UNIY. OF MIGH. boom GENi LIBRAR JANUARY, 1934 ‘@he J OURNAL of the NATIONAL EDUCATION ASSOCIATION What the Teacher Can Do During 1934—Editorial How 1776 Has Been Undone The Emergency Commission in Action—John K. Norton Restating Our National Goals What Are Desirable Social-Economic Goals for America? The New Leisure Challenges the Schools—Eugene T. Lies Who Pays Taxes?—Harley L. Lutz and William G. Carr Some Dangers of the Testing Movement—Harl R. Douglass The Faculty and Teacher Growth The Journal’s Annual Roll Call Some Progressive Principles—Daniel P. Eginton An Evening with the Magazines . Schools Shall Forever Be Encouraged—Belmont Farley ~The Superintendents Meet at Cleveland—Paul C. Stetson The Schools in the News and Why—Lyle W. Ashby Master Builders of Our Profession Builders of Our Profession Notes and Announcements. J ‘ ; , . : ; . . res Contents of previous issues e The Journal of the National Education Association can be found by consulting the Readers’ Guide and the Education Index in your library. Pusuisuep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, D. C.,. UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. ee + ae ss —— Bed Financing the schools Cor nce wins (LesLIc£ GREGORY) 60 School costs and economic stability (Joun K NORTON ) 133 FInNgEy, R¢ I ( juoted) 203 Forests and soil—-TVA (WaLTER E. Myer) 238 FrRaNK, GLENN. The world for which we must educate 161 _FRANK, LAWRENCI (quoted) 51 FREEMAN, FRANK N. Life insurance ts safe 77 Friendship of former teachers, The (Lucy M SCHWIEN HER) 254 Fruit basket turns over, The (A. G. Capps and W. W. CARPENTER) 54 Fundamental ideas for enon (editorial) 160 Fundamental issues (secondary education) 138 Future comes, The (CHartEs A. BeEarpD and Georce H. E. SMITH) 94 Future of farms and industry, The IVA (WaL- rk E. Myer) 244 ™“ G Give youth a chance (JouN N. PATTreRSON)..... 39 Going forward (Secretary Crabtree’s annual report) 167 Going places (Witt1aM Dow BouTWELL) 79 GosLiInc, THomas W. (quoted) 168 Government and industry—TVA (Water E MYER 243 Government and schools (See also Federal aid to education ) Government takes steps to aid schools 93 Organizing in the state for better schools (HENRY FILER) 173 Testing candidates for Congress (JoHN K NORTON ) 177 Government takes steps to aid schools 93 GRay, JESSIE (Quoted) A-5, A-14, 45, 92, 169 Visions and voyages 164 Washington convention, The 92 GREEN, Este E. (quoted) 168 Grecory, Lesiie. Confidence wins 60 Group study and faculty meetings 18, 61, 85, 118, 187, 224, 257 Haccerty, M. E. Citizens’ organizations and the schools Coe S Ceo SOE EHR EEE SEHD HES ESE SESE EEO CS 36 Hatt, HELEN. A dental clinic on wheels 91 Hat, Stipney B. (quoted) 105 Handwashing, Hygienic, in schools (THomas D. Woop ) 149 Hayes, Epwarp A. (quoted) 168 Health Dental clinic on wheels, A (Heten Hatt) 91 Hygienic handwashing in schools (THomas D Woop) 149 Save hearing and you save ambition (ANNETTA W. Peck) 55 School and classroom hygiene (ARTHUR H. BRYAN) 41 Teaching nutrition to boys and girls (Mary Swartz Rose) 129 HENSEL, GEORGE (quoted) 2 HERZBERG, MAX J. Wasn't that a good speech? 221 Hess, Etwoop V. Home-visiting: more results 83 Home-visiting: some results 37 (Quoted) .. A-79 High school (See Secondary education) Homemaking, Education for New values in home economics (FRANCES ZUILL) 119 Some progressive principles (DANIEL P. EcIN- TON ) 22 Teaching nutrition to boys and girls (Mary SWARTZ Rose) 129 Home and school working together 223 Home economics, New values in (FRANcES ZuUILL). 