NOVEMBER, 1933 


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Tho J JOURNAL of the 
NATIONAL EDUCATION 
ASSOCIATION 


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The New Deal and the Schools—Editorial 
Teachers Are Citizens—Willard E. Givens . , 
What Are Taxes For?—Harley L. Lutz and W illiam G. Carr , 
Do We Want to Prevent Crime?—Frank W. Hubbard 
An Experiment with Student Tutors—H. M. Horst 
Cleveland Convention : 
What Does Thanksgiving Mean to You? ; : 
Recreation, a Community Opportunity—J. P. Nie Ison . 
The Dublin Conference—Augustus O. Thomas 
How Public Ownership Reduces Rates—Carl D. Thom pson 
Nationwide Cartoon Project—Classroom Poster 
The Class That Was Upside-Down 
Working Together: . 

Solving Professional Problems, 2 18; How the Profession Informs Itself, 

219; Convincing the Public, 220; Meeting the Emergency, 221; On 

Guard, 222; How the NEA Works, 223; What Is se Part, 224. 
An Indictment of the Schools : : 225 
Are You On Guard? . ‘ . R hf , . ‘ 226 
The Child and American Education W eck : : , ; ‘ ‘ 227 
In the Garden of Growing Children. ; : 7 : , . : 227 
The Faculty and Group Study . ‘ , : ‘ ‘ : 228 
Education for Parenthood—Esther Mc Ginnis , , ‘ ‘ ‘ , 229 
Home Visiting, an Aid to Counseling—Elwood V. Hess . , > ‘ : 231 
Elementary School Libraries ; , ; ; ; ; ° ‘ 233 
An Evening with the Magazines , : ‘ ‘ ° 234 
The School Situation in Other C ountries—J. L. K andel . ‘ ‘ ‘ : 235 
Forty Notable American Books of 1932 ' , , , : ‘ ; 237 
Builders of Our Profession . ; ; ‘ - ‘ : ‘ . 238 
Notes and Announcements . ; ; : ; , ; ‘ ; . A-94 


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Contents of previous issues of The Journal of the National Education Association can 
be found by consulting the Readers’ Guide and the Education Index in your library. 


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Pususuep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE 
NATIONAL EDUCATION- ASSOCIATION OF THE UNITED STATES, 1201 SIX- 
TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- 
CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, 
D. C.,. UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT 
SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF 
OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. 


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Volume 22, Number 7; November 1933 iw lke oe es 
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MY PART 


e 


In 





President Gray’s 


Dynamic Activity Program 


Miss Jessie Gray, President | 
. = ° ° ° | 
National Education Association 


1201 Sixteenth St., N. W. 
Washington, D. C. 
















My peEAR Miss Gray: 


I shall be happy to share in your “Dynamic Activity Program” 
and I will do my best to arouse the citizens of this community to an 
awareness of the importance of the work of the schools and of the 
dangers which threaten to deprive the children of this generation of 
an adequate educational opportunity. 














Listed below you will find the names and addresses of new mem- 
bers of the National Education Association which I have recently 
secured. Please send the October and November issues of The Journal 
to them at once and future issues the first of each month: 

















NAME STREET CITY 








I am enclosing herewith $________. covering the dues of the 
above memberships (or I will send later a remittance covering them). 








I will send a further report about my work before April 10 to be 


included in your report to the Representative Assembly of the Asso- 
ciation at Washington next summer. 













Signed_____ 





Position__ 
St. Address 


EEE 








Tear this sheet out at once and send it to Miss Gray. It will 
give her heart and she can tell other teachers of the encouraging 
responses received. For further details regarding Miss Gray’s Dynamic 
Activity Program, see page 224 of this issue of The Journal. 














MENTION THE JOURNAL - 


when writing. our. advertisers. The Journal of the National Education Association 



















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Volume 22, Number 7; November 1933 Mention THE JouRNAL 


A 
ation when writing our advertisers. 


-91 





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Editorial for November 1933 


The New Deal and the Schools 


NEW OUTLOOK is coming into 
A American life. A new spirit is 
abroad in the land. The road to- 
ward recovery may be long and hard 
but the forces of the New Deal are tell- 
ing. The promise of tomorrow is fair 
enough to arouse hope and encourage us 
to build anew and better. 

The New Deal includes a coordinated 
series of federal activities but it is vastly 
more than that. It is a philosophy of life 
and government. It is a new set of 
values. It is progressive and experi- 
mental. It begins with conditions as 
they are and moves forward in the firm 
conviction that intelligence and far- 
sighted planning will bring order and 
happiness to the American people. 

The New Deal is designed to estab- 
lish equilibrium and vitality in the pro- 
ductive life of the nation. Its legal back- 
ground is contained in five major emer- 
gency acts: [1] The National Industrial 
Recovery Act; [2] the Agricultural 
Adjustment Act; [3] the Securities 
Control Act; [4] the Glass Act; and 
[5] the Railway Coordination Act. 
There are other projects whose ultimate 
effects may be farreaching, particularly 
the Tennesse Valley Authority and the 
Civilian Conservation Corps. The New 
Deal places great emphasis upon far- 
sighted planning, of which the Tennes- 
see Valley Authority is a good example. 

It is not possible for anyone to fore- 
see the full effects of the various policies 
that are being tried out, but experimen- 
tation is far better than stagnation and 
further collapse. Teachers everywhere 
will do well to study these efforts at 
national recovery and to weigh their ef- 
fects in terms of the people and the com- 
munities in which their schools are lo- 
cated. The schools are involved in the 
New Deal in many ways. 

Insofar as the New Deal may improve 
conditions or prevent their becoming 
worse, it will help to safeguard the 
schools from further collapse. The 
schools cannot save themselves unless 





Volume 22, Number 7; November 1933 





civilization itself be saved. By providing 
funds for relief out of the federal treas- 
ury, the government is helping to con- 


E ARE anticipating im- 
Wri countns in condi- 
tions. What gleams of light do 
you see in your community? 
How has the New Deal af- 

| fected youP Your family? 
|Your neighbors? Your 
friends? The families repre- 
sented in your school? Have 
hours of labor been short- 
ened? Have wages been in- 
creased? Has child labor | 
been given up? Are industries | 
living up to the codesP Have | 
the rights of the consumer 
been sufficiently safeguarded? 
Is the New Deal being studied 
in the schools? By faculties? 
By civic groups? Is there a 
new sense of civic responsi- 


bility P 








serve local resources for the regular ac- 
tivities of local government including 
schools. The emergency relief adminis- 
tration has also authorized the use of 
relief funds to employ idle teachers tem- 
porarily and thereby to enable commu- 
nities where schools have been closed for 
want of funds to carry on educational 
activities. The New Deal offers financial 
aid in the construction of new buildings 
where such construction will provide 
needed employment. 

By outlawing child labor in the code 
agreements, the New Deal is releasing 
from occupational life a large group of 
young people for whom educational op- 
portunities must be provided. 

The various projects involved in the 
New Deal constitute vital new materials 
of instruction. They should be taught 
constantly and vigorously from the in- 
termediate school thru the professional 
school according to the comprehension 





T THIS MOMENT, the United States, with NRA, is trying the biggest revolution in the history of modern 

government, the government itself taking over responsibility for industry, wages, hours, prosperity, 
and employment. Nothing more revolutionary has happened since Louis the Eleventh in France absorbed 
in himself and the monarchy the powers that had been exercised by the great feudal lords——Arthur Bris- 
bane in “Today,” September 7, 1933. - -.hC DhlhlCU > 


of the students. By systematically clip- 
ping material from the newspapers and 
magazines relating to each of the various 
projects, the school can build up scrap- 
books or folders of material for discus- 
sion and analysis. Additional material 
may be had from books in the library. 

Students can be assigned to organize 
this material and to study its applica- 
tion in the local community. They can 
gather local data which will show con- 
cretely the effects of the new order on 
their homes and neighbors. The schools 
can train young people to think in terms 
of human values rather than dollars. 

Young people today are tremendously 
concerned about the place they are to 
occupy in the world. They have been 
impressed by the impossibility of find- 
ing employment for their older brothers 
and sisters. The biggest job ahead of 
America today is to find occupations 
which will enable eager young people to 
employ their talents and skills and to 
enjoy the satisfaction and growth which 
come from taking their part in the com- 
mon life of the community. 

What plan has your community for 
the employment of its young people? 
Since unemployment is everywhere, ob- 
viously the problem cannot be solved by 
shunting them off into other communi- 
ties which already have their own prob- 
lems. A logical solution is therefore that 
each community should look upon its 
young people as a part of a larger fam- 
ily and join hands in planning for them 
occupations which would be worthy of 
their talents and of the standards which 
the community wishes to maintain. 

The New Deal places upon teachers 
a responsibility for civic leadership in 
the community outside their classrooms. 
Teachers are in a position to be wellin- 
formed and they occupy places of in- 
fluence. They can do much to interpret 
new movements, to reassure the people, 
to prepare them for patience and sacri- 
fice in the common effort to better con- 
ditions —Joy Elmer Morgan. 











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ROM THE BEGINNING of our country, 
fk the public-school teacher has not 

had the privilege of exercising the 
full rights of an American citizen... . In 
spite of the teacher’s many qualifications 
as a Citizen, he has been criticized, brow- 
beaten, threatened, ordered, sued, vili- 
fied, and otherwise maltreated when in 
any way he has turned his education or 
devoted any of his time to political en- 
deavors. ... 

Teachers must become politically con- 
scious and become aware of the tremen- 
dous responsibilities which fafl upon 
them in the definite working out of our 
social program. . . . Many will decry any 
political activity on the part of teachers, 
but where is the agency to come from to 
combat the evil forces which are all but 
engulfing us? . . . Small organized mi- 
norities have ruled and gained power 
simply because the moral forces have 
been disorganized and inarticulate. With 
the American public school as a nucleus 
and the coordinating agency for all right- 
thinking groups, graft and corruption can 
be dethroned, both in business and in 
politics. 

May I make this clear by a simple il- 
lustration? I shall speak to you repre- 
senting two groups of people. . . . First 
of all, I shall represent Mr. Jones as a 
leader of the self-centered, self-seeking 
groups and special interests that have 
for many decades past constituted self- 
appointed committees whose duties were 
to control all governmental functions— 
local, state, and national. . . . We shall 
now have the opportunity of hearing him 
speak his mind to the school teachers of 
America. 

Mr. Jones: Ladies and gentlemen, as 
the representative of many organizations, 
[ stand before you as your friend to give 
you some very definite instructions. You 
are about to overlook some very perti- 
nent facts which may cause you to jeop- 
ardize your jobs in the future. For many 
ages past you have been very quiet, in- 
active, and neutral in all matters of im- 
portance. I have come before you to 
demand that you continue the same 
policy in the future. 

You are not citizens of America in the 
full meaning of the term. You merely 
have the right to vote. But you have no 
right to full citizenship when it comes to 
influencing public opinion. You must not 
be quoted by the public press in regard 


202 





Teachers Are Citizens 


to any political matters. When it comes 
to the election of officers, you may vote, 
but you dare not express an opinion in 
the presence of others. Regardless of the 
fact that you may be better qualified for 
the selection of the members of a board 
of education than any other group of 
citizens, remember that on all these prob- 
lems you must be silent. . . . On all mat- 
ters of taxation and school legislation we 
again demand of you that you keep your 
hands off. You are entirely ignorant of 
the goal that our organizations con- 
stantly seek. Life to us is not the training 
of girls and boys but the obtaining of 
the maximum amount of money with the 
minimum amount of effort. We have 
noticed that our dividends diminish in 
proportion to your activities. Therefore, 
stay out of politics. 

We political henchmen do not know 
much about the theory of democratic 
government, but we do know a great deal 
about political graft and practical poli- 
tics. We do not ask you to boost for us, 
but we do demand of you that you remain 
silent. We are now lions at bay. Many 
of our civic organizations have turned 
against us. Investigating committees are 
after us on every side. If all the school 
teachers in America and all the rest of 
our college and university trained citizens 
were to exercise the full rights of citizen- 
ship just at this time, we would be 
doomed! 

I am aware that yours is only one of 
the many groups who are paid a monthly 
salary from the funds obtained from the 
public thru the process of taxation, and 
that all these other groups—city em- 
ployees, county employees, state and fed- 
eral employees—do have the full rights 
of citizenship, but your case is different. 
You must not attempt to influence the 
mind of the public. The illiterate laborer 
who has never gone to school a day in 
his life has a right to say what he pleases 
in regard to the political conditions, but 
you must not. It is easy for us to deceive 
the masses in general, so long as the 
teachers, who can reach and influence 
every race and class of people, remain 
silent. I realize that the school teachers 
do reach more than 90 percent of all the 
homes in America today, and that if their 
influence were wielded for the good of 
the public in general, then all our self- 
seeking, special interests would suffer. 
Our business cannot be jeopardized. .. . 










You shall not appear before our state 
legislature, nor our city council, nor even 
the board of education that employs you, 
Others have a right to say what they 
please, but you must be silent and let 
crooked politics have its way. Beware! 
I give you warning. Be silent. 

Now in answer to the instructions 
given by Mr. Jones, representing the 
self-centered interests, I shall speak for 
Mr. Smith, who represents the school 
teachers of America. 

Mr. Smith: 1 am glad to reply to your 
threats and intimidations. I am speaking 
for the citizen-teachers of America. First 
of all, I want to inform you that we are 
citizens. We do have the full rights of 
citizenship. It is not only our opportu- 
nity, but our responsibility and our ob- 
ligation to take an active part in our 
government and in all our civic affairs. 
Every red-blooded American school 
teacher is now ready to fight against the 
pernicious practises that helped to bring 
on this present nationwide situation. 

Front the intimidations you offer, you 
infer that we are cowards, that we are 
afraid to take part in our government. 
You desire to hold over us a big political 
club and to intimidate us. You insinuate 
that if we do not remain silent and neu- 
tral, we are apt to lose our jobs on ac- 
count of your political chicanery. 

Are our jobs so dear that we are will- 
ing to sacrifice the welfare of hundreds 
of thousands of girls and boys and honest, 
hard-working citizens in order that you 
may continue your pernicious practises? 
No! A thousand times, no! If we cannot 
be public-school teachers and citizens at 
the same time, then we choose to be citi- 
zens. Our government is face to face with 
a real struggle, and the public-school 
teachers of America are in the trenches 
ready to fight for a better, cleaner, and 
more wholesome condition. We will not 
remain silent and inactive in civic affairs. 
We are not cowards. We are red-blooded © 
American citizens and taxpayers quali- 
fied by professional training for leader- 
ship in the war on civil corruption, 
aroused to action by the menace of that 
corruption to the new generation of citi- 
zens entrusted to our care, and we pro- 
pose to exercise our full rights hereafter 
at any cost—From an address by 
Willard E. Givens, superintendent of 
schools, Oakland, California, before the 
NEA convention, Chicago, July 4, 1933. 


The Journal of the National Education Association 


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What Are Taxes For? 


curing many of the advantages of 

modern life. The savage has no gov- 
ernment to do things for him; hence he 
pays no tax. In every civilized commu- 
nity government does many things for 
the people for which they pay by means 
of taxes. As an individual, you cannot 
afford to have a staff of engineers build 
you a system of private highways, or to 
employ a corps of teachers for the in- 
struction of your children, or to hire a 
squad of policemen just to watch your 
property, or to keep a_ completely 
equipped fire department ready to dash 
to the rescue in case fire breaks out in 
your home. Such services are performed 
by government for all citizens. 

Government is a form of cooperation. 
It enables us to do many things as an 
organized group that we could not pos- 
sibly do as individuals. The payment of 
taxes therefore may well be considered 
as a form of cooperative buying. What 
do we, the American people, buy with 
our taxes? [This section was written 
prior to the executive reorganizations in 
veterans’ payments and in the federal 
governmental agencies. The figures are 
frankly only approximate as they :are 
based on estimates from several different 
sources covering the period 1930-1932. 
They reflect only a part of the recent in- 
creases in relief and social welfare work 
and the decreases in costs of schools. | 

First, we pay our debts—This is 
the biggest single item. The interest and 
principal payments on local, state, and 
federal debts amount annually to 18 
cents out of every dollar spent by gov- 
ernment. A little less than half of this 
money is spent to pay back what was 
originally borrowed for war purposes. 
Most of the remainder is used to pay 
interest and principal on bonds issued 
to build roads, schools, and other public 
improvements and buildings. 

Second, we educate our children 
—This uses up 17 cents of each dollar of 
public money expended. Roughly, about 
12 cents of this is for elementary schools, 
3 cents for high schools, and 2 cents for 
colleges and universities. 

Third, we build roads—The con- 
struction and maintenance of highways 
calls for 16 cents out of each dollar the 
government spends. This is now our most 
rapidly growing expense. Of the 16 cents, 
the states spend 7 cents; cities spend 4 


[ci are a necessary device for se- 


Volume 22, Number 7; November 1933 


cents; counties and other local units 
spend 4 cents; and the federal govern- 
ment, | cent. 

Fourth, we provide for the com- 
mon defense—This includes such items 
as the military and naval defense of 
our country and the protection of our 
property from fire, theft, and other 
hazards. This work requires 11 cents out 
of each government expenditure dollar. 
Out of this sum the maintenance of police 
and fire departments calls for 5 cents; the 
maintenance of the Army and Navy and 
related activities, for 5 cents; and the op- 
eration of jails, prisons, and other pro- 
tective and regulatory enterprises, for 1 
cent. 

Fifth, we pay the direct expense 
of government—The maintenance of 
the legislative, judicial, and executive 
branches of government, together with 
the handling of elections and similar 
charges, requires altogether about 8 cents 
from every dollar of government expen- 
ditures. 

Sixth, we promote social welfare 
—Social welfare promotion, which in- 
cludes all such activities as those carried 
on in the interest of public charity, hospi- 
tals, public health, mothers’ pensions, 
workmen’s compensations, and the pro- 
tection of the Indians, absorbs 7 cents of 
the total government expenditure dollar. 

Seventh, we foster the nation’s 
economic development—Out of every 
government dollar 7 cents is spent for 
economic development. This includes ex- 
penditures for conservation and reclama- 
tion projects, improvements of harbors 
and waterways, and the encouragement 
of agriculture. Federal expenditures for 
business and agricultural relief during 
the depression are also included in this 
item. 

Eighth, we provide for former 
soldiers and sailors—This item calls 
for 6 cents out of each dollar of public 
expenditures. In this sum are included 
amounts spent for pensions, for insur- 
ance, for medical and hospital services, 
and for the overhead costs of the veter- 
ans’ administration. 

These eight items—debt, schools, 
roads, defense, general government, 
social welfare, economic development, 
and veterans’ expenses—are responsible 
for 90 percent of all government costs. 
The remaining 10 percent is divided 
among various public service enterprises 


such as municipal water-works, or street 
railways, and a host of miscellaneous 
governmental services. 

The governmental dollar, distributed 
over these public functions as described 
in the preceding paragraphs, is the com- 
bined dollar which is spent by all units 
of government—federal, state, and local. 
The federal government alone spends 
almost one-third of it; the share of the 
forty-eight state governments is only 
about one-sixth; while more than half of 
the dollar is spent by city, county, and 
other types of local government. 

Furthermore, the different types of 
governmental units do not give equal 
emphasis to the various purposes for 
which public expenditures are made. For 
example, education is the largest item of 
expense of the local units. It is next to 
the largest item of state governmental 
expense. Among federal expenditures, 
however, education ranks below all other 
items of governmental expense named 
above. The federal government devotes 
only about ™% cent of its own expenditure 
dollar to education. 

For the performance of the functions 
of government, certain goods and serv- 
ices are needed. Exact figures on the dis- 
tribution of governmental expenditures 
according to their use for the purchase 
of goods, or of services, are not avail- 
able. Estimates based on data for the 
year 1927 indicate that more than half 
of the combined dollar spent by federal, 
state, and local governments goes to pay 
salaries, wages, and pensions. Payments 
for interest and for the redemption of 
debt together required, in 1927, about 27 
cents of the total government dollar, but 
this proportion has since declined some- 
what. The remainder of the government 
dollar, about 22 cents in 1927, goes to 
purchase a variety of commodities rang- 
ing all the way from small supplies and 
equipment to the construction and repair 
of buildings, roads, and battleships. 

This article has reviewed some of the 
larger services bought with our taxes. It 
reveals the range of services which the 
people can obtain and enjoy by pooling 
their tax payments, large and small, for 
use by that great cooperative organiza- 
tion which is our government. Next we 
shall consider how these tax revenues 
may best be obtained—Harley L. 
Lutz, Princeton University, and Wil- 
liam G. Carr, Research Division, NEA. 


203 


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Education and Crime 


Do We Want to Prevent Crime? 


HIS ARTICLE completes a series of 
ck on this vital theme, the 

others having appeared in THE 
JourNAL for February, March, Apri, 
May 1933. 


‘'r is an old American custom to 
] grumble. As citizens we seldom en- 
courage the best people to run for public 
office; we neglect to vote—then we com- 
plain bitterly that our government is 
inefficient and corrupt. Recently, our 
thunderous tirades have been directed 
toward crime conditions. Yet faced with 
the difficulties which must be met in 
crime prevention, our civic thunder be- 
comes less than a mummified murmur. 

Public opinion necessary for suc- 
cess—In our democracy, public opinion 
is the fundamental force. Well-organized 
and idealistic, it stirs our civic life to 
high achievement. Disorganized and in- 
different, it allows public agencies to 
grow at random, to cooperate at will, 
and to fall into decay. 

It is relatively easy to propose meas- 


It costs $300 a year to keep a man in prison 


204 





ures for the elimination of the factors 
which cause crime. But no matter how 
well such movements are planned, or how 
logical they may be, they cannot succeed 
without public concern for their welfare. 
The measures discussed in this article are 
now organized and ready to function, but 
public support is often entirely lacking 
or unforgivably indifferent. 

Public education is basic—America 
has built up with great effort one of the 
best public-school systems in the world. 
Yet Warden Lawes contends that our 
schools have “done nothing to build the 
character of our people.” Admitting some 
truth in the accusation, what is the 
answer? 

Warden Lawes has suggested an an- 
swer when he proposes that our schools 
must do more than simply make our 
people literate. Public education must be 
so Organized that it can examine each 
individual and surround him with the en- 
vironment necessary to turn him toward 
good citizenship. To do this will require 
psychiatric, health, psychological, home- 
visitation, and re- 
search services never 
before established in 
connection with our 
schools. Even more 
important—it means 
a trained, conscien- 
tious, devoted, and 
socially-minded 
teacher in every 
classroom. 


Clearly, such an 
educational program 
calls for financial 
support far beyond 
the less than three 
billion dollars now 
expended. The pro- 
testing taxpayer may 
be reminded of Dis- 
raeli’s remark: “All 
of the vagabondage 
of England begins in 
neglected child- 
hood.” The taxpayer 
must choose between 
better schools and 
bigger prisons. 

Economic re- 
construction can- 
not be avoided— 
Our American eco- 
nomic system with 


’ 


all of its encouragement of “rugged in- 
dividualism” has certain very serious 
flaws. Greed stalks about under the guise 
of success. Speculation receives approval 
if it succeeds, and sympathy if it fails, 
Business demands profits and more prof- 
its in periods of prosperity, but lets the 
worker shift for himself in periods of 
depression. 

An economic order that magnifies 
greed, that rewards dishonesty, that pro- 
motes gambling with the happiness of 
thousands, must carry inevitably an un- 
reasonable burden of poverty, misery, 
and social unrest. 

Studies by the Wickersham Commis- 
sion point to economic security as one of 
the major steps in crime prevention. But 
economic security for all requires social 
planning; it means sharing on the part 
of the fortunate few; and it demands 
preparation in prosperity for the periods 
of depression. Are those in commanding 
positions willing to pay the price of 
leadership? Are the rest of us willing to 
follow? 

The agencies of justice must be 
improved—lIn the hands of the courts, 
the police, the legal profession, and prison 
administrators lies much of the imme- 
diate responsibility for dealing intelli- 
gently with crime conditions. How are 
these agencies of society meeting their 
obligations? 

An examination of the courts shows the 
need for important improvements: [1] 
the extension to adults of the psychiatric, 
case study, and social work methods of 
the juvenile court; [2] the elimination 
of political influences; [3] the establish- 
ment of investigating groups to examine 
and to improve procedural problems. 
These changes and others which will 
bring new dignity, prestige, speed, and 
effectiveness to the courts await the ac- 
tive support of public opinion. 

The organized legal profession is striv- 
ing to improve conditions among its 
members. Certainly, “ambulance chas- 
ing,” the stampede of legal talent to pro- 
tect vicious criminals, the utilization of 
legal technicalities to thwart justice, and 
attempts to “try” cases by newspaper 
publicity are conditions which tend to 
promote rather than to prevent the evil 
effects of crime conditions. If the legal 
profession itself cannot set its house in 
order, then the public should take steps 
to bring about improvements. << 


The Journal of the National Education Association 


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Lawlessness in law enforcement is a 
subject of bitter dispute. The Wicker- 
sham Commission and other unbiased in- 
vestigators have revealed the horrors of 
the third degree. Repeatedly, theattempts 
of the police to substitute brutality for 
brains have been shown to be futile. This 
statement does not ignore the fact that 
the police in many communities are alert, 
welltrained, intelligent, and progressive. 
But nevertheless, there is a need for wide- 
spread overhauling of police personnel 
and procedures. Upon the public rests 
the responsibility for insisting upon im- 
provements and of providing the funds 
which will make these changes effective. 
Warden Lawes and other prison ad- 
ministrators have blamed the schools, the 
homes, and the churches for not dealing 
with youth so that they will not become 
criminals. What prison administrators 
might give more attention to is the prob- 
lem of the repeater. Several studies of 
the Wickersham Commission show that 
about one-third of the inmates of many 
prisons have been convicted before. What 
are prison administrators doing to dis- 
courage their own “post graduates”? Are 
prisons providing the cultural and voca- 
tional education which would help many 
prisoners to reestablish themselves in 
their home communities? Are prisoners 
given the preparation necessary to pre- 
pare them for parole or complete release? 
Do prisons make any systematic attempt 
to follow up their proteges? 
Recreational facilities—A society 
that leaves its recreational activities in 
the hands of greed is bound to be de- 
luged with puerility, piffle, and putridity. 


A study reported by the White House / 


Conference shows that 60 percent of a 
group of 10,000 children in a large city 
preferred a recreational program of 
games or hikes to the motion pictures, 
which 99.94 percent attended for want of 
something better to do. The Lynds in 
their fascinating study, Middletown, 
show cheapness and immorality stalking 
the leisure hours of both youth and 
adults. Why are these conditions allowed 
to go without vigorous measures on the 
part of the public? 

The problem of recreation is not one 
that can be solved by the individual 
alone. In the words of the Children’s 
Charter, every child and adult should 
have “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 recrea- 
tion; and makes provision for his cultural 
and social needs.” > > > 


Volume 22, Number 7; November 1933 





What each 
teacher can do— 

It is generally ac- 

cepted now that 

criminals and other 

maladjusted people 

are, in large meas- 

ure, the products of 

problem communi- 

ties. Cities with very 

high crime rates 

tend to persist in 

this condition _be- 
cause of fundamental 
weaknesses, such as 
unemployment, dis- 
ease, poverty, bad 
housing, lack of 
proper recreational 
facilities, corrupt 
legal and police ma- 
chinery, lack of com- 
munity morale, and 
disintegration of 
neighborhood social 
controls. 

