exchange of knowledge and skills in re- mote times depended largely upon the chance meeting of the trained and the un- trained in a situation where the one could act effectively and the other imitate him. It was many centuries before men con- siously began to preserve the wisdom acquired by each generation and to pass it on to the next in what the sociologists call the “transfer of the cultural inheri- tance.” Those who devoted their lives to imparting the wisdom of the past to each new generation were the world’s first teachers. There were many of them whose names are written in large type on the pages of history. There came one day the Great Teacher who was called Jesus. He introduced a new kind of teaching. He was concerned not only with passing on the stored-up wisdom from the treasure house of the past; he made education a way of life saying that they “might have life and have it more abundantly.” The inspira- tion of Jesus as a teacher has touched all the ages that came after him, and no list of the milestones in education would be complete without mention of the per- manent influence of this Master Teacher in shifting the emphasis from learning facts to learning how to live. His concept of the equality of all men before the eyes of justice and eternal right permeate the ideals of self-determination and freedom which American education holds today. The following list of important steps by which the people of the United States have struggled to achieve these ideals of justice and equality of opportunity thru free and universal education are among those which should be included in the curriculum of every school. l' is the happy fate of man that he 1636—The founding of Harvard College early established the ideal of higher education in America. Thru this institution, and thru others which followed it, the cul- ture of the Old World was transplanted in the New. 1642—The Massachusetts Law of 1642 is re- markable for the fact that it was the first The Interpretation of Education Milestones in Educational Progress time in the English-speaking world that a legislative body representing the state ordered that all children should be taught to read. | gmoe: in education has been marked by the growth of many | significant practises and ideals which | can be associated with no particular | event. Among them are: [1] The adaptation of the school to | the needs of individual children. | [2] The equalization of financial support for education. [3] The recognition of the need for educating the whole child. [4] Decreased emphasis upon prep- aration for higher educational levels. [5] Extension of the practise of free | transportation, free textbooks, and | other school supplies. [6] The development of a science of school building construction. [7] The substitution of correct habit building for discipline thru punish- | ment. [8] Decreased reliance upon trans- fer of mental discipline. [9] The extension of educational opportunity to adults. [10] Scientific measurement and ex- perimentation. [11] Administration and supervi- 1647—The Massachusetts Law of 1647 for the first time asserted the right of the state to require communities to establish and maintain schools, under penalty of a fine if they refused to do so. 1735—The trial of Peter Zenger, editor of the New York Weekly Journal, determined the right of the American people to tell the truth in print. It is difficult to esti- mate the effect on learning of freedom to publish papers and books uncensored by the prejudice of special and selfish in- terests. 1751—Franklin’s Academy in Philadelphia rep- resented the transition which took place in the Latin schools toward a more prac- tical curriculum. In addition to Latin— the heart of the curriculum in the schools which were founded in Massa- chusetts after 1647—the new academy included the English School and the Mathematical School. 1779—Thomas Jefferson’s “A Bill for a More General Diffusion of Knowledge” pre- sented to the Virginia legislature laid the basis for the ideal of a comprehensive state-school system from the elementary school thru the university. 1785—The Ordinance of 1785 marked the be- ginnings of national aid for education by reserving one section in every township for the maintenance of public schools. The Enabling Act for the Admission of Ohio, in 1802, made the first application of the principle. The famous statement on education in the Ordinance of 1787 stimulated the development of a demo- cratic school system. 1795—The University of North Carolina opened its doors to students, a recogni- tion of the responsibility of the state to guarantee its citizens the highest possible professional and cultural leadership. 1819—The Dartmouth College Decision guaran- teeing the perpetuity of endowments was followed by a great period of develop- ment of both private and public insti- tutions of higher learning. 1821—The first public high school in the United States was established in 1821. Its an- nounced purpose was “to give a child an education that shall fit him for ac- tive life.” 1827—The Massachusetts Law of 1827, enacted thru the influence of James G. Carter, initiated the public highschool move- ment in the United States. 1833—Oberlin College was founded as the first coeducational institution of higher learn- ing. 1834—The Pennsylvania Law of 1834 was an important victory for free versus pauper schools. It marks the actual beginnings of the state-school systems. 1837—The first city-school superintendency, created in Buffalo, New York, was an important step in placing administration of the schools in professional hands. 1837—The creation of the State Board of Edu cation in Massachusetts, with Horace Mann as secretary, started the practise of establishing in each state a responsible authority to give leadership to the de- velopment of the common school. Horace Mann’s eloquent expression of the ideals of education in a democracy had an in- fluence that was more than nationwide 1838—Henry Barnard secured the passage of a bill to create a State Board of Education in Connecticut. He was the first Com- missioner of Education in Rhode Island where he established libraries, encour- aged the development of teachers insti- tutes, built model schools, and increased financial support for education in that state. He was the first United States Commissioner of Education, a _ post which was established in 1867. | Paowore, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the struc- ture of government gives force to public opinion, it is essential that public opinion should be enlightened—George Washington. Volume 22, Number 6; October 1933 179 ae pyrene ~v- sere) Hl ee eater tee tye nena 1839—The first state normal school was opened at Lexington, Massachusetts. This step marks the beginning of the preparation of teachers at state expense. 1842—The first child labor law was enacted by Massachusetts, protecting children from exploitation by industry and enabling them to prepare in school for a fair start in life. 1845—The first state teachers association was organized in Rhode Island. This marked the beginnings of professional spirit among those who were engaged in the work of education. 1N852—The first compulsory school attendance law followed the child labor law. The final state to require its people to pre- pare for good citizenship in organized schools enacted a compulsory school at- tendance law in 1918. 1855—Henry Barnard began editing the Amer- ican Journal of Education which, from 1855 to 1881, served as a great scholarly clearinghouse of educational informa- tion and ideas at a time when writings on education were little developed. 1856—Central High School, the first coedu- cational high school, was opened in Chicago. 1857—The National Education Association [then called the National Teachers Association] was organized at Phila- delphia in 1857 by the representatives of ten state associations. For more than three quarters of a century the national professional organization of teachers has been a clearinghouse for educational ideas. Thru its publications and conven- tions, it has greatly improved the service of teachers and the conditions under which they work. The breadth of its character is indicated in the score of departments organized around special fields of education, such as the Depart- ments of Superintendence, Classroom Teachers, Rural Education, and the like. 1861—Edward A. Sheldon introduced at Os- wego, New York, the Pestalozzian method of harmonizing the learning __ >t Za John Harvard 1607-1038 who gave half his fortune and all | his books to found Harvard College. the earliest educational institution in America. “He set the first example on this continent of giving, his _ estate fo the public for education. | The stream of benefactions | started with that young, sick. dying minister. * wie 4 u AMAKERS OF AMERICAN IDEALS | 180 Thomas Jefferson drafting the | Declaration of Independence 1716 “Though the will of the majority i 2 is in all cases to prevail.that ne ecb mie hie 2 , Working means civilization. Through _ Will,to be rightful, must be | tt do +9 reg ane " ' the medium of hand training.or reasonable; the minority possess § _ their equal rights, which equal ‘laws must protect’ | MAKERS OF AMERICAN IDEALS {¥ | process with the natural, orderly de- velopment of the child. The new method transformed teacher training institu- tions. 1862—The Morrill Act was the first of a series of acts by the United States Congress which extended the participation of the federal government in the financial sup- port of local schools, the principle of which began with the Ordinance of 1785. 1867—The United States “Department” [now Office] of Education was established as a center of research and study for the promotion of good schools. 1868—Hampton Normal and Agricultural In- stitute was the first institution of higher learning founded for negroes. 1872—The Kalamazoo Case established the precedent, which has since been followed, that the state has a legal right to use public funds for highschool support. 1873—The University of Iowa established the first permanent department of education in any university in the United States. 1873—William T. Harris established in St. Louis the first public-school kinder- garten, extending the influence of the school to important early formative years of life. 1874—The summer schools at Chautauqua re- vealed the possibilities for summer- school instruction, which has done much toward the training of teachers in service. 1876—Johns Hopkins University, opened as the first real graduate school, recognized research and experiment as important functions of higher educational institu- tions. 1876—The formation of the American Library Association marked the beginning of organized progress in extending the free public library movement. 1887—Teachers College, Columbia University, was organized under the name of the New York College for the Training of Teachers. Thru the years this institution has given great impetus to graduate a # Srveipon THROUGH DEMOCRACY | ¥ AT Baie | ! Mount Holyoke Cotle ge Thomas Jefferson EDUCATION OF WOMEN Mary Lyon 1797-1849 — Founder of ' have since entered into | broader and nobler living. “MAKERS OF AMERICAN IDEALS _ training for teachers and to the develop- ment of research and experiment in edy. cation. 1892—The University of Wisconsin was the first state university to make courses available to all the people of the state thru extension work. 1896—John Dewey founded the experimental school at the University of Chicago, demonstrating a philosophy of education which, thru the years since, has pro. foundly affected the objectives and methods of the schools. 1897—The National Congress of Parents and Teachers, then known as the National Congress of Mothers, was organized to promote closer relations between home and school. 1902—Joliet, Illinois, established the first pub- lic junior college in connection with a city public-school system. 1918—The Seven Cardinal Objectives of Edu- cation formulated by the National Edu- cation Association, gave both to teachers and the general public a broader concept of the purposes of modern education. 1930—The White House Conference on Child Health and Protection, representing every field of endeavor interested in human welfare, drew up a charter of childhood rights and pointed the way toward a . Sreater degree of happiness, security, and success for all the children of all the people. 1933—The National Conference on the Financ- ing of Education presented for rejection, revision, or approval by the American people, a statement setting forth the na- tion’s educational task with suggested measures for its adequate support. 1933—The announcement of the Federal Relie} Administrator that the national govern- ment would extend aid in the emergency to unemployed rural teachers and crip- pled rural schools marks a new step in the recognition by the federal govern- ment of its obligation to equalize educa- tional opportunity thruout the nation. | GENPRAL SAMUELC ARMSTRONG FOUNDER OF HAMPTON INSTITUTE - 1868” ¢ Being worked means degradation, industrial education,Geril Armstrong | taught the Negro to work so that | he would not have to be worked? BOOKER T. WASHINGTON. A MARERS “OF AMERICAN IDEALS (4) National Child Welfare Association The Journal of the National Education Association develop- t in edu- was the COUTSes the state erimental Chicago, -ducation has pro- ves and ents and National anized to en home first pub- n with a of Edu- ynal Edu- >» teachers Tr concept ication, on Child ting every n human childhood toward a urity, and f all the e Financ- rejection, American h the na- suggested ort. ral Relief al govern- -mergency and crip- w step in 1 govern- ize educa- nation. | ssociation iE HABIT of taking inventories and ik: making plans is well-established in the best business organizations. It is practised in well-managed homes. Too often in the community there is no periodical stock-taking, no deliberate and systematic effort to evaluate the re- sources, the needs, and the possibilities of the community, and to make provision for orderly advance. Increasingly, how- ever, the movement toward community betterment is gaining headway. The in- crease in leisure should greatly acceler- ate this movement. The Community Appraisal Card which appears on the reverse side of this page, isa revision of the community score card prepared in 1927 by a committee of the Michigan Congress of Parents and Teachers. This appraisal card is planned to aid civic organizations in pooling the opin- ions of well-informed persons regarding the success with which the community is meeting certain of its obligations and problems. It is believed that the use of the Community Appraisal Card will help civic organizations such as parent-teacher associations, luncheon clubs, the Ameri- can Legion, and similar groups to develop programs of community betterment.— EDITOR. How to use the appraisal card— In making an appraisal of a community it is desirable to secure opinions expressed in terms of several different requirements for the community and to secure such opinions from a number of well-informed citizens. It is suggested that a committee of six to ten persons be appointed to make the appraisal. These persons should be directed to express independent opin- ions on each of the ten requirements as defined in the Community Appraisal Card. It is highly desirable to appoint representatives on the committee from as many different fields of work as possible. For example, these persons might be selected from the following list: the mayor of the town, the superintendent of schools, the principal of the high school, a pastor of one of the churches, the president or secretary of the parent- teacher association, a local officer of the law, the president of a men’s club, the president of a women’s club, the president or secretary of the board of education, a teacher with at least two years’ experi- ence in the community, a skilled me- Volume 22, Number 6; October 1933 The Interpretation of Education How Communities Take Stock of Themselves chanic, a mail carrier, the mother of a family, a merchant, a doctor, a lawyer, the cashier of a bank, and the editor of a local newspaper. j is a SET ee a t }) ‘| SERVICE OF CITY AND NATION? 39 Pach Benjamin Franklin entering Philadelphi in 1723, penniless. oth e Instead of saying"Something ought. to be done” he said. What can | do?” ; Thus he became “The most useful and industrious | citizen that Philadelphia or Ff | America has ever known” =F | MAKERS OF AMERICAN IDEALS National Child Welfare Association Use of the card by highschool classes—Adults are always interested in appraisals made by representatives of the younger generation. This appraisal card can be used to advantage by pupils in highschool civics classes. Such use may be expected to stimulate the inter- est of pupils in community betterment. Parent-teacher associations may urge that teachers of civics arrange for a re- port on the community in terms of the requirements suggested in this appraisal card. A report by a highschool pupil on such an investigation by a civics class should be a very interesting feature of a program of any organization interested in community betterment. Special instructions to the com- mittee—It is important that the mem- bers of the committee be urged to set aside their prejudices, hobbies, or en- thusiasms, and express their frank opin- ions relative to the success with which the community is meeting the various requirements. The requirements to be used in making the appraisal are printed on the back of this page. The following system of appraisals should be used: Appraisal WN eds. ha ten te memadhiess +6 10 Ee rere ae 8 Some need of improvement ............. 6 Much need of improvement ............ 