119 Home-school leaflets 87, 223 Home-school visiting Home visiting: more results (ELwoop V. Hess) 83 - Home visiting: some results (ELwoop V. Hess) 37 Teacher’s appraisal of home visiting, A (E.1za- BETH C. MacLearie) 200 Hoop, Epwarp E. Fences will have to be built 256 How big business heads pay themselves 152 How 1776 has been undone 2 How the new deal came to Dunderland (Donatp R. RICHBERG ) 117 How to save the kindergarten (FreD ENGELHARDT) 114 Hutcuins, Ropert M. Teacher, school, and na- tional life 163 Turn high schools into people’s colleges 217 Hygienic handwashing in schools (THomas D. Woop) 149 Hygiene, School and classroom (ARTHUR H. BRYAN) 41 Ickes, Haroip L. Most important question of all, The 67 (Quoted) 35 Ideas from the Washington convention 168 Increasing public appreciation (LYLE W. AsHBy) 185 Innkeeper speaks, The (Victoria BEAUDIN JoHN- SON ) ‘ 262 Insurance - Life insurance is safe (FRANK N. FREEMAN) 77 Interpreting education within the school (editorial) 191 Interpretation of education (See American Education Week; Home-schoo] ) Art interprets education (HELEN Rose Before schools began (CHARLES Wittram G. Carr) Confidence wins (Les_re GREGORY) Home and school working together Increasing public appreciation (LYLE W. Interpreting education torial) Making friends for the school Schools in the news and why, ASHBY ) Schools of Greece and Rome Brearp and WILLIAM G. CarRR) Seven objectives of education, The Invincible Louisa also Leaflets, ABELS) A. Bearp and ASHBY) within the school (edi- The (Lyte W. (CwHartes A. J Joint commission on the emergency in education, The Education accepts the challenge (JoHN K. Nor- TON ) Educational NORTON ) Emergency commission in K. Norton) Evaluating the public-school program (JoHN K recovery and planning (Joun K. action, The (JoHN NORTON) Longterm educational planning (JoHN K. Nor- TON ) School costs and economic stability (JoHN K. NORTON ) Shall we enter politics? (JoHN K. Norton) Jones, HERBERT C. (quoted) Journal’s annual roll call, The Jupp, CHar.es H. Conclusions of the Cleveland convention — New standards for secondary schools K Kindergarten, How to save the (Frep ENGEL- I ash Pn eens b ieraod wc 65. ap atone as nes i ew ee ae | Ass, A. H. The bad boy and his teacher pet out the plans—TVA (WaLTER E. Myer) Leaflets, Home-school ee Se ne re — Seven objectives of education, The Legion and the schools, The (RussELL Cook) Leisure and schools County parks and rural life (HeENry S. Curtis) Dramatics (EuGENE T. Lites) - Going places (WrtL1AM Dow BovuTWELL) — New leisure challenges the schools, The (Eucene T. Liss) Reading and literature (EuGeENE T. Ltrs) Vacation time for school children Lies) - Whistling girl, A (ANNE Norton) Letter of an old-timer Lies, EuGENE T. — Dramatics - New leisure challenges the schools, The — Reading and literature — Vacation time for school children Life insurance is safe (FRANK N. FREEMAN) Literature, reading and (EuceNne T. Ltrs) Lomax, Paut S. Opportunities of business educa- tion, The Longterm educational planning (JoHN K. Norton) Lucas, M. Grant (quoted) Lutz, Hartey L. — Efficient tax administration — Types of taxes: the income tax — Types of taxes: the property tax Types of taxes: the sales tax Who pays taxes? (EuGEeneE T. M MacLrearie, Evizasetu C. A. teacher's appraisal I ci sciaie tic § apenas Achih a eraceiere Macna, Mrs. RUSSELL WILLIAM (quoted) Making friends for the school Mass meetings—American Education Week Master builders of our profession 30, 63, 95, McCoy, M. L. Using the rural community in teach- SEER er ar Sere MELLETT, LoweELt (quoted) Membership in education associations. . .. Message to the 1934 graduate, A (editorial) Miran, Cart H. (quoted) : MorcGan, ARTHUR E. Education for a new society Morcan, Joy ELMER — (See also editorials) — (Quoted) e : 10, 142, — Restating our