Teachers can pro- 
mote the viewpoint 
among citizens that 
social maladjust- 
ment is to a great 
extent a problem of 
the whole commu- 
nity. The public 
must not only estab- 
lish police agencies, but it must ferret 
out local conditions that encourage delin- 
quency. Crime conditions, if allowed to 
persist, taint the whole social fabric so 
that even the most remote citizen is 
affected. 

There is a need in many communities 
for adequate recreational facilities. Play- 
grounds should be established. Schools 
should be open at night as social centers 
to keep young people off the streets. 
Leaders are needed to prepare the recre- 
ational programs; leaders are needed to 
take charge of small groups of boys and 
girls—in these and many other ways the 
classroom teacher may be helpful. 

Economic stability depends in part 
upon the traits of persistency and sta- 
bility developed in youth. Teachers can 
give even more attention to studying the 
individual child, to ascertaining his in- 
terests, to helping him to find opportuni- 
ties for worthwhile experiences, and to 
checking upon his success after he has 
left school. Funds may not be provided 
for such activities, but classroom teachers 
will not hesitate to extend the activities 
in which they are already engaged. 

In their classroom work, teachers can 





It costs $100 a year to keep a child in school 





help pupils to take questioning attitudes 
toward social conditions. Why do we 
have these periods of depression? Why 
are men thrown out of work? What ef- 
fect does unemployment have upon the 
morale of the worker and upon the health 
of his family? These problems education 
should face, looking forward to the day 
when social intelligence will succeed the 
almighty dollar in determining the gen- 
eral welfare. 

Teachers can do much to spread an 
understanding of the rdle of public edu- 
cation. The celebration of American Edu- 
cation Week is not just “another week” 
to upset classroom serenity. Rather, it is 
an opportunity to inform the rising gen- 
eration of parents that a persistent pro- 
gram of public education is a potential 
power in crime prevention. It costs three 
times as much to imprison the criminal 
tendencies of adulthood as it does to 
liberate the aspirations of childhood thru 
education —Frank W. Hubbard, as- 
sociate director of research, National 
Education Association. 

[Teachers will wish to discuss this 
article in faculty meetings and to call it 
to the attention of local editors. | > 


205 




























































oe 0 







































































































































































































































































schools, that cooperation is essen- 

tial to progress. In some schools 
artificial rewards, honor societies with 
their accompanying class feeling, compe- 
tition instead of the spirit of selfmas- 
tery, the individual work period, and 
emphasis on the commercial value of an 
education, have counterbalanced games, 
projects, socialized recitations, and other 
cooperative endeavors. 

This article will discuss a movement 
toward cooperative endeavor that has 
for several years been carried on by the 
social science department at West High 
School, Akron, Ohio, in an effort to de- 
velop a feeling of responsibility on the 
part of the more able students toward 
those less fortunate. 

The upper-grade classes at West High 
were first organized several years ago in 
committees for participation in high- 
school responsibilities. Members of one 
of these committees operated as senior 
advisers of such students as were in need 
of counsel. With the cooperation of the 
administration and the teachers this 
committee was able to adjust home prob- 
lems and difficulties between students, 
assist students in finding themselves, 
. and help new students to adjust them- 
selves to their changed environmest 

These advisers soon found that assist- 
ance in subjectmatter was the most 
common need of those whom they were 
trying to help. A “felt need” now made 
one more committee necessary. This 
began to function under the direction of 
a faculty adviser as a committee of ‘“‘stu- 
dent tutors.” 

The committee and faculty manager 
served as a clearinghouse where the 
more able students were assigned indi- 
vidually to help one or more of the 
weaker students in those subjects which 
they were in danger of failing. This help 
was given at a vacant period common, to 
both students, in a room set aside for this 
purpose, and under the direction of an 
upper-grade student supervisor. The 
supervisor was responsible for all that 
took ‘place in the room during the period. 

In judging the efficiency of this plan 
by the results achieved, it must be kept 
in mind that student tutoring evolved 
out of a “felt need.” The poorer stu- 
dents were in need of help and the com- 
mittee of the social science classes felt 
the urge to supply it. In this laboratory 


' hen must learn, largely thru its 


206 








of social science, differences in mental 
attainments and social characteristics 
are ignored. Wealth and social standing 
are not recognized. Those that have are 
willing to share with those that have not. 

We would gladly rest the merits of this 
work with such social values; but the 
tutors naturally want to see tangible 
evidence that someone is benefited by the 
time and effort they have spent. For this 
reason we made a study of marks re- 
ceived by the students during and after 
the special help period. 

In this connection it does not always 
seem necessary to consider the work of a 
tutor a failure simply because the stu- 
dent receiving help fails to “pass” at the 
close of the semester. These students are 
recommended by their teachers for 
special help because they are at or near 
the margin of failure. If they are now 
saved to the study of the subjects in 
which they are weak, if they are enabled 
to pursue the course they have chosen, 
and are saved from final failure, we will 
consider the tutor’s work of some value. 

In making this study, we arbitrarily 
eliminated students who had fewer than 
ten lessons of help, as well as those whose 
failure to make progress was due to their 
own lack of effort or cooperation. After 
allowing for this elimination, we have 
the records of 117 students who received 
help in mathematics in the first seven 
semesters of organized student help. The 
average initial grade in mathematics of 
these pupils when special help began was 
70.2. The average of the first semester 
grades at the close of the help period 
just before examinations was 79.8. 

One’s suspicion is naturally aroused 
that this average increase of 9.6 percent 
during the special help period represents 
the effort of those who gave the help 
rather than of those who received it, and 
that the following semester, after help 
was withdrawn, the marks of these stu- 
dents would ‘begin to drop again. 

In order to find out whether pupils’ 
marks were affected by the withdrawing 
of special help, we made a study of all 
grades made for two semesters following 
student tutoring by those students who 
received help in algebra the first five 
semesters under our plan, and then be- 
gan the study of geometry without help. 
We found an increase in average grade 
from 81.3 at the close of the special help 
period to 82.1 as an average grade the 


An Experiment with Student Tutors 


second semester, and again 82.1 at the 
first grading period of the third semester. 

The economic advantage to the com- 
munity in reducing the number of fail- 
ures is evident. Moreover, this gain is 
produced without loss to anyone. Of 
the tutors answering our questionnaire, 
all but one said that helping others aided 
them in the preparation of their own 
lessons. Being under student control, this 
organization if properly conducted takes 
care of itself without adding materially 
to the duties of any teacher. The ad- 
ministrative office is relieved of many 
details, and parents are glad to know 
that students are receiving that indi- 
vidual attention which teachers are often 
unable to give. 

It does not seem necessary to compare 
these student teachers without profes- 
sional training with the trained teachers 
whom they are trying to aid. The good 
they may do is done in spite of a lack of 
the training and maturity of the regular 
teachers, Perhaps in some cases their 
immaturity will enable them to. get all 
the more quickly the viewpoint of the 
one whom they are trying to help. Per- 
haps their limited knowledge of subject- 
matter may make them more apprecia- 
tive of his difficulties. Surely the indi- 
vidual instruction, the lack of the usual 
classroom hurry, and the intimacy re- 
sulting from social intercourse aside 
from the lesson at hand, give the student 
teacher a great advantage over the regu- 
lar teacher. Again, both tutor and pupils 
are likely to realize and appreciate the 
teacher’s difficulties in mass education. 

Student tutoring at West High has 
been carried on under two different prin- 
cipals. The principal under whom this 
work began, in comparing student tutor- 
ing with eight other activities of the 
social-science department, rates it first 
in its influence on pupils, first in its in- 
fluence on the community, first in econ- 
omy of school funds and time, and 
first in being pedagogically sound. The 
present principal rates this work as sec- 
ond in the development of leadership, 
giving first place to the student council. 

But lest we forget, we return again to 
the social background on which student 
tutoring was founded, and close with the 
confident hope that the spirit of service 
which inspired its beginning may carry 
over into the later lives of those who gave 
the service—H. M. Horst, West High 
School, Akron, Ohio. <> > 


The Journal of the National Education Association 














Cleveland Convention 


The sixty-fourth annual convention of the Depart- 
ment of Superintendence of the N E A will be 
held in Cleveland, Ohio, Feb. 24-March 1, 1934 








Rc es Soe ee 
5 ae ~ aX 
i 
s 
>> 


[WELCOME\ 


ia- 


al 
re- 
de 
nt 
u- 
ils 


wae 


[1] The new Administration 
building of the Cleveland 
Public Schools will interest | = ee ; Rees. ater 
every Superintendent who ee © Be iittesanees! 


Raeep ste teae 


" attends the annual meeting. os a SHRM a : 





st [2| The exposition space of 
n- Cleveland's Public Hall is 
n- admirably suited for the annual 
commercial Exhibit. 


c- [3] Cleveland is an important 
p, shipping as well as a railroad 
il. center. 


> [4] Cleveland's Museum of 
Art is a tribute to the cultivat- 
"4 ing influences of its schools. 


y [5] Cleveland's Public Hall 


“4 [upper left center] is accessi- 
ble to the downtown district 
of the city. 


" Volume 22, Number 7; November 1933 207 











What Does Thanksgiving Mean to You? 


HAT does Thanksgiving mean 
to you?” 


Hands waved wildly. 
“Johnnie.” 


“Turkey. Every 
Thanksgiving all of 
us—all my aunts 
and uncles and cous- 
ins—go out to my 
grandma’s and have 
a big dinner.” 

“Betty.” 

“Red and yellow leaves, pumpkins, 
frost—autumn.” 

“Jean.” 

“Indians. Massasoit and the rest of 
those Indians that the Pilgrims invited 
to the first Thanksgiving.” 

“Tom.” 

“Proclamations. For a long time I 
wondered what they were and now I 
know. Last year I saw the President’s 
Proclamation.” 

“Jerry.” 

“Football. My 
brother is an all-star 
quarterback. Every 
Thanksgiving the 
biggest game of the 
year is played at his 
college, and Bill, 
that’s my brother, wins the game.” 








*x * * 


Ask the students in your classes what 
Thanksgiving means to them. Has it be- 
come a mere perfunctory form, lacking 
in new applications, immediate vitality, 
and spiritual significance? Or are you 
taking advantage of your opportunity to 
make it a vital experience in the chil- 
dren’s lives? By vitalizing Thanksgiv- 
ing, you will give to the word itself a 
new luster. It will actually mean a day 
for giving thanks. 

To Johnnie’s impression that Thanks- 
giving is a day of feasting can be added 
something of the 
thought that the 
“typical Thanksgiv- 
ing dinner repre- 
sents everything 
that has grown all 
the summer fit to 
make glad the heart 
of man. It is not a 
riotous feast. It is a table piled high 
among the group of rollicking young and 
the sober joy of the old, with the treas- 





208 


ures of the year, accepted with rejoic- 
ings and interchange of many festivities 
as a token of gratitude to Almighty 
God.” Then, as Johnnie goes over the 
river and thru the wood to grandfather’s 
house, perhaps—for a moment, at least 
—he will ponder upon this deeper sig- 
nificance of the coming feast. 

Betty’s love of na- 
ture, her apprecia- 
tion of the beautiful 
may be developed 
into a vital force in 
her life. She will 
come to see autumn, 
and the other sea- 
sons, as well, thru 
the eyes of the poet 
who said: 





O world, I cannot hold thee close enough! 

Thy winds, thy wide grey skies! 

Thy mists that roll and rise! 

Thy woods, this autumn day, that ache and sag 
And all but cry with color. That gaunt crag 

To crush! To lift the lean of that black bluff! 
World, World, I cannot get thee close enough! 


Long have I known a glory in it all, 
But never knew I this; 
Here such passion is 
As stretched me apart, Lord, I do fear 
Thou’st made the world too beautiful this year. 
My soul is all but out of me,—let fall 
No burning leaf; prithee, let no bird call. 


[Copyright, Edna St. Vincent Millay] 


Are you taking advantage of Jean’s 
interest in the historical background of 
the day to review the story of the first 
Thanksgiving? To call es- 
pecial attention to the dan- 
gers, the discouragements, 
and the hardships out of 
which grew that day of 
thanks? Point out that like- 
wise in this year of 1933 
Thanksgiving is a_ time 
when people can turn from 
the woes and shortcomings, confusions 
and difficulties of the present to its 
brighter and more satisfying aspects, to 
the permanent values of good-will, co- 
operation, and integrity. Stress the fact 
that the present chaos and uncertainty 
offer a challenge. The world now, as never 
before, needs young people with vision 
and courage. 

Tom is interested in proclamations. 
Tell him about the original presidential 
Thanksgiving Proclamation, lost for over 
a hundred years, and now reposing in the 
archives of the Library of Congress. Ask 





if the opposition of one congressman to 
the issuing of the first proclamation was 
justified. He feared that we would make 
a mere mockery of 
Thanksgiving. Have 
we? Encourage boys 
and girls to study the 
proclamations by 
Presidents, by gover- 
nors, and by mayors. 
Suggest that the proc- 
lamations be made 
into posters and put upon the school bul- 
letin boards. Have groups of children 
work out proclamations for the school 
itself. These can be published in the lo- 
cal papers. 

Let Thanksgiving be a time of re- 
evaluation, of old-fashioned counting of 
blessings, and of looking ahead. Children 
will enjoy making lists 
of things for which they 
are grateful, or writing 
short essays on the sub- 
ject. Encourage eachi 
child to think of his 
home, school, church, 
community, and nation, 
and then indicate 
phases of each for 
which he is thankful. 
This material, particularly that under 
the heading, “What I am thankful for in 
my community,” should be published in 
the school or local paper. 

Such a project, valuable for children in 
the elementary grades, is no less so for 
junior high and highschool students. 
Prominent among the things of which 
the latter will think is the fact that they 
live in a country where we solve our 
problems by peaceful methods of co- 
operation rather than by violence and 
destruction. Young people will be grate- 
ful, also, that they have schools where 
they can spend 
their time in 
study and growth, 
preparing to take 
their places in 
the civic, voca- 
tional, and cul- 
tural life of hu- 
manity. 

Perhaps even Jerry, as he reviews his 
causes for thanksgiving, will come to see 
the day as not only one of excitement, 
cheers, and touchdowns, but a day of 
thanks and joy and gratitude. 


A Feochematian 
eel 











The Journal of the National Education Association 







in to 
Was 
Nake 


SLUTS 


bul- 
dren 
hool 
» lo- 


re- 
z of 
lren 
lists 
hey 
ting 
ub- 
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.te 
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der 


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ich 
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ur 
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te- 
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cational problem. It should be ad- 

ministered by educators. Boards 
of education should be the lay boards to 
approve policies for community recrea- 
tion programs. Communities should pro- 
vide recreation programs which will yield 
educational development to those who 
participate. 

Development of community rec- 
reation—In the past, many people 
thought play to be harmful. This attitude 
gradually changed to one of considering 
play harmless; more recently play is 
known to be positively helpful and essen- 
tial to the individual’s development. 

Community recreation has expanded 
tremendously during the past few years. 
Playground commissions, or official 
boards similarly named, have been ap- 
pointed; leaders of recreation employed; 
facilities provided; programs expanded; 
and increased community support ob- 
tained. In the extension of community 
recreation in the United States and other 
countries, the .....ional Recreation As- 
sociation has been a moving force. 

Need for a community recreation 
program—Leisure is recreation time. 
Some of our most difficult community 
problems are the problems related to the 
use of leisure. Leisure time may be spent 
in many avocations ranging from phys- 
ical, mental, and social development on a 
high educational plane, to time spent in 
dissipation. Men and women, boys and 
girls, do not go wrong while asleep or at 
work, but during their leisure. Under 
modern social and economic conditions 
the amount of leisure which people now 
have has increased considerably and, in 
all probability, will continue to increase. 
Specialization in American industry, due 
to the use of the machine, has taken 
much of the creative element out of work, 
making it more monotonous, and thus 
establishing an additional need for recre- 
ation. 

Mental and physical health have a 
direct relationship to juvenile delin- 
quency. Proper attention to recreation 
means less illness, less crime, and less ex- 
pense to the community and state for 
hospitals, courts, and jails. Children are 
not born criminals; they are made crimi- 
nals by the environment in which they 
live. It takes a keen eye to forge, a steady 
hand to solve a combination, and a quick 


(cational p RECREATION is an edu- 


foot to escape the clutches of the police. 


Volume 22, Number 7; November 1933 


Recreation, a Community Opportunity 


Children demand activity. If whole- 
some activity under good leadership is 
not provided, children will provide them- 





The zoo is also a school 


selves with activities which may or may 
not meet the standards set by society. 
The natural vigorous work and play life 
of youth has been interfered with be- 
cause of changed social conditions. In our 
cities, especially, children have been 
robbed of their places to play, except as 
the community provides the facilities 
thru its recreation program and thru its 
schools. To assist boys and girls in the 
right use of leisure, public recreation 
leaders recommend the provision of an 
adequate number of indoor and outdoor 
centers in every community, properly 
equipped, beautified, and under compe- 
tent leaders every day in the year. This 
will be expensive but money so spent will 
yield gratifying dividends. A community 
recreation program under educational 
leadership is an antidote for many evils 
prevalent in society today. 

Present programs—Facilities and 
programs for recreational activity are 
being provided by the school, by the com- 
munity, by private agencies, and by in- 
dividuals. The activities cover a wide 
range; they vary in their usefulness as 
far as physical, mental, and social needs 
are concerned. They are financed by in- 
dividuals and from private, state, county, 
and municipal funds. Recreational pro- 


grams may be planned [1] by individu- 
als for themselves alone or in groups; 
[2] by the leadership furnished by some 
organization or agency; and [3] by in- 
dividuals who have seized the oppor- 
tunity to derive profit thru the com- 
mercialization of recreation and amuse- 
ment. 

Many people choose recreational ac- 
tivity of the passive type perhaps be- 
cause it is convenient. They sit still and 
listen to the radio; read books, maga- 
zines, newspapers; attend moving picture 
shows; andrideinautomobiles. They have 
no time for vigorous physical activity so 
necessary to the maintenance of physical 
and mental fitness. Participation in some 
active sport one hour each day would 
still leave for most people sufficient 
leisure for recreation of the passive type. 

Individuals differ in their recreational 
needs. Some cannot take part in vigorous 
physical activity because of serious or- 
ganic defects, while others may need 
mental activity because of daily monoto- 
nous physical toil. Leaders in recreation 
have spent too little time in diagnosing 
people’s needs and adapting the recrea- 
tional program to fit those needs. Adults 
have been neglected. 

Need for coordinated control—It 
should be the business of the community 
to provide for all types of recreational 
activity which individuals, singly or in 
groups, cannot provide for themselves 
because of cost or lack of leadership. To 
illustrate, each individual cannot provide 
his own golf course or swimming pool. 
The community can, thru constant use 
and a reasonable fee, maintain such fa- 
cilities with financial and educational 
profit. 

Many years of tradition have built up 
certain procedures which are difficult to 
change. In regard to recreation, there 
has been rather hazy city planning. Play- 
grounds have been provided by recreation 
commissions and by boards of education. 
Community playgrounds have been lo- 
cated too far from schools for them to be 
used during school hours. While the 
parents are at work and the children at 
school, community playgrounds lie idle. 

Duplication of authority, leadership, 
facilities, and programs has resulted be- 
cause there has been no centralized con- 
trol to coordinate the efforts of various 
agencies. 

That communities are attacking this 


209 
















































oe ee ae Pei nae 


FEED ARES 


May” Tt SALAS 
tray 


Sataces 





Re: ge ell crys he te 





problem is evidenced by the combination 
of school physical education with com- 
munity recreation under one administra- 
tive officer. In some places school health 
is added to this combination because of 
its close relationship and we have a di- 
rector of school health, physical educa- 
tion, and community recreation. With 
very few exceptions, however, such an 
administrative officer is responsible to 
two lay boards. For school health and 
physical edtication he is responsible to 
school authorities and for community 
recreation he is responsible to recreation 
authorities. When the two authorities 
disagree on a common fundamental issue, 
the administrative officer is forced to sit 
on the fence. Better results would be ob- 
tained if he were directly responsible to 
only one authority. 

Board of education, the logical 
lay group—Years ago there were many 
differences between the program of the 
school and the recreation program of 
the community. Today there are many 
similarities. Schools are in a particularly 
favorable position to teach the funda- 
mental skills and appreciations in recrea- 
tional activities because they reach “all 
the children of all the people.” More 
people attend school for a longer time 
than ever before and are brought in touch 
with an ever-increasing number of new 
activities. If educators are to be held re- 
sponsible for the recreational choices 
people make, they must have authority 
as well as responsibility in the adminis- 
trative and educative programs. 

School agencies cannot supervise all 
the leisure-time activities of all the 
people. In providing recreational oppor- 


210 


tunities a community must have an 
agency to do the work which cannot be 
done by the school. For this work the 
community must provide paid and volun- 
teer educational leadership. To the full- 
est extent possible, the school should be 
used as the community center. However, 
beaches, camps, parks, museums, zoo- 
logical gardens, and golf courses are 
special facilities for recreation which the 
school cannot provide or maintain. 

A unified community recreation pro- 
gram will result more quickly when the 
board of education becomes the single 
governing board with the responsibility 
of determining recreation policies. It is 
not to be implied that there cannot be 
cooperation and a solution of problems 
where two boards exist but there is bound 
to be greater efficiency under single con- 
trol. Some communities hesitate to shift 
control to the board of education, yet 
admit there is little justification for hav- 
ing two boards represent them. The great- 
est obstacle to unification of control is the 
attitude of boards of education and 
school administrators. They are fearful 
of adding to school costs. To meet this 
objection, the most feasible solution 
seems to be the maintenance of a sepa- 
rate community recreation budget de- 
rived from a tax levied for the purpose. 

The objectives of recreation are the 
same whether the program is sponsored 
by the school department or the com- 
munity recreation department. In com- 
munities where separate organizations 
and controls exist there should be de- 
veloped the greatest possible amount of 
cooperation in the solution of common 
problems. Centralized control, under the 


The Journal of the National Education Association 






board of education, might gradually be. 
come a reality thru the appointment of 
board of education members to the recrea. 
“tion commission until the membership of 
the two boards is identical. Where no or. 
ganization for the promotion and control 
of community recreation exists, boards 
of education and school administrators 
should interest themselves at once. The 
problems connected with the use of 
leisure are the problems of recreation 
and should be solved on an educational 
basis. Their solution should be left less 
frequently to private individuals who for 
profit often provide opportunities for 
vicious amusement and crime. 

Beneficial results—It seems that 
the following results might well accrue 
were boards of education assigned the 
responsibility of setting policies for com- 
munity recreation: 

[1] Coordination of the community’s effort 
to provide recreational opportunities. 

[2] Extension of community recreational op- 
portunities on a high educational plane and at 
less cost to the individual than when provided 
by private persons or organizations for profit. 

[3] Use of well-trained leaders in art, music, 
literature, handicraft, physical education. 

[4]. Adaptation of recreation programs to in- 
dividual needs on an educational basis. 

[5] Reduction in cost thru a reduction of 


duplication in leadership, facilities, and pro- 
grams. 


—N. P. Nielson, chief, Division of 
Health and Physical Education, Cali- 
fornia State Department of Education. 

[Write to the National Recreation Associa- 
tion, 315 Fourth Avenue, New York, N. Y., for 
information in regard to a nationwide study, 
The New Leisure Challenges the Schools. Write 
the Russell Sage Foundation, 130 East 22d 
Street, New York, for their bulletin, The New 
Leisure, Its Significance and Use. > 





lally be. 
‘ment of 
€ recrea. 
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Strators 
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use of 
creation 
cational 

left less 

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tion 


The 


DITORIAL NOTE—The World Fed- 
E eration of Education Associations 
is a part of the organized teaching 
profession the same as are vocal, state, 
and national organizations. NEA mem- 
bers, therefore, have an interest in this 
project which is part of the activities of 
the Association. It would be of invalu- 
able service to the world if a large num- 
ber of mature, capable, and responsible 
individuals would use a part of their 
time and resources to build up the 
WFEA in the same way that the Na- 
tional Education Association has been 
built up during a period of years. Local 
teachers associations may become active 
members of the Federation, and individ- 
uals can render help by enlisting in the 
world goodwill chain. Dues, $1 per year, 
may be sent to Augustus O. Thomas, 
1201 16th St., N. W., Washington, D.C. 


HE WORLD is in travail. What will 

eventuate, no man however wise 
can tell. Even Uncle Sam is dejected in 
spirit, but not discouraged. He sees 
change in domestic as well as in foreign 
countries. He sees a world of conflict 
with militant unrest, torn by distrust 
and fear. 

Across the Atlantic, which has figured 
so much in modern history, lies Europe, 
a discouraged continent desolated by the 
recent war. There are many European 
peoples crowded together in that back- 
ground, bickering and snarling among 
themselves, envenoming _halfhealed 
wounds with recent wrongs. They think 
not in terms of cooperation but of armed 
forces. Even the hope of the revival of 
prosperity and a planned order does not 
release these nations from their jungle of 
distrust and jealousy. 

On the other side of torn Europe 
stands red Russia, her banners reeking 
with the blood of the old monarchy. 
Relentless and powerful, she has entered 
a colossal experiment with human des- 
tiny and human souls. 

Beyond the Pacific looms the Orient, 
the abode of myriad races and ancient 
Civilization, of ancient culture, and 
Strange gods. The calm which once sur- 
rounded this great empire is gone. Tu- 
mult and turmoil and wars have come. 

To the south of Uncle Sam are our 
twenty sister republics—mystified, per- 
plexed with radical disorders, dissen- 
sions, and revolutions, with class rival- 


Volume 22, Number 7; November 1933 


The World Federation of Education Associations 


Dublin Conference 


ries and social maladjustments. ‘oad 
The one ray of light shines from our 
sister commonwealth on the north. 





EADERS at the Dublin conference—left to right, 
Paul Monroe, of Istanbul, Turkey, presi- 
dent 1931-33; Augustus O. Thomas, Washing- 
ton, D. C., who was re-elected secretary-general 
of the Federation; Fred Mander, London, Eng- 
land, the new president. 


There is one reassuring situation. Can- 
ada, with whom Uncle Sam has many 
dealings, stands young and vigorous. 
Alike so in blood, culture, and ideas, the 
friendly understanding with this country 
is the one great lesson on the neighbor- 
liness of the nations, a lesson to the 
civilized world; with its border of more 
than 2000 miles there is no fort or settle- 
ment. 

Yes, there is greater need for the Fed- 
eration today than ever before. As long 
as leaders differ in fundamental philos- 
ophy, there will be strife and maybe 
wars. Until men are sufficiently civilized 
to think more of saving civilization than 
of saving faces there will be strife. 
Education must build the foundation 
upon which economic and arms confer- 
ences may build the structure of co- 
operation. What the world needs is a 
generation taught the principles of the 
world community, how to live in an in- 
ternational world, the spirit of broad- 
mindedness and tolerance, taught by 
teachers with the vision of a new order. 