4 Very seriously deficient .. savests seed) 2 Complete failure has , ee Each committee member should be sup- plied with one of these cards, and should write the number indicating his appraisal for each requirement in the square beside the requirement. If a community is found to be “very superior” in meeting all of the ten re- quirements the community would be en- titled to a total score of 100. It is quite unlikely that there is any community that is entitled to such a high appraisal. In all probability most of our commu- nities are entitled to a score of either six or eight on most of the requirements, altho there may be instances where a community is “very seriously deficient” in terms of one or more requirements. If the members of the committee are will- ing to undertake the additional respon- sibility, each member should formulate a series of proposals for the improve- ment of the community in terms of the different requirements. How to use the committee’s re- port—The following suggestions are of- fered for the use of the report: [1] Publish in the newspaper the names of the committee and the average for the commu- nity for each of the ten requirements. Do not publish the appraisals given by individual members. [2] If the use of the appraisal card is spon- sored by the parent-teacher association or a civic club, appoint a committee to study the re- sults and to formulate a series of suggestions and recommendations either for the mainte- nance of present conditions where satisfactory, or for the correction of deficiencies. [3] Write to the extension division of your state university or to authorities in the state department of education concerning any help that may be desired in planning community betterment. These agencies will be able to sup- ply information of various kinds. More extensive plans and forms for conducting a citizens’ community survey will be found inHowGoodIs Your Town? published in 1931 by the Wisconsin Con- ference of Social Work, Madison, Wis- consin. How a group of citizens in Ches- ter County, Pennsylvania, attempted to plan their county by recognizing com- munity problems and taking steps to solve them, is described in Social Plan- ning and Adult Education by John W. Herring. | Macmillan, 1933 | 18] / agate imma ahertnearetertent cenetinineest pene ene ronment eo AeA AOE OL REC OO AM, PN ORR RE OF ET IET re = The Interpretation of Education A Community Appraisal Card OMMUNITY ORGANIZATIONS should direct their thoughts and energies toward community betterment. The following requirements, which are met by the best type of community, will help such organizations to secure an ap- praisal of the pressing needs in their community as a whole. REQUIREMENT ONE. The best type of community possesses a marked degree of civic unity and community pride. In considering this requirement, think of such questions as these: Are the public build- ings, parks, streets, alleys, and vacant lots such as to warrant citizens pointing to them with pride? Is there an absence of serious com- munity quarrels? Is it easy to get churches and clubs to promote worthy enterprises? Do the citizens speak favorably of their community ? Are the best qualified citizens willing to serve in public offices? REQUIREMENT TWO. The best type of community affords reasonably good opportuni- ties for honest and industrious par- ents to maintain a comfortable standard of living for themselves and their children. In considering this requirement, think of such questions as these: Is the amount of unemploy- ment greater or less than in neighboring com- munities of similar size? Do employers show a genuine concern about the tiving conditions of their employees? Do most of the citizens own their homes? Are thére few houses in the city that would be classified as untenantable? Are books, musical instruments, games, and play equipment for the mutual enjoyment of parents and children to be found in most homes? REQUIREMENT THREE. The best type of dintemmat. provides adequate facilities for the wholesome physical and social rec- reation for children and adults of different ages. In considering this requirement, think of such questions as these: Is there a well-equipped playground for each school building with pro- vision for supervised recess play? Is there a well-equipped gymnasium or playroom in each school building? Is there supervised play during the summer months? Are extracurriculum ac- tivities emphasized in the regular school pro- gram? Are programs of interesting activities provided in churches and community centers? Is generous support given to such organizations as the Boy Scouts, Girl Scouts, Camp Fire Girls, and so on? Are the school buildings used as community centers? 182 REQUIREMENT FOUR. The best type of Pr eone st ll emphasizes the importance and value of the refining influence of good music, lectures, entertainment, and books. In considering this requirement, think of such questions as these: Is marked emphasis placed on providing better reading interests of children? Are the citizens willing to vote the necessary funds to maintain a good library? Is the circulation of low-grade and impure books and magazines contrary to public sentiment ? Is emphasis placed on good music in the schools and churches? Are plays, lectures, and concerts frequently given by local or outside talent and liberally supported? Does the public taste de- mand that good films be shown in the local theaters? REQUIREMENT FIVE. The best type of community emphasizes health and _ physical wellbeing of children. In considering this requirement, think of such questions as these: Are health examina- tions with careful follow-up work given to school children? Does the community maintain high standards in the matters of water supply, milk inspection, sewage and garbage disposal? Is emphasis placed on physical education in school? Do parents show willingness to follow the directions of health workers? Is there will- ingness on the part of local civic clubs to give funds to promote the health of children? REQUIREMENT SIX. The best type of community is ib _| eral in its financial and moral sup- port of the schools. In considering this requirement, think of such questions as these: Are well-equipped modern school buildings provided? Does the community respond generously to requests for funds for educational purposes? Is consistent support given to the teachers in the education of children? Is there an active parent-teacher club with a real program of work? Is there generous response to requests from the school in matters of home study, health work, and at- tendance? Is the serving on the board of edu- cation considered a distinct honor? REQUIREMENT SEVEN. The best type of community insists upon a high standard of effi- ciency in the schools. In considering this requirement, think of such questions as these: Do a large percentage of the boys and girls remain in school until they graduate from high school? Is there genu- ine respect for the value of education on the part of the pupils? Are competent teachers re- tained for relatively long periods of service? Do citizens have confidence in the effectiveness of the schools? Do graduates who enter college and professional schools carry their work with success ? REQUIREMENT EIGHT. The best type of scmmaane maintains churches that are active in matters pertaining to the religious education of children and young people. In considering this requirement, think of such questions as these: Is there a marked de- gree of activity on the part of the churches to include all children in some form of religious education? Do the churches place a high value on activities for children? Do the churches openly and effectively cooperate with each other in religious work for children? Do a large percentage of the children of the com- munity attend some class for religious instruc- tion? Is the opinion of the leaders of the com- munity favorable toward religious education? REQUIREMENT NINE. The best type of community possesses the services of influential men and women who exhibit a keen sense of responsibility for meeting exacting standards in their personal, business, and official conduct. In considering this requirement, think of such questions as these: Can parents find in- spiring examples for their children in the con- duct of influential citizens? Do leading citizens cooperate willingly and effectively in promoting worthy community enterprises? Does the “talk” or “gossip” about leading citizens reflect fa- vorably on their character? Are there several instances of community betterment that can be traced to the leadership of influential citizens? REQUIREMENT TEN. The best type of community supports one or more community organizations designed to promote the civic, cultural, and moral wel- fare of the community as a whole. In considering this requirement, think of such questions as these: Is there some civic group such as the parent-teacher association that is actively concerned with planning for the welfare of the community as a whole, and in coordinating the work of various agencies? Are the churches, civic groups, and other organiza- tions interested in local problems? Is there 4 sympathetic interest shown in appraisals of the community such as this card proposes? Is some improvement in community spirit, or in com- munity support, usually going forward as @ result of the activities of the community agencies ? The Journal of the National Education Association Cation chers re. service? ctiveness er college ork with

several it can be citizens? N. ee ty nunity ‘omote 1 wel- whole. hink of me civic sociation : for the , and in ies? Are rganiza- there a ls of the Is some in com- rd as a amunity ociation The Interpretation of Education The Children’s Charter HE White House Conference on Child Health and Protection recog- nizing the rights of the child as the frst rights of citizenship pledges itself to these aims for the children of America: [1] For every child spigitual and moral training to help him to stand firm under the pressure of life. [2] For every child understanding and the guarding of his personality as his most precious right. >” Ti ae e i [3] For every child a home and that love and security which a home provides; and for that child who must receive foster care, the nearest substitute for his own home. [4] For every child full preparation for his birth, his mother receiving prenatal, natal, and postnatal care; and the establishment of such protective measures as will make childbearing safer. [5] For every child health protection from birth thru adolescence including: periodical health examinations and, where needed, care of specialists and hospital treatment; regular dental examinations and care of the teeth; protective and preventive measures against com- municable diseases; the insuring of pure food, pure milk, and pure water. [6] For every child from birth thru adolescence, pro- motion of health, including health instruction and a health program, wholesome physical and mental recrea- tion, with teachers and leaders adequately trained. [7] For every child a dwelling place safe, sanitary, and wholesome, with reasonable provisions for privacy, free from conditions which tend to thwart his development; and a home environment harmonious and enriching. [8] For every child a school which is safe from hazards, sanitary, properly equipped, lighted, and ventilated. For younger children nursery schools and kinder- gartens to supplement home care. [9] For every child a community which recognizes and plans for his needs, protects him against physical dangers, moral hazards, and disease; provides him with safe and wholesome places for play and recreation; and makes provision for his cultural and social needs. [10] For every child an education which, thru the dis- covery and development of his individual abilities, pre- pares him for life; and thru training and vocational guidance prepares him for a living which will yield him the maximum of satisfaction. [11] For every child such teaching and training as will prepare him for successful parenthood, homemaking, and the rights of citizenship; and, for parents, supple- mentary training to fit them to deal wisely with the problems of parenthood. [12] For every child education for safety and protec- tion against accidents to which modern conditions sub- ject him—those to which he is directly exposed and Volume 22, Number 6; October 1933 those which, thru loss or maiming of his parents, affect him indirectly. [13] For every child who is blind, deaf, crippled, or otherwise physically handi- capped, and for the child who is mentally handicapped, such measures as will early discover and diagnose his handicap, pro- vide care and treatment, and so train him that he may become an asset to society rather than a liability. Expenses of these a _ services should be borne publicly where they cannot be privately met. [14] For every child who is in conflict with society the right to be dealt with intelligently as society’s charge, not society’s outcast; with the home, the school, the church, the court and institutions when needed, shaped to return him whenever possible to the normal stream of life. [15] For every child the right to grow up in a family with an adequate standard of living and the security of a stable income as the surest safeguard against social handicaps. [16] For every child protection against labor that stunts growth, either physical or mental, that limits edu- cation, that deprives children of their right of comrade- ship, of play, and of joy. [17] For every rural child as satisfactory schooling and health services as for the city child, and an extension to rural families of social, recreational, and cultural facilities. [18] To supplement the home and the school in the training of youth, and to return to them those interests of which modern life tends to cheat children, every stimulation and encouragement should be given to the extension and development of the voluntary youth or- ganizations. [19] To make everywhere available these minimum protections of the health and welfare of children, there should be a district, county, or community organization for health, education, and welfare, with fulltime offi- cials, coordinating with a statewide program which will be responsive to a nationwide program of general in- formation, statistics, and scientific research. This should include: [a] Trained, fulltime public health officials, with public health nurses, sanitary inspection, and laboratory work- ers. [b] Available hospital beds. [c] Fulltime public welfare service for the relief, aid, and guidance of chil- dren in special need due to poverty, misfortune, or behavior difficulties, and for the protection of children from abuse, neglect, exploitation, or moral hazard. For EVERY child these rights, regardless of race, or color, or situation, wherever he may live under the pro- tection of the American flag. rats heart a ame LN ON, ie ATA me NG POTD eel Se etn aeeien se ert amie GT Sah A tt > Worth their weight in gold N 1913 the National Education Asso- ciation appointed a committee, se- lected from college and highschool faculties, on the reorganization of secondary education. This committee re- stated the objectives of highschool edu- cation according to a seven-point plan. Improvements have been made in the wording of these points since the first report was issued in 1918, and it has be- come increasingly apparent that they are the objectives not only of high school but of all education. They have had a profound effect on educational philosophy and practise in America and thruout the world. In 1927 these ob- jectives.were adopted as the permanent platform of the National Congress of Parents and Teachers. The objectives as stated on the mem- bership card of the NCPT are: [1] Health and safety; [2] worthy home membership; [3] mastery of the tools, technics, and spirit of learning; [4] citizenship and world goodwill; [5] vocational and economic effectiveness; [6] wise use of leisure; [7] ethical character. Wuat THE ScHoo_s Do—How these objectives are applied in the daily work of the best schools is suggested by the following statements: How the schools promote health —[1] By cooperating with parents in an effort to have every beginner enter school free from remediable defects. |2] By providing for every child clean, 184 comfortable, beautiful buildings and playfields, including good _ light, abundant ventilation, suit- able seats, and clean toi- lets and washrooms. [3] By wholesome and happy school atmosphere and routine. [4] By wholesome rec- reation both in and out of doors looking toward the wise use of leisure. [5] By training in health habits in school and cooperation with parents to secure right habits out of school hours. [6] By studying the facts of personal hygiene and public sanitation which everyone needs to know — disease control, garbage, sewage, street cleaning, water supply, pure food, pure air, quiet. [7] By developing an appreciation of health as a foundation of happiness and a vital common enterprise of the race. [8] By regular health examinations and the correction of defects. [9] By making special provisions for undernourished or handicapped children. What schools do to improve homes—[1] Make the school building and grounds an example of cleanliness, How the Schools Educate good order, and beauty, worthy to be copied in the best homes. [2] Maintain among the children in school the atmosphere of happy cooper- ation which lies at the foundation of all successful human relationships. [3] Teach children how to cook, to sew, to repair home equipment, to deco- rate homes, to manage family budgets, and other essential technics. [4] Provide model home kitchens, dining rooms, sewing rooms, and sleep- ing rooms within the school and teach their proper use. [5] Magnify the home as one of the finest things in life and help children to appreciate their parents and to understand their own obli- gations to do their share in enriching home life. [6] Teach city planning, which is essential to satisfactory homes under modern urban conditions. [7] Give vocational guidance and training, leading to increased earning capacity and higher standards of living generally. [8] Give training in reading, music, conver- sation; and other recreations that enrich home life. : [9] Show how boy-girl relationships may be kept on a high plane of mutual respect and helpfulness thus laying the foundation for happy relationships later. [10] Bring school and home into full co- operation thru parent-teacher associations so that children are helped by the interest of parents in their school activities. How schools encourage learning and think- ing—[1] By seeking to provide a competent and welltrained teacher in every classroom. Young citizens “live and learn” in their model community ite to be ren in ooper- of all ok, to . deco- idgets, chens, sleep- teach e finest oreciate m obli- r home ssential urban raining, y and onver- 1 home Ss may ect and yn for ull co- ons so rest of think- petent room. For Seven-Point Lives [2] By maintaining a vital curriculum, changing to meet evolving social and indi- vidual needs. [3] By effective forms of school and class organization with activities that arouse in- terest and demand thought. [4] By school terms of reasonable length with high regularity in attendance. [5] By means of efficient, welltrained ad- ministrative and supervisory staffs. [6] By suitable buildings amply provided with libraries, laboratories, gardens, club rooms, and facilities for other school activi- ties. {7] By helping to maintain a public senti- ment that demands adequate educational facilities for all children. [8] By teaching the common branches which are the tools of learning and developing skill in the technics of learning. [9] By making the atmosphere of the school such that children will acquire the spirit of learning with a strong bent toward learning as a lifelong enterprise. How schools develop vocational and eco- nomic efficiency—[1] By developing sound working attitudes and habits within the school —joy in work, appreciation of the dignity of labor, the service ideal. [2] By helping each child to understand and develop his individual gifts. [3] By aiding children to explore vocational fields and to fit themselves into those for which each is best suited. [4] By specific training for vocations taught in technical schools, continuation schools, co- operative schools, night schools, and extension classes. [5] By insisting that vocational life be con- stantly liberalized and fertilized by the search for better ways of doing things and the appli- cation of finer elements. [6] By cultivating qualities of character Willing fingers and personality essential to the highest success in any occupa- tion. How schools prepare for faithful citizenship—[1] By making the school a little de- mocracy in whose activities all have an interest and a share. [2] By helping each child to study the needs of people as illustrated by his neighborhood and to understand how those needs are served by govern- ment, by corporations, or by individual enterprise. [3] By so arousing the in- terest of young people in the record of human progress that they continue their reading, observation, and_ reflection after they leave school. [4] By teaching children the facts about voting, hold- ing office, sincere and intelli- gent public sentiment, the so- lution of public problems by persons who have no selfish Just like mother does— interest to serve, and other ideals which look toward wise management in community, state, nation, and world. [5] By attention to current economic and social problems and the various solutions that are proposed. [6] By helping young people to understand the spirit of fairness, justice, research, and good- will which should govern the approach to all controversial problems. [7] By developing an appreciation of and loyalty to the principles that underlie our American democratic government. How the schools train for the wise use of leisure—[1] By introducing young people to touch the