national goals. Study unit, A: suggestions about its use Morr, Paut R. (quoted) Most important question of all, IcKEs) : Motion pictures, A national program for Myer, WALTER E. The (Harott p L. — Tennessee Valley looks to the future, The. . .233-2 - Youth has a chance [2] 114 259 N National Education Association (See also Pro- fessional organizations ) Association at work, Our (Lyte W. AsHBy) 179-86 — Builders of our profession 30, 63, 96, A- 38, 158, 190, 226, 259 Education, the foundation of enduring recovery 45-53 - Master builders of our profession 30, 63, 95, 259 Membership in education associations 86 — Program of action for 1934-35, Our (HENRY LESTER SMITH) 159 - Platform of the National Education Association . 169 Report of committee on social-economic goals tor America 5 Resolutions for 1934 171 Schools in the news and why, The (Lyte W. ASHBY) est > aa - Strength of a national organization, The (Car- MON’ Ross) “3 «om, Visions and voyages (Jesste Gray) 164 National leadership in education (LYLE W. Asuy) 180 National program for motion pictures, A........ 251 Nationwide school printing project, The 156 NEA contributions to the teachers’ economic wel- eS Te a Sree 182 Needs of the schools presented to Congress. oF . oa Newbery prize book, Invincible Louisa oe pn New deal and schools - Educating children for the new deal (RaBBI ABBA HILLEL SILVER) ie 97 President Roosevelt’s account of progress 193 — How the new deal came to Dunderland (Donatp R. RICHBERG) ; 117 New leisure challenges the schools, The (EUGENE T. Lass) ; 13 New industrialism, The—Promise or threat—TVA (WaLTER E. Myer) 235 New standards for secondary schools (CHARLES H. Jupp) ; . 141 New values in home economics (FRANCIS ZUILL).. 119 NorTon, ANNE. A whistling girl................ 72 Norton, JoHN K. — Education accepts the challenge 35 — Educational recovery and planning 103 Emergency commission in action, The 3 - Evaluating the public-school program 66 — Longterm educational planning . 282 — (Quoted) A-79, 168 - School costs and economic ‘stability 133 ~ Samal WO Gnter BONNE? . .. 55.50.20 ceeccees 207 - Testing candidates for Congress > aa Nutrition, Teaching to boys and girls (Mary Swartz Rose) . 2 Opportunities of business education, The (PAUL OT ree ee eer 125 Organizing in the state for better schools (HENRY FILER) . 173 Our Association at work (Lyte W. AsHBy) 179-86 Our program of action for 1934-35 (Henry Lester SMITH ) : : 159 P Parsons, Georcia B. Child labor must go eee Teer I ictal ac ais a nk oe dae ene kee wee 168 PATTERSON, JOHN N. Give youth a chance 39 PauLus, Loutse. School programs—American Edu- cation Week : 175 Peck, ANNETTA W. Save hearing cad you save am- bition P hotos ALLEN, A. T. saa fe vous i mci nae + tf. i eee eek BELGRANO, FRANK N., Jr. er. See Nee 260 - CamMack, James W., Jr. bta ve Sch aug AT 157 — CLEAVELAND, GENERAL Moss... 56 - Cleveland museum of art and fountain of waters 56 - Cook, RUSSELL 89 - CRABTREE, J. W. December cover Dewey, JoHN haere ea & Fe 4, y ik aaa 5 ELLzeEY, RUSSELL...... ee PN Bes As. 93 —— Fire, Ray EF IO ER PE ae ond ee Fiora, A. C. my 190 - Folger library, “The (Washington, 7 Aes < 154 Fow er, B. A... sis aes - GEORGE, WALTER F....... : 93 - Givens, WILLARD E. pete 5. December cover - HARRINGTON, F. E. 158 - Hay, JoHN, commercial high school, Cleveland. 57 Kevty, Frep J. See : ae: ’ ~~. gd eee Se eee . 158 Lame, Ceaptes H............ Peer 57 - LANGWorTHY, Mrs. B. F. . 226 - Lincoln memorial, The (Washington, D. c) . 155 - Lorp, Darsy - 226 - McGurrey, Wmuram Hoimes.... i? 251 Meics, CORNELIA : . oa - Modern note in coneend, lod ccia ; = - Moz, M. P.... Be ens rene, : % 158 ae ee eee - sateen Mount VERNON........... i inal 92 - National capitol, The are all 92 - OBERHOLTZER, E. E. ...101, 214 OFFENHAUER, R. E. 55 ; 190 OrcHarp House, Concord, Massachusetts .. 