The opening meeting of the Dublin 
Conference was addressed by the Presi- 
dent of the Irish Free State, Eamonn 
de Valera, who after welcoming delegates 
in the name of the Free State, said, 
“Material teachings are useless if they 
fail to teach the young people to know 
and conform to the principles that mate- 
rial things and forces subserve.” He 
spoke first in the Irish language | Gaelic | 
followed by English. He said also that 
“in the centuries which followed the col- 
lapse of the Roman Empire, Ireland was 
almost the sole refuge of learning in Eu- 
rope. The missionaries who went forth 
from her schools at that time took the 
leading part in evangelizing the bar- 
barian evaders of the West, in teaching 
them the arts of civilization, and in in- 
spiring in them the love of brotherhood 
and of peace.” 

Mrs. Ruth Bryan Owen, who thru the 
influence of Mrs. Cora Wilson Stewart 
attended the Dublin Conference, was 
easily the star performer of the occasion. 
The moment she appears on the platform 
the audience is electrified. There is some- 
thing of the inherited halo about her 
which comes from the matchless William 
Jennings Bryan, but she is great in her 
own name. What she says is intellectually 
dramatic. She uses human illustrations 
in an interesting way. Quiet, modest, 
dignified, stately, she holds her audience 
in expectancy and when she is finished 
the audience has been entertained; it has 
been informed; it has a new idea; and 
it is in an active mood, which is the 
summit of oratory. She paid her friend 
of the Illiteracy Crusade, with whom she 
was associated as a member of the IIlit- 
eracy Committee of Congress, a fine 
tribute well-deserved. In speaking of the 
necessity of universal education or the 
right of all men to read, she made a tell- 
ing point when she said that an interna- 
tional diplomatic conference cannot rise 
higher than the ideals of the lowest unit 
since a nation votes as a unit and the 
action must be unanimous. 

In his presidential address, Paul Mon- 
roe said: 

There is a common ground where all knowl- 
edge has its roots. We should seek to make 
that ground the heritage of all educated men, 
and to insure, insofar as might be, that in that 
sense all men might be educated. To attempt 
more is to achieve superficiality, or intellectual 


confusion, and to defeat the purposes of edu- 
cation, <> <> <> <> > 


211 


> 


® 


a. Fe Wha * 
SEAR AE eee pen, thy 


egy 


MX 


Sm aeale 


te ts 








The most efficient school, therefore, is that 
which best equips its pupils with knowledge 
bearing upon the life around them and the 
circumstances with which they are likely to 
spend their days, while relating that life to the 
life of the world—the school which arouses a 
wholesome spirit of inquiry and creates the 
power to satisfy it. 

The Lord Mayor welcomed the con- 
vention to the city and expressed the 
hope that when the delegates dispersed to 
their several countries they would carry 
pleasant memories of the Irish people and 
that the goodwill and friendship of the 
nations might be enhanced. 

Tomas O’Deirg, Minister of Educa- 
tion of the Free State, said the people 
of Ireland were, as a people, engaged in 
attempting to restore and revive relations 
with other countries that had been 
broken off or faded over a long period, 
and in no respect were they more anx- 
ious to preserve and strengthen those 
relationships than in the sphere of cul- 
tural and intellectual endeavor. 

Lord Allen of Hurtwood [England] 
said: 

The last time I was a near neighbor of the 
president of the Irish Free State was when he 
and I were fellow prisoners of the British 
government. It is with real respectful joy that 
I see that noble figure placed at the head of 
this nation. If I might utter one prayer, with- 
out saying things that I ought not to say, it is 
this, “may the day soon come when our two 


peoples may live in mutual freedom and mutual 
understanding.” 


212 


One of the high lights of the conven- 
tion was a luncheon presided over by 
Frances Moon Butts, of Washington, 
D. C., as chairman of one of the divisions 
of the Department of Social Adjustment 
thru Education. At this luncheon, Dr. 


tye OBJECTIVES of the World Federa- 
tion of Education Associations 
are: 


[1] To promote the cause of educa- 
tion in all its forms and to elevate the 
character of teaching thruout the world. 


[2] To secure international coopera- 
tion in all educational enterprises. 


[3] To foster the dissemination of 
information concerning the progress of 
education in all its forms among nations 
and peoples. 


[4] To devise and promote suitable 
and effective means to bring into closer 
coordination the various agencies in 
every civilized country which have to 
do with education. 

[5] To cultivate international good- 
will. 


[6] To promote the interests of 
worldwide peace and understanding. 


« 


J. F. Burke of the Saorstat Department 
of Education declared that it was his 
firm belief that the extent to which any 
policy of economic planning aimed at 
providing the citizens with an ample life 














The American delegation at the Dublin Conference 










was the best measurement of its success, 

Dr. Dennis Coffey, president of the 
University College, Dublin, in speaking 
before the general assembly said: “Jp 
the World Federation East and West are 
bound together and the meeting in Dub. 
lin is a joy to the Irish teachers.” 


Miss Jessie Gray [USA] spoke as fol. 
lows: , 


Ireland welcomed us with her blue skies, 
fleecy clouds, lovely lakes, glorious trees and 
lawns. Heaven’s reflex, Killarney, will long de- 
light us when it flashes upon the inward eye 
and we remember, across seas, Irish generosity, 
geniality, and radiant hospitality. Human his- 
tory began in a garden. To restore us to the 
presence of the Creator, we must have the 
calm, the cool of the day, the fragrance, the 
companionship, the common happy meeting 
place. The seeds of the World Federation will 
transplant in many widely scattered places 
human truths that are immutable. Upon 
friendly understanding, mutual regard, toler- 
ance, desire to help, and a willingness to let 
each work out the same problems in a different 
way, depend the happiness of the human 
family. To meet delegates from many nations 
and so cement a unity of endeavor in pro- 
ducing better life is the seed of future peace 
and happiness in the family of nations. The 
soul of the convention is “Split the sky in 
two, and let the face of God shine thru.” The 
hospitality of Ireland did the same thing to 
bless the nations gathered in convention. It 
prophesied greater friendship, more devoted 
stewardship, the eventual brotherhood of man. 


—A. O. Thomas, secretary-general of 
the WFEA. > <> <> > 


The Journal of the National Education Association 
















































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How Public Ownership Reduces Rates 


HERE does the money go? 
/ The use which each community 

makes of the money earned in 
that community affects its entire life. 
Money which is sent out of the commu- 
nity because of excessive charges by ab- 
sentee owned public utility monopolies is 
not available for the payment of taxes. 
Assume, for example, that due to exces- 
sive profits on watered stock, fabulous 
salaries to corporation presidents, and 
the like, a citizen of your town is paying 
a dollar a month beyond a reasonable 
charge on each of the utilities he uses. 
That means a dollar for light and power ; 
a dollar for gas; a dollar for telephone; 
and a dollar for milk, which in the larger 
centers should really be considered a 
utility. This means $4 a month, or $48 a 
year, sent out of the community in exces- 
sive charges. Obviously this money is not 
available for taxes. It should be noted 
that the charges for utilities which were 
excessively high in boom times have been 
very slow in making any adjustment to 
the changed situation. 


HE RATES to be charged for electric 

service recently announced by the 
authorities for the government-owned 
project at Muscle Shoals illustrate in a 
most striking manner the very great ad- 
vantages of municipal and public owner- 
ship. 

These rates are the lowest in the coun- 
try except, of course, of some of the 
municipally owned plants. The ordinary 
domestic user will pay only $1.50 per 
month, whereas under private ownership 
the cost is two and in some cases three 
times as much. 

The following table shows the cost of 
current for small users of 50 kilowatts 
per month, which is sufficient to supply a 
minimum number of electric lights, and 
enough additional power to operate an 
electric iron, a toaster, coffee percolator, 
and other modest uses at the Muscle 
Shoals rates as compared to rates under 
private ownership elsewhere. 


EQUEST FOR INFORMATION—The officers of the National Education Association are requested to provide, 
thru its JoURNAL and otherwise, reliable, authentic information for the use of its members concerning 
publicly owned, publicly controled, 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 concerning comparable privately owned and privately operated 
utility companies.—Resolution adopted at Chicago convention of the National Education Association. 











HEY SAY you can tell what a man 

thinks by finding out the type of 
books he is reading. Two bright vol- 
umes occupy the most prominent posi- 
tion in Mr. Roosevelt’s private library. 
They are on a shelf by themselves, side 
by side. He obviously has read them 
recently. One is entitled Confessions of 
the Power Trust. Next to it is Public 
Ownership. They may offer a gentle 
hint to the power companies that Mr. 
Roosevelt is thinking far ahead of his 
own words on that subject.—From 
“What’s What Behind News in Cap- 
ital” by Paul Mallon, in the Evening 
Star, Washington, D. C., September 28, 
1933. 





Cost of 50 Kilowatts Per Month—Domestic 
Muscle Shoals uj linn $1.50 


New York City...... a ~~ | ... 4.94 
RPE GET... <>. + whic asin ale’s .. 2.95 
a Se ee ee te 
Se Coe ee 
tg = a es) ae fee 
Knoxville ....... / 4.57 
District of Columbia ie .. 1.95 
pA RSG ee . ae 


Cost of 200 Kilowatt Hours Per Month— 
Light Power 
Muscle Shoals. . ... $4.50 
New York...... es ee 


Cpieieo. .. 2. ...- , - 7.44 
District of Columbia a 6.85 
Knoxville ....... 4M oe 9.06 
ae 4 eee 
LOW. . *.. ..: iad . Bae 
Se Te ee < 5.90 
Cost of 600 Kilowatt Hours Per Month— 
Power 
Muscle Shoals... $7.30 
New York City............ oer 30.55 
Se SS Pou ee 
8 ES! 5S to ee .. 11.80 
OS SS VE ae ee . 17.06 
Denver ....... ti 20.10 
ST ae ee SS ee 16.00 
Louisville SS Ze 17.30 
a eee 11.00 


It will be noted that the private com- 
pany rates for the larger amounts of serv- 
ice are in some cases three and even four 
times as much as the Muscle Shoals rates. 

And yet at these rates the government 
plant will earn enough to pay all expenses 
of operation, interest, depreciation, and 





Volume 22, Number 7; November 1933 


amortization. These astonishing results 
are possible because, according to the 
government engineers’ reports, the total 
cost of producing the current at the 
switchboard is only 1-1/3 mill per kilo- 
watt hour. 

Heretofore this current, which has cost 
the government plant at Muscle Shoals 
1-1/3 mill per kilowatt hour to produce, 
has been sold to the Alabama Power 
Company at 2 mills [1/5 of a cent] per 
kilowatt hour. And the Alabama Power 
Company has been selling the current to 
the ultimate consumer at as high as 16 
cents. The average domestic rate was 
5.56 cents. 

Many municipal plants in the United 
States have rates almost, and in some 
cases, quite as low as those mentioned 
above for the Muscle Shoals project. For 
example, the Cleveland municipal plant 
has been furnishing electricity at a maxi- 
mum rate of 3 cents per kilowatt hour 
from the beginning. Virginia, Minnesota, 
has perhaps the lowest maximum rate of 
any municipal plant in the country, 2 
cents. This would make the 50 kilowatts 
per month for domestic service, men- 
tioned above as costing $1.50 at Muscle 
Shoals, only $1 at the municipal plant in 
Virginia, Minnesota. 

Tacoma, Washington, also has a very 
low domestic rate, altho somewhat higher 
than the Muscle Shoals rate mentioned 
above. Los Angeles; Jamestown, New 
York; and Kansas City, Missouri are 
other municipal plants having particu- 
larly low rates—Carl D. Thompson, 
secretary, Public Ownership League, 127 
North Dearborn Street, Chicago. 

[What are the electric rates in your 
town or city? How do they compare 
with the Muscle Shoals rate? With rates 
in other cities of the same size? Is your 
electric light plant publicly or privately 
owned? Have rates been reduced re- 
cently? Have students in highschool 
classes in economics make a study of 
public utility rates in your locality as 
compared with rates in similar places 
elsewhere. | 














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Higa CARTOON was drawn by Bob Hermans, Cooley High School, Detroit, Michigan, Owen A. Emmons, principal; Dorothy L- rg 4 
instructor. It was submitted in the fourth Highschool Cartoon Project, sponsored by the Division of Publications of the National 2 rl 
tion Association. Many uses are found for these cartoons in connection with a nationwide program of educational interpretation. No awar “or 
offered for the cartoons other than the recognition they receive by being printed in publications of large circulation. Entries are ri for 
received for the fifth annual project. Write to the Division of Publications of the NEA, 1201 Sixteenth Street, N. W., Washington, D. G» 
information. Any highschool student is eligible to submit drawings thru the highschool teacher of art or the school principal. 


: . jation 
214 The Journal of the National Education Assoc 





st, art 
tduca- 
ds are 
being 
.» for 


10 tion 


The Class That Was Upside-Down 


HINGS not written for publication 
but within the bonds of friendship 


are often more revealing than the 
more Studied efforts of professional 
writers. The following letters explain 
themselves. |[Individual’s names have 
either been omitted or changed. | 


y DEAR Mr. Morcan: While I was 
M teaching and lecturing at the State 
Teachers College last summer, I was 
much impressed by a letter which the 
principal, Dr. , showed me. 

It was from a girl who had gone di- 
rectly from the Teachers College to an 
“ypside-down” classroom. The way she 
met problem after problem revealed such 
resourcefulness and faith and good hu- 
mor, I told Dr. I would like to send 
it to you. 

I know from experience that such a 
large proportion of boys and girls doing 
their first teaching become bewildered 
and discouraged. I believe this message 
of hope [not Pollyannaish, but practical 
and factual] would add to the feeling of 
safety of a countless number of your 
readers. Most sincerely yours, H. W. C. 

Dear Dr. : Now that school is out 
and my twenty-four children have left 
my care, I am writing to you, as I said 
I would. 

When I first began to teach in late 
March, the children had had so many 
teachers, good, bad, and indifferent, that 
school to them was just one delightful 
game. They ate pencils, erased the work 
on the boards, tore pictures out of books, 
colored them [in arithmetic class or any 
time they so desired], and threw chalk, 
erasers, books, and the like at each other 
and at me. They would jump out of their 
sats and run around the room if I at- 
tempted to approach them. It was impos- 
sible to keep them after school as they 
got right out of their seats and went 
home! Also, if I chose Bobby to read 
first, all the rest threw their books on the 
floor and sank, like a capsized boat, be- 
neath their desks, and I spent the rest of 
thelesson with dragnets and pumps, rais- 
ing the wreck to the surface. 

owever, these children weren’t being 

mean or spiteful. I think they were only 

ong their utmost to get results in the 

"ly way which had proved profitable 
"hen they had five different teachers in 
‘uecession. I am sure that each substi- 
tute, having only a short time as she did, 


felt that some of the problems were too 











V, . 
olume 22, Number 7; November 1933 


much for her to overcome without a great 
deal of time and set herself merely to the 
teaching of facts, letting attitudes and 
habits take care of themselves. 

Having given you an idea of the chil- 
dren’s ways and means of suiting them- 
selves, let me tell you what they didn’t 
know. They knew nothing of how to 
stand. When I would say ‘“‘Class stand” 
for flag salute, some would get up and 
others would get up presently. When 
they saluted, they dressed, read, fought, 
looked out of the window, or lounged. 
The whole class was doing only second- 
grade arithmetic. One-third was capable 
of third-grade reading. They were unable 
to study or concentrate and perhaps had 
never been taught to do so. 

There were only twenty-four children 
in the class, fortunately, and were for the 
most part colored or foreign. 

After thus introducing the situation I 
shall tell you how I endeavored to cap- 
ture them and make a magic brew to 
pour over their wild little souls. 

The primary supervisor was a great 
help. A “céoperator’s chart” was made, 
and one morning the supervisor came in 
and explained seriously and thoroly just 
what a cooperator was and impressively 
announced that each child could be a co- 
operator if he wished to try. This, to the 
children, was a big word and it seemed 
that one had to be very extra special to 
have one’s name on that chart. At first 
only two or three names were up, but by 
June each child had learned to enact the 
word cooperate. 

The most difficult thing to meet was 
the feeling of revenge expressed unless 
the child was chosen always. “If you 
don’t put my name up, I'll take my 
flowers home.” And most amusing yet 
pitiable, was the group, about five or six 
in number, who literally cut off their 
noses to spite their faces. “If you don’t 
choose me to read first [or get the chairs 
for reading or take the note to the office | 
I’m going to scratch my poison ivy,” 
[which they would do until the tears 
came into their eyes] or “pull the but- 
tons off my shirt,” or “pull out my nice 
curls.” One little girl, on not being al- 
lowed to paint when she wanted to, ran 
angrily to the back of the room and, pick- 
ing up a wet paint brush, wiped it clean 
on the skirt of her dress! From these 
examples it can be seen that these chil- 
dren were for the most part, emotionally 
unstable. <> <> <> <> 


I divided the reading into three 
groups; there was such a sharp differ- 
ence. The highest group really did good 
work. They studied by themselves in this 
manner. There were about three children 
who invariably knew all the words with- 
out previous study. These took turns 
being the professor. However, if any 
other child wished to study at home and, 
coming early, read the lesson perfectly, 
he had the privilege of being professor. 
The children would study silently. If they 
came to a word they did not know, they 
would raise their hands; the professor 
would call on them, tell them the word 
and its meaning, and would write the 
word on the board. After all the difficult 
words were listed, the professor pointed 
to some word which the children immedi- 
ately found in their books. Then one 
would be called on to read the sentence 
containing the word. If all the words were 
thus studied and there were time left, a 
drill game was played. If a child were re- 
ported by the professor as not having 
studied well, instead of drawing or using 
the nature library in his free time, the 
negligent child had to restudy the lesson. 
I think the reason the children liked this 
method of study so well was because they 
were working by themselves, and they 
liked the titles of “professor” and “stu- 
dent” employed for this lesson only. 

I followed the same method in reading 
with the other two groups, the lowest of 
which received further special help with 
a second-grade teacher. 

I employed your suggestion of having 
one book for the children to take home 
for study and reading to the class next 
day. This proved to be an excellent plan. 
I was just finishing a farm unit that 
another teacher had started, so I chose 
Perkin’s The Farm Twins. The children 
practically adopted the baby twins, 
Tommy and Nancy, and when the book 
was finished were perfectly willing to 
start reading at the beginning again. 

In arithmetic I again divided the class 
into three groups. First of all, I began 
on the addition facts, of which, altho it 
was April, the children had little knowl- 
edge at all. The first group recalled them 
within three or four days, from which 
they went to subtraction, and thence rap- 
idly on until by the close of school they 
were well into multiplication. 

The second group was apt to work well 
but not rapidly, and the third group did 
not work at all. That is, they did not do 


215 




















any third-grade work, but stayed on ad- 
dition and subtraction the rest of the 
year. Of course subtraction is third-grade 
work, but the 2A was doing what they 
were doing. However, I did manage to 
break the counting habit by constant 
drill on the facts. 

Because I had to spend so much time 
on back work in reading and arithmetic, 
I taught the children to study their spell- 
ing by themselves entirely. They would 
break into little groups and one child 
would become the teacher by some un- 
spoken law. When a child finished study- 
ing by himself, he would pick out a 
“teacher” and go to her to spell the 
words. They themselves originated the 
“teacher” idea and did very well with it. 

Music and art presented no difficult 
problems. There were no monotones in 
the class, all having light, good voices. 
Most of the children, too, were of the 
type wherein the mentality is low but the 
manual ability is high, tho lacking in 
originality. In fact, the only child in the 
class who was actually mentally deficient, 
was an excellent artist. 

After school I conducted a harmonica 
class. The children saved their candy 
money penny by penny, individually, and 
I purchased the harmonicas so they 
would all be in the same key. Some of the 
children learned to play quite well. They 
were interested and showed it by staying 
after school for lessons. 

We carried on a nature unit. With the 
coming of spring the children began to 
bring in frogs’ eggs, polliwogs, and re- 
ports of birds just seen, to say nothing of 
flowers and insects which all seemed quite 
new to their young eyes. In the course of 
the unit we had two rabbits, two guinea 
pigs. A crate turtle-house was well in- 
habited. There were ten turtles in all, one 
snapper [small], one mud turtle, two 
kinds of box turtles, one small, diamond- 
backed terrapin, two spotted turtles, and 
three painted turtles. The amphibians 
were plentiful and we housed one enor- 
mous bullfrog with a sonorous bass voice, 
and many transient guests in the way of 
toads and wood frogs. Many polliwogs 
were brought in, also many egg masses. 
When these latter hatched there were 
enough for each child to have one or two 
polliwogs of his own. Each child had his 
own glass jar in which he kept his polli- 
wog, and of course these pets had to be 
named, Some of the names were most ap- 
propriate: Thin-tail, Wobbler, Black 
Beauty, Big Mouth, and Coming-Legs. 
An enormous bullfrog, polliwog, two gold- 
fish, and a quantity of snails [these last 


216 


all busily engaged in laying eggs, much to 
the owners’ delight] completed our col- 
lection. 

Each species was properly housed, 
cleaned, and fed. The pupils took turns 
caring for their pets. The animals were 
studied for their habits of living—eating 
and dwelling. There were names for these 
pets too, and as appropriate as the others. 
The guinea pigs were called Squealy and 
Whistler “because they squealed and 
whistled so,” as the proud originator of 
the names announced. 

A need was felt for some rules on how 
to treat the animals, as most of the chil- 
dren had never considered them as some- 
thing worth loving and caring for. There- 
fore, the pupils drew up a short animal 
code which they easily learned and ap- 
plied. 

Since so many reports on birds were 
made, a bird chart on which the name, 
nest, eggs, food, and color of the bird 
were registered, was put on the board. 
The nature library was continually in use 
in their free time, when, if all work was 
completed, the children could go to the 
back of the room and look up any infor- 
mation that was lacking on the chart. 
Many birds, new to the children and to 
me, caused great interest in the research 
period. 

Of course, here was an excellent time 
for learning that all animals obeyed cer- 
tain laws, were almost invariably clean, 
ate lots of green things [the rabbits and 
guinea pigs did], and were in many ways 
like human beings. They, too, liked to be 
loved: and cared for, and did not like to 
be pinched or slapped. Attitudes, habits, 
and skills found a rich development here 
and there was ample room for correlation 
of subjects. 

A nature lecture, wherein the children 
gave a short talk on that phase of nature 
work which interested them most, was a 
profitable checkup. At this time, one of 
the most ardent musicians gave a solo 
on her ten-cent harmonica, and we all 
thought it was beautiful. The parents and 
supervising principal attended and en- 
joyed it immensely. There was a short 
paragraph about it in the town paper, 
whereat the children actually burst with 
pride and had to run about with little 
silver spoons gathering up their spilled 
delight. 

Please let me tell you about some of 
my children and then I shall close. Part 
of my philosophy of teaching is that in 
all children there is some good that can 
and must be developed. There were times 
when I would look up, see a child doing 


The Journal of the National Education Asso 


something clever or awkward, and could 
exclaim “Lovable”—tho there were also 
times when I shouldn’t have minded jf 
Cerberus had bitten off their chattering 
little tongues, or if the gods had bound 
their slapping hands and kicking feet 
with chains. 

There was Sally, who at the slightest 
request to do something, shook her head 
violently, shouted “No” loudly, and ac. 
centuated the picture with protruding 
lips and a scowl. She was so pretty, with 
wild black hair, wilder black eyes, and 
wildest, protesting lips, that I wanted to 
make her as lovely as she looked. Upon 
investigation, I found that she went prac- 
tically unnoticed at home, having no 
mother, several brothers and sisters, and 
a father who spent no time or care on his 
children. We became excellent friends, 
and Sally, who had failed heretofore, 
proved she had ample ability to do the 
work, and was promoted to the fourth 
grade. 

There was Waldo, a hard, black, stub- 
born little colored boy. He had come re- 
cently from the south and had captivated 
the class by his ability to tell stories. 
They loved him, one and all. He got 
valentines from every child in the class, 
girl and boy, black and white. If I pun- 
ished Waldo the class sulked at me. 
Sooner or later a child would come up. 
“Miss Jones, can’t Waldo work again 
now? He loves arithmetic.” [He hated 
not to be in the class.] As sure as I said 
“no,” the class was angry at me. If | 
thought he had been chastised enough, | 
said “yes,” and the children clapped! 
Gradually he was reduced to a normal re- 
lationship in the group and, tho they 
liked him as well, they were not ruled by 
him. 

Also, there was Anastasia. She was 4 
little Hungarian child of poor, unkempt 
parents and the sister of delinquent 
brothers and sisters. However, her men- 
tality was such that she remained in 2A 
only two months and was promoted to 
3B. She was by far the brightest child in 
the class and could have done 3A work, 
but the siege of substitutes set in and she 
became a wild, sulky problem. Neverthe- 
less, because we liked the same things— 
harmonicas, handstands, drawing, and 
orioles—we became good friends and the 
situation was greatly improved. 

I have been wanting to write about my 
school so long, Dr. , but I had “9 
time to write it all at once, and I didn't 
like to write it in installments. I am com 
ing to summer school and am loving It 
already. <> tel 





ciation 














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han 








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pre 
hav 
The 
But 
pira 
not 
gro 
gen 

























inte 
chi 


giv 



















WORKING TOGETHER 


OR THE TEACHERS 
of today there are 
unique and farreach- 

ing opportunities on every 
hand. This is the one time 
in all history when the 
teacher should rise su- 
preme. The forces of greed 
have proved their futility. 
The old order is dead. 
But human need and as- 
piration and possibility are 
not dead. The laws of 
growth still hold. The new 
generation is waiting at 
the gates. The need for 
school service according 
to the sevenfold pattern 
lor which the National 
Education Association 
stands has never been so 
great as now. No one but 
amadman would teardown 
theschoolsina timelike this. 
But there are madmen 
ibroad in the land and 
they are tearing down the 
thools. They are turning 
into the streets hordes of 


children hungry for the help which schools might 
give. Schools are being weakened at the very time 
when they should be strengthened and extended. 
Not to meet this issue squarely and quickly means 
wicide for our civilization. Here is a primary and 
inescapable responsibility which comes to every 
lacher as a challenge to do his part—to make 
uctifices, to subordinate self, and to work together 
lo the good not only of all teachers and all children, 





———_——a — - 











= 











A 


ence, their intense practicality inspire 


_ faith in the profession. The Association — 
_ commands respect by the sheer excel- — 
lence of its service. Because | feel thatthe | 


enlistment of the profession is an imme- 
diate pressing necessity, | have asked the 


JOURNAL to present a description | 
_ of the Association's work. The material | 
_ on these pages has been prepared jointly | 
by members of the headquarters staff. | 
| Read it carefully. Discuss it in your | 


faculty meetings. Ask yourself frankly 
in the light of this showing, “Can I afford 
not to do my part?’ —Jessie Gray, presi- 
dent, National Education Association. 