keys to a new world of leisure a wide range of life interests. [2] By teaching the use of books and li- braries and developing wholesome reading appetites closely related to each of the great objectives of education and life. [3] By developing appreciation of fine music and skill in singing, playing, dancing, and drama. [4] By having children participate in games and sports which may be easily con- tinued into the after years. [5] By providing experience in pleasant social life thru school activities and clubs. [6] By cultivating in children a love of the outofdoors—appreciation of flowers, animals, landscape, sky, and stars. [7] By giving children an opportunity to develop hobbies in various creative fields— gardening, mechanics, applied arts, fine arts, architecture, city planning. [8] By making the school and its playfields the center and servant of a wholesome and satisfying neighborhood life. [9] By calling attention to various recrea- tional agencies and the values which they serve—theaters, concerts, libraries, radio, peri- odicals and newspapers, museums, parks, play- grounds, travel. What schools do to build character—[1] By helping each child to develop high stan- dards of physical and mental fitness. [2] By training the senses in classroom, shop, laboratory, and playground so that chil- dren know how to gather and use data cor- rectly. [3] By bringing all the children together and teaching them to work together in friendly cooperation. [4] By building into the lives of children the best ideals of health, home, learning, citi- zenship, vocation, and leisure. [5] By surrounding children with teachers who are genuine, cultivated, earnest, and happy. No one can teach more than he is. 185 The Interpretation of Education For Every Child an Education TEM TEN in The Children’s Charter pledges For every child an education which, thru the discovery and development of his individ- ual abilities, prepares him for life; and thru training and vocational guidance prepares him for a living which will yield him the maxi- mum olf satistaction. What does this mean in terms of things to be done? For the school—That the child’s major activity from the earliest years thru at least the seventeenth year shall be directed toward laying the founda- tions for lifelong education and growth. For the home—tThat in its design, management, and surroundings the home shall provide for child needs as well as adult needs. The home is the first and the greatest school. For the community—The develop- ment of neighborhood and cultural life so that the child by taking part will ac- quire a sense of neighborhood responsi- bility and cooperation. For the state—A more unified and vigorous management of its whole educa- tional enterprise so that all children will receive fair consideration. For the federal government—The reorganization of its educational activi- ties so that there shall be a great enlarge- ment of research and a wiser coordination of federal financial aid to strengthen especially the elementary school. For all child-helping agencies—A unification and coordination of activities to make sure that no child is overlooked. For the teacher—A longer period of training; at least four years beyond the four-year high school, with special train- ing to meet specific needs, and with fre- quent additional training to keep up with new developments. For the school principal—A larger training and responsibility which will make him in a genuine sense an intellec- tual and civic leader of his community. For the superintendent of schools —A more generous public support so that his main energies may be spent in plan- ning the educational program rather than in efforts to get money with which to keep the schools in operation. For the curriculum—A restatement of education in terms of activity rather than knowledge; the elimination of dead- wood; the addition of living and pro- phetic elements such as are implied in 186 the seven objectives of education: health, home, learning, vocation, citizenship, leisure, and character. T IS OURS to remember that if we choose we can be torch- bearers, as our fathers were before us. The torch has been handed on from nation to na- tion, from civilization to civili- zation, thruout all recorded time, from the dim years be- fore history dawned, down to the blazing splendor of this teeming century of ours. It dropped from the hand of the coward and the sluggard, of the man wrapped in luxury or love of ease, the man whose soul was eaten away by self- indulgence; it has been kept alight only by those who were mighty of heart—From The Americanism of Theodore Roosevelt. For teacher training—A much closer coordination of the colleges for the education of teachers with the schools themselves, including a sustained period of interne training. For education associations—A sus- tained campaign to interpret to the pub- lic the meaning of education in the child’s life. For the financing of education— A reorganization of the taxing system so that some of the burden will be shifted from property to income, sales, and in- heritances with a greater contribution from state and national areas. For parent-teacher associations— A program of parent education which will see that the efforts of home and school are closely coordinated in the in- terests of the child. For children’s clubs—A coordina- tion of activities so that all children will be provided for, and so that these clubs will unify rather than divide childhood. For radio—The reservation of spe- cial channels for schools so that the radio may become as much a part of the edu- cational activities of youth as the text- book or the blackboard. For films and talkies—The develop- ment of teaching units on a scale so vast that this part of the industry rather than entertainment will be its major phase. For employers—The development of ways of recording from month to month their occupational needs and of estimating such needs sufficiently in ad- vance to suggest to the schools the kind of training needed for vocations. For industry—A willingness to sub- stitute adult for child labor so that chil- dren may be freed for schooling. For community planning—The re- designing of communities so that homes, schools, playgrounds, and parks are effi- ciently organized and coordinated to con- tribute most to the wholesome growth of children. For civic reform movements—A speeding up of activities so that in- fluences in the community which tear down character for selfish purposes may be weeded out or modified. For Christian democracy—A new consecration to the belief that every in- dividual is an end in himself, worthy of the highest consideration and develop- ment. The acceptance of this ideal pre- cludes exploitation and oppression; im- plies affection and understanding; and substitutes intelligence for force as the main motive power of human life. For world civilization—A primary emphasis not on political or economic factors but upon culture as the integrat- ing and peace-maintaining force of to- morrow. The greatest need of education is that teachers shall be broader in their training and in their activities. The teacher can- not make his best contribution except by exerting his full power to see that every condition which surrounds the growth and life of children is favorable to their best development. The teachers who lead out, who do things, are the ones who de- velop power. Influence grows thru use. The Children’s Charter is not merely a_ document, but a course of action. By a little observation and study each educa- tional worker can find a way to make his special contribution. He can bring into his life and into the lives of students the thrilling sense of adventure that goes with participation in a great enterprise. It is in this way that we shall give to society a sense of the purpose and power that William James had in mind in his famous essay, “The Moral Equivalent of War.” <> <> <> <> > The Journal of the National Education Association — ~_ wna aa et ition r than se. oment th to nd of in ad- kind ) sub- _ chil- he re- omes, > effi- ) COn- th of s—A t in- tear may new y in- 1y of elop- pre- im- and ; the nary omic rrat- i to- that ning can- t by very ywth heir lead - de- use. lya va uca- his into the rOeS “ise. » to wer his t of HERE ARE many Civic organizations "| tie have a deep interest in the improvement of the school and the community. Some of these organizations, like the labor movement, have had much to do with the development of the ideal of democratic education. Local and state branches of these great national groups can be depended upon to take an active interest in the schools, libraries, and other agencies for the education of the people. The represertatives of these groups have a rich experience upon which school people may profitably draw. They can be counted upon as a steadying force in time of local confusion and panic when without their support great damage might be done to the edu- cational services of the community. Some of the organizations which have been especially helpful to the schools are briefly described on this page. It is highly desirable to keep these groups supplied with materials carrying facts and ideas about the schools. Two packets of educa- tional interpretation material, one for churches and one for civic organizations, are available from the Division of Publi- cations of the N. E. A. at cost—50c each. The National Congress of Parents and Teachers—Thru this organization parents and teachers work together to the end that home, school, and commu- nity may be more effective in the funda- mental task of educating both the child and the adult. Members belong to the local and state branches as well as to the National Congress. No school can afford to be without an effectively functioning parent-teacher organization. It is un- questionably the best agency thru which to bring the school and home together for the sclution of mutual problems. The American Legion—Nearly a million members are now at the age of greatest leadership in their communities. Individuals belong to local posts which have organic connection with state and national organizations. The Legion was instrumental in the establishment of American Education Week. It cooper- The Interpretation of Education Citizens’ Organizations and Education ates each year with the National Educa- tion Association and the United States Office of Education in the promotion of RE YOU keeping the groups NX in your community, such as those listed on this page, fully informed about your school? Have your contacts with them been close enough so that you know what they can do and are willing to do for, and in cooperation with, the school? Have you helped to inspire all of them to work together toward building a finer community in both cul- tural and material aspects? Does your community have a plan of growth for the next five or ten years? How have you shown these groups the large part the school can and should play in the development of this plan? Are you conduct- ing a school which fits its work just as directly as possible into the needs of the community? If so, you can count on the sup- port of the entire community. American Education Week in its broad purpose of educational interpretation. Organized labor—The American Federation of Labor with its affiliated state and local unions has taken a con- sistently positive stand in favor of the ideal of free public education. Local labor groups can be depended upon to support schools at all times. Women’s clubs—Civic groups of women’s clubs such as the General Fed- eration of Women’s Clubs have a deep in- terest in the schools as agencies for de- veloping better citizens and a finer type of community life. This national organi- zation consists of state and local units. Local club members are usually among 0 YOU BELONG to the organizations, listed on this page, to which you are eligible? Do you take an active D part in their activities? If so, you are accomplishing three things: [1] You are making personal growth; [2] you are helping the organization to play its part in the life of the community more effectively ; | [3] you are helping the members of the organization to see the significance of the school as it is in community life and to see the larger part it might be made to play thru reorganization of both school and community. Volume 22, Number 6; October 1933 the most prominent women of the com- munity. Churches—In every community the church plays an important part in the life of the people. Most ministers are glad to discuss the schools and their needs both in and out of the pulpit. School people can well afford to keep ministers supplied with materials carry- ing facts and ideas about the schools. Service clubs—These clubs include such organizations as Kiwanis, Rotary, and Lions. Many of them are organized on an international basis. They provide fruitful opportunities for schoolmen to keep influential citizens in touch with the schools and at the same time they keep schoolmen informed concerning the thinking of lay leaders. Several of these clubs have publications which are anx- ious to present materials concerning community problems including educa- tion. They also sponsor projects in which pupils may engage. Chambers of commerce—Nearly every community has an organization of this type. Many local groups are affili- ated with the United States Chamber of Commerce. Sometimes these groups may be opposed to certain policies of the schools, but in the long run their interest in the best development of community and national life gives assurance that they will support education. Farm organizations—There are a number of these groups which have a powerful influence in national life as well as in the particular communities which they serve. Among these are the National Farm Bureau, the National Grange, the Farmers Union, and the American Coun- try Life Association. Other community agencies—There are a number of other influential agencies in nearly every community. The public library, for example, may be very help- ful by providing books and reading courses on education. Juvenile organiza- tions such as Boy Scouts, Girl Reserves. and 4-H Clubs may render valuable services. <> <> <> > 4 | 1 ! | Jpeg the Mato 3; bepseorgeare The Interpretation of Education Our Professional Organizations HAT do educational organizations do for the teacher? They furnish opportunities for growth thru participation in the work of the profession. They encourage and develop leadership. They are a clearinghouse for ideas and ideals. They are an instrument for cooperating with other professions and organized groups. They help to form the ideals of the pro- fession. They are the voice of those in service. They conduct research and broadcast its findings. They interpret education to the public. Their journals, yearbooks, and other publi- cations tell a continuing story of the purposes, achievements, and needs of education. They sponsor wise laws for the welfare of teachers and the betterment of our school sys- tems. They oppose legislation which would weaken and destroy the American public school. They work for the youth of the nation and the general culture of the people. Individuals come and go but the pur- poses and achievements of educational organizations concern the generations. One century spans the time of pro- fessional organizations among educators in the United States. The American In- stitute of Instruction, founded in 1830, was the earliest education association in our country. The Rhode Island Institute of Instruction, organized in 1845, was the first state education association. In 1857, ten state education associations signed a call to form a National Teachers Association [renamed the National Edu- cational Association in 1870 and incorpo- rated under a special act of Congress as the National Education Association in 1906 |. The American Normal School Asso- ciation and the National Association of School Superintendents, organized in 1858 and 1865, respectively, and meet- ing annually in connection with the National Teachers Association for a few years prior to 1870, became departments of the national association in that year. Now they are known as the Department of Teachers Colleges and the Depart- ment of Superintendence. Today there are twenty-two departments in the Na- tional Education Association, represent- ing special fields in education. By 1870 there were state education associations in more than half the states. Since 1916 every state has had an educa- tion association; thirty-four of them em- ploy a fulltime executive secretary; seven own their headquarters building: forty publish their own journal. <> 188 When the National Education Asso- ciation was formed in Philadelphia in 1857, forty-three men signed the consti- tution as members; on January 1, 1933 the membership was more than 200,000. The combined membership in the forty- eight state education associations Janu- ary 1933 was more than 682,000—about 74 percent of all the teachers of the nation. Affiliated with the state and national associations are hundreds of local groups —city, county, and regional. There are hundreds of other professional organi- zations of educators, local and national, their number and variety so great that no field or level in education seems to be left unorganized. The capstone was set in 1923 when the National Education Association instructed its committee on foreign relations to formulate a program to deal with world problems and to invite other countries to cooperate. The World Federation of Education Associations came into being; its membership in- cludes 195 educational organizations in fourteen countries. Figures and facts may be impressive or dull, but the purposes and achieve- ments of educational organizations in America encourage and inspire every teacher who has an innate love of his work and who realizes the fundamental relation between education and a demo- cratic government. Education associa- tions—local, state, and national—stand between the schools and destructive forces which would weaken or crush pub- lic education. The attacks which are made on professional organizations in times of crisis by greedy and selfish in- terests are an evidence of their effective- ness. Since their inception, organizations of teachers have been major factors in the improvement of schools. They gather reliable, uptodate statistics and other in- formation as to educational trends and policies. They spread information in re- gard to the best practises. They improve educational standards. They bring about reform in school conditions. They are the means of increasing mutual acquaint- ance and confidence among members of the profession on a nationwide scale. They help men and women to rise to places of great leadership. One of their major functions is to interpret education to the public, so that the ideals, the achievements, and the needs of the schools are better understood by the peo- ple in an age of rapid change. = <> It isn’t the business of professional organizations to secure unfair advan- tages for their members or to perpetu- ate educational practises which ought to be laid aside. It is their business to make every possible improvement in profes- sional ideals, standards, and methods of work, and to awaken the community to the relation between education and a social order in which the people have some share in determining their own des- tiny. Albert Byron Crawford of the Uni- versity of Kentucky, who made a study in 1932 of education associations in the United States, writes: Teacher associations of the United States have rarely used their power to achieve selfish ends for a special class or group. The chief interests of the associations of the United States have been to improve school conditions and the general culture of the people. The achievements of the state education associations show that the associations collectively are doing a fine piece of