215 - Pan American Union, The (Washington, D. C.) 154 - PLENZKE, O. H. 158 Roosevelt, Theodore, high | school, _ Washington, = _ Ross — SAMI — STET — STET — STU! -- [On — Typ te — WAI - Was — Wa: D - Wh WH WE PITKIN anni! . Ed Planni My! Platfo Poetry - In — jo PoLt Polit PooL Powe Presi PREE Prin Prin Proc M Prof ca y Pro Pro Pre CN LM iia aos i a Seeks +a als 5 OC, DRIED sos o-v.0ccosdo's eden sieadue 190 IL, MII Mas oh.<.) 6 — Washington monument, The (W ashington, BD: BaF. x 55 - White House, The (Washington, 'D. co 92 - WHITTENBERG, A. L...... 190 WEBNER, JOHN T. 143 PirKIN, Royce S. Can we rely on business? . 43 Planning, social-economic — Educational recovery and planning (JoHn K. NORTON ) 103 - Experiments in planning (WALTER E. Myer) 237 — Laying out the plans (WALTER E. Myer) 236 - Longterm educational planning (Joun K. Nor- TON) 252 Planning the industrial future—TVA (WaLTER E. MYER) 246 Platform of the National Education Association, 169 Poetry - Innkeeper speaks, The (Victor1IA BEAUDIN JOHNSON) 262 — JOHNSON, Victoria BEAUDIN 262 — RANDS, WILLIAM BrRIGHTY ; A-5S6 — SAGER, PAULINE....... A-88 - Uncherished seed-corn, The (PAULINE SaGER) . . A-88 - Wonderful world, The (Wrtit1aAM’ BriGcHty | ea ee eres area ere A-56 Pottinc, DANIEL A. (quoted) 168 Politics, Shall we enter? (JoHN K. Norton). 207 PooLE, Mrs. GrAcE Morrison (quoted) 168 Power policy-—-TVA (WaLTER E. Myer) 241 President Roosevelt’s account of progress 193 PREBLE, Mrs. F. BLANCHE (quoted) 168 NS ee ee ee eS eee 61 Printing project (See Projects) Production of power, The—-TVA (Wa ter E. MYER) . 240 Professional organizations (See also National Edu- cation Association ) - Dynamic program for the profession, A 106 - Membership in education associations 86 Organizing in the state for better schools (HENRY FILER) 173 Program for federal aid, The 45 Program of action for 1934-35, Our (HENRY LesteR SMITH) 159 Projects, Division of Publications, NEA - American Education Week cartoon .. 218 - Essay (What the American school means to me) 116 - Printing : a ee Public-school program, Evaluating the (JoHn K. Eee a er ere 66 Public utilities (See Tennessee Valley looks to the future) Quotations ADAMS, JAMES TRUSLOW 222 - BayLor, ADELAIDE S. A-16 BoraH, WILLIAM E.. : 134, 227 BRADFORD, Mary D..... A-59 I ce hg sin as. k's Kak we bixib es, 34 — CHasE, HARRY WoopBURN 127 — CUBBERLEY, ELLWoop P... 191 - Euiot, CHARLES W. 1 — FauNcE, WILLIAM HERBERT PERRY 127 Finney, Ross L......... 203 — Frank, LAWRENCE..... 51 - Gostinc, THomas W. 168 — Gray, JEssIE “ A-5, A-14, 45, 92, 169 ~— GREEN, E sie E. ; .. 168 — Harty, Sipney B. ; 105 ~ Hayes, Epwarp A... 168 HENSEL, GEORGE 2 Hess, Etwoop \V.... A-79 - Ickes, Harotp L.... 35 Jones, Hersert C. 65 — LANGwortHy, Mrs. B. F. 168 - Lucas, M. Grant 168 — Macna, Mrs. RusseLL WituraM 168 - MELLETT, Pee 33 — Miram, Cart H. ; 168 — Morcan, Joy ELmer 10, 142, 202 — Mort, Paut R. a 52 - Norton, Joun K. A-79, 168 - PARSONS, Georcia B.. 168 ~ Potrnc, Danret A. =e 168 - Poote, Mrs. Grace Morrison 168 — PreBLe, Mrs. F. BLANCHE 168 — Reap, Faye..... 168 — RICHMOND, JAMES H. 168 — ROOSEVELT, Mrs. FRANKLIN D.. 214 — ROoosEvELT, FRANKLIN D. 11, 35, 94, 138 — Boeemes,, Weetam F.......:...<... aki 50 - RUTLEDGE, ARCHIBALD 74 — SAMUELSON, AGNES. 168 — SELIGMAN, EDWARD RoBert ANDERSON 53 — SHerras, G. FINDLAY 16 — SmituH, Henry Lester 221 — Stetson, Paut C. 100 — Sweet, WittiaM E. 168 - Wetts, H. G. 134 — Zoox, Grorce F. 168 R Radio —Schools go on the air, The........... er Reap, Faye (quoted)............. oars Le Reading and literature (EUGENE T. Lies). 