——— 


THe National Education Association is the one organization that holds together and has | 
the possibility of welding together the hundreds of thousands of teachers in this country.— 
‘Payson Smith, Commissioner of Education in Massachusetts.—Sept. 16, 1933. See p. A-94. | 





V - 
lume 22, Number 7; November 1933 


MY presidential duties have | 
brought me into intimate contact | 
with the farreaching service which radi- 
ates from our professional headquarters | 
_in Washington, | have been inspired — 
anew with the vitality, the idealism, and | 
| the vision of our Association workers. | 
_ Their earnest efforts, their wide experi- | 








be 


but of all humanity. Only 
by working together can 
there be saved from the 
wreck of ourold civilization 
the resources with which 
to build anew. Only by 
working together can there 
be any hope of intelligent 
and farsighted reconstruc- 
tion. Armies have failed. 
The moneychangers have 
failed. The politicians have 
failed. The teachers dare 
not fail. They are the nat- 
ural leaders of the people. 
Whatever the cost, what- 
ever the sacrifice, whatever 
happens the teachers must 
go forward to bring 
courage, and hope, and 
order to the Republic. 
This magnificent opportu- 
nity calls for all that the 
teacher as an_ individual 
has to give, but beyond 
the power of any individ- 
ual lies the corporate need 
—a need so vast that no 
teacher who understood 


would wish to shirk his share of the common duty. 

This section of the JOURNAL gives an ac- 
count of the stewardship of the National Education 
Association, a stewardship which has been shared by 
literally hundreds of thousands of devoted teachers. 
These achievements show what can be done when 
one teacher out of each five in the nation does his 
part of the national work. What might the results not 
be were every teacher enlisted in the common cause? 






_] 











Working Together 


Solving Professional Problems 


MERICAN EDUCATION offers many 
A perplexing professional problems. 
These problems pertain to the 
welfare of teachers, to the improvement 
of the schools, and to the protection of 
the educational rights of children. Many 
of these problems can be attacked ad- 
vantageously by the collection and study 
of facts thru the organized teaching pro- 
fession itself. 

When a teacher joins the Association 
he strengthens himself and his profes- 
sion. A part of his dues is used to carry 
out investigations relating to current 
educational needs and conditions. Com- 
pleted reports reach influential citizens, 
state school officials, superintendents, 
principals, and teachers. Time and again 
the facts so collected and distributed are 
used to help secure the passage of im- 
portant state legislation on such matters 
as school finance, minimum salaries, 
tenure, and retirement. Thus thousands 
of members receive direct dividends on 
their membership fees, dividends that 
may amount in a single year to more 
than the teacher has ever paid or will 
pay in membership costs. Moreover, the 
better salary schedule, or other improved 
educational conditions resulting from the 
new law, continue, year after year, a 
cumulating benefit. 

How does the Association solve pro- 
fessional problems? 


Headquarters Staff 


During the past few years the Re- 
search Division has placed a large share 
of its resources in the struggle to main- 
tain educational standards. It has carried 
out many of the projects of the Joint 
Commission on the Emergency in Edu- 
cation, including special reports for the 
Commission and its seven hundred con- 
sultants. These reports, totaling over four 
hundred mimeographed pages, have such 
titles as the following: [1] The Depres- 
sion and the Schools ; [2] Schools Closed 
and Children Denied Educational Op- 
portunities in 1933; [3] Preliminary 
Survey of Certain Activities Affecting 
Public Education; [4] Tell - Citizens 
About Their Schools; [5] Federal Pay 
Cuts and Their Bearing on Teachers’ 
Salaries. 

Last year the Research Division also 
published Research Bulletins entitled: 
Crime Prevention thru Education, Facts 
on School Costs, The School Board Mem- 
ber, Constructive Economies in Educa- 


218 


tion, and Salaries in City Schools Systems 
1932-33. Other earlier bulletins further 
indicate the wide scope of the field 


PROBLEMS 
Affecting 
Teachers.. 


The NE. A- 


-.-d0es not have 


the funds to study 


Cort 


YY 


SED MEMES 
AN INCREASED MEMBER 


Vp 


SHIP 
WOULD MAKE POSSIBLE THE 
STUDY OF MORE PROBLEMS 





covered: Can the Nation Afford to Edu- 
cate Its Children?; The Outlook for 
Rural Education; Vitalizing the High- 
School Curriculum; A Self-survey Plan 
for State School Systems; The Principal 
at Work on His Problems; and Admin- 
istrative Practises Affecting Classroom 
Teachers. Every two years complete in- 
formation regarding teachers’ salaries 
thruout the country is collected. The 
last survey in 1932-33 covered nearly 
500,000 teachers in 1500 city school 
systems. These studies over a period of 
years have become the standard source 
of information on salaries and have had 
much to do with the general increase that 
occurred in teachers’ salaries in the dec- 
ade from 1920 to 1930. However, the 
force of present economic conditions has 
resulted in the loss of some of those 
gains during the depression. If they are 
to be won back, teachers must work to- 
gether. Having the facts will hasten the 
return of adequate pay for teachers. 

Other studies are carried out by this 
Division in cooperation with the Depart- 
ment of Superintendence. These investi- 
gations are reported in the Educational 
Research Service Circulars. Recent titles 
are: Estimating Changes in Teachers’ 
Cost of Living; Size of Class in City 
School Systems; Trends in City School 
Finance, and A pplication of the National 
Recovery Administration to School 
Building Construction. 

The Research Division makes its fa- 
cilities available to the Committees and 


The Journal of the National Education Ass? 


Departments in carrying out their pro- 
grams as described below. In all its work, 
the Division cooperates closely with the 
U. S. Office of Education, with research 
bureaus in city and state school systems, 
and with higher institutions of learning. 


Commissions and Committees 


Some of the most important research 
work of the Association is carried out 
under the auspices of its great commit- 
tees and commissions. Committees which 
have carried out significant studies in 
the recent past are those on tenure, re- 
tirement allowances, and others. Signifi- 
cant instances of work now going on 
include the work of the commissions dis- 
cussed on page 221. The Committee on 
the Economic Status of the Teacher is 
conducting a study to determine how 
teachers spend their incomes. It will 
show the extent to which teachers must 
spend part of their incomes for improve- 
ment in service, and certain other costs 
demanded by the nature of their work. 


Departments 


Departments of the Association con- 
stitute the third avenue thru which re- 
search is carried on by the Association. 
The studies sponsored by the Depart- 
ment of Superintendence and published 
in its yearbooks provide an outstanding 
illustration. One series of yearbooks of 
special importance was that devoted to 
the curriculum of elementary, junior high, 
and high schools. This series of yeat- 
books was a gigantic cooperative enter- 
prise on which the best minds of the 
profession were focused. These books 
marked the beginning of a distinct new 
day in curriculum construction in the 
schools. Other yearbooks deal with edu- 
cational leadership, school administra- 
tion and supervision, and character edu- 
cation. 

Studies reported in the yearbooks of 
the Department of Classroom Teachers 
furnish another illustration. The Eeo- 
nomic Welfare of Teachers was a recent 
title. The Department of Elementary 
Principals likewise publishes such funda- 
mental studies as a recent yearbook et 
titled The Principal and His Community. 
One department, the American Educa- 
tional Research Association, is concern 
exclusively with research and publishes 
helpful summaries of the studies in var 
ous fields of education in its Rewew of 
Educational Research. @ 2 * 


ciation 





ation 





How the 


E HAVE SEEN how teachers 
\W working together solve some of 

their professional problems. 
But the mere attempt to solve these 
problems is not enough. If the results 
of studies made were laid on a shelf no 
one would benefit. So part of the indi- 
yidual’s membership fee must be used 
to keep him informed about the progress 
of the Association and the profession in 
the study of professional problems. In 
order to perform this task adequately 
the Association has become one of the 
greatest educational publishers in the 
world. 





The Journal 


The principal instrument for this pur- 
pose is THE JouRNAL of the National 
Education Association, which each mem- 
ber receives monthly during the school 
year. Here are some of the unique ser- 
vices of THE JOURNAL. 


[1] It presents officially the program, ideals, 
and policies of the National Education Asso- 
tiation. 

{2] It emphasizes the importance of build- 
ing the profession thru local, state, national, 
and world organizations. 

[3] It keeps teachers in touch with the work 
of the twenty-three Departments of the Asso- 
ciation. 

[4] It provides advance information about 
the great conventions of the Association and 
reports the important events and addresses of 
each. 

[5] It helps teachers to grow in service. The 
idea of “vitalized group study and faculty 
meetings” sponsored by THE JouRNAL has had 
4 profound influence. 


BULLETINS& 


a 


Sf 
DEPARTMENTS 


‘{6) It not only urges group study but pro- 
Vides materials for this purpose. For example, 
i outstanding series on taxation presented in 
tontechnical language is appearing this year. 
(7) It interprets new developments in the 
“lence of education. An outstanding example 
of this is the series of articles on mental hygiene 
Which have appeared in recent years. 
[8] It helps teachers and school administra- 
*s in their efforts to interpret education to 
® public. An illustration is the sixteen-page 
__ilute on educational interpretation in the 
‘ober 1933 issue. Another example is the 
re wot articles “Interpreting the Kinder- 
‘n’ which appeared in 1932-33. 






V : 
olume 22, Number 7; November 1933 


Working Together 


Profession Informs Itself 





[9] It presents promptly educational sta- 
tistics in pioneer fields so that each state may 
compare its program with other states in im- 
portant lines of educational achievement. 

[10] It presents teaching units involving 
national and international projects so new that 
material is not available in regular textbooks. 

[11] It is a source to which laymen may 
turn for an explanation of current educational 
movements of large significance. 

As stated by Carter Alexander, of 
Teachers College, Columbia University, 
in his Educational Research, “This peri- 
odical is one of the best for securing a 
bird’s-eye view of current educational 
conditions.” 


Outstanding Publications 


The Association also provides many 
other publications for special groups and 
addressed to special problems. 


[1] The Research Bulletin, described on the 
opposite page, is of prime importance in this 
connection. There are five issues per year, 


each with a distribution of more than 20,000. 


filled with 


N.E.LA. 
Research 
Bulletin 


[2] The 1200-page volumes of Addresses and 
Proceedings of the annual meetings of the As- 
sociation, which have been published since 
1857, form an inspiring record of the growth 
and development of the Association and the 
progress of the profession. Every member helps 
to keep unbroken this valuable history of pro- 
fessional organization and American education. 

[3] Studies in State Educational Adminis- 
tration. 

[4] Specia’ publications are issued from time 
to time as occasion demands. These include 
such titles as Childhood and the Depression 
and Teachers Professional Organizations. 


Departmental Publications 


These meet the needs of workers in 
special fields. Departments which have 
their own publications are: 


Adult Education—Bulletin ; Business Educa- 
tion—Quarterly; Classroom Teachers—Year- 
books and News Bulletin; Deans of Women— 
Quarterly Bulletin and Yearbooks; American 
Educational Research Association—The Re- 
view of Edxcational Research; Elementary 
School Principals—Quarterly bulletin, The 
National Elementary Principal, and Yearbooks; 
Lip Reading—occasional bulletins; Rural Edu- 
cation—Bulletin; Secondary Education—Bul- 
letin called Secondary Education; Secondary 
School Principals—Bulletin and Yearbooks; 
Social Studies—The Historical Outlook and 





<> Yearbooks; Superintendence—O ficial Report 


of conventions and Yearbooks; Supervisors 
and Directors of Instruction—Educational 
Method and Yearbooks; Visual Instruction— 
The Educational Screen and Visual Instruction. 


Committee Reports 


Some of the most noteworthy publica- 
tions of the Association are the reports 
of its committees. The Report of the 
Committee on Reorganization of Sec- 
ondary Education was epoch-making in 
its day, as were others in that period. 
Recent reports of vital concern to every 
member of the profession are those pre- 
sented by the Committee on Retirement 
Allowances, the Committee on Tenure, 
and the Committee on Social-Economic 





Goals of America. In September 1933 
there came from the press the report of 
the National Conference on the Financ- 
ing of Education sponsored by the Joint 
Commission on the Emergency in Edu- 


cation. - 
Conventions 


The annual summer and winter con- 
ventions provide an important means by 
which the profession informs itself. Con- 
ventions are of tremendous value to 
those who attend and, thru the inspira- 
tion and information they carry home, 
to many of their fellow-workers. In these 
conventions many of the leading move- 
ments in American education have re- 
ceived their impetus and the effects reach 
out in all directions until every member 
of the profession is affected even if he 
never attends a convention. 


Correspondence 





A constant stream of letters goes forth 
from Association headquarters informing 
members about recent educational devel- 
opments and in answer to requests. Reli- 
able information is furnished promptly. 
This letter from the secretary of a state 
association is typical. 

I want to express my appreciation of the 
fine service that we received in connection with 
our order for salary tabulations. The material 
was here in our hands almost before the tele- 
gram left the office. <> <> <> 


219 








Convincing the Public 


( problems FACTS on educational 
problems and making them avail- 
able to the profession is not 

enough. It is the public which ultimately 

determines whether the schools of a com- 


munity shall be excellent or poor. There- 
fore, the facts must be taken to the 


Parents visit schools 
Foe] 


i] Saye dal 
AMERICAN EpucATION WEEK 


people. In large measure this is the 
responsibility of individual teachers and 
of local and state teachers associations. 
There are some services in the field 
of educational interpretation, however, 
which can be rendered most effectively 
only by a national agency. What is the 
Association doing to keep the facts about 
education before the public? 

American Education Week—This 
occasion celebrated annually in the week 
in which Armistice Day falls is spon- 
sored by the Association with the co- 
operation of the American Legion and 
the United States Office of Education. 
The purpose is to call the special atten- 
tion of every community in the United 
States to its schools. The theme of Amer- 
ican Education Week is always a topic 
uppermost in the minds of the profes- 
sion. This year it is appropriately The 
Emergency in Education. To make this 
celebration a success the Division of 
Publications of the headquarters staff 
prepares each year a handbook, posters, 
leaflets, and other materials which are 
distributed at cost. This occasion, first 
observed in 1921, has come to have more 
widespread significance each year. The 
goal this year is to interpret the schools 
to 10,000,000 homes during American 
Education Week. 





RADIO 
7 PROGRAMS 


Radio programs—Thru ‘the Na- 
tional Education Association the teach- 
ers of the nation have recently taken up 
the microphone in defense of education. 
From October until June for the last two 
years a half-hour program has been 
broadcast over a national hookup each 
Sunday evening in a series of broadcasts 
entitled Our American Schools. This 


220 


series is being continued this year. Dur- 
ing the months of April and May 1933 
twenty-four addresses about education 
by outstanding national leaders were 
broadcast over nationwide hookups un- 
der the sponsorship of the Joint Com- 
mission on the Emergency in Education. 
Nationally known persons such as Ar- 
thur Capper and Bainbridge Colby were 
the speakers. 


News releases—A steady stream of 
news stories on education flows from the 
National Education Association to the 
lay press of the nation. Many of these 
stories are distributed to the 1200 news- 
paper members of the Associated Press. 
Others go out thru the Hearst, Scripps- 
Howard, and other news services. Dur- 
ing the annual conventions of the 
Association and its departments an 


NEWS 
ABOUT 
SCHOOLS 


opportunity is provided for nationwide 
educational publicity thru these and 
other channels. 


Magazine contacts—Contacts with 
magazine editors are constantly main- 
tained. Requests come for facts on edu- 
cation from editors of service club maga- 
zines, women’s club magazines, farm 
papers, and wellknown magazines of 
national scope. These publications are 
read by millions of laymen. It is essen- 
tial that the real facts concerning educa- 
tion get into these publications to offset 
the vast amount of misinformation which 
is daily thrust upon the reading public. 
This telegram from Time magazine illus- 
trates the kind of requests coming in 
almost daily: 





Time plans Zook cover story this week. For 
comprehensive survey of education as year 
opens would like to know: [Here six questions 
calling for complete information regarding the 
educational situation were asked.] Please rush 
answer special delivery to reach here by Sat- 
urday morning. 


The same day this wire was received a 
comprehensive answer was on its way by 
special delivery. 

Cooperation with lay organiza- 
tions—The Association cooperates ac- 
tively with lay organizations of impor- 
tant national and regional scope. These 





Working Together 


include such 
groups as the 
National Con- 
gress of Par- 
ents and 
Teachers, the 
American Le- 
gion, the 
American Li- 
brary Associa- 
tion, the Amer- 
ican Medical 
Association, 
women’s clubs, 
fraternal _ or- 
ders, service 
clubs, and 
others. Thru 
the activity of 
the Field Divi- 
sion the National Congress of Parents 
and Teachers has entered upon a study 
of the Report of the National Conference 
on the Financing of Education recently 
published by the Joint Commission on 
the Emergency in Education. Intensive 
nationwide study of this report by local 
units of this organization will be of ines- 
timable value to education in the U. S. 

Field work—Officers and staff mem- 
bers are frequently called into the field 
to discuss educational issues before lay 
as well as professional groups. These in- 
clude such groups as state legislatures 
and legislative committees and meetings 
of state and regional lay organizations. 





A clearing house—State and local 
leaders frequently ask for help. In a 
recent letter the writer stated that the 
schools in his city were faced with strin- 
gent curtailment. He asked for help im 
persuading the people to save the 
schools. He got it. Thousands of others 
are getting it, too, thru publications, let- 
ters, and personal contacts. 

Thus it is that thru a great range of 
farflung activities the facts and ideals of 
American education are kept before the 
people. In this day of national interests 
it is important to have a national organr 
zation keeping educational facts before 
the people thru national facilities. 


The Journal of the National Education Association 





due 
whi 


Am 
to 
this 


cal 


1a 


‘in- 
in 
the 
ers 
let- 


of 
the 








ost of 
M the en- 

ergy of 
the Associa- 
tion in the past 
few years has 
gone into proj- 
ects designed 
to help meet 
the crisis in 
education. 
Thus all of the 
pages in this 
section called 
Working To- 
gether tell how 
the teachers 
of the nation 
have been 
meeting the 
emergency thru their national profes- 
sional organization. It seems desirable, 
however, to present here a brief overview 
of the special machinery the Association 
has set in motion to safeguard education. 


The Emergency Commission 


Early in January 1933 a Joint Com- 
mission on the Emergency in Education 
was created by the National Education 
Association and the Department of Su- 
perintendence. It was instructed to lead 
the way in a concerted, nationwide cam- 
paign to help the schools avert the col- 
lyse which was imminent, partly as a 
result of the economic crisis and partly 


Pulling local « State - national 
a 
Together 
associations 


due to the hysteria of retrenchment 
which was sweeping the country. 

The Commission has led the way. 
Among the long list of its achievements 
to date—and its campaign goes forward 
this year in the same dynamic manner— 
are the following: 

Consultants were appointed from all 
“ctions of the nation to inform the Com- 
mission as to the situation in their respec” 
le areas and to serve as agents thru 
whom the projects of the Commission 
might be made effective and known to 
- the entire profession. 
ha series of regional conferences were 

with the consultants last spring in 


Vol 
wme 22, Number 7; November 1933 


Kansas City, March 24; Chicago, March 
25; Atlanta, April 8; and Cincinnati, 
April 15. At these conferences statements 
from national and regional organizations 
were made relative to their programs for 
meeting the crisis. A state-by-state re- 
view of conditions was presented. This 
year conferences will be held in Detroit, 
October 7; Hartford, Connecticut, and 
elsewhere on dates which will be selected. 

An exhibit of outstanding educational 
interpretation was prepared for display 
at the Minneapolis and Chicago conven- 
tions. 

A comprehensive analysis and ap- 
praisal was made of groups and agencies 
influential in determining educational 
policy. This is being kept uptodate. 

The Commission is developing a hand- 
book designed for use in connection with 

yet ws Kel 


LAY SiAtg 
ORGANIZATIONS 


local conferences which are being organ- 
ized in many communities to consider the 
scope of public education. 

Articles are being furnished for pub- 
lication in educational magazines, well- 
known household magazines, and daily 
newspapers. Famous cartoonists have 
been encouraged to put the story of the 
educational crisis into pictures. 

A series of nationwide radio programs 
in April and May 1933 were sponsored. 
Another series will be presented during 
the present school year. 

A National Conference on the Financ- 
ing of Education was held in August 1933 
under the auspices of the Commission. 
An epochal 78-page report was published 
as a basis for educational recovery. 

Additional information concerning the 
Emergency Commission was presented in 
the October 1933 and preceding numbers 
of THE JOURNAL. 


The Legislative Commission 


This Commission has been in existence 
for a number of years. During the pres- 
ent emergency its efforts have been con- 
centrated on legislative problems caused 
by the crisis. Among the important proj- 
ects upon which this Commission has 
been working are these: 


Working Together 


Meeting the Emergency 


Efforts are being made to have the 
President recognize the seriousness of the 
educational situation and take action. 

The Commission is leading’in a power- 
ful movement for federal aid to keep 
schools open and to equalize educational 
opportunities. 


WATCHING \yqfr< 
EDUCATIONAL 7 \ 


DEVELOPMENT i= 
at WASHINGTON : 


It cooperated in the movement which 
brought unemployed teachers under the 
provisions of the Federal Emergency Re- 
lief Administration. 

It is supplying information to local 
communities regarding procedure by 
which they may secure federal funds for 
school buildings, under the public works 
section of the National Industrial Re- 
covery Act. 

The Commission has been cooperating 
in the development of a code in keeping 
with the spirit of the NRA and it has 
presented this tentative code to officials 
of the NRA for their consideration. 


The Committee on Social-Economic 
Goals 


The present crisis is a transition pe- 
riod. New ideals in business and govern- 
ment are being developed. What are, or 
should be, the social economic goals of 
America? What is the part of education 
in the determination and achievement 
of these goals? In the reconstruction of 
American life pursuant to the present 
crisis? If this question could be answered. 
the schools would have a definite basis 
upon which to build the curriculum. It is 
high time, according to leaders in the 
profession, for education to participate in 
the determination of these goals rather 


LooKing ahead 
-studying social- 


economic goals 


than leaving the decision in the hands of 
selfish vested interests. The Committee 
on Social Economic Goals of America 
presented a tentative report at the Chi- 
cago convention setting up desirable 
social-economic goals. It is continuing its 
work, and later reports promise to be of 
special significance to the profession. 


N 
N 
— 



















































N GUARD! This is the watchword 
of the National Education Asso- 


ciation as it bends every effort 
to protect the rights of children and 
teachers. Teachers organizations have a 
protective as well as a professional func- 
tion. Nationwide attacks are being made 
upon the schools. Only a national de- 
fense can cope with them. 


<a ARTICLES 
hy ss MISREPRESENTING 
Be 


T E 
— TEACHERS 


An Attack Met 


Last January a widely-read weekly 
magazine carried two articles which 
misrepresented the spirit of the teachers 
of this nation and made dangerously 
insidious attacks upon the schools. The 
officers of the National Education Asso- 
ciation immediately filed a vigorous pro- 
test with the editor of the magazine and 
notified leaders of local and state asso- 
ciations, who did likewise. This magazine 
has made no further attacks. 


The National Economy League 


The National Economy League was 
not organized primarily to reduce school 
budgets but to reduce veterans’ pay and 
to slash budgets generally. It found 
school budgets easiest to get at and was 
soon accused of fighting the schools. 
The National Education Association 
then joined forces with the American 
Legion to combat the influence of the 
League in its efforts to hamper educa- 
tion. This statement was sent early in 
January to educational leaders: 


A recognized world authority on financial 
matters, according to the American Legion 


ECONOMY 
LEAGUE used 


to attack 
SCHOOLS 


News, advises manufacturers, merchants, and 
wage workers not to join the National Economy 
League. He says, “The various speakers and 
writers of the League, having found it un- 
popular to talk against wasteful veteran legis- 
lation, are urging the ruthless cutting of salaries 
of school teachers—the wholesale discharge of 
government, state, and municipal employees 

. .’ This authority is withdrawing from the 
League. 





Protests from educators were effective. 
February 6, 1933, the Executive Com- 
mittee of the League adopted a resolu- 


999 
a4 





On Guard! 


tion calling for the maintenance of edu- 
cation. 

While it made this declaration it did 
not apparently try to carry it out, and 
was so weakened by attacks made upon 
it by the friends of the schools that it 
soon lost its influence and dropped out 
of the picture. 


The Chicago Case 


In the spring of 1933 the Association 
launched a vigorous broadside against 
the dictatorial extra-legal group, which 
had taken control of the city finances 
and thus of the schools, when it threat- 
ened to take the annual convention to 
another city. Telegrams and letters de- 
manding justice for Chicago teachers 
were sent to Mayor Kelly, Charles G. 
Dawes, and others. 

About the middle of May the teachers 
were paid three months’ back salary, 
and the officers of the Association were 
assured that the remainder would be 





paid. Mayor Kelly wrote Secretary J. W. 
Crabtree: 

We have just provided another cash payday 
for the teachers, and we have assurance that 
the bankers will purchase an additional thirteen 
million dollars’ worth of Board of Education 
tax warrants within the next few days. This 
will provide several months’ additional cash 
pay for all our school employees. It will be a 
day of real happiness to me when I can write 
you that Chicago has paid its teachers in full. 

Superintendent Bogan of Chicago 
wired May 25: “Reports that Chicago 
teachers oppose bringing convention 
here are unfounded.” 

Finally, in view of payments made, of 
promises for further payment, and Su- 
perintendent Bogan’s statement, NEA 
officials agreed to take the convention to 
Chicago. 

After the convention, however, a new 
Board of Education capitulated to the 
tax strikers by literally cutting the heart 
out of the Chicago system and summarily 
dismissing several hundred teachers. 

In response to this action Secretary 
J. W. Crabtree wrote Mayor Kelly on 
July 14, 1933: 

We acted in good faith and I am sure you 
did also ...I beg you not to be swerved 
from the high purpose which marked your 
dealings with us in order to save the teachers. 

No answer has been received. 


, jation 
The Journal of the National Education Associat 





Working Togethe 






The Federal Land Bank Case 


The Federal Land Bank of Oma, 
distributed circulars to its clients lay 
July telling them that school costs could 
be reduced 50 percent with “no impair. 
ment in standards of the schools.” The 
Association immediately dispatched this 
news to leading school officials thruoy 
the country. Protests flooded the Omaha 




















cers 


—& PROPAGANDA 





Bank and the office in Washington oj 
Henry Morgenthau, jr., governor of the 


Farm Credit Administration, who wrote ; 
Secretary Crabtree on September 9 this V9 
letter, which speaks eloquently of the - 
success with which this attack on the ps 
schools was met: the 
With further reference to your letter of ps 
August 2nd addressed to the Secretary of the prc 
President, I have today directed the president Ro 
of the Federal Land Bank of Omaha to with- § gu: 
draw from circulation the pamphlet to which § the 
you have made objection and other similar the 
literature. As 
Early Warnings mi 
Aside from meeting effectively many § tic 
such cases as those cited above, the As § pli 
sociation is also on guard to prevent § tea 
damage before it is done. The destructive J nit 
effects of the wave of blind budget slash- J ti 
ing would have been much greater had § ah 
not the Association let every community 
know in advance what was coming. 
These warnings went out before the 
seriousness of the economic storm Wa& § 


generally appreciated. 


There is grave danger that the clamor o 
politicians and tax leagues in thousands of 
places may lead to short-sighted policies— 
1930. 


at 





A movement is on foot for a national drive 
to secure drastic reductions in public expendi- 
tures, national, state, and local. When the wavé 
reaches you, are you ready to see that 
interests of the schools are protected 2—ASSF. 