constructive educational work for the good of the public-school system of the United States from the point of view of school legis- lation? Education associations are working for matters that concern teacher welfare like group insurance, tenure, placement bureaus, uniform salary laws, homes for aged and needy members, and retire- ment. They have also secured desirable legislation that improves the schools of the various states in such matters as larger administrative units, supervision of rural schools, state aid to weak dis- tricts, establishment of schools for the education of teachers, uniform salary schedule based on training and experi- ence, provision for underprivileged and crippled children, standardization of school buildings, and curriculum re- vision. Increasing numbers of teachers are conscious of the important work their professional organizations are doing; conscious, too, of the need for these or- ganizations in American life; and glad they are ready at hand with experience, numbers, and high purpose. The next es- sential step, which some education asso- ciations are already taking, is the forma- tion of definite, longtime programs. The interpretation of these programs to the public is as important as the programs themselves. Our professional organiza- tions are teachers and administrators working together in a common cause, the direct channel thru which every member can work on the problems of the pro- fession. <— <> <> <> > The Journal of the National Education Association ation ssional advan- Tpetu- ight to ) make orofes- ods of lity to and a - have m des- e Uni- study in the States - selfish e chief | States ind the ements w that a fine for the United | legis- rking elfare ement es for -etire- irable ols of TS as vision < dis- r the salary xperi- 1 and n of 1 re- 3 are their oing; e or- glad ence, xt es- asso- rma- The 9 the rams niza- ators », the mber pro- > lation HE SCHOOL is a part of a living | community with a close relation- ship to the growth of the commu- nity, its present life, and its future pos- sibilities. It is only by looking at the school against the broad background of ten to twenty-five years that its real significance becomes apparent. The fol- lowing questions are designed to bring out a knowledge of the school in this large perspective. Each reader will add other questions. History of your school When was it established? What pioneer laymen and teachers led the way in founding the school? Does the community regularly honor these pioneers? What has the school contributed to the cultural and material development of the community? Have the contributions of the school been depicted in some clear and con- vincing fashion so that the average per- son understands them? Does the school teach its own history to the pupils? Plant and equipment Is the building properly located for the convenience of the pupils and on a good site? Is it large enough to accommodate comfortably the pupils and teachers? Is it so constructed as to safeguard their health? Does it provide adequate equipment for the various subjectmatter fields? Are the school grounds properly graded and ornamented? Do the children help care for the grounds and gardens as a part of their education? Do the people of the community un- derstand the significance of the school as an agency providing housing and play- space for children? Finance Is the amount of money spent on the schools adequate to meet reasonable needs? Is the tax system, from which school money is secured, just and sound? Does the school receive a just propor- tion of the tax dollar? Does the school need and receive aid from larger tax units? = > > Volume 22, Number 6; October 1933 The Interpretation of Education Knowing Your School Are the school’s finances managed with the longtime social purposes of education in the community in mind? Has the school been able to keep itself free from corrupt political influences? Is the board of education fiscally in- dependent? The curriculum Is the curriculum built around the needs of the pupils? Is it built around the needs of the community? Does the curriculum have such vital- ity as to hold pupils who might legally leave school? Does the curriculum provide ade- quately for individual differences in pupils? What provisions are made for pupil adjustment and guidance? How adequately is the pupil’s out-of- school time provided for by extracur- riculum activities? Is the curriculum undergoing continu- ous revision to meet the changing condi- tions of modern life? Does the curriculum tend to lead or merely to follow the life of the commu- nity? Is the curriculum planned with a vis- ion of a finer community as its chief motivation? Service as acommunity center Does the school provide opportunities for adult education? Are there preschool study groups in which mothers may study the problems of the preschool child? Does the school sponsor an open forum for the study of general and local social-economic problems? Does it serve as a center for commu- nity activities? Does it provide a program of social activities for adults as well as pupils? Does it provide adequate playground service during the summer months? Does it sponsor activities among pa- trons which give them a sense of own- ership and responsibility? Teachers Are teachers adequately prepared for their work? Are they continuing their professional growth? = <> <> <> <> Do they have a vision of the possi- bilities of their task? Are they planning the work of the school so as to build a finer community life? Are they integral parts and leaders of the community life? The pupils What is the attitude of the pupils toward the school? How has this attitude been developed ? Are the pupils learning to govern themselves thru democratic processes? How is the school helping the pupils to use the instruction received in school in the life of the community? The patrons What is the attitude of the citizens to- ward progressive changes in the school? How was this attitude developed? How can it be improved? Do the citizens understand the needs, aims, and achievements of the school? Do citizens’ organizations take an ac- tive interest in the school? Why? Is the school helping the citizens to catch a vision of the finer community they might develop by working coopera- tively thru the schools? Community problems Does the school teach the history of the community? Is community planning being taught? Does the school have data on occupa- tions in the community so that it knows what to train its students to do? Does the school relate its work to lo- cal cultural groups such as those work- ing in fine arts, music, garden clubs, etc.? Do the teachers help wholeheartedly to solve community problems which are not educational in the narrower sense of the term? Miseducative agencies in the community What agencies are there which by their influence tend to negate the work of the school toward building a finer type of individual and community lite? What part can the school play in re- moving such influences? How can the school bring this prob- lem to the attention of all influential community groups? <> <> > 189 HE FOLLOWING — suggestions for to and school visiting are based on experience of schools which have viven most attention to this phase of their work. Planning—Visits to homes will often- times be most effective if carried out as unforeseen incidents arise which make a visit advisable. However, careful plan- ning for the regular program of visit- ing will serve to make visits more effec- tive and fruitful and to distribute visit- ing evenly over periods of time and among the several homes and neighbor- hoods. If there is a committee for edu- cational interpretation in the school, the planning for home visiting should prob- ably be under its direction. In some schools the superintendent or principal makes the plans and then presents them to the teachers for suggestions. The visit—The visit should center around the home and the child and what the school is attempting to do for them. If there are ways in which the home can be of special help to the pupil inhis school work, these matters may well bediscussed. In one school the plan of taking at least once a year the period from 3 to 1:15 regularly used for monthly faculty Devices for T IIRU TEACHERS and school officials [1] Visits to homes—See above. [2] Messages to parents—Pertinent mes- sages on school facts can be printed or secured in the form of inexpensive leaflets and sent to homes with report cards. [3] House organs—Helpful if well-prepared and distributed among laymen as well as teachers. [4] Open letters to citizens—Useful for spe- cial messages. [5] Posters and graphs—Particularly useful as a supplementary aid in “getting ideas across.” [6] Speeches before lay groups—Opportuni- ties of this kind are valuable. [7] Movies and slides—Some school systems have made motion pictures of school activities for showing at community functions. Such films, however, are costly and take time to pro- duce. Where the need is urgent, slides can be produced quickly. [8] American Education Week—See p. 191. [9] The school a community center—Ii the school is made the center of many of the vital activities of the community it will, to a large extent, interpret itself to the patrons. [10] Handbills for special purposes can be used effectively. [11] Speakers’ bureau—The fact that good speakers are available encourages groups look- 190 meetings is found to be profitable. The parents are expecting the teachers and conditions generally are ideal for visit- ing. It is difficult for busy teachers to find time for numerous visitations. However, time taken for becoming ac- The Interpretation of Education Getting Acquainted With Parents quainted with parents is often far more profitable than that spent in less im- portant routine duties. Reporting the visit—While veits to homes are especially profitable to the teachers who make them, their value can be largely multiplied by the num- ber of other teachers to whom they are reported. Appraising—The teacher may rate himself on such questions as: Was there a definite purpose for the visit? Was the visit a pleasant one for both parties? Did the visit end with the parent’s having a better understanding of the school? The general plan of visiting adopted by the school should also be appraised carefully while it is being carried out and at the end of the year. Visits by special teachers and ofh- cials—In many school systems there are certain persons—such as the visiting teacher, school nurse, and attendance officer-—who visit homes more regularly as a part of their daily work than do classroom teachers and other school officials. It is highly important that these persons, in addition to their other professional qualifications, be especially adept at meeting parents. Educational Interpretation in for speakers to call on such a _ bureau. [12] Special teachers—Their work is prin- cipally with the homes and adults. They include the visiting teacher, the visiting nurse, and the evening-school teacher. [13] Social contacts provide many oppor- tunities for personal conversations with pa- trons; develop mutual confidence. [14] Miscellaneous devices—Lapel tags, pen- nants, street car signs, postcards, bookmarks, blotters, letterheads. Thru the pupils—[1] Classes and assemblies in the school can occasionally be used for the purpose of presenting the case to the pupils who will carry the message to the parents. [2] Pupil publications—Include school pa- pers with articles, editorials, and cartoons; posters; annuals; printed programs; handbooks. [3] Student programs—Dramatize for par- ents the skills and abilities the pupils have gained in school. The graduation program, for example, is being used for interpreting the school in many communities. [4] School exhibits may be used in connec- tion with school programs, made the occasion for an open house, or exhibited at community functions. [5] Open house night—To interest parents in this occasion, one school had the pupils submit slogans for publicity such as: “See in demon- stration, your child’s education.” “Why pay the tax and not know the facts?” [6] Nationwide student projects—In order to help acquaint pupils with the needs and aims of the schools, the Division of Publications of the National Education Association, 1201 Six- teenth Street, N. W., sponsors projects in edi- torial writing, cartooning, and printing. Thru community agencies and groups—[1] Parent-teacher associations are among the best allies of public education. They have a special interest in the schools and most of them, under the guidance -of state and national organiza- . tions, are effectively organized units. [2] Newspapers—See p. 191. [3] Citizens’ conferences to which citizens are invited to come for a frank discussion of the school situation are valuable. [4] Advisory councils—Some cities have found it helpful to have a council of laymen to advise with the school officials. The superin- tendent may use the plan for the city, the principal for his school. Care is taken not to duplicate the responsibilities of the board of education. Gives a larger number of citizens a definite connection with school affairs. [5] Radio programs—See p. 191. [6] Civic organizations—See p. 187. The Journal of the National Education Association ition more S im- sits to oO the value num- y are r rate Visit ? arties ? ving a opted aised 1 out | offi- e are siting lance larly n do chool that other ‘ially mon- y the order aims ns of Six- edi- —[(1] best ecial inder niza- . izens n of have men erin- the it to i of ns a The Interpretation of Education Newspapers, Radio, Films, Celebrations HE NEWSPAPER: The news—Suc- [| ces in the use of the newspaper for educational interpretation de- pends largely upon the appreciation which teachers and school officers have for events that make news. In many smaller systems school news must be written by someone on the school staff. In the larger systems newspaper report- ers will call regularly at the designated place where facts about schools can be obtained. The school interpreter will learn much by studying the educational facts and events which the editor of the local newspaper has selected for use. He will note what kind of helpful newspaper story about education is given the best space, such as the front page, or the most attractive presentation, such as large headlines and illustrations. Feature articles—The feature arti- cle is based upon news values, human interest values, or may take advantage of a circumstance in the news to outline the causes of and contributing factors to an important situation. Most newspapers welcome contributions by those outside their staff, if the articles are on impor- tant subjects and are authoritatively and attractively written. Editorials and cartoons—These features usually reflect the opinions of the editors and are almost always pre- pared by newspaper staff members. School leaders may discuss personally with local newspapermen the plans and problems of the schools and in other ways keep them informed of local edu- cational activities and needs. Contacts with the press—The an- nual report of the superintendent, the school paper, a new course of study, or any one of the many publications of the school will suggest to editors news and feature stories and editorials. Reporters may be invited to attend board meetings, faculty meetings, programs, and other school exercises. Tue Rapto: The radio is available as a means of educational interpretation in many communities. It is being used effec- tively in the following types of broad- casts: [1] addresses of educators and laymen discussing the needs, aims, and achievements of the schools; [2] drama- tized or otherwise specially arranged presentations of actual school work; [3] musical and entertainment programs. Few radio programs exceed one half hour in length. Generally the most effec- Volume 22, Number 6; October 1933 tive addresses are under seven minutes. Programs should be carefully rehearsed and timed in advance. All spoken parts should be typewritten for reading at the microphone. Fits: Motion picture cameras and projection apparatus are now manufac- tured at moderate cost. This medium of interpretation is certain to increase in popularity. A number of film companies have available films depicting new edu- cational methods with an explanation of the psychological principles involved. These may be used to show the public what is being done for their children in school and how the home program of health, discipline, habit training, and the formation of ideals may correlate with that of the school. CELEBRATIONS: The anniversary ob- servance is deeply rooted in sound psy- chology. Its pageantry appeals; its rep- etition fixes. American Education Week—The most effective opportunity to interpret schools is American Education Week. It is sponsored and promoted by groups to- taling millions of members who are local leaders. Its importance increases each year as hundreds of new communities celebrate this occasion by directing the attention of the people to the needs, aims, activities, and achievements of the schools. Handbooks outlining suggested programs, announcement posters, Car- toons, leaflets for distribution to the homes, and other helps for the observ- ance may be obtained at the beginning of the school year from the National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. World Goodwill Day—This inter- national celebration is held each year on May 18 in recognition of the spirit of goodwill which characterizes the atti- tudes of thoughtful people in all the great nations of the world toward each other. Ideas for its observance may be obtained from the Secretary-General of the World Federation of Education As- sociations, 1201 Sixteenth Street, N. W., Washington, D.C.’ The Horace Mann Centennial— The appointment of Horace Mann to the secretaryship of the Massachusetts State Board of Education in 1837 marks an important step in the progress of Ameri- can education. Every school child should associate his name with that of Washing- ton and Lincoln as builders of the ideal of self-government. The 100th anniver- sary of the beginning of Mann’s serv- ice will be observed thruout 1937. De- tails may be secured from the National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. Child Health Day—Child Health Day is observed May 1. This day is set apart for the purpose by a joint resolu- tion of Congress authorizing its designa- tion by Presidential proclamation. Its purpose is to focus the attention of the country on the health of children. Plans for the observance may be obtained from the American Child Health Association. 