69 Report of the committee on academic freedom.... 255 Resolutions for 1934 (NEA)... 171 Restating our national goals (Joy E LMER Mor: AN) 5 Returned delegate speaks up, The (ANNA STEESE RICHARDSON ) 251 RICHARDSON ANNA STEESE. The returned delegate speaks up 251 RICHBERG, Donatp R. How the new deal came to Dunderland 117 RICHMOND, JAMEs H. Federal emergency aid for education pacehean ewes . 157 (Quoted) .. ; ; ; 168 RoosevELr, Mrs. FRANKLIN D. (quoted) 214 ROOSEVELT, FRANKLIN D. - (Quoted) , 11, 35, 94, 138 - President Roosevelt’s account of progress 193 Rose, Mary Swartz. Teaching nutrition to boys and girls 129 Ross, CarMon. The “a of a national organ- ization 210 Rural high school’s : service, A. (J. STANLEY Cas- TELL) gees ; ... 144 Rural Education — County parks and rural life (Henry S. Cur- TIS) 112 - Rural high school’s service, A. (J. STANLEY CASTELL) 144 Rural problem, The (Lyte W. Assy) 139 - Using the rural community in teaching (C. M. Wietinc and M. L. McCoy) ‘ 78 Rural problem, The (Lyte W. AsuBy) 139 RUSSELL, WILLIAM F. (quoted) : me RUTLEGE, ARCHIBALD (quoted) . 74 S SAMUELSON, AGNES (quoted)...............00. 168 SANDISON, Mitprep. Thanksgiving 204 Save hearing and you save ambition (ANNETTA W. W. Pecx) 55 School and classroom hygiene (ArtHuR H. BRYAN ) 41 School costs and economic stability (Joun K. NORTON ) 133 School programs American Education Week (LoutseE PAULUS) 175 Schools doing their job? (Rotarian) 40 Schools go on the air, The 214 Schools in the news and why, The (Lyte W. ASHBY ) 29 Schools in the story of culture - Before schools began (CHartes A. Bearp and WirtrAm G. Carr) 201 — Schools of Greece and Rome (CHarRLES A. Bearp and WiLtiaAM G. Carr) 230 Schools shall forever be encouraged (BELMONT FARLEY) .. 25 SCHWIENHER, Lucy M. The friendship of former x teachers . . 254 Science in the elementary schools (James F. j Conway) Beas 208 Secondary education — A message to the 1934 graduate (editorial) 127 - Are high schools worthwhile? (Ray Battov) 188 — Secondary education for the new day (LYLE W. ASHBY) : 135-41 — Some tercentenary suggestions 250 —- Three hundred years of American high schools 249 — Turn high schools into peoples colleges (Ros- ERT M. HutTcHINs) 217 — What does a dean do? (Dorotuy C. Srrat- TON) 211 Secondary education for the new day (Lyte W._ W. Asusy) 135-41 Secondary schools of tomorrow (Lyte W. AsHsBy) 137 Self-preparation for new leadership 128 SELIGMAN, EDWARD RoBERT ANDERSON (quoted) 53 Service for employers, A 222 Seven objectives of education, The 87 Shall we enter politics? (JoHN K. Norton) 207 Suerras, G. Frnpiay (quoted) 16 Strver, Rapst ABBA Hitter. Educating children for the new deal 97 Sixty educational books of 1933 121 Smitu, Georce H. E. The future comes 94 SmitH, HENRY LESTER 7 — Educating for tomorrow 225 - Our program for action for 1934-35 159 - (Quoted) 221 Social-economic goals of America (NEA committee) - Bill of rights for the new age, A 205 — Toward a better America 206 — Social-economic goals for America, report of J NEA committee : 5 Social-economic trends — Age of plenty, This (Sruart Case) 147 — Bill of rights for the new age, A 205 — Can democracy survive in the United States? (editorial) 33 Can we rely on business? (Royce S. Pitkin) 43 Education for a new society (ArtTHUR E. Mor- GAN) 197 Fruit basket turns over, The (A. G. Capps and W. W. CarPENTER) 54 Fundamental ideas for tomorrow (editorial) 169 How 1776 has been undone 2 Restating our national goals (NEA -committee) 5 [3] The future é comes (Cuartes A. Brarp and GeorceE H, E,. SmitrH) Toward a better America — What are desirable social-economic