The national drive which is to begin m ~ 
is backed by names, talent, and funds. It W 
soon come upon you with speed and ‘ 
force. It will not attach any more value '% 
education than to buildings or roads. I ‘ 
catches you unawares it will likely make 4 
greatest reductions in the most essentla e 
penditures for schools.—March 1932. 








could 
mpair. 
”) The 
d this 
hruout 


)maha 


iK 
DA 


ton of 
of the 
wrote 
9 this 
of the 
on the 


tter of 
Y of the 
resident 
‘0 with- 
0 which 

similar 


many 
the As- 
yrevent 
ructive 
t slash- 
er had 
munity 
oming. 
re the 
‘m was 


amor of 
ands of 
ylicies.— 


Working Together 


How the NEA Works 


is an inspiring and challenging 

enterprise. The National Educa- 
ion Association is such an undertak- 
ing. It is the teachers of the nation 
working together in the interest of 
the childhood of America. Four 
principal groups carry forward 
its progr am—individual 
members, local and state 
eachers associations, spe- 
cal groups, and the offi- 
ers and headquarters 
staff. 


\ MIGHTY cooperative undertaking 


Individual Members 


Each individual mem- 
ber of the Association car- 
iesapersonal responsibility 
for applying the program of 
the Association to his local 
community. Speaking about the 
prospects of the NRA, President 
Roosevelt recently said: “I cannot 
guarantee the success of this plan but 
the American people can.” So it is with 
the program of the National Education 
Association. It is no stronger than its 
members. No single officer or any par- 
ticular group is strong enough to accom- 
jlish worthwhile results, but all the 
teachers working in their local commu- 
tities and as a united body can effec- 


tively accomplish the tasks which lie 
ahead. 


b) Nek 
sr Ca at 
= i 
- \ J 


ciation. Each of these associations is an 
organic unit of the national association 
and cooperates with it in carrying for- 
ward its program. 


The Representative Assembly 


The policies of the National Educa- 
tion Association are determined by the 
Representative Assembly which meets at 
the annual summer conventions of the 
Association. This body consists of about 
1200 members elected by local and state 
affiliated associations. Thru this direct 
representation it provides every member 
with a voice in the government of the 
Association. Thus if a member of the 
Association takes exception to any part 
of the Association program, wishes it to 
change its policy, or to engage in some 
new project, he has an opportunity to 
place his proposal before the organiza- 
tion. 


Local and State Associations 


Every state association and approxi- 
mately 700 local associations are affili- 
ated with the National Education Asso- 









Membership Fees in Certain 
Professional Organizations 


. 
Fee ° 5 “ Ss ' 2 25 











Special Groups 


Twenty-three departments cooperate 
in carrying forward the general program 
of the Association and attack with spe- 
cial vigor the problems peculiar to their 
various fields. 

Regardless of a member’s particular 
line of work, the activities of one or more 


| Peta from: 
(WANOBOOK OF SCIENTIFIC ANO TECHNICAL 
SOCIETIES AND INSTITUTIONS OF THE U. S., 
932, WASHINGTON, 0.¢.,.NAT lONAL ACADEMY 

F SCIENCE ; or (2) CORRESPONDENCE 
OFFICIALS OF ORGANIZATIONS REPRESENTED 


Volume 22, y 


umber 7; November 1933 

























of these departments should be helpful to 
him. Committees and commissions to deal 


with special problems are appointed as 


occasion demands. Committees deal 
with such vital problems as the eco- 
nomic status of the teacher, tenure, 
retirement allowances, and 
others. In some cases the As- 
sociation committees work 
jointly with important na- 
tional organizations. Two 
commissions of particular 
significance at this time 
are the Legislative Com- 
mission and the Joint 
Commission on the Emer- 
gency in Education. See 
page 221. 


Officers and Headquar- 
ters Staff 


Officers of the Association are 

elected by the Representative As- 
sembly at the convention of the As- 

sociation held each year in June or 
July and serve for one year. Usually the 
officers continue their regular profes- 
sional work in the field while serving 
their term of office. They supervise but, 
of course, cannot carry out the program 
of service which the Association must 
render. This work is done by the head- 
quarters staff located in Washington, 
D. C. This staff cooperates with the lo- 
cal and state associations, departments, 
commissions, and committees of the As- 
sociation, lay groups, and individual 
members of the Association. The head- 
quarters office is a veritable “clearing- 
house” for the entire profession. 


GENERAL CONTROL 
OPERATING EXPENSE 
ENROLMENT 


HOW the N.E.A. Dollar 
is Spent 





EIT STOO ETT 


4 


i 
t 
\ 
i 





Working Together 


What Is My Part? 


0 ONE who has watched the po- 
N litical steam roller in Chicago 

crushing the school system of 
that city doubts that the current attack 
upon free public education is concerted 
and methodical. No one who has fol- 
lowed a widely-read 
editor’s contention 
that parents should 
pay privately for 
the highschool edu- 
cation of their chil- 
dren can doubt the 
attack upon the 
principle of demo- 
cratic equality of op- 
portunity. No one 
who observed the at- 
tempts of the Omaha 
Federal Land Bank 
to reduce support 
for western rural 
schools has any 
doubt about the 
source of the oppo- 
sition to free school- 
ing. 

The issue is 
clear cut. The ene- 
mies of tax-sup- 
ported education be- 
lieve the depression 
offers the opportu- 
nity to destroy the 
public schools. They 
are at work. Teach- 
ers are not fighting 
solely to maintain a 
living wage, impor- 
tant as that may be. 
They are fighting to 
preserve the ideal of 
popular government 
maintained by citi- 
zens well enough 
educated to govern 
themselves. They 
are fighting to keep 
children first. <> 

There are a million teachers in 
America. In one body they -can speak 
with a voice that must be heard. Under 
the banner of the Blue Eagle business 
and industry are organized to defeat un- 
employment and hard times. The goal of 
the National Recovery Administration is 
100-percent cooperation. Teachers can 
afford to strive for no less. 

The Association’s program of 


ber 6-1 2. 


last year. 


224 


1,000,000 teachers 


service as indicated on the preceding 
pages—and it has been possible to pre- 
sent only a fragmentary account—shows 
the broad scope of service with which 
members are able to provide themselves 
thru their national professional organi- 


DYNAMIC ACTIVITY PROGRAM 


For members of the Association who 
wish this year to render a vital serv- 
ice not only to their profession but 
also to the children of this generation, 
President Jessie Gray has developed 
this program. 


THE PROGRAM IN BRIEF 


1] Urge teachers to be members of their local, state, and 
national associations and to take an active part in the 
emergency issues of the profession. 


[2] Inform citizens of the work of the schools and of their 
needs. Let them know of the organized opposition to our 
American system of education and hence the need of com- 
bating this force by the citizenship of the nation. 


[3] Do your part for the NR A 
4| Actively promote American Education Week, Novem- 


[5] Secure the enlistment of ten new members for the NEA. 
Count as a new member anyone who was not a member 
Send memberships in as received. 
bership blank, page A-90. 


[6] Make a report of your work on Item 5 before April 10. 
The name of every person who secures ten or more 
new members will be printed in the Honor Roll list of mem- 
bers which will be presented at the annual convention in 
Washington, D. C. 


A CHALLENGE TO THE TEACHERS OF AMERICA 


1,000,000 members 
1,000,000 interpreters of education 


zation. The membership fee is only $2 
per year. Teachers can make no more 
fruitful investment. Considered wholly 
from the dollars and cents point of view, 
can teachers afford not to be members of 
the Association? 

But dividends are not all. The givi- 
dends are important too. Thru profes- 
sional organization the teacher not only 
protects his own interests but safeguards 


See mem- 


the educational rights of childhood. Thry 
organization and united strength teachers 
are able to exert an influence that counts 
in community, state, and national life. 
They cannot be heard individually. 

If all teachers understood the 
reasons for profes- 
sional organization 
and how much they 
owe indirectly as 
well as directly to 
the fact that there 
are such organiza- 
tions, the number of 
teachers who are not 
members of their 
local, state, and na- 
tional _ professional 
organizations would 
indicate the number 
of thoughtless teach- 
ers plus the number 
of selfish teachers 
willing to profit by 
the efforts of others 
but unwilling to lend 
their own strength 
to the cause. 

Can teachers af- 
ford to let their pro- 
fessional organiza 
tions suffer in this 
period when they 
are most needed, not 
only for the protec- 
tion of childhood, 
but for the services 
which they can 
render to the wel- 
fare of the teachers 
themselves? Now is 
the time when na 
tionwide cooperative 
effort is needed. It is 
time for teachers to 
sacrifice, if need be, 
inorder tostrengthen 
their professional or- 
ganizations. 

What is my part? First, make sure 
that my own job is being done to the 
very best of my ability. Second, join 
hands with my fellow-workers in local, 
state, and national professional organ 
zations. Third, show my non-member 
friends the futility of “rugged” indi- 
vidualism. Fourth, take up President 
Gray’s challenge. 

ACT NOW! én _— 


The Journal of the National Education Association 


Nae ke <> | 


oOo = oe = oe TO 


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life, 


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they 
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ociation 





Interpretation of Education 


An Indictment of the Schools 


ANY NEWSPAPERS have on the 
M editorial page a column wherein 

they publish letters from read- 
ers. Thoughtful people take this means 
to advance worthy ideas. Often cranks 
take advantage of it to free their dis- 
ordered minds. Occasionally this column 
is used for some ulterior motive which 
does not appear on the surface. Because 
the schools are a vast enterprise close to 
the lives of the people, they are often 
mentioned in these readers’ columns. 
These readers’ letters about the schools 
make excellent material for class study. 
Let the students read the letters in class. 
Let them pick out the points which ap- 
pear sound in the light of their expe- 
rience. Let them pick out the weak 
points. Let them discuss the letters with 
their parents. Let them inquire into the 
reasons which led the writer to publish 
the letter. Let them prepare replies. 
Perhaps the local editor will publish some 
of these replies. 


Here is a letter which appeared in the 
Washington Star for September 8, 1933. 


Indictment against the public-school 
system—To the Editor of The Star: I am 
sick and tired of all this rot in the papers 
about saving the public schools. Why should 
they be saved? Do they serve a useful purpose ? 
If so, is the cost of this service in proportion 
to its value? These things have been accepted 
a axiomatic in the past and I maintain that 
neither is true. Permit me to give my reasons 
for this opinion. 

To begin with, the public school has de- 
generated into a racket since the war. Every- 
thing under the sun is done to increase attend- 
ance and statistics of attendance are so arranged 
4% to make it appear that the schools are much 
larger than they are. Teachers are required to 
fill out long questionnaires and give ratios and 
Percentages of everything connected with the 
school down to the color of the pupils’ hair 
and the percentage of bowed legs in compari- 
son with knock knees. This is done to give large 
tafis of clerks in the states’ departments jobs 
tabulating these useless figures that nobody 
rads. Large enrolments form -the basis of 
pleas for increased state funds. 

How do I know all this? Because I have 
taught in the public high schools and spent 
many hours at this kind of business. 

Y second point is that the courses, as given, 

, *: ceased to be educational in any sense of 
ne word. Easy courses such as community 

ves have been largely substituted for Greek 
and Latin, and the mathematics books of today 

Sar - emasculated. This has become neces- 
my ause of Incompetent teachers and lack 
. Udy and discipline in the classroom. The 
la, of the public-school men is that no 

should be failed, as this would tend to 


V » 
olume 22, Number 7; November 1933 


discourage him. Discipline is nonexistent. This 
would render the free development of the child 
and give him inhibitions. In other words, if 
one is born with the instincts of a hyena, those 
instincts should be carefully nurtured and pro- 
tected. Yet we wonder about the increase in 
crime. The figures recently published show 
that there are more youths of nineteen engaged 
in crime than at any other age. These figures 
need no explanation. After spending four years 
in high school the average pupil is mentally as 
untrained as on the day of his entrance, and, 
what is even worse, he has acquired habits of 
idleness and shiftlessness which are most 
ruinous. 

Thirdly, the educational world has become 
beset with facts and fancies that would cause 
the normal person to be instantly incarcerated 
in an asylum as a safeguard to the public. Ask 
the average highschool principal to discuss 
“methods” or “objectives” and you will be con- 
vinced in short order that he is deranged. With 
long, sonorous words, used in a sense unjustified 
by any dictionary [probably memorized from 
Morrison], he will completely befuddle the 
uninitiated. Translated into simple English, 
his ideas are manifestly ridiculous. 

My last point is that the cost of the system 
of today is prohibitive. Let me cite only one 
instance. In a small town of under three thou- 
sand population a high school was recently 
erected at the expense of three hundred thou- 
sand dollars. This placed a tax burden of one 
hundred dollars on every man, woman, and 
child of the town. The combined salary of all 
the teachers in that school is under ten thou- 
sand dollars. Plenty of money for expensive 
buildings, but none to employ competent 
teachers. 

In conclusion I wish to say that what I have 
said applies in no way to good private schools. 
Their instructors are chosen from the finest 
colleges and universities of the land and must 
give results. No harum-scarum girl with a 
powder puff, a course in “method”—from 
some normal school—and not a brain in her 
head, is given the opportunity to disorganize 
instruction in these schools —G. E. Ford. 


Here is the reply to the above letter 
which appeared in The Star for Septem- 
ber 12: 


Tribute to the schools by a Greek-Ameri- 
can—To the Editor of The Star: I have read 
with much interest the letter from G. E. Ford 
on the editorial page of last night’s Star. It is, 
of course, a quite unwarranted attack on our 
fine Washington schools and of the young peo- 
ple in them. May I suggest that you publish 
the following statement by Nicholas Chaconas 
who graduated from the Roosevelt High School 
of this city in June. His experience is that of 
millions of others including myself —Joy Elmer 
Morgan, editor, THe JourNAL of the National 
Education Association. 


The statement of Nicholas Chaconas follows: 


I was most fortunate when my parents im- 
migrated to this great country from Sparta, 


Greece. If they had not come to the United 
States, but had stayed in Sparta, I would have 
lost all of the wonderful abiding opportunities 
of obtaining an American education. 

At the age of two, I was left fatherless and 
penniless, as were my six brothers and three 
sisters. If it were not for the free education 
in this country, I could not even conceive of an 
opportunity to enter a remunerative profession. 

The school that I attended bears the name 
of a distinguished American President, namely, 
Theodore Roosevelt, the great “Rough Rider.” 
This gracious and stately temple affords a free 
American education to American citizens, as 
most all other schools of the United States. 

I am a June graduate now and fully realize 
the wonderful opportunities that I have had in 
this American school. I am prepared to enter 
the world of depression as a young business 
man, for I have had a business course. I am 
also prepared to enlist in a university this fall, 
for I have had an academic course. In fact, I 
have applied for entrance to the Wilson 
Teachers College of Washington, D. C. 

I can surely say that the place where I ob- 
tained my initiative, personality, character, and 
other great achievements such as these, was in 
the American schools. The American school 
means more to me than anything else in my 
life, and I am sure it does to many other 
ambitious pupils. It affords a free education. 


Another good project—Have the 
students in your classes write essays on 
What the American School Means to Me. 
The material published in connection 
with American Education Week and in 
the journals of state and national educa- 
tion associations will be useful for refer- 
ence in this project. 

Highschool tuition—A _ definite 
movement is on thruout the nation to 
place the support of the high school on 
the shoulders of the poor by putting it 
on a tuition basis. Let every welfare as- 
sociation, every educational and civic 
group follow the timely example of the 
NCPT in a stand on this important 
issue: 


RESOLVED, That the Board of Managers 
of the National Congress of Parents and Teach- 
ers in regular session assembled, September 21, 
1933, in Washington, D. C., deplores the efforts 
to put highschool education on a tuition basis, 
and thus to destroy equality of educational 
opportunity at the very time when such oppor- 
tunity is most vitally necessary to both indi- 
vidual and social wellbeing. The Board urges 
officers and members of the National Congress 
of Parents and Teachers and other citizens to 
take an active part in defending the rights of 
all American youth to free and equal educa- 
tional opportunity until it shall become possible 
or desirable for them to have suitable employ- 
ment. > > <> > > 


225 











Are You On Guard? 


EMOCRATIC civilization in America 
LD is literally fighting for its very 
existence. The choice is between 
education and chaos, and there is not 
much time to lose. Now, above all times, 
the people should be taught to safeguard 
their educational institutions and to 
make them better. Any journalistic 
“leadership” that encourages the public 
to destroy the very institutions that are 
its only hope of safety and recovery be- 
comes a serious menace to the republic. 
It makes one wonder whether the editor 
possesses the sense of civic responsibility 
which should go with his high office. 
The following editorial appeared in the 
Ladies’ Home Journal for October 1933: 


A certain community in the Middlewest, 
which still holds to the belief that government 
should live within its income, recently found 
itself in a financial jam. For the education of 
the children among its ten thousand population, 
this town has been spending $80,000 a year; 
for the coming year it has available out of in- 
come only about $40,000. 

A meeting of the town authorities, together 
with the schoolboard and other interested 
citizens, was hurriedly called. Various speakers 
suggested elimination from the curriculum of 
various activities and subjects—but without 
agreement, since every item had its supporters 
who refused to give it up. Yet the budget had 
to be reduced, so what to do? 

The meeting seemed at an impasse, when one 
citizen finally arose and said, “I suggest that at 
our meeting today we abolish our public-school 
system.” There was a stunned silence; then he 
went on, “Tomorrow we may meet again and 
establish a new public-school system, providing 
for the coming year those subjects and activi- 
ties that we consider absolutely essential for the 
education of our children.” 

It was done—and the revised public-school 
system in that community will cost well within 
the $40.000 that is available. 

It makes one wonder. Couldn’t we abolish 
all government for a day and start over on 
the basis of what we actually can pay for?— 
“Government Holiday,” editorial by Loring A. 
Schuler, p20. 


As usual, Secretary J. W. Crabtree was 
on guard in the interest of the schools of 





America; he immediately dispatched the 
following letter to Editor Schuler: 


Dear Mr. Schuler: In your editorial in the 
Ladies’ Home Journal, October 1933, you pre- 
tend that some town in the Middlewest with 
a population of 10,000, ina most dramatic way 
abolished its public-school system and the next 
day its officers and citizens met and organized 
anew, with a reduced curriculum and at a cost 
of $40,000 a year, just half of what it cost the 
year before. Then you wonder why we should 
not do away with all government for a day and 
start all over again. 

Did you know that the Federal Land Bank 
of Omaha sent out a circular of the type of your 
editorial describing a school in Iowa which had 
reduced its teachers’ salaries and other expenses 
by half and had a better school than before? 
The bank did not give the name of the school. 
I see you have not named yours. Was it in 
Iowa? Perhaps these schools are one and the 
same. It may be of interest to you to know that 
Governor Morgenthau of the Farm Credit Ad- 
ministration has ordered the Federal Land 











Bank to withdraw its pamphlet from circula- 
tion. You now seem to have the field all to 
yourself. 

Let us just study your figures to see what we 
get out of them. A town of 10,000 population 
in the Middlewest would have at least 200 
children enroled in school, would it not? Ap. 
nual expenditures of “well within” $40,000, 
such as seem to be approved in the article, 
would amount to less than $20 per year per 
pupil. This would have to cover all expenses, 
The average expenditure per pupil in the 
Middlewest in 1931 was over $80. 

Looking at the matter another way, 2000 
children crowded into classes of forty each 
would require fifty teachers. Such a school sys- 
tem on $40,000 would need to dispense with the 
services of all superintendents, principals, su- 
pervisors, janitors, clerks; stop buying text- 
books and supplies of all kinds; leave the 
schoolhouse stone-cold all winter, unlighted and 
without water; make no repairs, offer no spe- 
cial educational opportunities; provide no li- 
braries, health service, attendance service, or 
transportation; construct no buildings, and de- 
fault on its debt. With all these retrenchments 
it could only pay its fifty teachers an average 
salary of less than $800 per year. 

The arbitrary budget cutting which your 
editorial applauds leads me to attempt this re- 
vision of the last paragraph of the article. 
Would it not be at least as logical as your own 
conclusion ? 

“It makes one wonder. Couldn’t we abolish 
all unreasonable attacks on the schools at this 
trying time and start over on the basis of a 
constructive social philosophy which recognizes 
that the schools must be improved and defended 
to meet the needs of a new age?”—Very sin- 
cerely yours, J. W. Crabtree, secretary. 


Are you as an individual, is your school 
faculty, and are local groups of parents 
and citizens alert and watchful for these 
attacks on the schools? Do you write the 
editors promptly, demanding that peri- 
odicals which are supported by the public 
in turn support the institutions upon 
which public safety depends? When peri- 
odicals so lose touch with public need 
and aspiration that they give a wrong 
leadership and spread misinformation, 's 
it any wonder that subscriptions fall off? 





A MEN AND WOMEN again find themselves gainfully employed and are thus able to supply themselves 
with the necessities of life, we are faced with another great crisis which will test the quality of our 
citizenship more than anything which we have yet encountered. We shall have an opportunity to dem- 
onstrate whether we wish the advantages of education for ourselves and our children enough to pay for 
them. We are now being called upon to decide whether we will retain and develop those evidences of 
culture and civilization which alone make life worth living. We are confronted with a choice as to 
whether we will spend the great amount of leisure time which is being thrust upon us in idle dissipation 


or whether we will use it in a great program of selfimprovement. Those who know the history and 
heart of America can never doubt what course the American people will take. In this critical emergency 


the schools and colleges stand ready to serve as the chief agency of social progress.—George F. Zook, 
United States Commissioner of Education. 





226 





The Journal of the National Education Association 





J ‘Vv ‘VY we — 


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Home and School Leaflets 


The Child and American Education Week 


mary grades are not too young to 

understand something of the im- 
portance and significance of their school. 
Their attitude of appreciation and af- 
fection for their school may be strong 
when they first come to school. A beloved 
teacher often stands next to parents in 
the heart of a child. His school is his 
larger home and to most children is a 
place of happiness, good cheer, and en- 
joyment. 

Ross L. Finney asks “Is it not an 
anomaly that the school teaches its 
pupils, formally, almost nothing about 
itself?”” Every school from kindergarten 
thru the university can teach its stu- 
dents the meaning of the school in ways 
within their range of understanding. It 
can help them to appreciate the fine 
points about our schools, the ways in 
which they are better than schools of 
other days. There is a dearth of textbook 
material on this subject suitable for pre- 
sentation to children. Realizing this, a 
special packet for kindergarten and pri- 
mary classes has been prepared by the 
National Education Association for use 


(Cimry in kindergarten and pri- 


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V , 
lume 22, Number 7; November 1933 





ep———-Order Blank-——— ——— — — — — 


_— the cooperation of your 

child, this booklet comes to 
you, as a part of a nationwide 
observance of American Educa- 
tion Week. During this week, 
parents and citizens thruout the 
nation study their schools and 


seek to make them better. 


during American Education Week. Fifty 
copies of the leaflet reproduced on this 
page are included in this packet, so that 
each child in a large kindergarten or pri- 
mary class may be supplied. Colored 
paper for a cover and gummed colored 
Stickers to decorate the cover are in- 
cluded—the plan being that even young 
children can make a simple, attractive 
8-page booklet to be used as a gift to 
their parents for American Education 
Week. The packet contains suggestions 
for the teacher on things to do for Amer- 
ican Education Week with the children, 
among parents, and in the community. 
Other interesting and valuable material 
for the teacher’s use in a continuing pro- 
gram of interpretation of education is 
included in the packet. 

THE JouRNAL has published other 
leaflets of this character, as follows: 

“Good Schools in Bad Times” [Jan- 
uary 1933 JourNAL]; “This Year or 
Never” [February 1933 JouRNAL]; and 
“The Child or the Dollar” [March 1933 
JouRNAL]; price, 20¢ per 100, $1 per 
1000. Others are in preparation. More 
than a million copies of “Good Schools 


Fold away from this line=—————— oo Oe 


—————— Cut on this line = —— 


In the Garden 
of Growing 


Children 


Humanity is born again with 
each new generation of chil- 
dren. Let us start their lives on 
sound foundations. 


in Bad Times” will be distributed dur- 
ing American Education Week this year. 
Teachers should order these leaflets from 
the Division of Publications, National 
Education Association, 1201 Sixteenth 
Street, N. W., Washington, D. C. 

A good combination for American 
Education Week would be the Special 
Packet for Kindergarten and Primary 
Teachers, 50¢; and the Special Packet 
for Schools, 50¢. The latter includes a 
poster-cartoon set, home-school leaflets, 
and a handbook of program aids. Order 
early and plan carefully. The practise of 
sending messages from the school into 
the home is steadily spreading and is 
proving effective wherever it is tried. 
Oakland, California, schools send a spe- 
cial leaflet with each report card. 

The participation of childrén in activ- 
ities for American Education Week is ex- 
cellent experience in citizenship. Teach- 
ers who share in the responsibility for 
interpreting school service to children, 
parents, and other citizens become better 
acquainted with the civic and social 
problems of their communities. 


A Message to Parents 





The Faculty and Group Study 


CLEARER understanding of the work 
A to be done in saving the American 
public school and a determination 
to carry on to success characterize an in- 
creasing number of teachers and school 
administrators at the present time. Such 
understanding and purpose bring results, 
in spite of a heavy teaching and admin- 
istrative load. Progressive teachers and 
administrators recognize the value of 
group study and professional faculty 
meetings; plan for them a semester or a 
year in advance; use current, vital ma- 
terial for discussion; and share in plan- 
ning and conducting meetings. 
Excellent material for study and dis- 
cussion is abundant, as compared to a 
decade ago. Many faculties, especially 
those which have 100-percent member- 
ship in the National Education Associa- 
tion and their own state association, 
follow the simple plan of using the up- 
todate material in THE JoURNAL and 
their own state journal and, in addition, 
other NEA publications and other pro- 
fessional literature. 
The unusual character of the times 
calls for a study of conditions, which 
are changing so rapidly that only care- 


fully prepared current material can fur- 
nish a satisfactory basis for their study. 
Month by month THE JOURNAL is pro- 
viding such material. An example in the 
October 1933 issue is the sixteen-page 
special feature on interpreting the 
schools. If educators do not keep the 
public informed as to the welfare of the 
schools, education will be crippled be- 
yond the possibility of good work. This 
sixteen-page feature, now available in 
pamphlet form, contains information for 
the observance of American Education 
Week and plans for a continuing pro- 
gram of interpretation. 

Also in the October issue is the first of 
a notable series of articles on taxation 
by Harley L. Lutz, professor of public 
finance, Princeton University, and Wil- 
liam G. Carr, director of research, Na- 
tional Education Association. This series 
of nine articles will probably be reprinted 
soon in convenient pamphlet form with 
suggestions for use in group study. 
These articles are so comprehensive, yet 
so simply written, that they provide ex- 
cellent first lessons in taxation, suitable 
for group study and discussion by teach- 
ers, parents, and highschool students. 


Your Child’s Larger Home 


HE SCHOOL is your child’s larger home. It shares with you as a parent 
B Pe faith and the hope that the life of your child will be fine and right. 
Carefully trained teachers know, even as you know, that the foundations of 
life are laid in simple, everyday habits. They know that the child who is 
well and happy, who is punctual and regular, who is helpful to his parents, 


In this issue of THE JouRNAL, a high 
point is the eight-page special feature, 
“Working Together.” This, too, can be 
secured in pamphlet form. Do you haye 
friends and fellow workers who ask 
“What does the National Education 
Association do for me? What do I get 
for my membership fee?” This special 
feature attempts to answer such ques. 
tions in a more thoro manner than has 
been done before. 