450 Seventh Avenue, New York, N. Y. The Summer Roundup—tThe Sum- mer Roundup of the children is an at- tempt to send to the entering grade of school or kindergarten a class of children as free as possible from remediable de- fects. Details of the campaign may be obtained from the National Congress of Parents and Teachers, 1201 Sixteenth Street, N. W., Washington, D. C. Vitalized commencements—The commencement is an occasion which is celebrated in all high schools and col- leges. It offers an outstanding oppor- tunity to set forth the work of the schools for the appraisal of the public. Graduation programs may be presented by students who explain the objectives of education as they see them. It is an appropriate time to exhibit school work, to have alumni who have achieved dis- tinction pay tribute to the school, to rec- ognize high scholastic standing, and to memorialize educational leaders. Plans for vitalized commencements may be ob- tained from the National Education As- sociation, 1201 Sixteenth Street, N. W.. Washington, D. C. Tercentenary of Secondary Edu- cation—The Boston Latin Grammar School was established in 1635. In its early form as a preparatory school it spread rapidly thru New England and gave the incentive to the development of secondary education of later types all over the nation. The 300th anniversary of the founding of the high school in 1935 will find more than 5,000,000 young people enroled in the institution. Details of the Tercentenary of Secondary Education may be obtained from C. O. Davis, University of Michigan, Ann Arbor. > <> > <> > i i : j ) : i iY The Interpretation of Education Suggestions for Further Study of the world which lies ahead, the democratic ideals of America face a struggle for their very existence. As America goes, much of the world is likely to go. The common school, as the highest symbol of American democratic ideals, is of crucial importance. Upon the school we must build our hopes. Thru the school we must work for or- derly progress toward a happier social order. Under these conditions, the in- terpretation of education becomes an immediate, pressing, major concern of everyone who wishes to preserve the democratic ideals which lie at the foun- dations of America’s achievements. To interpret education against the back- ground of new conditions is no simple and easy task. It requires hard and con- tinuous study, keen observation, a full understanding of the basic values, and a willingness to hold on to whatever is sound. Those teachers get the most satisfac- tion out of their work and make the most professional progress who are the keenest students of education and life. Such teachers develop purpose and power. They become leaders because they have ability and understanding. This special feature of THE JOURNAL, pages 177 to 193, has brought together material on the interpretation of educa- tion which school faculties will find defi- nitely helpful. Teachers and school ad- ministrators have taken the first step in acquainting the public with the schools, when they ask themselves questions like the following: “Are the people of my community wellinformed about their schools? Do they think of education in terms of the schools they attended years ago? If they are not wellinformed, to what extent is it my fault? How can we, as a school faculty, take hold of the situation? What suggestions in this JoURNAL can we use or adapt to condi- tions in our school and community?” Making a plan and working on it are the next steps. Organization and coop- eration are the guiding principles. As you use your plan, your enthusiasm, un- derstanding, and store of information will grow. In a small school system, the entire faculty can meet together for dis- cussion and reports of progress. In large school systems or in county and state groups, an efficient organization will en- . THE fundamental reorganization 192 deavor to secure the participation of all teachers, using the special gifts and abil- ities of individuals in committee work and other places of responsibility. A few suggestions follow: [1] Study your own school—its history, its needs, its achievements, its purposes, its im- portance in the community. [2] Study your local community—its peo- ple. their needs, their interests and attitude toward the schools. [3] Study this Journat and other material; use it as the basis for group study and faculty meetings. Mimeograph portions of this Jour- NAL for distribution to parents and other citi- zens; see that local editors have copies. Use or adapt ideas and suggestions to suit local conditions. [4] Let your program of interpretation be definitely planned for at least one year ahead. Have in mind general goals for several years. It is easier to revise plans, as needed, than to meet a situation with no preparation. [5] American Education Week in Novem- ber is a good goal for this fall, from which to carry on a continuing program of interpreta- tion. [6] So long as you remain in the profession of teaching, be a student of education, as a fundamental institution in a democracy. Our changing times demand no less. The most comprehensive, single source on the interpretation of educa- tion is a file of THE JouRNAL of the National Education Association, espe- cially the October issues since 1926. In a continuous canvass of the best writ- ings, which THE JOURNAL staff carries on, the following books have been se- lected as worthy a place in the library of teachers who wish to understand bet- ter the philosophy and history of edu- cation, its social and economic back- ground, and who wish to take their part in the interpretation of education. References which deal with the social, eco- nomic, and historical background of education: The Epic of America by James Truslow Adams, Little, 1931. America Faces the Future by Charles Beard, Houghton, 1932. What Men Live By by Richard C. Cabot, Houghton, 1914. Education for World Citizenship by Wm. G. Carr, Stanford, 1928. Public Education in the United States by Ellwood P. Cubberley, Houghton, 1919. A History of Education by Ellwood P. Cub- berley, Houghton, 1920. A Challenge to American Education by George S. Counts, John Day, 1932. Tenth Yearbook [Character Education], Dept. Supt., NEA, 1932. Democracy and Education by John Dewey, Macmillan, 1916. Man’s Social Destiny in the Light of Science by Charles A. Ellwood, Cokesbury Press, 1929. A Sociological Philosophy of Education by Ross L. Finney, Macmillan, 1928. Constructive Citizenship by L. P. Jacks, Doubleday, 1928. Psychology of Social Institutions by Charles H. Judd, Macmillan, 1926. Education for a Changing Civilization by W. H. Kilpatrick, Macmillan, 1927. The Awakening Community by Mary Mims and G. W. Moritz, Macmillan, 1932. The New Exploration by Benton MacKaye, Harcourt, 1928. The Ideal Teacher by George Herbert Pal- mer, Houghton, 1910. Recent Social Trends in U. S. by President’s Research Committee on Social Trends, Mc- Graw, 1933. The Great Technology by Harold O. Rugg, Day, 1933. The Work, Wealth and Happiness of Man- kind by H. G. Wells, Doubleday, 1931. White House Conference 1930, Addresses and Abstracts of Committee Reports by White House Conference on Child Health and Protection, Century, 1930. References which deal with the ways and means of interpretation: Publicity Campaigns for Better Schoo] Sup- port by C. Alexander and W. W. Theisen, World Book Co., 1921. : What to Tell the People About the Public Schools by Belmont Farley, Columbia Univer- sity, 1929. Public School Publicity by C. H. Hines and R. G. Jones, Macmillan, 1923. Publicity and the Public School by C. R. Miller and Fred Charles, Houghton, 1924. Public School Relations by A. B. MoehIman, Rand McNally, 1927. The Principal and His Community by Dept. Elementary School Principals, NEA, 1932. Campaign Publicity for Schools by P. R. Stevenson, Ohio Press, 1926. A Cooperative Study of Community Rela- tions by Michigan Education Association, Bul. 24, 1932. Educating Michigan’s Children, Bul. 25, 1933, by Michigan Education Association. Education—1900 and Now by North Caro- lina Education Association, The Association, 1930. Interpreting the Public’s Schools by North Carolina Education Association, The Associa- tion, 1929. The Case for the Schools by North Carolina Education Association, The Association, 1932. Our Children’s Schools by Pennsylvania Edu- cation Association, The Association, 1933. Guiding Wisconsin’s Growing Generation by Wisconsin Education Association, The Asso- ciation, 1933. Meeting the Emergency in Education by Dept. Secondary School Principals, NEA, The Association, 1933. Interpreting the Secondary School to the Public by Belmont Farley, National Survey Secondary Education. Government Printing Office, Washington, D. C., 1933. Public Relations for the Public Schools by J. Flint Waller, MacCrellish & Quigley Co., Trenton, N. J., 1933. The Journal of the National Education Association tion mn by Jacks, harles n by Mims Kaye, Pal- lent’s Lugg, Man- esses by and and Sup- isen, iblic ver- and 1aNn, ept. ela- sul. sul. ion. on, rth ina 32. ju- he ey ng by O., on A Program for Educational Recovery \ ] HEN PRESIDENT ROOSEVELT re- cently broadcast to the Ameri- can people an address urging them to cooperate in meeting the emer- gency faced by the nation, he said, “I cannot guarantee the success of this plan, but the American people can.” In this sentence is the secret of success for the schools in the months ahead. Industrial leaders organized overnight to defeat depression. The banner of the Blue Eagle will soon fly over every ham- let and every home. Educational leaders face the crisis with a plan for unified effort that has been three-quarters of a century in the building. National, state, and local associations are established and tested. Success awaits the participa- tion of every teacher—now. Professional organization is required in normal times for progress; in desper- ate periods it is necessary for existence. Teachers who could not afford to belong to their professional organizations in prosperity cannot afford not to do so now. The nation’s workers in every field are combining with a rapidity and strength, the like of which the world has never seen before. To be unorganized is to be helpless. The number of teach- ers who belong to associations this year should double. To pay dues is not enough. Every teacher should be thoroly informed and ready to act. A program of educational recovery is under way. The activities of the National Edu- cation Association have been recently enlarged under the stimulating and dy- namic leadership of the Joint Commis- sion on the Emergency in Education appointed in January by the National Education Association and the Depart- ment of Superintendence. The Joint Commission, thru its large group of con- sultants and its plan of regional meet- ings, is tying together school leaders and state and local teachers organizations in a Vigorous program. The following brief enumeration of activities in which the Joint Commission is now engaged is offered as a back- ground to specific suggestions for indi- vidual participation which will be made thruout the coming year in the journals of local and state associations and in THE JouRNAL of the National Educa- tion Association. Upon its appointment in January, the Joint Commission decided to carry out Volume 22, Number 6; October, 1933 its activities thru the machinery already in existence. Every division in the head- quarters staff of the National Education Association and every department and special commission is coordinating its efforts with those of the Joint Commis- sion. This article outlines the beginning of a plan for the cooperation of every individual member of the organization. The Joint Commission is collecting detailed information regarding the ef- fects of the present economic situation on the schools and is making this infor- mation available to everyone; it is sug- gesting constructive measures of econ- omy and of educational support, and is cooperating with individuals and local groups in the solution of pressing educa- tional problems. The Commission is sur- veying the attitudes of noneducational organizations, industrial and political groups toward the policy of free educa- tion. Its program is increasing the appre- ciation of the public for the work of the schools and stimulating every agency which can make a contribution to educa- tion in this emergency. The Joint Commission has appointed 475 leading educators to act as its con- sultants. These consultants represent every section of the country and every round of the educational ladder. Re- gional conferences of the consultants have already been held in Kansas City, Missouri; Cincinnati; Chicago; and At- lanta. Additional conferences are to be held thruout the coming year. Leaflets setting forth the essential facts about the schools have been pre- pared for general distribution. These are available to every teacher. A series of radio addresses on nationwide hook- ups have been taking the case for the schools to the American people. A new series will be held about the time of the meeting of the Department of Su- perintendence February 24 - March 1, 1934. The effectiveness of these broad- casts can be greatly increased thru the cooperation of teachers in local com- munities. The programs may be an- nounced thru the: local newspapers, at meetings of student assemblies, at par- ent-teacher associations, at meetings of service clubs, and other civic groups. A principal feature of the program of the Joint Commission is effective, nation- wide observance of American Education Week. Selection of the theme and day- by-day topics for American Education Week was made with the assistance of the members of the Commission. Ameri- can Education Week helps, which have been developed at NEA headquarters, are available in much larger quantities and at almost half the cost of previous years. The staff began handling orders for American Education Week supplies several weeks in advance of the opening of the schools. It is expected that ten million American homes will either re- ceive a message or a personal visit from a teacher during American Education Week. In this project there is specific work for every person connected with the schools and colleges. A major item of the program of the Joint Commission is the improvement of the methods thru which schools and col- leges are financed. In accordance with this objective, the Commission organized the National Conference on the Financ- ing of Education, which met from July 31 to August 11, 1933, in New York City. The members of this Conference prepared a brief and authoritative de- scription of the essential procedures in financing a modern school system. This platform of school finance is a veritable charter of educational rights. It outlines a longtime plan for public education with provisions for supporting it ade- quately. This report will be the basis of a series of regional conferences to be held thruout the nation this winter. It will be employed in a nationwide pro- gram, behind which state departments of education, state education associations, and other agencies will unite in a com- mon effort to bring about a reformation of the system under which public schools and colleges are financed. The task that lies ahead for the edu- cator is more than teaching. It is the assumption of leadership that extends beyond the classroom into the general movements of American life. Essential to success is the cooperation of every teacher not only as a dues-paying mem- ber of national, state, and local profes- sional organizations, but as an aggres- sive worker in the field he serves. All the opposition to free and universal educa- tion that springs from selfishness and greed cannot prevail against the united efforts of the nation’s teachers. The pro- gram of the Association is going forward with dynamic force. Enlist today. | | i |? ik ; | I i _ School Finance Charter Essentials of a Modern School Finance Program preven that the financing of schools is a paramount public concern, basic to the present and future welfare of our democracy, the following program is offered for action by the American people. Educational Opportunity Universal education—Funds to provide every child and youth a complete educational opportunity from early childhood to the age at which employment is possible and socially desirable. This right to be pre- served regardless of residence, race, or economic status and to constitute an inalienable claim on the re- sources of local, state, and national governments. Lifelong learning—Educational opportunities at public expense for every adult whenever such oppor- tunities are required in the public interest. Effective teaching—In every classroom competent teachers maintained at an economic level which will secure a high quality of socially motivated and broadly trained professional service. Adequate Revenues Equitable taxation—For the adequate support of all governmental activities, including the schools, a stable, varied, and flexible tax system, providing for a just sharing of the cost of government by all members of the community. Public information—Accurate, intelligible, and frequent reports to taxpayers and the public on the management of the school money so that complete understanding and constructive attitudes with respect to school taxes and services may prevail. Constructive Economy Schoolboard independence—In every school sys- tem a board of education responsive to the will of the whole people and free to adopt and carry out truly efficient and economical financial policies for the schools. Economical administration—A uniform and con- tinuous policy of honest, economical, and productive spending of all school moneys. Local Management Adequate local units—In every community trained educational leadership and other services secured thru a local unit of school administration large enough to make such services financially possible and desirable. Community initiative—For every school district the right to offer its children an education superior to state minimum standards and to seek and develop new methods intended to improve the work of the schools. State Responsibility Equalization of educational opportunity—For every school district, sufficient financial support from the state to permit the maintenance of an acceptable state minimum program of education and to relieve the local property tax when this tax, upon which local initiative depends, is carrying an unfair share of the cost of government. Professional leadership—Competent leadership in every state department of education so that reasonable minimum financial standards may be established and educational progress encouraged thruout the state. Fiscal planning—ln every state a longtime financial plan for public education, comprehensive in scope, based on experienced judgment and objective data, cooperatively developed, continually subject to re- view and revision, and reflecting faithfully the broad educational policy of the people. National Interest Open schools—For every child deprived of educa- tion by emergency conditions beyond the control of his own community and state, immediate restoration of these rights thru assistance from the federal govern- ment to the state concerned. - 7 Federal support—Sufficient federal support for the schools of the several states to protect the nation's interest in an educated citizenship, without federal control over state and local educational policies. IF AMERICA IS TO RECOVER PROSPERITY AND PERSIST AS A DEMOCRATIC NATION THESE ESSENTIALS MUST BE PROVIDED Note: The above School Finance Charter was adopted by the National Conference on the Financing of Education which met in New York, N. Y., July 31-August 11, 1933. This Conference was under the auspices of the Joint Commission on the Association and the Department of Superintendence. mergency in Education of the National Education The Journal of the National Education Association iture ined thru h to ble. t the tate new ols. -For rom ible lieve Ocal the D in ble and cial pe, ata, re- oad ca- of ion r- the n's ral july ion Progress Amidst Adversity | AST YEAR in spite of unusual difficul- ment plan accomplishes wonders. > Philadelphia last year won the dis- tinction of having more NEA members ship during the past two years, increasing from 680 in 1931 to 2495 in 1932. Its preliminary report for 1933 received last ties, progress was made along many lines. Membership in the national Association fell off less than 6 per- cent—from 220,149 in 1931 to 207,418 in 1932, and in the state associations less than 5 percent— from 712,393 in 1931 to 682,607 in 1932. Teachers rallied loyally to the support of their professional organizations, recognizing that we can meet the present emergency only by uniting our forces. Fourteen states actually in- creased their membership in the national Association last year. The increases ranged from 14 to 2614. In three states the increase was over a thousand—New York 1044; Missouri 1740; and Pennsylvania 2614. These reports of progress are a thrilling tribute to the profes- sional spirit of the teachers of these states. They also reflect effective local leadership, for