goals for 94 206 America? (NEA committee) 6 World for which we must educate, The (GLENN FRANK) 161 Some dangers of the testing movement (Hart R. DoucLass) 17 Some progressive principles in homemaking (DanieL P. EcInton) 22 Some tercentenary suggestions 250 States and the crisis, The 47 STETSON, Paut C. (Quoted) 100 Superinte ndents meet at Cleveland, The 27 STRATTON, Dorotuy C. What does a dean do? 211 Strength of a national organization, The (Carmon Ross ) 210 Study unit, A: suggestions about its use—TVA (Joy Ermer Morcan) 248 Superintendents meet at Cleveland, The (Paut C. STETSON ) 27 Superintendents plan 65th annual meeting 257 SWEET, WILLIAM E. (quoted) 168 Taxation — Efficient tax administration (Hartey L. Lutz and WiLt1aM G. Carr) 146 Types of taxes: the income tax (Hartey L Lutz and WILLIAM G. Carr) 75 Types of taxes: the property tax (Hariey L. Lutz and WILLIAM G, Carr) 5 - Types of taxes: the sales tax (HarLtey L. Lurz Wiciiam G. Carr) 110 — Who pays taxes? (Hartey L. Lutz and W1- LIAM G. Carr) 16 Teacher and the people, The (editorial—J. B. EDMONSON ) 65 Teacher, The bad boy and his (A. H. Lass) 195 Teacher’s appraisal of home visiting, A (ELiza- BETH C. MacLearie) 200 Teachers, Economic welfare of — Credit union movement, The 148 - NEA contributions the teachers’ economic welfare (Lyte W. Asusy) 182 - Teachers’ professional growth, The (Lyte W W. AsHBy) 140 Teachers, Education of What the teachers can do during 1934 (editorial) 1 Teachers’ professional growth, The (LYLE W. ASHBY) 140 Teachers’ professional interests (Lyte W. AsHBy) 184 Teacher, school, and national life (Roperr M. HuTCHINS) 163 Teacher tenure 194 Teaching nutrition to boys and girls (Mary Swartz Rose) 129 Tennessee Valley looks to the future, The (WALTER E. MYER) ‘ 233-48 Tenure, Teacher 194 Tercentenary of secondary education Some tercentenary suggestions 250 Three hundred years of American high schools 249 Testing candidates for Congress (JOHN K. Norton) 177 Testing movement, Some dangers of the (Hart R. DouGLass) 17 Thanksgiving (Mr~prep SANDISON ) 204 Three hundred years of American high schools 249 Toward a better America 206 Tragedy of a half principal, The 61 Turn high schools into people’s colleges (RoBERT M. Hurcurns) 217 Types of taxes: the income tax (Hartey L. Lurz and Wiiiiam G. Carr) 75 Types of taxes: the property tax (Hariey L. Lutz and Wiitram G. Carr) 53 Types of taxes: the sales tax (Hartey L. Lutz and Wiiit1am G. Carr) 110 Uncherished seed-corn, The (PAULINE SAGER) A-88 Unemployment Give youth a chance (JoHN N. PATTERSON) 39 United we stand lll Using the rural community in teaching (C. M Wretinc and M, L. McCoy) 78 Vacation time for school children (EuGene T. ON Re Sr a eee ee ee ee ee 107 Valley as at is, The —TVA (Watter E. Myer) 234 Visions and voyages (Jesster Gray) 164 Visiting, home-school (See Home-school visiting) Vocational education (See also Homemaking, Edu- cation for) Education for a new society (ArTHUR E. Mor- GAN ) 19 War makers, The (WILLIAM E. Boran)....... 134 Washington cathedral, The 153 Washington convention (Br_tmMont Farry) 154 Washington convention, The (Be_tmont Fariey) 165 Washington convention, The (Jesste Gray) 92 Wasn’t that a good speech? (Max J. Herzperc) 221 We ts. H. G. (quoted) 134 What about the nation’s future citizens? 