You will be following the leadership 
of President Jessie Gray if you give at- 
tention in regular faculty meetings to 
professional organizations—their oppor- 
tunities, successes, and_ obligations. 
President Gray writes: 


The best faculty meetings give attention to 
the broader problems of teachers, including 
community contacts, achievements of profes- 
sional organizations, membership plans in these 
organizations, and the like. Membership in pro- 
fessional organizations and the reasons therefor 
might well receive attention and special empha- 
sis during our fall meetings. We teachers today 
feel the need for personal and _ professional 
growth that we may be ready to meet new 
demands for leadership. Group study and vital- 
ized faculty meetings are an excellent means‘of 
growth in service. 


COMPLETE 
observance of 
American Education 
Week in your 
community will 
fortify the 

schools and 
safeguard the 
rights 

of children. 


his associates, and his teachers, and who is eager to learn is well on his 


way toward a good life. The school is a garden of growing children. It has 
taken centuries of effort to win the right to have schools for children. There 
have always been those who would deny this opportunity. There are those 
who would deny it now. You asa parent, because of the knowledge of what 
the school does for your child, will wish to cherish and protect this, your 
child’s larger home. Like food, clothing, and shelter, the common school is 


THE TEACHER 
can do more 
than anyone 

else to help 
parents and 
citizens 
understand 

their schools. 


one of the primary necessities. Let us safeguard our children’s school. It is 


a garden of growing children. 


The Journal of the National Education Association 





get 


ues- 


ship 
 at- 
S to 
por- 
ions. 


sional 


ans'of 


Hon 


Education 


parenthood is to 

function or have 
the slightest effect 
on students’ lives, it 
must be more than 
a history of what 
happened to the 
family up to the 
twentieth century, 
or a series of plati- 
tudes about the joys 
of parenthood and 
the satisfactions of 
marriage. That stu- 
dents themselves feel 
the need of specific 
training and infor- 
mation is shown in 
many ways. At Rol- 
lins College in Flor- 
ida, when the stu- 
dents were asked to 
make recommenda- 
tions for changes in the curriculum 
[1] they suggested the following: 


I EDUCATION for 


As to the individual’s relationship to his fam- 
ily, very few college graduates would go so far 
a to say that presentday education even 
sratches the surface of this phase of life, altho 
itisadmittedly the one which is the most likely 
to influence his character and bring him real 
happiness. . . . 

We are taught dates, formulas, scientific prin- 
iples; we are taught that certain poems and 
novels are more highly regarded than others; 
but we are not shown how to make a living, 
how to keep accounts, how to get on with 
dur husbands and wives, how to rear our chil- 
dren, or how to vote. Yet these are the ques- 
lions that lie nearest to our everyday interests 
in life... . College education, in this respect, 
has advanced very little since Spencer’s time. 
Our colleges continue year after year to grad- 
vate men and women who are to be trusted 
with the upbringing of the next generation; yet 
these men and women are quite ignorant of the 


scientific principles of marriage relations and 
child rearing. 


At one of the regional conferences on 
tomemaking education called by former 
Commissioner Cooper of the U. S. Office 
of Education, in Amherst last spring, the 
President of a men’s college in New Eng- 
land told how a group of seniors had 
_ him if they might meet regularly 
— problems of marriage and par- 
: ood. He suggested that they write 
“tain faculty members and that the 
ft, be held in his home. To his 

‘ement the group kept growing; the 


Vol 
wme 22, Number 7; November 1933 





discussions were serious and to the point; 
much reading was done, and at the end 
the students requested that the group 
be continued the next year. While the 
president seemed a little uncertain what 
the next step should be, there was no 
doubt that the students felt there were 
real needs to be met and that they held 
the school responsible for meeting them. 

One student put it recently, “I don’t 
want to learn all these things thru stupid 
and perhaps tragic trial and error. Where 
can I find out what other people have ex- 
perienced, and what they think about 
these experiences that my wife and I 
will be having?” 


In a study [2] made at Teachers College, 
Columbia University, of a checklist of topics 
showing the preferences of pupils in grades 
seven thru twelve, questions of personal-social 
adjustment were of interest in all grade groups. 
Girls were particularly interested in problems 
of adjustment to their own parents, of mar- 
riage, and a career. 

In many places thruout the country [3] in 
response to needs expressed by pupils in high 
schools, teachers are experimenting with courses 
in “family relationships,” “social relationships,” 
and “the family today,” with integrated pro- 
grams in which appreciation of family life is in- 
corporated in history and literature, and with 
child care and child development courses.[4] 
Many of these are offered for both boys and 
girls by home economics departments and 
are given by the home economics teachers 
with the help of other teachers or specialists 
in the community. In the south and west, 


Education for Home Making 


for Parenthood 


cottages are frequently 
used as home economics 
laboratories where fam- 
ily situations can be 
met in a lifelike fashion. 
In colleges, home man- 
agement houses offer an 
opportunity for living 
in small groups. Fre- 
quently a baby is a 
member of the home 
management house fam- 
ily. One state curricu- 
lum suggests a unit on 
“how to choose a mate” 
because so many of 
the highschool students 
marry at the end of 
the sophomore year. 

In a high school in 
California a nursery 
school, known as the 
child development lab- 
oratory, is used for ob- 
servation by both boys 
and girls. A whole class 
observes activities in 

= the nursery school by 
means of a one-way 
vision screen; then they discuss what they have 
seen. At the end of a discussion about the use 
of the living-room by her younger brother when 
she was having company, a student in this 
class, as the bell rang, said to the teacher who 
was defending the boy, “We'll continue this 
tomorrow. I’m not convinced yet!’ Much in- 
sight into their own behavior and motives can 
be obtained by students from the observation 
of young children in a group activity and by 
the discussion of their own problems with 
younger children. In a recent survey [5] thir- 
teen nursery schools for the use of highschool 
students and under the control of city or state 
departments of education were reported. Nurs- 
ery schools are also used more and more fre- 
quently as laboratories in human behavior for 
college students majoring in home economics, 
psychology, mental hygiene, euthenics, pedi- 
atrics, and nursing. 

In one high school the plan of having home 
economics students visit cooperating homes on 
an assigned schedule for observation has 
worked well for several years. The mother 
knows that she is acting as a teacher during 
the observation and tries to make the visits of 
value to the girl. The mothers feel free to ask 
questions of the teacher in charge of the project 
and the girls learn a great deal from observing 
home situations. Class discussions are kept on 
a nonpersonal basis, as far as possible. 

In Brainerd, Minnesota, the board of educa- 
tion and superintendent of schools have spon- 
sored a twenty-lesson series on “the girl herself” 
and “the girl and her future,” “the boy himself” 
and “the boy and his future” for highschool 
students. The leader sent out from the Univer- 
sity of Minnesota was already conducting 
parent groups in the town. The parents felt so 
strongly that students should have the informa- 
tion and point of view given them in their 


229 





study groups that they requested the school- 
board to pay for the courses. The boys and 
girls chose their own topics which were dis- 
cussed sometimes jointly and sometimes sepa- 
rately. Juniors and seniors had the work in the 
fall and freshmen and sophomores in the spring. 
It is now planned that the classes will be held 
each year for all sophomores. 

Since the teacher of these groups was not on 
the regular school faculty, the students felt free 
to discuss many problems which they other- 
wise might have hesitated to reveal. Many of 
them have had conferences about personal dif- 
ficulties. Some of the topics chosen were boy 
and girl friendships; choosing a life partner; 
marriage: its responsibilities and satisfactions; 
the origin of life; education for parenthood; 
choosing a vocation; and achieving independ- 
ence. Question boxes were held regularly and 
the meetings were most informal and conducted 
largely on a discussion basis. The boys were as 
interested as the girls and were perhaps a little 
freer in revealing their personal points of view. 

The teacher who is intrusted with the 
job of helping young people prepare for 
marriage and parenthood has an un- 
usually important task. Whether one 
mispronounces a Latin phrase or mis- 
understands a mathematical principle or 
even learns to dislike poetry may be com- 
paratively unimportant. Whether one’s 
experiences at home and at school lead 
to a prejudice against marriage or chil- 
dren because the job is too difficult or 
has too few satisfactions is rather more 
important; it may lead to a hampered 
and unhappy life and genuine disap- 
pointments. On the other hand, too opti- 
mistic and rosy a picture of marriage and 
parenthood leads to disillusionment and 
a feeling of failure. As one woman said, 
“You unmarried teachers talk as tho 
everything about marriage and parent- 
hood was ideal. You’d better give these 
young people the facts and point out the 
difficulties and restrictions which come 
with marriage and parenthood.” 

For years education of youth for parent- 
hood was not considered of enough im- 
portance to be a part of a formal educa- 
tional program. Youth learned by living 
in large families and used the rules and 
customs which were handed down from 
one generation to another. Some people 
still say that any process which is rooted 
so deeply in our emotions and customs 
needs no special training. Why then are 
we not content to let the process go on 
without any special preparation? Why 
so many monographs and books on how 
children grow and develop? Why so 
many hours of painstaking research and 
of careful study and observation of chil- 
dren at home and at play, in groups and 
individually? And even more amazing, 
why are parents thruout the country, 
from farms, from small towns, in large 
cities; parents of young children, of ado- 


230 


lescents; and even grandmothers, gath- 
ering in groups for voluntary study and 
discussion, for exchange of experience, 
for help? 

If it is true that never before has there 
been a time when one generation could 
not predict, partially at least, what the 
world that the next generation would live 
in would be like, one motive for parent 
education is revealed. This uncertainty 
leads parents to want to keep up with the 
rapid changes, to understand the kind of 
world their children are growing up “iti 
and will work in. 

In a highschool class of senior boys 
discussing personal problems, an adult 
observer said, “‘Since I belong to another 
generation, I’m interested to know how 
you feel about this question” and then 
proposed a question. At the next meet- 
ing of the class the boys expressed sur- 
prise that an adult would admit there 
were differences which it was difficult to 
bridge between the generations. More 
frankness and honesty on such matters 
would be helpful to both youth and par- 
ents and teachers. 

Education for parenthood, then, is an 
attempt to study and understand a hu- 
man relationship common to all. Many 
circumstances have increased the inter- 
est, among them the rapidly changing 
economic and social world, the widening 
gap between generations, the fact that 
parents are bringing up children them- 
selves [6] with no help from older per- 
sons and with little “home lore,” the in- 
crease in scientific findings about physi- 
cal and mental growth and human be- 
havior, the decline in belief in instinct as 
a guide, the increasing interest in the af- 
fectional functions of the family, and the 
American faith in education as a path to 
an understanding of every situation. 

As soon as parents realize the benefits 
they themselves derive from reading, dis- 
cussion in parent groups, and study of 
human behavior and family problems, 
their first cry is: “But why didn’t I have 
this sooner! If I’d known these things 
earlier, many of my problems could have 








been avoided and at least I’d have beep 
saved much trial and error and anguish, 
I think all boys and girls should learn 
these things in school before they are 
narried or have a family.” Gradually 
this point of view has spread until many 
educators are agreeing. The movement 
is still so new that many experiments are 
being tried and varied approaches used, 
It is to be hoped that this will continue 
for a long time and that the “folk qual- 
ity” of the parent education movement 
[7] for adults may pervade the schools 
in their attitudes towards this newest re- 
sponsibility. 

Careful selection of teachers, an op- 
portunity for frank expression of needs 
on the part of students, diverse ap- 
proaches, avoidance of dogmatism and 
panaceas, informality and flexibility will 
enable the schools to make a contribu- 
tion to civilization which is sorely needed 
in the face of the complex problems the 
modern family faces. According to the 
President’s Committee on Social Trends 
[8] the family is becoming more and 
more the source of emotional satisfaction 
for each member and the group in which 
important personality adjustments are 
made. If the schools are to respond to 
this fundamental social need education 
for parenthood will be made available to 
every boy and girl as well as to their 
parents.—Esther McGinnis, Institute 
of Child Welfare, University of Minn. 


Bibliography— 

[1] Report of the Curriculum Conference. 
Rollins College Bulletin 26: 24-25; February 
1931. Winter Park, Fla. 

[2] Cunningham, Bess V., and Connor, 
Ruth. “Suggested Experiments in the Field of 


Pre-parental Education.” Teacher's College 
Record 34: 285-301; January 1933. 
[3] White House Conference on Child 


Health and Protection. Education for Home 
and Family Life. Part I, In Elementary Schools 
and Secondary: Schools. Part II, In Colleges. 
New York: The Century Co. 1932. 

[4] McGinnis, Esther, editor. Home Eco- 
nomics and Education for Family Life. Wash- 
ington, D. C.: American Home Economics As 
sociation (620 Mills Bldg.) 1932. 58p. 

[5] Davis, Mary D., and Hansen, Rowna 
Nursery Schools; Their Development and Cu- 
rent Practises in the United States. United 
States Department of Interior, Office of Educa- 
tion, Bulletin 1932, No. 9, Washington, D. ¢- 
Government Printing Office. 1933. 92p. 

[6] Fisher, Dorothy C. “Origins of Parental 
Education.” Journal of Adult Education 2: 
22-26; January 1930. y 

[71 White House Conference on Child 
Health and Protection. Parent Educatiom 
New York: The Century Co., 1932. 354P- 

[8] President’s Committee on Recent _ 
Trends. Recent Social Trends in the om 
States. “The Family and Its Functions.” V. 1, 
Ch. 13, p661-708; New York: McGraw-Hil 
Co., 1933. ~~ 6»: ae 


The Journal of the National Education Association 


0 


N 


Vi 








yna 
Cure 
ited 
uca- 
. C. 


ental 
“e * 
*hild 


tion. 


-aTe 


Hil 
2 


School Counseling 


Home Visiting, an Aid to Counseling 


and more the important part coun- 

seling is playing in the modern edu- 
cational program. It is a recognized and 
indisputable fact that additional respon- 
sibilities are being placed upon the school 
by the home and the community. Mod- 
en business efficiency insists that the 
product of the school shall be well-in- 
formed and well-trained. The home, rec- 
ognizing the value of placing children in 
the hands of experts, has added still 
seater responsibilities to the school. Ed- 
yators have accepted each new respon- 
ibility and have broadened the curricu- 
lum to meet the child’s needs. Years 
ago, the Three R’s and an additional 
subject or two seemed sufficient to meet 
the individual needs. Such is not the case 
now. Society is becoming more complex 
every day. With every modern change, 
every new invention, every new thought 
or theory, come added complexities, and 
the school has to deal with them. 

The highschool youth of today has 
many choices to make and many serious 
ad puzzling problems to meet. He feels 
the instability of society and senses the 
changing conditions about him. The need 
lor someone to understand him, to coun- 
el him and guide him in making wise 
choices was perhaps one of the main 
reasons for a guidance program and the 
appearance of a counselor in the person- 
tel of the school department. In a coun- 


ling program, the following points are 
mportant : 


Pan mor today are realizing more 


First: that objectives for a counseling pro- 
gram be set up. 

Second : that home visiting be recognized as 
important part of the school program, since 
the Visiting-teacher movement is taking care 
of this Phase of the work only as it applies to 
certain cases. 

Third : that there is a decided difference be- 
ween the work of the visiting teacher and the 
‘ounselor, and that the visits made by the 
‘omer are not adequate in meeting the needs 
ot the counselor. 

— that visits to the homes of all school 
“a en are essential if an adequate counsel- 

Program is to be realized. 


goviectives of a counseling pro- 
2 Many school systems, in one way 
— have adopted some phase of 

a seling. The guidance department of 
“umbia High School, South Orange, 
‘ew Jersey, states: 








Vol - 
wme 22, Number 7; November 1933 


It is probably true that all of the experiences 
of a pupil are educative. Guidance then 
simply means, in one” sense, a conscious and, 
we hope, an intelligent attempt by the edu- 





The gift of human understanding 





cators to direct these experiences so that they 
may contribute the maximum to a child’s best 
growth. [Threlkeld, Curtis H.: “Pupil Guid- 
ance in South Orange,” Journal of Education, 
p207, September 29, 1930]. 


It seems that most counseling systems 
are generally agreed on the following ob- 
jectives: health guidance, physical and 
mental; educational guidance; social 
guidance; ethical guidance; vocational 
guidance. An adequate counseling pro- 
gram should include at least these essen- 
tials: 


[1] Knowledge on the part of the counselor 
of the intellectual capacity, social background, 
future plans, and use of leisure time of the 
pupil. 

[2] An attempt on the part of the counselor, 
in the light of this information, to help the 
pupil adjust himself toward happy normal 
living now, and economic and social usefulness 
later. 


Home visiting as a part of the 
school program—The extent and im- 
portance of the counseling program carry 
with them many responsibilities. If the 
objectives are to be realized, it is neces- 
sary to become acquainted with every in- 
fluence of the child’s life. The average 
pupil spends about seven hours a day in 
school, during which time it is assumed 
that the counselor may be in direct con- 
tact with him and familiar with his habits 
and attitudes. There are still seventeen 


hours of the student’s time to account 
for. Many of these are his socalled lei- 
sure hours that play such an important 
and vital part in the molding of his char- 
acter and personality. Some knowledge 
of how this time is spent may be obtained 
from the pupil by the teacher, but the 
reliability of such indirect information 
cannot always be depended upon. 

Recognizing the need of obtaining de- 
pendable and firsthand information of the 
factors that influence the child when he 
is outside the jurisdiction of the school 
has led to the development of the visit- 
ing-teacher and the visiting-nurse move- 
ment. 

Howard W. Nudd in his book, The 
Purpose and Scope of Visiting Teacher 
Work, |The Commonwealth Fund, N. Y. 
1928] writes: 


The visiting teacher's services are devoted 
primarily to the needs of those individual chil- 
dren who present problems of scholarship or 
conduct of a baffling, erratic, troublesome, or 
suspicious nature, or who show signs of ap- 
parent neglect, or other difficulties which the 
regular staff of the school finds itself unable 
to understand or to deal with unaided. 


Types of cases referred to the visiting 
teacher include the following: 

Failures; students with marked ability not 
working up to capacity; students noticeably 
timid; those overdependent or overassertive ; 
sullen or brooding children; those who show 
signs of delinquency, such as stealing, lying, or 
other anti-social behavior; and those coming 
from homes in which there appears to be 
economic pressure, neglect, or conflict. [Ligen- 
felter, Elizabeth: “The Visiting Teacher,” 
Journal of Education, p56, July 21, 1930]. 


The value of this type of work is gen- 
erally recognized by leading educational 
systems of the country. In a report of the 
California Commission for the Study of 
Problem Children, the following state- 
ment is made in evaluating the visiting- 
teacher movement: 

Where visiting teachers have been tried, they 
have demonstrated beyond a doubt their value 
to the school system in improving its efficiency, 
and to society in the prevention of delin- 
quency. [Chase, Josephine, National Commit- 
tee on Visiting Teachers, in School and Society, 
p816, December 14, 1929]. 

Scope and purposes of the work of 
the visiting teacher and of the coun- 
selor—The above paragraphs indicate 
that the purposes of the visiting teacher 
and of the counselor are practically the 
same. Both are concerned with seeing 


231 





26 students; 26 different capacities; 26 home backgrounds; 26 challenges to the counselor teacher 


that the child makes the best of every op- 
portunity affecting his development and 
education and with seeing that the gen- 
eral aims of the school are realized. The 
difference between the two lies in the 
scope of their work. The visiting teacher 
is concerned with the problem child that 
has been referred to her by the school. 
The counselor, however, deals with every 
child in his group. 

Home visits in a counseling pro- 
gram—lIt is apparent that home visiting 
is recognized as an important and neces- 
sary function in the care of the problem 
child. It is likewise recognized as an es- 
sential part of a counseling program. 
Practically every article written upon 
guidance, lists “visitations” as one of its 
functions. E. J. Coltrane in The North 
Carolina Teacher states: 


Practically every teacher should be a visit- 
ing teacher. No finer means of cultivating peo- 
ple can be found than visiting with them. By 
means of the visit, confidence is established, 
an opportunity is given to discuss and inter- 
pret the practise of the modern school, and the 
feeling of parents for teachers and the entire 
school program may be entirely changed. 


Jane F. Culbert in The Visiting 
Teacher at Work |The Commonwealth 
Fund, N. Y. 1929] further substantiates 


the need for home visiting when she 
States: 


Progressive educators, with increasing recog- 
nition of the extent to which the child is edu- 


232 


cated by a variety of influences outside of his 
school, feel that the teachers must study the 
child in the light of his social background, his 
membership in his home, and in his larger com- 
munity. . . . The school must coordinate its 
activities with those of the home. 


A survey recently made, in totaling the 
distribution of a counselor’s time, found 
that over one-half of the time is spent in 
intérviews with pupils, teachers, and par- 
ents, within the school building, and only 
2 percent of the time in making calls out- 
side the school, while 18.5 percent is 
spent in securing and recording data. 

Apparent need—It appears that al- 
tho visiting is recognized as one of the 
school’s functions, it is being carried on 
extensively only for the problem child. 
No special attention has been given to 
the normal average school child. Being a 
“normal” child, he does not give any 
outward indications that he has any need 
for special attention. This average child, 
upon whom the burden of society is to 
rest, is allowed to progress mainly by his 
own conforming efforts. It is assumed 
that as long as his seven hours of school 
time are spent in a satisfactory manner, 
his remaining seventeen hours will be 
spent in a correspondingly satisfactory 
manner. If he is not a problem in school, 
it is assumed he has no complexities con- 
fronting him, or that if he has, he is able 
to solve them by his own efforts. The 
author contends that every child is in 


some way a problem child. Not that he 
necessarily gets into trouble or gives any 
indications that a maladjustment exists, 
but that he does have problems in which 
he often needs help for their proper so 
lution. It is one of the counselor’s main 
functions to attempt the adjustment of 
all the conditions of the lives of his in- 
dividual students to the end that they 
make more profitable school progress 
under the happiest of conditions. Know- 
ing the leisure-hour habits and home con- 
ditions of the pupils will aid materially in 
such an adjustment. 

At the present time in the Oakland 
public-school personnel there are no vis 
iting teachers. The attendance depart: 
ment makes home visits but mostly to 
the homes of pupils who are attendance 
problems. The health department like 
wise makes home visits where the prob 
lem is in some way concerned with 
health. 

A need seems to exist for a direct com 
tact between the home and school, espe 
cially for the “average” pupils. Thet 
children are our future citizens up0 
whom the burden of carrying on our cl 
ilization rests. No effort in the molding 
of their characters should be left u* 
made-——Elwood V. Hess, McCly- 
monds High School, Oakland, Californ'2- 
[The second article in this series by 
Hess will be “The Technic of Home Vis 


in 2 
iting.’ | <> > 


The Journal of the National Education Association 








Elementary School Libraries 


1933 [Twelfth] yearbook of the 
Department of Elementary School 
Principals. The place of libraries in 
modern education is clearly set forth in 
his 576-page volume. How are pupils to 
arn methods of solving problems unless 
they can search the writings of many 
authorities? How does one learn to re- 
gect several viewpoints if he must study 
fom a single “deified” textbook? How 
can a child be taught to think when he is 
taught only to memorize? How can he 
arn to reject trivial reading for the 
dassics if the latter are not available to 
him? Adequate library facilities in close 
association with a modern activity pro- 
gam help to answer these questions. 
Many schools have adopted to a great 
small degree, the principles of an en- 
tiched activity program. The single text- 
ook, recitation, and other devices have 
een forced to make room for less formal 
procedures in which pupil activity is 
sven freedom. These changes require 
more books, handier books, better books. 
Where to get these new necessities, how 
io use them in the classroom, and what 
luther to do—are all problems facing 
dementary schools today. The purpose 
ofthe Twelfth Yearbook is to help prin- 
pals and teachers solve these problems. 
One quality that characterizes this 
yearbook is its readable, interesting 
tyle. Out of their own experiences, more 
than fifty principals, librarians, teachers, 
superintendents, and others have con- 
tributed exceptionally practical material. 
The yearbook, in its first chapter, pre- 
“nts a philosophy of the school library 
and modern education. First: How can 
thildren be taught to think? 


The efficient teacher presents problems which 

all for consultation with many authorities. 
Children are taught to think and to form their 
own opinions on the basis of the information 
‘nd opinions which they receive from different 
“urces. They must weigh the information in 
ite book against the information in another 
look. They must learn to test this information 
ut accuracy of statement and to evaluate the 
a made by different authors. This 
a of teaching is the very foundation of 
a. thinking, and efficient thinking is the 
; “ana of education. Such methods of 
“aching demand adequate library facilities. 


Second: What is the cultural significance 
Of the library? 


e .. elementary-school library is more im- 
nt than the highschool or college library 
use the habits which are formed thru the 

t conte) School years are persistent and tend 
Mue thruout life. Whatever enriches the 


Ti PAGE carries the title of the 


Vol 
ime 22, Number 7: November 1933 


elementary school makes the task of all other 
schools easier and adds to the certainty and 
joy of learning. What are the particular contri- 
butions which the elementary-school library 





HE SERIES of twelve year- 

books of the Department 
of Elementary School Prin- 
cipals have literally created 
the profession of elementary 
school principals in America. 
Every school principal, even 
in the smallest community, if 
he understood the significance 
of this Department, would wish 
to support it with his member- 
ship. Let every principal put 
his shoulder to the wheel and 


do his part to strengthen the 
profession. Some of the recent 
yearbooks are: 


Elementary School Libraries [Twelfth, 
1933] 


The Principal and His Community 
[Eleventh, 1932] 


The Principal and Supervision [Tenth, 
1931] 


The Principal 
[Ninth, 1930] 


Activities of the Principal [Eighth, 
1929] 





and Administration 








can make to the cultural life of the school? 
First, the elementary-school library vitalizes 
the curriculum. Second, the school library pre- 
serves and weaves into the life of the school 
the peculiar local heritage of the community. 
Third, the librarian is the most important fac- 
tor in determining whether the library can 
make these and other contributions to the cul- 
tural life of the school. 


Third: What part has the principal in 
the new educational program? 

The old educational program stood upon 
Three R’s. The new educational program in 
the school library stands upon Three P’s: per- 
sonnel, programming, and participation. And 
behind all these, the principal. 


The status and development of school 
libraries thruout the United States is 
“spotted,” as shown in a study made by 
the yearbook committee in cooperation 
with the Research Division of the Na- 
tional Education Association. Therefore 
much of the yearbook gives partial 
answers to such questions as: 

What steps are necessary to start a school 
library ? Where does one get the funds to start 
and maintain a school library? Is a school 


library most effective when it is divided among 
the classrooms or when it is in a single central- 


ized room? What help should the school library 
expect from the public library? Who should 
be in immediate charge of the school library? 
How can pupils assist in building up a library? 
Can parents assist in the absence of a trained 
library staff? Should citizens use a school 


library ? 

Of course there is a chapter on plan- 
ning the library—floor plans, decora- 
tions, and equipment for libraries of dif- 
ferent sizes are discussed. And the chap- 
ter on the librarian, as to professional 
training, duties, and abilities, is supple- 
mented by a list of library schools, ac- 
credited by the Board of Education for 
Librarianship of the American Library 
Association. The rural library, which de- 
serves more of the attention and money 
of the American people, is not neglected 
in this yearbook. Perhaps the chapter 
most fascinating to school librarians and 
library-minded teachers is the one which 
describes various activities and projects 
in which the school library and the class- 
room have cooperated successfully. 