behind every large membership report lies an in- teresting story of an inspiring per- sonality. Milwaukee—At the Minne- apolis convention of the Depart- ment of Superintendence last Feb- ruary, I met Thomas W. Boyce, principal of the Cass St. Rotary School, Milwaukee. He reported that he had been asked to serve as chairman of an NEA enrolment committee in Milwaukee, and he wanted suggestions. We discussed MILWAUKEE PROCEDURE FOR ENROLING g ks Principats: [1] Familiarize yourself thoroly with the necessity for national organization of teachers, with the work of the NEA, with the rea- sons for the drop in NEA memberships, and the wisdom of Secretary Crabtree’s SOS call at this crucial time. [2] Call a meeting of all your teachers on Thurs- day or Friday of this week and, in a ten-minute talk, explain to them the points enumerated above. Place the NEA situation frankly before them and answer all questions asked to the best of your ability. [3] On the following morning circulate a sheet containing the names of the teachers in your build- ing, heading the sheet as follows: To Teachers: After writing your correct ad- dress after your name, please write “yes” or “no” in the last column, answering this ques- tion, “If you are not a 1933 member, are you willing to respond to the emergency call of the NEA by becoming a member and paying your membership fee of $2 this week or the week of April 3?” Address [4] Have your clerk prepare a list of the names and addresses of those who answer “yes,” fill out the accompanying report, and mail this list and re- port to me next week. Your meeting may easily take place tomorrow. The sheet and questionnaire should be circulated not later than the next day. Your list of members and report ought to reach me early next week. When your list is mailed by me to NEA head- quarters, an acknowledgment will be mailed you. Your check should be mailed direct to headquarters when all dues have been paid you—Thomas W. Boyce, chairman. Name Answer spring indicates a new increase of 41 percent—a heartening achieve- ment in the midst of adversity. Kansas City, Missouri, has also shown encouraging growth in membership during recent years. From 1926 to 1931 her member- ship ranged between 700 and 900. In 1932 it was 1629, and present prospects for 1933 promise a new high watermark. Kansas City, Kansas, still holds the national record for being the largest city to maintain a 100 percent enrolment over a consider- able period of time. Larger cities have achieved the 100 percent en- rolment record for a year or two but Kansas City, Kansas, boasts a continuous 100 percent record since 1924. The officers of the local asso- ciation carry the responsibility for the collection of dues and, as a president of the local association re- cently told me, “We are proud of our record and expect to continue it. We believe in the NEA. Our superintendent has explained how greatly its work has helped us and we are glad to have a part in the splendid program of service which it is carrying forward in behalf of the children and the teachers of the nation.” possible procedures. He developed and perfected the plan shown on this page. Milwaukee’s membership increased from 969 to 2596! Three elements are always essential for large enrolment records—a professionally-minded group of teachers, a definite enrolment plan, and enthusias- tic leadership. Pennsylvania—Educational leaders in Pennsylvania five years ago developed a coinclusive enrolment card and a plan by which the teachers of the state can enrol conveniently in local, state, and national organizations at one time. Penn- sylvania’s NEA enrolment has gone steadily forward from 18,459 in 1927 to 29,408 in 1932. The simplified enrolment plan has not been wholly responsible for this steady increase, but it has helped. Enthusiastic leadership coupled with professional vision and a definite enrol- Volume 22, Number 6; October 1933 than any city in the nation—5206. Her membership in 1929 was 3497. It has moved steadily forward during the past four years. The annual membership cam- paign in Philadelphia is staged each spring by the officers of the local associa- tion in cooperation with building repre- sentatives. The coinclusive enrolment card is used, and teachers are encour- aged to enrol at the same time in all three professional organizations—local, state, and national. The following paragraph is taken from the leaflet used last year: Support your profession Join with us in the upbuilding of the Profession of teaching in Philadelphia —In Pennsylvania—in America Your profession supports you St. Louis, like Philadelphia, conducts its NEA enrolment campaign in the spring. It has nearly tripled its member- i In many communities besides those mentioned above, progress was made in spite of adverse conditions. This was encouraging, for it reflected loyal devotion of the teachers of the nation to their professional organizations. What of the future? What lies ahead? The schools are not yet “out of the woods.” Even if general economic con- ditions continue to improve, 1933-34 will be a hard year for teachers. School budg- ets for this year were made during the early dark months of 1933. Far vision, heroic courage, and loyal devotion will be needed to make this year an era of new progress. Facing forward, we look into the new year with full determination to make new advances, for we cannot be satisfied with the successes of our reced- ing yesterdays—T. D. Martin, direc- tor, Division of Records and Member- ship, National Education Association. 195 What Is a Tax? rf ‘us is the first of a series of articles on taxation. These articles are so comprehensive and so simply writ- ten that they can be considered a primer on taxation, suitable for group study and discussion by teachers, parents, and high- school students.—J. E. M. HIS SERIES of articles tells a few sim- i ple facts about taxes. It tells what taxes are, why they are levied, who pays them, who collects them, and what a good tax system is like. In all civilized countries the govern- ment builds roads, operates schools, sup- plies police and military protection, guards the public health, makes and en- forces laws, and does many other things for the comfort, convenience, and safety of the people. All these services cost money. Paying taxes isa means by which the people contribute, thru government action, to the cost of different services which they desire. There are other ways of paying for governmental services, but taxation is the most important of all. Sources of public funds—The pic- ture below illustrates several ways in which money is raised for the support of public services. They are: [1] an air- mail stamp, [2] a price sign on a gasoline pump, [3] the heading of a property tax receipt, [4] a “parking tag,” [5] an automobile license plate, [6] the heading of a federal income report blank, [7] a customs declaration, [8] a school district bond, [9] a tobacco revenue stamp. Some of these items represent taxes; others do COUNTY SAN BERNARDINO COUNTY, CALIFORNIA 3 196 TAX RECEIPT—-YEAR 1932 WHEN PROPERLY STAMPED THIS I8 A RECEIPT FOR THE FISCAL YEAR BEGINNING JULY 1ST, 1932, AND ENDING JUNE 30TH, 193° not. Let us define a tax and perhaps we can then decide which items in the pic- ture really represent taxes and which stand for other sources of public funds. Definition of a tax—A good modern definition of a tax is that given by Pro- fessor Edwin R. A. Seligman: A tax is a compulsory contribution from the person to the government to defray the expenses incurred in the common interest of all without reference to special benefits con- ferred. Characteristics of a tax—According to this definition, a tax has three char- acteristic features. First, it is compul- sory; those from whom it is due must pay it. Failure to carry a share of the cost of government by not paying legally as- sessed taxes may result in severe penal- ties. Al Capone, Chicago’s notorious pub- lic enemy, having escaped many a cun- ning legal trap, now languishes behind the secure walls of Atlanta Penitentiary, for crooked income tax returns. Second, a tax is a personal obligation. The state is an association of persons and each citizen is personally obligated to contribute to its support. Third, and most important, taxes are levied to pay for common social purposes, that is, public rather than private purposes. Government performs some services of a private or business nature, as in delivering a letter or selling electric current. Each person pays for such services as he uses them. In levying taxes, however, the motive must be that of general benefit or service for all. Other sources of public money— INDIVIDUAL INCOME TAX RETURN FOR NET INCOMES OF NOT MORE THAN $5,000 DERIVED CHIEFLY FROM SALARIES AND WAGES For Calendar Yeer 1931 re BAGGAGE DECLARATION AND ENTRY WF SPOULD OR MUTUATED, RETURN To PURSEA OF aohattar Me rans District of Columbia once wa ea SS tad Se efes. 4 TRAFFI nC ( that L resided in said, country trom O04 wees te ty Pate. astimmenetgn tt « now VIOLATION NOTICE that 1 yoide ot No S04... = ot Aegoet city, r leri yack stase a walls ; Book No. . 3222 wwvsece | Ticket ve 25. ‘ipa oat haga ty inns | ene ee Bese eee License No <= Permit, Ne@..s.-.2.-<-0-0---- ' i. pacapraueninecenestscnsiastoatastiiia ? EIN casinsscccnnen awwoncasetenigesnsieswemannaplninnanialanl STATE OF WISCONSIN — SAUK COUNTY ‘ies Joint School District Number One Of The City Of Reedsburg “ Age ......... Cal | ee ee Read and Married of Ee awa # DIST.OF COLUMBIA 1932 A HUE UNG OT Ts DECLARATION READ CARETVALY HEETRUCTIONS On BACK OF THES SHEET Now let us return to the picture. Item 1, the air-mail stamp, does not represent a tax. It is a method of collecting a fee for a particular personal service, the delivery of a letter. Item 8, the school district bond, does not represent a tax, being a device whereby the local government borrows money for the purpose of invest- ing it in school property. In borrowing, however; it must be remembered that when the day for payment comes, the money to pay government debts is raised largely by taxation. Item 4, the “parking tag,” is a police notice intended to check certain action and not primarily to raise money. Item 5, the license plate, repre- sents a charge made for the right to drive an automobile on the public roads. Only four or five of the nine items in the pic- ture illustrate taxes. Taxes: the main source of pub- lic money—Altho our federal, state, and local governments receive money from many sources other than taxes, all these other sources put together are rela- tively insignificant. About 70 percent of all municipal revenues, about 80 percent of all state revenues, and about 90 per- cent of all federal revenues [excluding postal receipts] come from taxes. All gov- ernment expenditures in 1930 amounted to 13 billion dollars, while tax collections in the same year were about 10 billion. Next we shall see why this money is col- lected every year and what happens to it—Harley L. Lutz, Princeton Uni- versity, and William G. Carr, Research Division, National Education Association. K-8845 Ss N 543002 METROPOLITAN POLICE The Journal of the National Education Association em 1, sent a ee for livery istrict ‘ing a ment nvest- wing, that 3, the raised rking check raise "epre- drive Only 2 Pic- pub- State, 1oney S, all rela- nt of rcent } per- iding | gov- inted tions llion. $ col- ns to Uni- -arch ition. ‘ation The Problem of the Postgraduate understanding, let me say that for purposes of this talk the term post- graduate student is defined as one who returns to the schools for additional work after having been graduated from high school. Our highschool graduates who find themselves without money, without work, and without prospect of work are in a critical situation. Few of the graduates of the past two years have permanent em- ployment; to this vast number is now added the graduates pouring from the schools of the nation this year. It is this situation that has given rise to the call- ing of this the “unemployed generation.” In the past two years thousands of these graduates, finding it impossible to fit into the economic scheme, have re- turned to the high schools for postgradu- ate work. So largely is this condition true that according to federal reports the num- ber of postgraduates in high schools has increased 800 percent. The postgraduate problem of the schools has become a serious one. Ther* are two ways, in general practise, of re- ceiving these young people back in the school. The first is simply to let them take their places in the school with the other students. The second is to set up a plan for postgraduate work, and adapt the school program to this new problem. The first of these plans is generally un- satisfactory, because the advanced stu- dents find themselves out of step with the school life. Since little or no interest is expressed in them either individually or as a group, they are likely to lose interest in their work and soon drop out. It is this attitude on the part of the school that has caused school officials generally to regard the postgraduate as an unsatis- factory student. It is in the second method that we find a large degree of success. When the post- graduate is made welcome and the school is adapted to his needs, he usually makes good as a student. Thus he is saved from swelling the ranks of the unemployed or becoming a wandering, disheartened, job- less derelict. [’ ORDER THAT there may be no mis- Volume 22, Number 6; October 1933 It is estimated that more than a hun- dred thousand unemployed graduates will be seeking admission to our high HH” SHALL America make a place for oncoming youth? Not for long can the older generation hold the jobs | and leave youth to search in vain for an | opportunity to use its talents, to make | a place for itself, and to enjoy the sense of participation which goes with worthy occupation. The day of reckoning is | near, and youth will have its place or there will be further collapse and chaos. | What is your community doing to make a place for its youthP Why not begin by making a study of the young people | in the last five graduating classes of your high school or college to see what headway they have been able to make in finding suitable occupations P—J. E. M. schools next year for postgraduate study. In the small schools and in the villages this problem can and will be taken care of in some way. In the larger cities, how- ever, the situation has become so acute, the schools so overcrowded with regular students, and the shortage of funds so extreme, that school officials are refusing to accept postgraduates on any condition. The problem is being dismissed as not a part of the duty or obligation of the pub- lic high school. The feeling is growing that it is not the part of secondary educa- tion to attempt to take care of this large and growing group. Yet there are our boys and girls—aged seventeen to nine- teen—in the very flower of their youth. Can we dismiss this problem by a school- board resolution to have nothing to do with it? These groups of splendid American youth knocking at the doors of our schools are our problem; they are a pub- lic-school problem; they are nearest to us. If we do not attack on this front, no one else will. Most of these postgraduates return to the school with a definite and well-defined purpose in mind. Some come for courses which will help them in their future voca- tions, others for cultural subjects, but F THE 2,000.000 children of highschool age now employed could be sent back to school this fall, thus releasing their jobs to adults, what effect would this have upon unemployment? Have the spokesmen for the new deal considered the possibilities for at least a partial _ solution to the problem of unemployment that may lie in this direction? Would it not be wise to spend a few millions of these billions of | about 90 percent come to complete some work in college entrance requirements, or in the hope of earning advanced stand- ing. They must be treated as advanced students; they should be held separate from the undergraduates; their work should be accredited and made a matter of college record when taken for advance standing. The school should encourage these students to work under their own power, and place as large a responsibility as possible for the successful completion of their work upon their own shoulders. I am well aware that most of the con- ditions for postgraduate work suggested above seem quite outside the province of the school. In order to accomplish the work as outlined here it is suggested that the extension departments of the state universities cooperate with the high schools in making their correspondence extension courses available to certain high schools where the necessary organi- zation for the giving of postgraduate work in this form is set up. The mechanical setup in the school would consist of a special study room, set aside for this purpose, in the most centrally located high school in the city. Necessarily, it would be equipped with student tables or desks, a few drawing tables, filing equipment, and a small reference library. All of this equipment is now available in most schools without added cost. The courses of study would be taken by correspondence thru the state uni- versities. The correspondence extension service of our land-grant colleges in the United States has for the most part not been largely used, owing perhaps to the fact that the work is not advertised, be- ing a form of state educational service. Cooperation with the high schools in offering extension courses to postgradu- ates would give these extension courses wide dissemination and create a great and important demand for this form of service. Nothing elaborate would be needed. One person, who might be called the director of postgraduate work, would be all the personnel needed. He should dollars in the erection of public high schools? Without depreciating the value of a road or bridge, is not the school of equal value to civilization? Is the school not a road over which the youth must pass in quest of a richer life? Is it not a bridge that spans the chasm between ignorance and enlightenment?—H. L. Donovan, president, Eastern Kentucky State Teachers College, Richmond. 197 : } } a en ne have a sympathetic attitude toward the work, and some power of organization. Bulletin No. 443, “A Guide to Ex- tension Courses,’ by the U. S. Office of Education, lists several hundred courses given in the extension depart- ments of our state universities. The fees for these courses are merely nominal, be- ing for the most part scarcely more than the cost of postage to and from the stu- dent. This cost the student would him- self pay. Such a course of postgraduate work would soon demonstrate its worth to any city. It would be possible for stu- dents to receive advanced standing for college work. Thru the large and varied offerings of the extension departments, there would be available a wide variety of courses in many different fields of edu- cation, far more numerous than can be offered in any high school. When the lessons were completed, they would be mailed back, for correction, to the extension department of the univer- sity from which they came. Additional lessons in the course would be on hand in the files of the director, so that as soon as one lesson was completed another would be begun. Students could take one or several courses as time and oppor- tunity permitted. Special lectures could be arranged for the postgraduate stu- dents. They would be grouped for club work or have a special time set aside for them in the gymnasium. Or, if facilities are lacking for this, they could return from the school as soon as the lessons for the day were completed. It will be noted in offering this plan for postgraduate work that nothing new is required. Everything necessary to do this work is now at hand. It would be necessary only to provide a local direc- tor for the work, and form a cooperative working plan with the extension depart- ment of the state university. In some in- stances, it might be necessary to co- operate with more than one state uni- versity in order to get a wider list of courses, but this is a matter of detail. It What Teaching Does to do that are supposed to cultivate the needs of a democracy. How conducive to it, or how diverting from it are your flag exercises? What do your Washington celebrations do to produce citizens who will “make, each, his part of the world go on better?”’ When you direct a distribution of chil- dren’s gifts to the poor, how clear do you make it that there are resources enough for all in this country and that a govern- ment of general welfare could see that every honest body could have access to a good living? How thoroly do your children appre- ciate who is paying for their schooling? Do they realize that the farmers, the fac- tory workers, the cheapest day laborers, people who don’t know the children’s names are paying for every hour these youngsters are in the school? What are they paying for? What are they getting in return? What is the reason you fail to follow the lead of those schools that set aside thirty minutes every Monday morning to inquire of each child, “What have you done for the community since last Mon- day?” What actual practise in cooperative government, selection of officers, work for general welfare do your children get every day? How much of the autocracy do th CRITICALLY the things you 198 that teaching breeds into teachers are you getting rid of? You highschool people, how free are you from the educational doctrines that show no effects of the second American Revolution, the one of 1787? How much are you teaching algebra for algebra’s sake, or because you think it trains the mind? How often are you thinking that you are paid on the basis of a promise made that you would reduce crime and keep politics pure? What are you doing in accordance with that promise? You teachers of Latin, French, Ger- man, Spanish, English, mathematics, science, art, vocations, homemaking, which is getting the most of your thought and planning, a boy and girl imbued with civic responsibility, or pupils equipped with the information and skill of your subject? When a proposition is made to give civic preparation the school time it needs, what is your desire to leave your present work and to teach politics, eco- nomics, general welfare? How gladly do you advocate reduction of time given to your subject so that a direct study of civic needs may get the additional hours? You organizers of extracurriculum ac- tivities, how keen are you for a political club to study the untoward conditions of local, county, and state government? Do you propose it? Do you offer yourself as its faculty adviser? <> <> <> is necessary in undertaking cooperative work, such as this postgraduate plan calls for, that we learn to work in larger and larger geographical units. What shall we do with the postgradu- ate? We have perhaps several hundred who would take postgraduate work in a city the size of Miami at the opening of schools next fall, and a hundred thou- sand estimated in the nation. Shall we ignore the situation and miss this fine op- portunity for service to this splendid group of our youth? Or shall we, giving thought to it, work out a successful solu- tion?—Radio address by J. I. Sowers, School Administration Building, Miami, Florida. [Let the school faculty of each community appoint a committee to begin work immediately on the problem of edu- cational opportunities for unemployed youth, working in cooperation with other civic leaders in the community. Include editors, ministers, Legion officers, and officers in parent-teacher associations and women’s clubs.] < <> > > Teachers You principals of high schools, how far do you realize that the age at which you get your children is that during which curiosity regarding civic life is capable of tremendous expansion, that ambition to improve conditions is suscep- tible to large ideas? How often do you stress the civic responsibility of this most costly of the public-school units? How often do you collect reports from all the staff as to what each is doing to train a citizenry which knows what the ulcers in the body politic are and what may pos- sibly cure them or reduce their damage? There is little now appearing that ex- presses the opinion that you have done what you should. There is acknowledg- ment that you have made much improve- ment in many essentials of teaching, these being secondary to the great essen- tial of American public-school education, namely: .responsible politics. There .is much in this printed matter to the effect that you can perform the work teachers were made public servants to perform. Teaching makes you loath to change. These hard times and the harder that are coming will give you a great jolt and you will prefer to make the changes your- selves rather than have them thrust upon you from unsympathetic and excited agitators.—From “What Teaching Does to Teachers” by William McAndrew in The American Schoolmaster, May 15, 1933, p208-9. > > <= The Journal of the National Education Association perative ite plan in larger stgradu- hundred ork in a ening of -d thou- shall we fine op- splendid >, giving ful solu- sowers, Miami, of each to begin 1 of edu- nployed th other Include rs, and ions and > > is, how t which during - life is m, that suscep- do you 1is most 3? How 1 all the train a ulcers in ay pos- amage? that ex- ve done owledg- nprove- aching, t essen- ication, here is e effect eachers erform. change. hat are nd you 3 your- st upon excited g Does ndrew fay 15, | > ‘ociation A Working Organization Department of Superintendence, at its annual meeting last spring, se- lected Cleveland as the convention city for 1934, and made two important deci- sions which it is hoped will result in en- abling the Department to render “year- round” service to its members. The first decision was to continue the Joint Commission on the Emergency in Education. The regional meetings held at Kansas City, Chicago, Atlanta, and Cin- cinnati have been very productive. More such meetings are planned for the South- west, the Pacific Coast, the Middle At- lantic states, and New England. The Emergency Commission has a program which, thru varied types of pub- licity, will reach every section of the country. There is no question but that the activities of this commission directed by Chairman John K. Norton, Teachers College, Columbia University, have ex- posed the sources of much of the unjust criticism of our public schools; have made clear that education is a social necessity which it would be a social dis- aster to abandon; and have furnished members of the profession with a great deal of factual information upon which they may base their battles for the public schools. The second decision was the approval by the executive committee of the rec- ommendation of the president that the pattern of the discussion programs for 1934 be changed radically. It has been many years since the pattern of these discussion groups has been altered. Any veteran convention “attender” can tell you the general outline of these meetings without a program. The result of the standardization of our convention pro- gram pattern has been that we have lost one of the most important factors in mak- ing the convention useful to its members. This factor is that of the active participa- tion of all the members in the discussions and in determining policies. A study has recently been completed of the early programs of the Department of Superintendence. It is quite clear that in those days the set speeches were of secondary importance and that the dis- cussions of various topics were of pri- mary importance. They listened to ad- dresses in those early days if there was time to do so. Now we have discussions if there is time for discussion. Of late years f | HE EXECUTIVE COMMITTEE of the Volume 22, Number 6; October 1933 there has seldom been time for discus- sions of any program by the members. The organization which we have set up for the discussion groups next year, in general, is as follows: Seven general subject committees of twenty-five or more members each have been appointed. The chairman of each general subject committee will in turn select from the twenty-five members of his committee a chairman and a secre- tary of ten subcommittees who will con- sider some phase of the general subject. Each subcommittee consists of forty members. Thus, in an ideal situation, 2800 members of general and subcom- mittees will participate in the meetings of these committees which will be held on Monday and Tuesday afternoons of the convention week. Thursday of that week will be devoted to the reports of the seven general committees. These general committees have been appointed and the subcommittees are soon to be selected. A representative of the Research Division of the National Education Association has made arrangements to discuss with each chairman the assignment of mem- bers of his subcommittees and the topics upon which they will work. Thus almost a year before the new con- vention, these general committees began a study of seven important problems. When the convention day arrives a vast body of material will have been collected out of which the report of the chairmen will be formulated. Thus the whole mem- bership, theoretically at least, will be at work on some phase of our educational problems. The seven general subject com- mittees and the chairmen and secretaries who have accepted are as follows: Group I—The Administration of Teacher Training: Chairman—Edward D. Roberts, superintendent of schools, Cincinnati; Secre- tary—Walter D. Cocking, state commissioner of education, Nashville. Group II—A Comprehensive Program of Public Education: Chairman—J. Stevens Ka- desch, superintendent of schools, Medford, Mas- sachusetts; Secretary—Merle J. Abbett, super- intendent of schools, Fort Wayne, Indiana. Group I1I—Financing Public Education: Chairman—Frank W. Ballou, superintendent of schools, Washington, D. C.; Secretary to be selected. Group IV—Education for the New America: Chairman—Willard E. Givens, superintendent of schools, Oakland, California; Secretary— Merle Prunty, superintendent of schools, Tulsa. Group V—Public Education and Public Wel- fare: Chairman—Leslie A. Butler, superintend- ent of schools, Grand Rapids, Michigan; Secre- tary—J. W. Sexton, superintendent of schools, Lansing, Michigan. Group VI—A National Outlook on Educa- tion: Chairman—John K. Norton, Teachers College, Columbia University, New York; Sec retary—Claude L. Kulp, superintendent of schools, Ithaca, New York. Group VII—Interpreting the Schools to thi Public: Chairman—Frank A. Jensen, superin- tendent of schools, Rockford, Illinois; Secre tary—Arthur B. Moehlman, School of Educa tion, University of Michigan, Ann Arbor, Mich igan. In addition to the work of these gen- eral subject committees there will be general meetings of the convention Mon- day and Tuesday and Wednesday morn- ings and evenings. The topics for the gen- eral day sessions will be the same as those assigned to the general subject commit- tees. In this way a thoroly integrated meeting will be possible. This new plan involves countless details which are being handled with dispatch in Secretary S. D. Shankland’s office in Washington. Probably this meeting will not run with the smoothness of other meetings. There may be criticism from some mem- bers, who thru an oversight have failed to receive an assignment, or who were not assigned to the topics in which they were most interested, or who object to any kind of change in the established order. We are willing to assume the detailed work, to risk the comments which are al- ways made when the established order is disturbed, and to take whatever criticism is offered, provided that we can accom- plish in part our aims—the active par- ticipation of every member of the De- partment in the solution of important problems, to help the Department of Superintendence to be an organization which functions, vitally, the entire year. and to have the annual February meeting a working conference as well as a con- vention—Paul C. Stetson, president. Department of Superintendence, Na- tional Education Association. [The officers of the Department of Superintendence for 1933-34 are: Presi- dent—Paul C. Stetson, Indianapolis: first vicepresident—Milton C. Potter, Milwaukee; second vicepresident David E. Weglein, Baltimore; executivr secretary—S. D. Shankland, Washing- ton; executive committee—Charles B. Glenn, Birmingham; Herbert S. Weet, Rochester; Carroll R. Reed, Minneap- olis; Charles S. Meek, Toledo. | 199 — Se eaeeayesimciern mak wear. rremmmnn samen mn AE OR Ne AN ORE COL A iinet hl . | i Spice ‘ mese a eae PRY acto opay the national government stands between the people and chaos. As pointed out in earlier editorials, particularly “The End of an Epoch” and “The Great Transition”’ | Jan- uary and February 1933] one order of life has passed and another is not yet established. Because it stands at the very center of American civilization the school is profoundly involved in the changing conditions. It is fortunate indeed that the National Education Association has its headquarters in Washington, where its officers are in a position to see first- hand the currents and crosscurrents which now play upon the collective life of the nation. Never before has our coordinated sys- tem of local, state, and national educa- tion associations been so important as now. The battle for the schools must be fought on each of these three fronts. Had it not been for the heroic pioneer work of our local, state, and national associations conditions would be vastly worse than they now are. If economic conditions get better, it will require the associated strength of the entire profes- sion to see that the schools share in that improvement. If conditions get worse, the battle to save the schools will become more intense. Teachers who support their associations will have the satisfaction of having participated in the effort to safe- guard childhood. To every member of the Association THE JOURNAL goes each school month to heip maintain that common background of information and mutual understand- ing which is the necessary foundation of cooperation. THE JOURNAL seeks to in- terpret the work of the Association and to keep teachers in touch with what is going on in the nation. The Association’s departments and committees are working as never before. The Journal During 1933-34 THE JOURNAL will keep you informed as to their progress. The Department of Classroom Teachers is carrying on a vigorous and effective program. The Department of Elementary School Prin- cipals has a program of work that should enlist the support of every principal who is ready to help support the profession that supports him. The Department of Superintendence has a project to put every member at work on the problems of the profession. The Joint Commission on the Emergency in Education has a comprehensive system of conferences, research, and interpretation. The Legis- lative Commission is in constant touch with various branches of the government and is performing an invaluable service, much of which for the present must nec- essarily be carried forward behind the scenes. The Committee on Social-Eco- nomic Goals for America has prepared a notable tentative report and is work- ing on the final draft of a series of pro- posals which look far into the future of American life. . And so on thru all the de- partments and committees. Each is fight- ing the battles of the teachers, the schools, and the children. All are entitled to generous support and encouragement. THE JouRNAL will keep you in touch with what the Association is doing. JouRNaL plans for 1933-34 are closely related to the emergency in education. This issue reports the Chicago conven- tion in its discussion of the emergency and gives material on the interpretation of education which will be valuable for many years to come and which may be used as a text for faculty meetings and for classes in teacher-preparing institu- tions. The series of articles on taxation by Lutz and Carr is especially important. In this series, which will continue thru- committee reports, and out the year, two foremost authorities give a comprehensive but simple analysis of the whole field of taxation and public finance. This feature alone is worth the price of membership in the Association, There will be other important series and many invaluable special articles. Tue JourRNAL is for all teachers. It contains carefully selected material which every teacher should have. By the sheer worth of its program and the devotion of its pioneer workers the National Education Association has risen to a major place in the life of America, The very existence of this widespread movement is one of the evidences of na- tional purpose. This great organization seeks to elevate education—to preserve, develop, and magnify those elements in the life of our people which make for human excellence and happiness. The National Education Association is dedicated to the finer and nobler things. It can achieve its great purpose only thru large use of the printed word. It is the aim of THE JOURNAL to develop a body of reading material which shall be worthy of the spirit of the pioneer founders, which shall express the combined judg- ment and experience of our best workers, and which shall be in keeping with the place of the Association in the life of America. The JourNaAL staff appreciates the friendly cooperation of readers which prompts them to write freely their sug- gestions and comments. When you have an idea write the editor personally at headquarters. Your thought will help someone else. Send in newspaper clip- pings, references to magazines and books, descriptions of effective projects. Only by developing a vigorous and dynamic leadership thruout the profession can the teachers save the schools—Joy Elmer Morgan. <— <> <> - <> The Journal of the National Education Association Published monthly, except July, August, and September, by the National Education Association of the United States President, JESSIE GRAY Secretary, J. W. CRABTREE The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, 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. Tue JourNAL is a member of the Educational Press Association of America and is published in accordance with the standards of that organization. Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Joy Etmer Morcan, Editor Offices: 1201 Sixteenth Street N. W., Washington, D. C. The Journal of the National Education Association Harotp A. ALLAN, Business Manager ities alysis oublic ‘h the ation, S and THE itains every n and 'S the risen erica, Dread f na- ation serve, its in e for ion is lings, ‘thru s the body thy ders, judg- kers, 1 the e of the hich sug- have y at help clip- ks, y by umic | the [mer THE RUGG SOCIAL A cartoon (Press Publishing Company, New York World) from the chapter, “Scientific Planning in Industry,” in Rugg, Vol. V. SCIENCE COURSE plays its part by fitting boys and girls to understand today’s vital issues National economic planning . . . the shorter working day... tariffs— these important issues of today and dozens of others you will find intelli- gently and fairly discussed in the Rugg Course. For giving boys and girls a dynamic picture of the modern world there is no other course like it. So say the 3900 places now using it in whole or in part. I. Introduction to American Civilization, $1.92. IV. A History of American Government and Cul- ture, $1.96. II. Changing Civilizations in the Modern World, V. Introduction to Problems of American Culture, $1.96. $1.96. VI. Changing Governments and Changing Cultures, III. History of American Civilization, $1.96. $2.00. For each a Pupil’s Workbook and Teacher’s Guide. Prices subject to discount. Send for circular 543. GINN AND COMPANY BOSTON - NEW YORK - CHICAGO - ATLANTA - DALLAS - COLUMBUS - SAN FRANCISCO Mention THE JouRNAL Volume 22, Number 6; October 1933 when writing our advertisers. A-81 $7 5-00 possessions. antine. INVESTED NOW will safeguard the #1000. you earn | ERHAPS your salary is more than $1000.00 a year—perhaps it’s a little less. But on your reg- ular salary check depends your living. If you miss time from school because of sickness you lose that q salary, but your living expenses run on. Then is when T.P.U. protection is one of your most welcome For only $15.00 a year the Teachers Protective Union offers you a Special Certificate protecting you from disability due to sickness, accident and quar- It is the most complete, low-cost protection you can buy. Even if you give up teaching or marry you may continue it without increased cost. It covers you the twelve months of the year. There are other | T.P.U. Certificates to meet the requirements of every teacher. Write for complete details. invite you to join. A WORD TO NEW TEACHERS The Teachers Protective Union is the largest organization of its kind in the world. More teachers enjoy membership in it than in all other similar organizations combined. We | Teachers Protective Union | ' Breneman Bldg., Lancaster, Pa. (or Local Deputy) | } } | TO HAVE your printing handled in. telligently—that is economy in time. TO HAVE your printing handled ex- pertly—that is economy in cost of get- ting results. TO HAVE your presswork handled on a properly planned production basis— that is economy in actual outlay for the job. GET ALL your printing where facili- ties make economies. Jupp & DETWEILER ECKINGTON PLACE AND FLORIDA AVENUE WASHINGTON, D. C. Consult us—any size job interests the “Master Printer” INCORPORATED THE SOS CALL OF THE NEA The NEA needs my membership, And I need the NEA. The SOS call was given; I responded to it yesterday. With a 50 percent cut in my salary, And the howl of the wolf at my door, How could I spare the two dollars? My bank won’t cash warrants anymore. I admit I debated this question, Then all of a sudden I thought, Would a soldier act thus in wartime, When great battles need to be fought? Our profession now faces the enemy, With our children’s future at stake, While apostles of false economy Destroy the schools that we make. I thought of Washington’s soldiers, When at Valley Forge they bore The hunger, cold, and privation, With hearts that were bleeding and sore. The thoughts of the children I’m teaching, And the added duty that’s mine, At a time when ill winds are blowing, I should strengthen the battle line. Our NEA fights the battles 4 Of children and teachers too, ‘ The SOS call has been sounded, t A challenge, a warning to you, A-82 That a new birth for schools of the nation, Baptized with our blood and tears, Will bring us a heritage richer For the children of future years. So comrades, here’s my two dollars; I feel it’s the least I can do As my share in the struggle before us, Don’t you think you should do so too? Brave men and women are needed now To safeguard the nation’s schools, For the youth in our madness we crush today, Will be the youth who tomorrow rules. —A. D. Hefley, principal, Eugene Field School, McAlester, Oklahoma. Thru NRA the federal government is saying to industry, “You must organ- ize; you must get together.” It is saying to labor, ““You must organize.”’ It is or- ganizing the farmers. For teachers or- ganizations to hold their own during this crucial year of 1933 is not enough. If they do not make substantial gains, they will be relatively weaker. Are you ready to do your part? Cleveland convention—Plans are going forward for the sixty-fourth annual Mention THE JouRNAL when writing our advertisers. winter meeting of the Department of Superintendence which is to be held at Cleveland, Ohio, February 24-March 1, 1934. Several of the larger hotels are al- ready reserved to capacity. Hotel reser- vations should be made at once. Address the secretary of the hotel committee— A. H. Skean, 1604 Terminal Tower Building, Cleveland, Ohio. The Legislative Commission—Re- cent legislation enacted by the federal government concerns the work of the schools at many points. The Legislative Commission of the National Education Association is working in this field, under the chairmanship of State Superintend- ent of Schools S’dney B. Hall, of Vir- ginia. At present, the Commission is in- cluding in its program the following activities: [1] Efforts are being made to have the Presi- dent recognize the seriousness of the educa- tional situation and take action thereon im 4 radio address, or proclamation, or otherwise. [2] Efforts are beixg made to secure federal assistance, either under existing or future legis- lation, which will aid [Cont. on page A-84} The Journal of the National Education Association nt of eld at rch 1, re al- reser- Idress tee— Tower —Re- deral f the lative ation inder tend- Vir- is in- wing Presi- duca- in a rwise. -deral legis- 4-84] ation In Cleveland DURING 1929-1930) 42392 sh ow- i £ classroom films were made inde public schools of Cleveland. During 1932-193 years later—t ings made in 3—just three he number of show- these same schools was 32,835--- ‘ Have you kept up with 3 Classroom Films? Big yearly increases in their use show the value of this teaching aid HE tremendous increase in use of classroom films is a fact which may well occupy theattentionofevery teacher, principal and school-board member. It is definite and striking proof of the value of this visual aid. Eastman Classroom Films have been accorded wide acceptance, sim- ply because they have again and again pores their ability to teach more in ess time. They are planned with a view to coordination with standard courses of study. The vivid, indelible impressions which they leave on the minds of pupils make them an almost indispensable aid to efficient modern education. New Low Prices The steadily growing demand for these films has made possible a shar reduction in price. Three full 16-milli- meter reels now cost but $2 more than two reels formerly cost. A genuine Eastman projector costs as little as $62. Now—niore easily than ever—schools can give pupils the benefits of these motion pictures. The Descriptive List of EastmanClass- room Films gives brief outlines of the Eastman CLASSROOM FILMS Volume 22, Number 6; October 1933 Mention THE JouRNAL when writing our advertisers. a 647% increase im three years = , 7 ee z. more than 200 reels now available. Send for it today. Address: Eastman Teaching Films, Inc. (Subsidiary of Eastman KodakCo.), Rochester,N.Y. A Living Lincoln on the 125th Anniversary of His Birth On February 12, 1934, bring the inspiration of the Great Emancipator’s Tite to your class- rooms, by means of the Eastman Classroom Film, Abraham Lincoln. The two full reels, 16 millimeter, cost only $48. Just Published COOKE’S PROBLEMS OF THE TEACHING PERSONNEL Oniy up-to-date book on new teaching conditions. Contains the best group of administra- tive principles and practices now avail- able. Every school administrator, super- visor, principal, and teacher will find it invaluable. Practical Specific in Application 390 pages $3.00 LONGMANS, GREEN 55 Fifth Avenue & co . New York TEACHERS: FREE desk copy with ten or more] 5 Wife forPrice List Eves on any book desired, liege Book Co 500 pages of printed Co = 1902) ‘ price lists. 36 Columbus, WE ALSO BUY BOOKS Bausch & Lomb Balopticons Simple, Effective Projectors for all Still Picture Instruction with Lan- tern Slides, Strip Films and Opaque Objects. Write for Catalog Today. BAUSCH & LOMB OPTICAL CO. 684 St. Paul St., Rochester, N. Y. 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 credits. Send for booklet ‘‘Training Children.’’ HARRIOT HAMBLEN JONES, Principal, 25 Huntington Ave., Room 316, Boston, Mass. (oS RG IG TR aR NATIONAL co LLEGE Formerly National | Kindergarten, on: Plomentery College. } ad renter Fag eo Sars t a Edna Dean Baker, Pres., Dept. D-103, Evanston, Ill. OF EDUCATION (eo SRR RN A-84 [Cont. from page A-82] the states to keep schools open and to maintain educational standards. [3] The Commission is working with the National Recovery Administration in the de- velopment of a code to be signed by school- boards, concerning the salaries and working conditions of teachers and other school em- ployees. [4] The Commission is supplying informa- tion to local communities regarding procedure by which they may secure federal funds for school buildings, under the public works sec- tion of the National Industrial Recovery Act. Many questions concerning this whole matter have not yet been settled by the Recovery Ad- ministration. The Legislative Commission is keeping in touch with the situation. The Dublin meeting of the World Federation of Education Associations was held July 29-August 4. Thirty na- tions were represented. President Jessie Gray reports that some of the outstand- ing speakers were Mrs. Ruth Bryan Owen, President de Valera of Ireland, and the President of the Federation, Paul Monroe. The resolutions provided for the possible coalition of several Euro- pean organizations with the Federation. Mr. Fred Mander, secretary of the Na- tional Union of Teachers of England, was made the new president. According to secretary-general, Augustus O. Thomas, “The meeting was forward- looking and hopeful, and there was a general feeling that the World Federa- tion had only just begun its great work and must play an important part in the drama of civilization.” Friends of Dr. Thomas will be glad to know that his health has been completely recovered. [Teachers of the United States may share in this important worldwide edu- cational enterprise thru joining the “Goodwill chain” of individual mem- bers. The fee is $1.] Our American Schools—The an- nual series of radio programs sponsored by the National Education Association will begin on the networks of the NBC Sunday, October 8, at 6:30 pm Est. The series will continue under the direction of Florence Hale, radio chairman and past president of the National Education Association. Teachers may greatly in- crease the effectiveness of these programs by giving them local publicity. For a de- tailed statement of speakers, write to the Division of Publications, NEA, 1201 16th Street, N. W., Washington, D. C. The interpretation of education— Reprints of the sixteen-page JOURNAL feature on interpretation [pages 177- 193] may be had at the following prices: Single copies, 25c each; when ordered in quantity, the following discounts are al- lowed: 2-9 copies—10 percent; 10-99 copies—25 percent; 100 or more copies —33 1/3 percent. Meartion THE JouRNAL when writing our advertisers. IN AN | EADERSHE EMERGENCY gency. leadership. In a period of disease epidemic the public is more susceptible to medical guidance and dictation than during a normal health period. In times of war citizens organize and military leadership prevails. «New emergencies create new problems that only the trained and skilled in that particular field of emergency can solve. No emergency in the nature of a disease epidemic exists: There is no national peril through war: There is a national emergency in Education. Large groups of ill adapted chil- dren are returning to the school Slashed revenues prevail: teaching load augmented: ing tools denied—all of which largely intensifies the emergency. rooms. In wars, in epidemics, in dis- asters, there is an abundance of funds to meet the demands of the emergency. The same could be true in the emergency in educa- tion. Rally to the support of the educational leadership and prevent a breakdown in education. To that end lay cooperation must subject itself to Professional Educational Leadership. Chicago, Ill. The Journal of the National Education Association There existed an economic emer- | It offered stubborn resist- ance to all remedies until such time as Business, Industry and the Con- sumer mobilized under N. R. A, teach- NATIONAL SCHOOL SUPPLY ASSOCIATION 176 West Adams Street Th schoo this { have their work last | Wint oper the ( beca meal tuitis Post the 1 V wert post the sche the sist gra in j tui pre enc The Legion to the rescue—When hool opens at Winter Haven, Florida, his fall, the children of that city will have the American Legion to thank for their being able to enter upon school york with normal progress. When early ast March it became apparent that the Winter Haven public schools could not operate for the full term, hundreds of the children had to drop out of school because their parents did not have the means to continue their education on a tuition basis. Then the Frierson Nichols Post 8 of the American Legion came to the rescue. Well-qualified, volunteer teachers were commandeered from the Legion post and the Legion auxiliary to carry on the work cut short by the closing of the shools. The prospective teachers from the post were called together and as- isted by the principal of the central grammar schools, worked out a program in accordance with that in effect in the tuition schools. The enrolment ap- proached the three hundred mark. At the end of the term, the regular examina- tions were given and approximately 88 percent of the pupils passed. The many friends of Willis A. Sutton, former president of the National Education Association and superintend- ett of schools, Atlanta, Georgia, will be pleased to know that he is making satis- factory progress toward recovery from injuries received in an automobile acci- dent last spring. Dr. Sutton wishes thru THE JOURNAL to express his apprecia- tion to his friends thruout the country for their thoughtfulness during his ill- ness, New Commissioner of Educa- tion—George F. Zook, former president of the University of Akron, Ohio, suc- ceeds William John Cooper as Commis- sioner of Education. Dr. Zook thus re- turns to the Office of Education, where from 1920 to 1925 he served as director of the division of higher education. Dr. Cooper has accepted the appointment of ptofessor of education at George Wash- ington University. The big thing is for us all to work to- gether. It looks as if we shall need to show our teeth in fight as well as in sniles—J, W. Crabtree. Reports which help—Reports like the following are beginning to arrive at NEA headquarters. They build courage and confidence: We are enclosing herewith the list of the lames and addresses of our teachers so that May receive the October JourNAL. I hope teachers everywhere realize the necessity dur- mg this period of attaining, if they have not Volume 22, Number 6 ; October 1933 Who Will Pay the Doctor, the Nurse, and the Board Bill When You are Sick or Injured? This is the question you must decide, and you are deciding it right now—whether you will continue to carry the risk of financial loss and embarrassment in time of need or whether you will let the T. C. U. assume the risk and share the burden when the loss comes. One in Every Five Teachers Will Lose Salary This Year It is an actual fact, proven by the records, that every year one out of five teachers suffers enforced idleness and loss of salary through Sickness, Accident or Quarantine. You may be that unlucky fifth teacher this year. Why take the risk of being compelled to use up your savings, or to run into debt, to carry you through a period of enforced idleness, when the T. C. U. stands ready to help bear that burden? What the T. C. U. Will Do for You The Teachers Casualty Underwriters is a national organization of teachers for teachers. For the small cost of less than a nickel a day, it will assure an income when you are sick or quarantined, or when you are accidentally injured. Hospital Benefits. It will also pay you Operation and These Teachers Know! “Thanks very much for the check which you just sent. It is bad enough to be sick, but is a lot easier when your doctor bill is being paid. I received my check within a week from the date I sent in my claim, and am well pleased with the fairness of the T. C. U.”— Clara B. Goss, Campbellsburg, Ind. Send Your Name sg No Obligation Just fill out and mail the coupon. We will then send you full particulars of how Teachers Casualty Underwriters 635 T. C. U. Bldg. | | | | we protect teachers. Please do it today. | | | L Lincoln, Neb. already done so, the 100-percent record.— Robert M. Steele, president, State Teachers College, California, Pennsylvania. Again the teachers of the New London pub- lic schools have voted to join both the Wiscon- sin Teachers Association and the National Education Association 100 percent. It is our opinion that we need this affiliation more than ever in this critical period of reconstruction— H. H. Brockhaus, president, New London Teachers Association, Wisconsin. Teachers in Superior are being paid with city scrip not negotiable outside city. What shall we do about collecting dues to NEA? May our treasurer collect scrip in payment of dues and hold it until redeemable by city ?—Mrs. Gud- run E. McCartan, secretary, Superior Council of Education, Wisconsin. Mention THE JouRNAL when writing our advertisers. “It gives one a feeling of confidence to belong to some good organization when we see the accidents which occur daily all about. This has been a source of satis- faction to me for years and I am glad to express my gratitude to the T. C. U for the most timely aid during the last ten weeks.”"—Mrs. Hulda Chandler, Santa Paula, Cal. “| Te the T. Cc. TU. l 635 T. C. U. Building, Lincoln, Neb. I. I am interested in knowing about your Pro- | tective Benefits. Send me the whole story and booklet of testimonials. | BN ett Tia delat 4 Sel» © wal nunc aim ae dal on | Address ‘ : + sed Guenaresnen. 9 ; a TENET 1 tet ane Ue OCRTIOO,, Tie, BOs ec ccc cnccesccceene 2.00 schools and teacher-training institutions, 1930. 251pp. Paper Se ee es Se oe rere 1.25 Classroom Teachers a er eee eee ye wr wiptadd Seabee 1.75 THE CLASSROOM TEACHER AND CHARACTER EDUCATION, Seventh Yearbook, 2962. ZIZSPp.c.ccccsccsccccccsccse 1.50 HEALTH SERVICE IN City ScHOOLS. ee I a in cdiccc case ccccceses 25 THE Economic WELFARE OF TEACHERS. . ee ere 1.50 HEALTH ESSENTIALS FOR RURAL SCHOOL CHILDREN. TEACHING AS A CREATIVE ART. Sa I, MIs, gods s.b:0:0 ok be sdcaesvecrses 15 Pas I, TL I. noc cccdeccsses soact’ 1.50 HEALTH IMPROVEMENT IN RURAL SCHOOLS. . . eS SE ano c0.c a vteerssieewes 25 Review of Educational Research PUPIL PERSONNEL, GUIDANCE, AND COUNSELING. Vol. TEE, No. S, Game, BOBS. GOs vec cece eect ei 1.00 MENTAL AND PHYSICAL DEVELOPMENT. Authentic Data on Salaries Tou, Beep FeO, Se AOE, Bee. BOOM... 202. cae cccnan 1.00 Up-to-dat 1932-33 EDUCATIONAL TESTS AND THEIR USES. tbe + shun mes Vol. III, No. 1, February, 1933. 80pp.............004+ 1.00 The Special Salary Tabulations of the Research Division of the ScHOOL BUILDINGS, GROUNDS, EQUIPMENT, APPARATUS, AND National Education Association furnish information needed by SUPPLIES. a , Vol. II, No. 5, December, 1932. 100pp............... 1.00 those conducting salary studies. Write for details concerning Tests oF INTELLIGENCE AND APTITUDE the data available and the cost of the tabulations. Von. 3h, Be. 4, Octeiet,..20Gc.. TROD. « o...000000ccaebsmoun 1,00 The titles listed above are only a few of the many available and include only the more recent issues of Research Bulletins and Department Yearbooks. er issues are available covering a wide range of subjects. Write for complete list. Discounts on quantities of same book: 2 to 9 copies, 10 percent; 10 to 99 copies, 25 percent; 100 or more 33 1/3 percent. Make checks or money orders payable to and mail to eee eet ewe eee 7 NATIONAL EDUCATION ND on 6c rca oe tas a sae e OO OW RE 006 00.0.0 0 0.0 nO UES Males Nw bios MEER EW Sees ASSOCI ATION 1201 SIXTEENTH STREBT oid > cde ana gee 4a aleieee aie bo unede & © WASHINGTON, D. C. Mention THE JouRNAL 7 Pee when writing our advertises. The Journal of the National Education Association a SOZ wmvwo > 1 @ o