Especially helpful is the chapter which 
describes briefly over fifty booklists— 
pointing the way for those who would 
purchase wisely. A list of sixty books for 
a principal’s professional library based 
upon the suggestions of principals; a 
list of fifty-eight books for a teacher’s 
professional library; aids in judging 
books for children; and research studies 
helpful to principals in developing, ad- 
justing, and appraising the library activ- 
ities within their schools are among the 
offerings. 

The Twelfth Yearbook is outstanding 
in the professional literature of 1933. 
Principals and others who study this 
volume will better appreciate the oppor- 
tunities of both school and the library, as 
stated in the Twelfth Yearbook by the 
librarian of the Minneapolis Public 
Library: 

If, in these changing days, we are to look 
forward and plan for shorter working days 
and increasing leisure, the opportunity and de- 
sire for cultural reading must be greatly in- 
creased. The finer things of life, the appreciation 
of beauty, the wonders of the world about us, 
the unfolding of plant life, and numberless 
interesting things of our human and spiritual 
lives will come thru the influence of books. 
Schools and libraries are the essential institu- 
tions in preparing young people for the new 
age. We cannot extend our opportunities too 
widely; we cannot begin too young or carry 


on too long. From youth to old age we offer 
the best in life. 


[Give this page to a friend with the sugges- 
tion that he may wish to participate in the 
movement to strengthen the principalship in 
America.] 


233 





An Evening with the Magazines 


HY HaAvE PROGRESSIVE 

Schools? By John Dewey, in 

Current History, July 1933— 
Modern times, says Professor Dewey, 
demand new and progressive ways of 
carrying out the old objectives of edu- 
cation. 

“The purpose of education has always 
been to everyone in essence, the same— 
to give the young the things they need 
in order to develop in an orderly, se- 
quential way into members of society.” 

“The progressive education movement 
is the outgrowth of the realization by 
educators of the fact that our highly 
complex, rapid, crowded civilization de- 
mands . . . changes in school subjects 
and practises. . . . It is also the out- 
growth of the desire to put into practise 
in the classroom what the new science of 
psychology has discovered about indi- 
vidual learning and individual differ- 
ences.” 

Progressive schools are criticised more 
sharply than traditional schools, accord- 
ing to Professor Dewey, because we are 
used to the faults of the old, but expect 
perfection from the new. 

An experiment now in progress will 
test the use of progressive methods in 
secondary schools. For a five-year period, 
beginning in 1936, colleges have agreed 
to accept without examination the gradu- 
ates of a score of high schools which will 
follow progressive methods. More than 
two hundred colleges are cooperating. 

“Tf the plan works it will probably do 
more to reconcile the public to the fact 
that change and experimentation are 
needed in education than any other one 
thing. .. . The real measure of the suc- 
cess of the progressive schools is the 
modifications that finally take place in 
conservative schools because of the ex- 
perimental pioneering.” 


Schools for the Idle. By D. D. 
Bromley, in the New York Times Maga- 
zine, July 16, 1933—Federal relief funds 
are being used in New York State for a 


unique venture in adult’ education. 
Highly educated men and women— 
engineers, artists, executives, representa- 
tives of many professions—on wages of 
$12 to $15 a week, are teaching their 
specialties to other adults. By June 1 
they had enroled 40,000 pupils in New 
York City and in fifteen other centers. 
Waiting lists have been formed for many 


234 


of the classes. Commercial and business 
subjects are among the most popular, 
but there also has been a demand for 


Do Not Miss These Editorials! 


OUNTRY GENTLEMAN, August: The 
Schools Will Come Thru 


Forum and Century, September: A 
Challenge to the Colleges 





Good Housekeeping, September: Going 
Back to School 


Ladies Home Journal, August: Relief 
Education. September: Working 
Their Way 


Nation, August 16: The Assault on the 
Schoolhouse 


Parents’ Magazine, September: What | 
Is an Education? 


Woman’s Home Companion, Septem- 
ber: Relief That Will Pay Dividends. 
October: The Raid on the School 


courses in the arts and in academic col- 
lege subjects. 

“So far New York is the only state 
which has instituted such a program. 
The money expended has not only kept 
some 2500 of the unemployed educated 
class from dire want but it has given 
them the sense that they are of use to 
society. In a truly democratic spirit, 
teachers and students have worked to- 
gether, conscious that all alike have suf- 
fered from the depression. One of the 
teachers speaks feelingly of ‘the very evi- 
dent pleasure and satisfaction which the 
students have got from the opportunities 
given to them. As for the teachers,’ he 
added, ‘no writer can ever make clear 
what the work has meant to us.’ ” 


Education Unvisited. By Robert 
Hillyer, in the Forum and Century, Oc- 
tober 1933—“Which is the important 
element in education, the subject to be 
taught or the person who teaches?” Mr. 
Hillyer says that our entire fabric of edu- 
cation, involving requirements and ex- 
aminations, is based on the subject 
merely. It ignores the fact that the amal- 
gamation of learning and life can be ac- 
complished only thru the influence of 
great personalities. 

“Should some benevolent patron pre- 
sent me with an endowment for the 
establishment of a college, I should give 
no modicum of thought to requirements, 


curriculums, or buildings. I should, 
rather, meditate for a year or so on the 
personalities who dominate the various 
fields of human culture. I should consider 
their lives, their manners, their affability, 
their understanding—all their manly 
qualities, as well as their learning. Then 
I should invite them to reside in some 
pleasant New England city. . . . These 
twenty gentlemen, called professors, 
would be assisted by perhaps twice as 
many young men of promise, whose duty 
it would be to foster in their students 
whatever knowledge and experience the 
students might be acquiring from the 
lecturers. I should award no degrees ex. 
cept honorary ones.” 


Shall We Train Our Sons For 
Public Office P By Will Durant, in the 
American Magazine, September 1933— 
A United States Civil Academy, which 
would train young men and women in 
public administration, is proposed by 
Mr. Durant. Such an institution would 
prepare for general public service, as 
West Point and Annapolis now train for 
war. The students would be selected by 
democratic tests from all the states. 
Schools of Government in existing large 
universities should be encouraged also. 

“At the outset it would be as difficult 
to find good teachers for these schools 
as it must have been to find good teach- 
ers for the earliest medical colleges in 
America; and it would be difficult for the 
first graduates to find some opportunity 
and place. But even now the call for 
such men rises; the demand for city 
managers, for example, is greater than 
the supply... . 

“In such a system, nominations . . : 
would be as unnecessary as they are it 
the Constitution; any man who had the 
qualifications of age, residence, and spe 
cific preparation might present himsel 
directly as a candidate for election; and 
no others need apply. . . . 

“Picture a stream of graduates issuing 
from our United States Civil Academy 
and our Schools of Government. They 
fall slowly into modest places in modest 
towns. Those who do well are [we a 
dreaming | reelected to the same or higher 
office. . . . Gradually a new class of 
trained administrators develops, to who™ 
politics is not a ‘racket’ but a profes 
sion.” [Prepared for THE JOURNAL y 
the Educational Research Service-] 


The Journal of the National Education Associali 





ould, 
n the 
rious 
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dility, 
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Then 
some 
These 
>SSOFS, 
ice as 
e duty 
dents 
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which 
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‘ice, as 
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ig large 
also. 
difficult 
schools 
1 teach- 
leges in 
for the 
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RNAL by 


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ssociation 





The School Situation in Other Countries 


lowing article at the special sug- 

gestion of influential readers. Dr. 
Fletcher Harper Swift, 
professor of education, ‘ 
University of Califor- 
nia, Berkeley, writes: 
“In my judgment there 
is nobody in the United 
States who can speak 
with more authority re- 
carding the situation in 
ioreign countries than 
Mr. Kandel.” 


N A LECTURE which 
| he gave in New 
York a few weeks ago 
Dr. Paul Monroe, now 
chancellor of the two 
American colleges in 
Istanbul, made _ the 
statement that he felt 
as if he had come from 
countries in the Near 
Rast where faith in 
education is a reality 
to the United States, 
which seems to be los- 
ing this faith. All signs 
vem, indeed, to point 
to this—that the coun- 
tty which from the es- 
lablishment of its present form of gov- 
emment has furnished to the world the 
most concrete example of a widespread 
belief in education is at the first real test 
ready to surrender it. One of the rocks 
upon which American democracy has 
ven built is being shattered to splinters 
at the first repercussions of the depres- 
sion. That some retrenchment would be 
inevitable was clear to all, even to those 
who knew that the country as a whole 
nad not been extravagant in its educa- 
onal expenditures, which amounted to 
but 3 percent of the national annual in- 
‘me, but that the first result of the 
‘epression would be an attack on those 
who cannot help themselves—on teach- 
"sand children—was one of the greatest 
‘prises of the day. 
ant only is the present attack on all 

ication under the guise of fads and 

a eaerising to those who know that 
Le hited States more than in other 

ntries the provision of education has 


Tin JOURNAL is reprinting the fol- 


followed the demands of the public, not 


Mexico, extensive and successful cam- 


only is it a complete reversal of the faith paigns are being conducted to eliminate 


in education which has been professed 


et 





Is the United States forsaking its ideal of “Children First” ? 


illiteracy by the provision of schools for 
the young and for the 
old. In France the pro- 
posal to extend the 
period of compulsory 
school attendance to 
fourteen with the ad- 
dition of compulsory 
parttime education be- 
yond is being seriously 
entertained. The oppor- 
tunities for post-ele- 
mentary education are 
being increased in Italy 
and in France, and in 
the latter country. fees 
in the traditional sec- 
ondary schools, the 
lycées and colléges, be- 
gan in 1929 to be abol- 
ished year by year, and 
it is expected from an 
announcement made by 
the Minister of Na- 
tional Education, M. A. 
de Monzie, that the 
process of abolition 
would be speeded up 
and fees be abolished 





for a century and a half, but the attack 
is the more astonishing because it does 
not find a parallel in any other countries 
in the world, even in those which have 
been under the pall of depression for 
nearly a decade. I doubt whether there is 
any other country in the world, except 
those in which the practise has always 
been normal, where there has been any 
default in the payment of teachers’ sal- 
aries; I know of no country in which 
children have been deprived of their 
right to education by the curtailment of 
the school year. In most of the leading 
countries of the world the opportunities 
for secondary education are being in- 
creased, and everywhere it is accepted as 
a definite policy that whatever sacrifices 
are being made must not be made at the 
expense of the rising generation. Every- 
where there is recognized the obligation 
of preparing for better times by retrench- 
ing as little as possible in education. 

In Russia, in Italy, in Turkey, in 


this year. Teachers’ sal- 
aries in France have been periodically 
readjusted since 1918 to the cost of liv- 
ing, the school term has not been cur- 
tailed; and no school has been closed 
except under conditions which would 
have been justifiable in normal times. 
Because there has always been an ad- 
justment between supply and demand, 
there are no unemployed teachers. 

The situation is the same in England; 
the national budget for 1933 includes an 
appropriation of £39,162,601, as com- 
pared with the expenditure of £41,834,- 
047 for 1923-24 |the national budget 
provides for approximately half of the 
cost of education, the other half being 
provided by local authorities]. Altho 
teachers’ salaries have been reduced from 
the original Burnham scales adopted in 
1921, owing to a decrease in the cost of 
living, the purchasing power of the sal- 
aries, despite the reductions, has not 
changed very much in the intervening 
period. There has been a slight increase 


‘WE CANNOT AFFORD TO ALLOW A DOLLAR-MINDED MINORITY TO PLACE ON THE 
SHOULDERS OF THE POOR THE SUPPORT OF OUR PUBLIC HIGH SCHOOLS—J. W. Crastree 


Vol . 
wme 22, Number 7; November 1933 


235 


| 





in the size of classes, due partly to a 
tendency to reduce staffs and partly to 
irregularities of the birth rate, but the 
average for the country as a whole is less 
than forty in elementary and under 
thirty in secondary schools. The number 
of unemployed teachers is at present 
comparatively slight, and altho there is 
some anxiety about the future of those 
who are completing their period of prep- 
aration this year, the situation is not as 
tragic from the point of view both of in- 
experienced and experienced teachers as 
in the United States. Building activities 
were encouraged from 1929 to 1931 by 
a special grant of half the cost from the 
Board of Education; despite the cessa- 
tion of the grant, many local authorities 
are pressing the board to permit “wise 
spending” for new buildings and repairs 
in order to provide work for skilled 
artisans rather than allow them to go on 
the dole. The school terms of elementary 
and secondary schools have not been 
shortened by a single day and very few 
of these schools have been closed except 
as part of the reorganization plans which 
are now in progress. Under the Educa- 
tion Act, 1921, no school may be closed 
unless the average daily attendance falls 
below thirty, and then only after a pub- 
lic hearing and if the pupils can be ac- 
commodated in other accessible schools. 
Since the small school is costly, it is now 
proposed to amend this provision and to 
permit more extensive closing of schools, 
which on the whole would simply mean 
greater efficiency thru _ consolidation. 
Both under the act and in the proposed 
amendment teachers’ tenure is protected. 

The economic depression was respon- 
sible—but it was only one among other 
reasons—for the postponement of the 
proposal to raise the compulsory age 
limit to fifteen. Despite the fact that the 
School Attendance Bill failed to be 
enacted in 1931 and thus delayed the 
realization of the recommendations of 
the Hadow Report, considerable prog- 
ress was made with the reorganization 
of the system, providing a common foun- 
dation in the primary school for children 
up to the age of eleven and followed by 
the senior school—not unlike the junior 
high school in aim—the ‘central school, 


and the secondary school proper. <> 
One reactionary step may be laid at 
the door of the depression—the reintro- 


HE PROFESSION suffers a great loss with the 

death of Henry Suzzallo, president of the 
Carnegie Foundation for the Advancement of 
Teaching and former president of the Uni- 
versity of Washington. President Suzzallo’s re- 
port as director of studies on “Federal Rela- 
tions to Education,” of the National Advisory 
Committee on Education was outstanding and 
has been compared with the reports of Horace 
Mann in significance. At the memorial meeting 
held by the division directors of the headquar- 
ters staff of the National Education Associa- 
tion, special attention was called to Dr. Suz- 
zallo’s philosophy of democratic education as 
set forth in his book, “Our Faith in Education.” 





duction of fees for all pupils in sec- 
ondary schools, except those from fam- 
ilies whose income falls below a certain 
figure determined by local authorities 
and approved by the board, and rang- 
ing from £3 to £5 a week; but even with 
this restriction many pupils will pay no 
fees at all and the fees of others will be 
adjusted to the family income. This re- 
actionary step, intended to save the 
nation about £400,000 a year, is in part 
analogous to the proposal of taxpayers’ 
associations in the United States to in- 
troduce fees in high schools, and in part 
to the survival of class distinctions and 
the fear among the well-to-do of com- 





petition from children of lower classes, 
But, in general, despite comparatively 
slight reductions in appropriations {oy 
education and in teachers’ salaries, jt 
may be stated categorically that from 
the point of view of educational pr. 
vision nochild has been seriously affected. 
I have presented examples from coup. 
tries which in the United States haye 
been regarded from the point of view of 
education as conservative, reactionary, 
and class-ridden. In none of them cay 
there be found a parallel to the ruthles 
treatment of children, schools, and 
teachers; in none of them is there ap 
instance of the wholesale dismissal of 
teachers, the nonpayment of salaries, 
and a vast army of unemployed me 
and women prepared to teach but with 
out positions available for them; in none 
of them have the schools been closed for 
a single day in order to save money; and 
in none of them is a pupil of ability de. 
prived of his rightful claim to continuei 
education. From the shortsighted policy 
which seems to be spreading in th 
United States the country must inev:- 
tably suffer; it will cost more in the long 
run to make up for the defects which 
must result from failure to turn out @ 
enlightened public. Ignorance is alway 
a heavy burden for any nation to ber 
not only in crime but in the social av 
political manipulation to which it is sub- 
jected. As to the teachers, the United 
States needs to be reminded of Lloyi 
George’s statement, when he pleadei 
for improved professional remuneratiii 
for teachers nearly fifteen years ago 
discontented teaching profession is 4 
menace to the country. To educatis 
and enlightened citizens of the count) 
who realize the injustice of using th 
present situation against those who at 
helpless, the present situation is a ci 
lenge, first, to give reality to the pt 
fessed American faith in education, ai 
second, study the social, political, a 
economic life of the country to disc 
wherein lie the defects not of the fom 
but of the practise of our governm 
and administration—I. L. Kane 
Teachers College, Columbia Univers! 
in School and Society, September 9, !%* 





yaaa: more especially public schools, from the town kindergarten to the state university, are the maid | 
instrumentalities consciously used by the nation to realize its hope of success in popular governmetl | 
and its associated cooperations. They are the chief means for the deliberate improvement of human nature 


so that it will be able to meet the essential obligations of democratic life. . 


. The school, because it seizes 


the plastic period of human life and educates deliberately toward definite esatel and political objectives, has! 
dependable power, one which a democratic civilization may rely upon.—‘*Our Faith in Education,” $ 








The Journal of the National Education Asso Vly 


































































pro- 
ected, 
coun- 
have 
lew of 
onary, 
m can 
ithless selected books. 
Bi Economic and Social 
ssal of THe MoperN CorPorRATION AND PRIVATE PROPERTY by Adolf 
alaries Berle and Gardiner Means. Macmillan Co., 60 Fifth Ave., 
d “i New York, N. Y. $3.75. 
t with FAREWELL TO REFORM by John Chamberlain. Horace Liveright, 
ee 61 W. 48th Street, New York, N. Y. $3. 
ysed for A New Dear by Stuart Chase. Macmillan Co., 60 Fifth Ave., 
ey: al New York, N. Y. $2. 
lity de- BOLSHEVISM, FASCISM, AND CAPITALISM; AN ACCOUNT OF THE THREE 
“he? ECONOMIC SYSTEMS by George S. Counts and others. Yale Uni- 
mn tinued versity Press, 143 Elm St., New Haven, Conn. $2.50. 
d policy RETHINKING MISSIONS; A LAYMEN’S INQUIRY AFTER ONE HUNDRED 
= the YEARS by Commission of Appraisal. Harper & Bros., 49 E. 33rd 
st inevi- Street, New York, N. Y. $2. 
the long §) War Dents AND WorLD PRosPERITY by Harold Moulton and Leo 
ts which Pasvolsky. Century Co., 353 Fourth Ave., New York, N. Y. $3. 
n out a EcONOMIC TENDENCIES IN THE UNITED STATES; ASPECTS OF PREWAR 
is always AND POSTWAR CHANGE by Frederick Mills. National Bureau of 
: to beat Economic Research, 474 W. 24th Street, New York, N. Y. $5. 
ocial and THe Power Ficut by Stephen Hilman Raushenbush. New Re- 
it is sib public Inc., 431 W. 21st Street, New York, N. Y. $2. 
e Unite) Recent SociaL TRENDS IN THE UNITED States by President's 
f Lio Research Committee on Social Trends. McGraw-Hill Book 
0 ieadd Co., 370 Seventh Avenue, New York, N. Y. $10. 
‘4. ja A PLANNED Society by George Soule. Macmillan Co., 60 Fifth 
nee Ave., New York, N. Y. $2.50. 
rs ago-4 
. is 4 
ae Belles Lettres and Art 
e count) Horizons by Norman-Bel Geddes. Little, Brown & Co., 34 
using th Beacon Street, Boston, Mass. $4.75. 
e who at RoMAN Way by Edith Hamilton. W. W. Norton & Co., 70 Fifth 
“ a chit Ave., New York, N. Y. $3. 
o the pt EXPRESSION IN AMERICA by Ludwig Lewisohn. Harper & Bros., 
ation ai 49 E. 33rd St., New York, N. Y. $4. 
Kitical, a) CONoUISTADOR by Archibald MacLeish. Houghton Mifflin Co., 2 
a disco | Park St., Boston, Mass. $2.50. 
f the fut _ Tur Stace is Ser by Lee Simonson. Harcourt, Brace & Co., 383 
y orn Madison Ave., New York, N. Y. $5. 
vernile 
ae ide CoLLectep Poems by Elinor Wylie. Alfred A. Knopf, Inc., 730 
" wet Fifth Ave., New York, N. Y. $3.50. 
nl ’ 
iber 9, 198 
Biographies 
. «Barta Horizon ; AUTOBIOGRAPHY by Mary Hunter Austin. Hough- 
he mali | ton Mifflin Co., 2 Park St., Boston, Mass. $4. 
— | Justice O.iveR WENDELL HOLMES, A BIOGRAPHY by Silas Bent. 
n 















Vanguard Press, 100 Fifth Ave., New York, N. Y. $4.50. 


| BevERwcE AND THE ProcressivE Era by Claude G. Bowers. 
Houghton Mifflin Co., 2 Park St., Boston, Mass. $5. 


= 


} 
“ume 22, Number 7; November 1933 


| 


Forty Notable American Books of 1932 


orTY Notas_e AMERICAN Books oF 1932 have been selected by the American Library Association from 
Pies 9000 volumes published during the year. According to the list, more distinguished books have 
been written on economic and social questions than in any other field. A similar list has been pub- 
lished in THE JOURNAL each year for several years, because teachers are interested in reading the best in 


many different fields of knowledge. It is a good plan to spend 1 percent of one’s income for carefully 


Tue Lire oF EMERSON by Van Wyck Brooks. E. P. Dutton & 
Co., 300 Fourth Ave., New York, N. Y. $3. 


Tue Story or My Lire by Clarence Seward Darrow. Charles 
Scribner’s Sons, 597 Fifth Ave., New York, N. Y. $3.50. 


Mark Twalin’s America by Bernard De Voto. Little, Brown & 
Co., 34 Beacon Street, Boston, Mass. $4. 


SHERMAN; FIGHTING PROPHET by Lloyd Lewis. Harcourt, Brace 
& Co., 383 Madison Ave., New York, N. Y. $3.50. 


Grover CLEVELAND, A STUDY IN COURAGE by Allan Nevins. Dodd, 
Mead & Co., 443 Fourth Ave., New York, N. Y. $5. 


AN AurTopiocRAPHy by Frank Lloyd Wright. Longmans, Green 
& Co., 55 Fifth Ave., New York, N. Y. $6. 


Fiction 


1919 by John Dos Passos. Harcourt, Brace & Co., 383 Madison 
Ave., New York, N. Y. $2.50. 


Gon’s ANGRY MAN by Leonard Ehrlich. Simon & Schuster, 386 
Fourth Ave., New York, N. Y. $2.50. 


MUTINY ON THE Bounty by Charles Nordhoff and James Norman 
Hall. Little, Brown & Co., 34 Beacon Street, Boston, Massa- 
chusetts. $2.50. 


Other Books 


NONSUCH : LAND OF WATER by William Beebe. Harcourt, Brace & 
Co., 383 Madison Ave., New York, N. Y. $3.50. 


THRILLS OF A NATURALIST’S QUEST by Raymond Lee Ditmars. 
Macmillan Co., 60 Fifth Ave., New York, N. Y. $4. 


MAN AND METALS by Thomas Rickard. McGraw-Hill Book Co., 
370 Seventh Ave., New York, N. Y. $3. 


CoNVICTING THE INNOCENT by Edwin Borchard and E. Russell 
Lutz. Yale University Press, 143 Elm St., New Haven, Conn. 
$3.75. 


Society oF NATIONS; ITS ORGANIZATION AND CONSTITUTIONAL DE- 
VELOPMENT by Felix Morley. Brookings Institution, Washing- 
ton, D. C. $3.50. 


INTERPRETATIONS 1931-32 by Walter Lippmann. Macmillan Co., 
60 Fifth Ave., New: York, N. Y. $2.50. 


Can AMERICA Stay AT HOME? by Frank Herbert Simonds. Harper 
& Bros., 49 E. 33rd Street, New York, N. Y. $3. 


OzarK MountaIN Forks by Vance Randolph. Vanguard Press, 
100 Fifth Ave., New York, N. Y. $3.75. 


THE GERMANS; AN INQUIRY AND AN ESTIMATE by George Shuster. 
Dial Press, 152 W. 13th Street, New York, N. Y. $3. 


Van Loon’s GeocraPHy by Hendrik Willem Van Loon. Simon 
& Schuster, 386 Fourth Ave., New York, N. Y. $3.75. 


THe Marcu oF DEMOCRACY; THE RISE OF THE UNION by James 
Truslow Adams. Charles Scribner’s Sons, 597 Fifth Ave., New 
York, N. Y. $3.50. 


MANcHuRIA, CRADLE oF CoNnFLict by Owen Lattimore. Mac- 
millan Co., 60 Fifth Ave., New York, N. Y. $3. 













Builders of Our Profession 


MILLION TEACHERS PAYING A $10 FEE—I 
A sometimes like to contemplate just how 
it would feel to belong to an organiza- 
tion of teachers with a membership of almost 
a million, each member of which paid a fee of 
$10 per annum, all of which would be used to 
carry on an educational program which would 
have as its primary objective the control of 
the entire social forces in such a way as to 
make for truth, justice, mercy, and general 
wellbeing. 


If we did have such an organization, we 
would have no trouble in interpreting educa- 
tion to America. We would have sufficient 
funds to give daily radio broadcasts over na- 
tional hookups. We would have enough power 
and prestige to demand all of the newspaper 
space that we would need, and the general 
work of such a vast organization would be 
sufficiently important to get a place on the 
front page of all our big daily papers. 

Membership in the organization would give 
the teacher a feeling of security, and at the 
same time it would be a great stimulus to him 
to put forth his best efforts to render a great 
service to the whole community. Social ap- 
proval in the organization would function to 
make each teacher fearful only of his col- 
leagues’ disapproval and anxious to do his 
best in order to make himself worthy of mem- 
bership in the order. 


In a few years such an organization of 
teachers would be able to raise the standards 
of teaching so high that only the most superior 
type of individual would be in the teaching 
business. With only the most superior per- 
sonalities in the profession and with the power 
and the prestige which such an organization 
would give, there is little doubt that the teach- 
ers would, within a very short time, be in a 
large measure controling the social and eco- 
nomic forces instead of being dominated by 
them as they are at the present time.—L. H. 
Moore, Texas State College for Women, Den- 
ton, Texas. [December 1932 Texas Outlook.]| 


New Life Enlistments 


i NUMBER of life members enroled in 
the National Education Association on 
October 1, was 5115. The following life mem- 
bers have been reported since the list was 
published in the May 1933 JouRNAL: 


ALASKA—E, J. Beck. 

CALIFoRNIA—Ellwood P. Cubberley, Mildred Leader 
Moses, Elizabeth Sands, Josephine Parker Smith. 

Co_orapo—James D. Leake. 

DELAWARE—-Samuel M. Sloan. 


ILLinois—Norman Duane Anderson, Eleanora Anne 


(= F. Zoox, who became United States 
Commissioner of Education in July. Dr. 
Zook was formerly president of the University 
of Akron. He succeeds William John Cooper, 
who has become professor of education at 
George Washington University. 


Binna, Mrs. F. Blanche Preble, Ralph R. Williams, 
Elizabeth Wilson. 


KENTUCKY—Herman Lee Donovan, Mrs. Lucile G. 
Wilson. 
MASSACHUSETTS 


@scar F. Raymond. 
MINNESOTA 


Shattu Osgood Hartwell. 

NeEBRASKA—Bertha F. Starn. 

New Jersey—Charlotte V. Dover. 

New York—Harvey E. Alter, Harold V. Loomis, 
Henry A. Schorr, George R. Staley. 

NortH Dakota—lIna M. Hutsinpiller. 

Ounto—Nelson L. Burbank, Ralph Hathaway, Clayton 
M. Howe, Elizabeth Clark Stein, Linley M. 
Thomas. 

PENNSYLVANIA--Fred Arthur Spancake. 

PHILIPPINE IsLANDS—A. P. Andal, Florencio Hagan, 
Hilarion T. Mendoza. 

TENNESSEE—M. F. Abt. 

Texas—-Mrs. Pauline Bengston Becker. 

VERMONT—Francis Louis Bailey. 

VIRGINIA—-Newport News Teachers Association. 


Completed Enrolments 


6 be FOLLOWING LIST of 1932-33 100 percent 


schools came in too late to appear in th 
May 1933 issue of THE JOURNAL. Immed. 
ately following this list is the one for th 
1933-34 schools received up to date: 


Twelve Years 


ILLiNois—Chicago, Pullman. 
NeEvADA—Clark County, Las Vegas Elementary, 


Nine Years 


ILLINoIs__Chicago, Parker Practice. 
New HAMPSHIRE—Claremont, West Terrace, 


Eight Years 


Hawai—Kailua, Kailua. 
WASHINGTON—Seattle, John B. Allen. 


Seven Years 


Urau — Alpine District, Alpine District Public 
Schools, Alpine, American Fork Grammar, Amer 
ican Fork High, American Fork Junior High, Cedar 
Valley, Lakeview, Lehi Grammar, Lehi High, Lehi 
Junior High, Lehi Primary, Lincoln Grammar, Lio 
coln High, Lincoln Junior High, Lindon, Page, 
Pleasant Grove Grammar, Pleasant Grove High, 


Pleasant Grove Junior High, Sharon, Spencer, 
Vineyard, 


Six Years 


UTAH Wasatch County, Wasatch County Public 
Schools, Charleston, Daniel, Heber Central, Heber 
North, Midway, Soldier Summit, Wallsburg, We 
satch High, Wasatch Junior High. 


Three Years 


Hawait—Hookena, Alae; Hana, Hana; Honaunau; 
Honaunau; Kealakekua, Konawaena High and Gram 
mar; Kailua, Hapoopoo. 

ILLINOIS—Kenilworth, Joseph Sears. 

New HAMPSHIRE__Goshen, Goshen Public Schools; 
New London, New London Public Schools, Colby 
Hill. 


Two Years 


Hawau—Holualoa, Honokohau; Kailna, Keauhou. 


MatNne—-Madison, Weston Avenue. 


OrEGON--Portland, Girls Polytechnic, Roosevelt High. 
Uran—Salt Lake City, McKinley. 


The following schools have completed their 
100 percent enrolment for 1933-34 in the Ne 
tional Education Association since the list 
was published in the May 1933 JouRNAL: 


Ten Years 


Kansas—Chanute, Chanute Public Schools, Alcott 
Cross, Lincoln, Murray Hill, Pioneer, Roosevelt, 
Royster Junior High, Senior High, Webster. 


Eight Years 


Missouri—St. Louis, Roe. 


[Cont. on page A-9) 


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, rece 
committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscription to 


The payment of $100 gives the privileges of the $5 active membership for life. 


> Mt : 2 7 i eat ° rt 
Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to repo 


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. 








7 : for 
Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance 





, _ 
to receive the Proceedings, 
Tue JouRNAL- 


=, ee 








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. 





Haroip A. ALLAN, Business Manager 
——eE 





The Journal of the National Education Associat 


















— 


NORMALCY— 











There is 
























































































































Still 
| 
, BACKWARD 
ercent 
iy OR 
medi. 
zs FORWARD? 
ys 99 ° 
ae CK to normal” is an expression 
widely used. 
It conveys the idea of “‘backward” 
ee ies to make 
and is a misnomer. Pe i 
Backward is not a good military merican 
term—certainly not characteristically Edueation Week 
oe American. 9 
h, Cedar 
>. = Backward implies losing ground Count? 
~ ie already acquired, relinquishing pos- 
tee sessions already gained, abandoning November 6-12, 1933 
adv ss ’ . 
adv antage ecured It is near at hand to be sure. But by telegraphing your 
y Public ackw 1 : : L | order there is still time to get these printed helps prepared 
al, Heber | — implies a subnormal con by the National Committee on American Education Week 
urg, Wa dition. especially to aid schools in the observance of this occasion. 
Backward is applied to the child Limited quantities are still available on these items: 
nd Gas unable to keep pace educationally AMERICAN EDUCATION WEEK HANDBOOK 
with a normal group—certainly not 10 copies, $1.50; 100 copies, $10 
Schools: ‘ siré indivi | 
1s, Call a desirable tab for any individual. | “AMERICAN EDUCATION WEEK ANNOUNCEMENT 
Backward is the term li y th POSTER 
| s the term applied by the 25 copies, $1.75; 100 copies, $6 
auhou. | farmers to a season tardy in crop 
ettie Ali growth. POSTER-CARTOON SET 
50 copies, $5 
hei “Back to normalcy” has no place in | 
ted their : , GUMMED STICKERS 
i. . the vocabulary of the friends of edu- Packet of 1000, $2.50 
‘ , 
cation. 
NAL: GOOD SCHOOLS IN BAD TIMES 
“Forward to normalcy” should be the Four-page leaflet for distribution to parents 
ls, Alt prevailing slogan. 1000 copies for $1 
Roosevelt. 4 Me d . 
a | It will require a reversal of think- SERIAL, FM ae ene 
: iy 3 50c per packet 
ing among taxpayers and citizens in 
an AM] general. SPECIAL PACKET FOR KINDERGARTEN AND 
age Ao” PRIMARY TEACHERS 
Right direction thinking will promote 50c per packet 
— desirable action. The democratic ideal of free public education is en- 
dangered. During American Education Week the at- 
“Forward to Normalcy’’ in tention of the citizens of thousands of communities will 
| " : be turned toward their schools. What about your com- 
BTREE Educational Support. sauna? heb senet 
——— 
elegates Wire your order today and send the money upon re- 
edings, ceipt of bill. Address all orders to: 
)URNAL- N 
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ization. | NATIONAL EDUCATION ASSOCIATION 
ce for | ASSOCIATION 1201 SIXTEENTH ST., N. W. 
76 West Adams Street Chicago, Illinois WASHINGTON, D. C. 
u ager SS SS ee . aes <= ma ae See eee ee 
Vo : io ‘HE JOURN 
socio lume 22, Number 7: November 1933 Mention THE JouRNAL 


when writing our advertisers. A-93 








RECENT SOCIAL TRENDS IN THE 
UNITED STATES 


A Report of the President’s Research 
Committee on Social Trends 


A single volume textbook edition prepared especially for 
teachers and school officials. An authentic array of find- 
ings that describe the changed conditions of life as they 
affect child growth and school responsibility. A complete 
survey in thirty-nine chapters as presented by a committee 
authorized by former President Hoover to study the social 
field. 


The original two-volume edition of this Report sells at $10 a set. 
The special textbook edition, available only to school people, is 
priced at $5 less 15 percent discount—a net cost of $4.25. The 
Joint Commission on the Emergency in Education is providing 
for the distribution of this special edition solely as a service and 
cannot open credit accounts for its sale. All orders must be on 
a cash basis. 





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JOINT COMMISSION ON THE EMERGENCY 


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1201 Sixteenth Street, Washington, D. C. 


Joint Commission on the Emergency in Education, 
1201 Sixteenth Street, Washington, D. C. 


Enclosed is $4.25 (cash—check—money order) for which send me immediately 


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How one state superintendent did 
his part—At the recent conference of 
state superintendents in Washington, 
Commissioner Payson Smith of Massa- 
chusetts made the following remarks to 
his associates. Will you assert your in- 
fluence in a similar leadership? 


I want, as one state officer of education, to 
pay a tribute to the staff of the National Edu- 
cation Association for the very effective way 
in which they have been helping in a common 
cause during the past few years. I think we 
are very much indebted to the officers of the 
National Education Association for the way in 
which they have worked. Those of us who have 
seen them in action have had our admiration 
challenged. I have been watching regis- 
tration and enrolment in the National Educa- 
tion Association. It has been decreasing. Yet 
it remains true that it is the ohe organization 
that holds together and has the possibility of 
welding together the hundreds of thousands of 
teachers in this country. I don’t know what 
state officers of education can do about it, but 
a responsibility rests upon each of us. In what- 
ever way we can do it, I think it is the duty 
of all of us to do all that we can to strengthen 
the membership of the National Education As- 
sociation. I think it is a prime obligation and 
related to the emergency in education. 


A-94 


‘Commissioner Zook of the Office of 
Education expressed approval, as did 
other superintendents. Dr. Smith’s re- 
marks were followed by hearty applause. 

The public interest in motion pic- 
tures—A group of influential citizens 
and students of the motion picture prob- 
lem sent to the President of the United 
States the following memorial in connec- 
tion with the Motion Picture Code. 


We, the undersigned, request that in the in- 
terest of the public the Motion Picture Code 
contain provisions: 

[1] Forbidding block-booking, that is, the 
practise of obliging an exhibitor to take the 
whole of a batch of pictures if he wants any 
of them, altho he may regard part of them as 
unfit for public exhibition to his audiences. 

[2] Forbidding blind-booking, that is oblig- 
ing an exhibitor to take such a batch of pic- 
tures without an opportunity to examine them 
all; some of them not being yet ready for use. 

These two practises can be used to force upon 
the public pictures that may be objectionable; 
and give to the exhibitor an excuse for any- 
thing he may show in his theater. 

[3] That pictures be adequately described, 
and trade shown, before they are offered to 
exhibitors for rental, in order that they may 


Mention THE JOURNAL | 
when writing our advertisers. 


select intelligently those they want, and avoid 
such as they do not desire to exhibit. 

[4] That producers be not permitted to givt 
to the theaters they own a monopoly, or prior- 
ity, in the exhibition of films; and that the 
motion picture trade, like the trade in books 
be open to all dealers. There is no more reason 
for monopoly practises in the former than 0 
the latter. 

[5] That provisions now in the Codes bet 
moved which may, if retained, prevent school, 
churches, museums, and other non-theatrici 
agencies from renting and exhibiting curl! 
films. in their auditoriums, either with or with- 
out fee. 


Stepping stones to peace — With 
the growing interest in world afiais 
comes an increased demand for persona 
contact with people in foreign countré 
Children and teachers are interested 
corresponding with schools and childres 
in other lands. The Women’s Intem# 
tional League for Peace and Freedom 
1924 Chestnut Street, Philadelphia, a 
the World Federation of Education 
sociations, 1201 16th Street, N. W, 
Washington, D. C., will help in makis 
contacts for international correspondea 


. sation 
The Journal of the National Education Associst 


Sees so Se Zs FB- 


Ss = 
































In support of our profession—Count on 
Abraham Lincoln High School for the usual 
100 percent. You have our active support in 
the great fight to give all children educational 
opportunities and to emphasize the importance 
of maintaining spiritual values in education and 
of conserving health and well-being—G. W. 
Kern, Abraham Lincoln High School, Council 
Bluffs, Iowa. 

The NEA officials are to be commended for 
the heroic efforts put forth for the betterment 
of the teacher’s position and condition. Teachers 
need to develop a professional consciousness. 
The last few years have shown the need of an 
organization that can control in these matters: 
tenure, membership, compensation, and quali- 
feations George E. Myers, Page, North 
Dakota. 

These children need books—Ac- 
cording to county superintendent J. F. 
Knuckles of Bell County, Kentucky, 
many of the schools in that system do 
not have even basal textbooks for the 
children, to say nothing of supplemen- 
tary books. Any boards of education or 
individuals having unused books can 
bring new hope to the schools and the 
children by sending them to the Bell 
County Board of Education, Pineville, 
Kentucky. 

My dear Mr. Morgan: Am deep in 
rading the October issue of the NEA 
JouRNAL and want to congratulate you. 
It seems to me the most challenging and 
illuminating issue that has ever been 
published. How I wish that every citizen 
inthe U. S. could read it from cover to 
cover! I am sure that PTAs all over the 
country will use it for Education Week 
meetings, for it is invaluable—Alice F. 
Kiernan, Philadelphia. 

President Jessie Gray joined with 
the officers of nine other great national 



































and avoid @ "Zanizations in a memorial opposing 
. _ § de exemption of newsboys from the pro- 
‘ed to 8 & visions against child labor which are em- 
‘ et todied in the codes under the National 
“in books Recovery Act. It is the conviction of 
‘ore reas @ “hese civic and social leaders that in 
er thant § Site of the glamour that has been at- 
lched to this form of child labor it has 
ary tany inherent evils and has no special 
"theatrial @ “2m for the use of children to perform 
ing currest bor which might be done by persons 
th or wil § otherwise unemployed. 
Adult Centre for Social Studies— 
e — With There is being laid out in San Francisco 
Jd affair ‘new program of adult education under 
1 person lie direction of Alexander Meiklejohn. 
countries § Tt Adult Centre for Social Studies will 
erested i) @ *™ore of a forum than a school. It will 
d childs § ““luct—without tuition, entrance re- 
Interne {utements, or credits—classes in which 
Freedom, § “*tbers will study contemporary Amer- 
Iphia, 304 "4 along lines of historic, economic, 
cation AS bltcal, literary, artistic, and philo- 
N. V, ‘Mhic Inquiry. A second phase of the 
i, makilé Wk will consist of lectures and discus- 
nondence: Ons, 


, 
“ame 22, Number 7; November 1933 


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Wisconsin legislature last 


gency relief administrator, is acting to 
correct the paradox of the present situa- 
tion: thousands of unemployed teachers 
and hundreds of thousands of jobless 
adults suffering from educational disad- 
vantages. Federal unemployment relief 
funds are being used to pay work-relief 
wages to needy unemployed men and 
women who can qualify as instructors 
and to organize classes of adults unem- 
ployed in localities where educational 
facilities are lacking for them. 

The tendency to do without neces- 
sary books and supplies for teachers and 
pupils is not economy but extravagance. 


Mention THE JoURNAL 
when writing our advertisers. 


spring set aside $30,000 to provide to 
the unemployed free instruction by the 
University of Wisconsin extension de- 
partment. Two weeks after classes 
opened this fall, enrolments had passed 
the 2500 mark. Students range in age 
from eighteen to forty-nine years. This 
commendable project is based on the 
theory that a relief program should pro- 
vide sustenance for the mind as well as 
the three bare necessities of life. 
Governor Olson of Minnesota has 
appointed a committee of thirty-one 
state leaders to study methods of solving 
the problem of the [Cont. on page A-96| 


A-95 


|Cont. from page A-95| 225,000 unem- 
ployed boys and girls of the state. Lotus 
D. Coffman, president of the University 
of Minnesota, has estimated the cost of 
sending them to public or private educa- 
tional institutions during the coming 
winter. The governor is reported to have 
said that he would attempt to obtain 
federal funds for this purpose. 

Credit for the poster on page 226 
belongs to Phi Delta Kappa, which ex- 
hibited it with a series of similar posters 
at the Century of Progress Exposition. 

A loss to the profession—The death 
{September 25, 1933] of Charles Mc- 
Kenny, college president, author, lec- 
turer, and editor, closes a career of not- 
able service. Until the close of the last 
school year, Dr. McKenny was presi- 
dent of State Normal College, Ypsilanti, 
Mich. He was at one time president of 
the Association of American Teachers 
Colleges, and has performed many im- 
portant services for the National Edu- 
cation Association in connection with 
its committees and conventions. 

Dr. Charles M. Jordan terminated 
fifty years’ service in the Minneapolis, 
Minnesota, public schools in September 
1933, when he offered his resignation to 
the Board of Education. Dr. Jordan was 
for twenty-two years superintendent of 


the Minneapolis public schools and for 
nineteen years superintendent emeritus. 
Dr. Jordan is eighty-one years old. He 
is known and loved by countless thou- 
sands of persons educated in the Minne- 
apolis schools, and his leadership in edu- 
cation is nationally recognized. 

Editorial project—The Division of 
Publications announces the Fourth Na- 
tionwide Highschool Editorial Project. 
Enrolment blanks and procedure may be 
secured from this Division, NEA, 1201 
16th St., N. W., Washington, D. C. 

A tribute—My dear Mrs. Suzzallo: 
The members of the headquarters staff 
of the National Education Association 
are grieved to learn of the untimely death 
of your husband. Thruout his whole pro- 
fessional career, Dr. Suzzallo fought an 
uncompromising fight for the preserva- 
tion of our democratic system of educa- 
tion which in this period of stress is be- 
ing severely challenged. There never was 
a time in the history of the public schools 
when his vision, courage, and leadership 
were so sorely needed as now. His work 
was not finished; indeed, he was stand- 
ing at the very threshold of an era of 
service of great import to education. 

His last great contribution to educa- 
tion, the report of the National Advisory 
Committee on Education, will stand as a 


monument to him as long as our system 
of government endures. We are cop. 
vinced that no other single man in that 
group or in the country at large could 
have so marshalled the facts and directeq 
the thinking of that body of men ang 
women as did Dr. Suzzallo. The fac 
that momentous conclusions were reached 
in a spirit of harmony after months and 
years of discussion and study is a tribute 
to his wisdom and diplomacy. It was ap 
extremely difficult task and we are sad- 
dened by the knowledge that arduoys 
labor connected with it, in all proba- 
bilityy hastened his passing. 

We want you to know of our appre- 
ciation and affection for him, and above 
all we desire to express to you our deep- 
est sympathy in your bereavement. Sin- 
cerely yours, J. W. Crabtree, executive 
secretary, NEA. 

The recent meeting of the Board of 
Managers of the National Congress of 
Parents and Teachers in Washington, 
D. C., revealed that there exists thru- 
out the country intense interest among 
parent-teacher workers in the educational 
emergency and a desire to study the prob- 
lems of school finance and taxation in 
preparation for wise action in the legis- 
latures. The National Congress adopted 
a study program worked out by Charl 


We must do our part--- 


WE 00 OUR PART 


Lire MEMBERSHIP IN THE N. E. 


People everywhere are working beneath the sheltering wings 


of the NRA eagle. By universal cooperation President Roosevelt 
is bringing the country out of the throes of the worst depression 
in all time. The same whole-hearted cooperation must exist in 
the teaching profession if education is to be maintained. A popu- 
lar war-time slogan was, ‘‘Give till it hurts.”” Someone has sug- 
gested as an appropriate peace-time slogan, ‘‘Spend till it helps.” 
Your Association is called upon for increased service which it is 
endeavoring to render. We need your help. You are urged to 
enrol now as a life member if at all possible. To do so indicates 
permanent interest in the Association and places you solidly 
back of the program of the N. E. A. just as signing the NRA code 


Mr. J. W. Crastree, Secretary, National Education Association, 


1201 Sixteenth Street, N. W., Washington, D. C. 
Dear Mr. Crabtree: 


is a pledge to stand behind the administration in the recovery 
program. 

Unless we are more concerned than we have ever been before, 
it will take a decade to restore levels of a year or so ago. Let us 
keep our schools open so that the child—yours and mine—will not 
be deprived of its rightful heritage. Financial debts can be paid 
later but you cannot repay a year or even six months of a child’s 
life. 

We are dealing with citizens of tomorrow. If leaders are to 
be created let us look now to our schools. Life membership 
dividends never fail, but increase in value every year. Manifest 
your interest in the youth of the land by enroling as a life member. 


WE ARE DOING OUR PART 


I wish to become a life member, making my first payment Dec. 1. I understand the entire amount of $100 can be paid in equal 


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em 
on- 


hat 


ted 
and 
fact 


and 
Dute 
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oba- 


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ore, 
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Williams of the NEA and based on the 
report of the National Conference on 
the Finance of Education. Copies of the 
report may be secured from the NCPT, 
1201 16th St., N. W., Washington, D. C. 

The cost of education is measured 
not by the subjects that are taught but 
rather by the number of children enroled 
in the schools.—George D. Strayer, pro- 
fessor of education, Teachers College, 
Columbia University. 








|Cont. from page 238 | 
Seven Years 
Kansas—Chanute, Trade. 


Five Years 


CauirorNIA—Centreville, Washington Union High; 
Fortuna, Union High. 

{uinois—W oodstock, Dean Street. 

Oulo—Greenfield, Greenfield Public Schools, Elemen- 
tary, Junior High, McClain High. 

south Dakota—Hecla, Independent Public Schools. 


Four Years 


CauirorNiA—Lakeside, Union Elementary. 
\wuinois—Peoria, Harrison. 

Missouri—St. Louis, Mallinckrodt. 
NevapA—Clark County, Las Vegas Elementary. 


Three Years 
Georcia—Grriffin, Griffin Public Schools, Sam Bailey, 


Fourth Ward, Griffin High, North Side, Third 
Ward, West Griffin. 
luinois—Litchfield, Madison Park. 
\issournr—St. Louis, Benton, Des Peres, Dumas, 
Eliot, Gundlach, Herzog, House of Detention, 
L’Ouverture, Madison, Meramec, Peabody, Pesta- 
lozzi, Shenandoah, Washington, Wilkinson. 
New Mexico— Hot Springs, Hot Springs Public 
Schools. 

Two Years 
CALIFORNIA—T ennant, Grammar. 


Missournt—St. Louis, Bates, Carr Lane, Carondelet, 
Clay, Clinton, Delany, Henry, Humboldt, Jackson, 
Lincoln, Longfellow, Marshall, Oak Hill, Resident 
Open Air, Rock Spring, Scruggs, Special No. 3. 
New YorK—Catskill, Grandview. 


Current Year 


luunois—Chicago, Healy, McKay; Danville, Edison, 
Roselawn. 

InnANA—Indianapolis, Public Number 19. 

MassacH USETTS—-Osterville, Elementary. 

Missouri—St. Louis, Ames, Banneker, Busch, Central 
High, Cole, Cottage Avenue, Fanning, Grant, Har- 
rison, Jefferson, Lyon, Marquette, Meramec Hills, 
Michael, Montgomery, Mullanphy, Riddick, 
Shriners Hospital, Stix, Turner Open Air, Voca- 
tional (Colored), Walbridge. 

\ew HAMPSHIRE—Claremont, North Street, Way. 
New Jersey—Cranford, Cranford Public Schools, 
Cleveland, Grant, Lincoln, Roosevelt, Sherman, 
Special Teachers; Glen Rock, Central, Public Num- 


ber 1, Richard E. Byrd; Kearny, Lincoln; Westfield, 
McKinley. 


New York—Catskill, High, Irving. 
SENNSYLVANIA- Bangor, Roosevelt. 
SOONSIN—Ontario, Ontario Public Schools. 


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me 22, Number 7; November 1933 





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OF EDUCATION 


A Symbol 


How wide is 
2? 
mes Yule log—symbol of your world 
Christmas through the ages. 
On the great holiday the lord of 
the manor threw wide the doors, 
and misery and squalor were for- 
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head and wassail. 


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Customs change, but the Christ- 
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PROFESSION 


Regardless of this economic 
stress, the training of members of the 
teaching profession must go on. 


Keep fully informed of the progress in educa. 
tion. You must be up to the minute. Superintend. 


ents, principals and teachers will each find the pub. 


Now— 


lications of the National Education Association and its 


Departments very helpful texts for further training. They 
represent the best thoughts of leaders. 


Research Bulletins Price 
Per Copy 
CONSTRUCTIVE ECONOMY IN EDUCATION. 
Vol. XI, No. 3, September, 1933. 36pp $.25 


SALARIES IN City ScHooL SYSTEMS. 
Vol. XI, No. 2, March, 1933. 16pp 


THE ScHooL BoARD MEMBER. 
Vol. XI, No. 1, January, 1933. 48pp 


Facts ON ScHOooL CosTs. 
Vol. X, No. 5, November, 1932. 24pp 


CRIME PREVENTION THROUGH EDUCATION. 
Vol. X, No. 4, September, 1932. 68pp 


ESTIMATING STATE SCHOOL EFFICIENCY. 
Vol. X, No. 3, May, 1932. 58pp 


Health Education 


HEALTH EpucatTion—Second Edition. A program for public 
schools and teacher-training institutions, 1930. 251pp. 
Paper Bound 
Cloth Bound 


HEALTH INSPECTION OF SCHOOL CHILDREN, 193 


HEALTH SERVICE IN City SCHOOLS. 
40pp. Per Hundred, $15.00 


HEALTH ESSENTIALS FOR RURAL SCHOOL CHILDREN. 
24pp. Per Hundred, $8.00 


HEALTH IMPROVEMENT IN RURAL SCHOOLS. 
52pp. Per Hundred, $15.00 


Authentic Data on Salaries 
Up-to-date 1932-33 
The Special Salary Tabulations of the Research Division of the 
National Education Association furnish information needed by 
those conducting salary studies. Write for details concerning 
the data available and the cost of the tabulations. 


Departmental Yearbooks 
Superintendence 


EDUCATIONAL LEADERSHIP: PROGRESS AND POSSIBILITIES. 
Eleventh Yearbook, 1933. 544pp........ccesccesescces $2.0 
CHARACTER EDUCATION. 
Tenth Yearbook, 1932. 536pp 
FIvE UNIFYING FActToRS IN AMERICAN EDUCATION. 
Ninth Yearbook, 1931. 544pp 
THE SUPERINTENDENT SURVEYS SUPERVISION. 
Eighth Yearbook, 1930. 472pp. 


THE DEVELOPMENT OF THE HIGH ScHOOL CURRICULUM. 
Sixth Yearbook, 1928. 584pp 


Elementary School Principals 
THE ELEMENTARY SCHOOL LIBRARIES. 
Twelfth Yearbook, 1933. 464pp...... 
THE PRINCIPAL AND His COMMUNITY. 
Eleventh Yearbook, 1932. 448pp...... eT 2.00 
THE PRINCIPAL AND SUPERVISION. 
Tenth Yearbook, IGGL. S24ppicccicccicccccciceececane 2.00 


Classroom Teachers 
THE CLASSROOM TEACHER AND CHARACTER EDUCATION, 
Seventh Yearbook, 1932. 272pp 
THE EcoONOMIC WELFARE OF TEACHERS. 
Sixth Yearbook, 1931. 244pp 
TEACHING AS A CREATIVE ART. 
Fifth Yearbook, 1930. 307pp........ 


Review of Educational Research 

PUPIL PERSONNEL, GUIDANCE, AND COUNSELING. 

Vol. III, No. 3, June, 1933. 96pp 
MENTAL AND PHYSICAL DEVELOPMENT. 

Vol. III, No. 2, April, 1933. 100pp 
EDUCATIONAL TESTS AND THEIR USES. 

Vol. III, No. 1, February, 1933. 80pp...........+ee00 1.00 
ScHOoL BUILDINGS, GROUNDS, EQUIPMENT, APPARATUS, AND 

SUPPLIES, 

Vol. II, No. 5, December, 1932. 100pp........++++ +. 10 
TESTS OF INTELLIGENCE AND APTITUDE. 

Vol. II, No. 4, October, 1932. 72pp.........seeee% soon 


The titles listed above are only a few of the many available and include only the more recent issues of 


Research Bulletins and Department Yearbooks. 


Other issues are available 


covering a wide range of subjects. Write for complete list. 


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The Journal of the National Education Associate