51 | i | i | | What are desirable social-economic goals for Amer- ica? (NEA committee) 6 What does a dean do? (Dorotuy C. STRATTON) 211 What progressive communities are doing 6 What the American school means to me 116 What the teacher can do during 1934 (editorial) l What to expect--TVA (Water E. Myer) 247 Who pays taxes? (Hartey L. Lutz and WILLIAM G. Carr) 16 Whistling girl, A (ANNE NorTON) 72 Widening path of education, The (Lyte W. Asusy) 136 t The following series of articles from TH JourRNAL of the National Education Association have been published as separate pamphlets and may be secured in quantities at discount prices: (1) Social Economic Goals for America, Report of the NEA Committee. January 1934, 8p. Sin- gle copies, 15 cents. Discounts for quantities: 2 to 9 copies, 10 percent; 10 to 99 copies, 25 percent; 100 or more copies, 3314 percent. Wietinc, C. M. Using the rural community in teaching 78 Winn, AGNes. The credit union movement 148 Wonderful world, The (Wiitttam Bricguty Ranps) A-56 Woop, Tuomas D. Hygienic handwashing in schools Working together (Lyte W. AsHByY) 186 Working with the cooperatives—-TVA (WaLTEeR E MyYeEr) 245 World for which we must educate, The (GLENN FRANK) 161 Youth challenges the nation (Newron D. Baker) 162 Youth has a chance (Watter E. Myer) 196 mons. Connon FB. (ematets . «.« s<0-40:000s00eee 168 ZuILt, FRaNces. New values in home economics 119 Special Journal Features (2) Emergency Federal Aid for Education Im- perative. February 1934, 8p. Prices same as (1). (3) Essentials of Taxation by Harley L. Lutz and William G. Carr. October 1933 thru May 1934, 16p. Prices same as (1). (4) Secondary Education for the New Day by Lyle W. Ashby. May 1934, 8p. Prices same as (1). (5) Our Association at Work (National Edu- cation Association). October 1934, 4p. Free (6) The Tennessee Valley Looks to the Future by Walter E. Myer. December 1934, 16p. Note especially low prices on this feature: 2 copies, 10 cents; 25, 75 cents; 50, $1.50; 100, $3; 300, $8; 500, $13.25. (7) The Schools in the Story of Culture by Charles A. Beard and William G. Carr. October 1934 thru May 1935, approximately 32p. Prices to be announced. Every Library Should Have THESE PUBLICATIONS OF THE NATIONAL EDUCATION ASSOCIATION © Journal of the National Education Association (included in $2, $5, and life memberships—pub- lished monthly except July, August, and September). Extra copies 25 cents each. Proceedings (published annually—included in $5 and life membership). Cloth. 1000p. $3. Research Bulletins of the National Education Association (Five numbers annually—included in $5 and life membership). Extra copies 25 cents each. Vol. XIl, No. 1, January 1934, Five Years of State School Revenue Legislation Vol. XII, No. 2, March 1934, Education for Character, Part I. Vol. XIl, No. 3, May 1934, Education for Character, Part Il. The Social and Improving the School Program, 64p. 1929-1933, 40p. Psychological Background, 40p. Vol. XIl, No. 4, September 1934, National Deliberative Committees in Education, 92p. Vol. XII, No. 5, November 1934, Modern Social and Educational Trends, 48p. Department of Superintendence Tenth Yearbook, Character Education, 536p. Cloth, $2. Eleventh Yearbook, Educational Leadership; Progress and Possibilities, 544p. Cloth, $2. Twelfth Yearbook, Critical Problems in School Administration, 384p. Cloth, $2. Thirteenth Yearbook, Social Change and Education, about 384p. Cloth, $2. Department of Elementary School Principals—Quarterly Bulletins, 25 cents each except Yearbook issue. Tenth Yearbook, The Principal and Supervision, 524p. $2. Eleventh Yearbook, The Principal and His Community, 496p. $2. Twelfth Yearbook, The Elementary School Libraries, 464p. $2 Thirteenth Yearbook, Aids to Teaching in the Elementary School, 416p. $2. Department of Classroom Teachers Fifth Yearbook, Teaching as a Creative Art, 307p. $1.50. Sixth Yearbook, The Economic Welfare of Teachers, 244p. $1.50. Seventh Yearbook, The Classroom Teacher and Character Education, 272p. $1.50. Eighth Yearbook, Teacher and Public: A Handbook of Interpretation for Teachers, 240p. $1. American Educational Research Association (A department of the NEA). five numbers annually, copies $1 each. Vol. IV, No. 1, February 1934, Methods and Technics of Educational Research, 120p. Vol. IV, No. 2, April 1934, The Curriculum, 132p. Vol. IV, No. 3, June 1934, Teacher Personnel, 100p. Vol. IV, No. 4, October 1934, School Organization, 96p. Vol. IV, No. 5, December 1934, Psychology and Methods in the High School and College. Review of Educational Research, For a complete list of publications now in stock, write the National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. [+] New Book Form Edition of SHARP'S ENGLISH EXERCISES FOR THE HIGH SCHOOL 96 Pages. New Price, 18¢ Net. This new low price now makes it possible for every high school to use Sharp's English Exercises as an aid in teaching English in high schools. 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And tested experiments in research show that chew- ing gum five to ten minutes after Forward Looking meals has the tendency to reduce tar- . ++ business groups shun ex- tar and decay. Gum chewing travagant statements. They oul wpa great Wabveveitios to should not only be “permitted” make impartial investigations of their products. Results of is a rea- saad aameals tate aaa ' but encouraged. There is a of our advertising. What you i condi ante aisaiiniediies aia son, a time and place for gum. chewing gum, you can believe. The National Association of 6-46 Chewing Gum Manufacturers . i Four Factors that Help Teeth Last a Lifetime are Proper Nutrition, Pier 23, Rosebank, P Staten Island, New York Dentist’s Care, Personal Care, and Pienty of Chewing Exercise Volume 23, Number 1; January 1934 Mention THE JourNaL A-1 when writing our advertisers a —w a a a nore of. Secon teak eres ee mareeee ad -Y a OI LOI EMG Bo Al ara ay tla are ance mag a eg a ee ren re ee re ee pre a. = ee ees ee eso The Milton Bradley Company Announces a new Development in | Economical Waterproof Poster Colors .. Sunfast—Rainproof Quick Drying Brilliant Non-Cracking Quickly Applied Economical 14 Colors of interest to every art student and teacher THEY COVER MORE THAN FIVE TIMES AS MUCH AREA AS ANY COMPETING POSTER PAINT, MAKING THEM THE MOST ECO- NOMICAL COLORS ON THE MARKET Neprune Waterproof Poster Colors are made from a new and unique formula. They dry with @ flat, rich finish and will not chip, crack, or rub. Although you can thin them with water, they are waterproof. They will not even crinkle thin paper. Perfect blending and washing properties make them ideal for every kind of poster work. Write for free color card or samples. (30c per 2-oz. jar.) WATERPROOF NEPTUNE POSTER COLORS Trade Mark Made only by MILTON BRADLEY COMPANY Springfield, Massachusetts CIVIC EDUCATION SERVICE. PUBLISHERS OF The American Observer The Weekly News Review The Junior Review The Civic Leader od The purpose of these publications is to interpret the events, movements, and ideas of these critical days clearly, vividly, and impartially. Graded for use in Junior and Senior High Schools The American Observer is prepared for all classes of Senior High School; The Weekly News Review for lower Senior High School Classes; The Junior Review for upper grades and Junior High School; The Civic Leader furnished free of charge to all teachers using Civic Education Service Publications. | Editorial Board Cuaries A. BEARD GerorcE 8. Counts | Harotp G. Moviton Davin 8. Muzzey | Water E. Myer, Editor Send for Sample Copies to CIVIC EDUCATION SERVICE 744 JACKSON PLACE WASHINGTON, D. C. A-2 Mention THe JouRNAL when writing our advertisers EDUCATION —the connecting link YESTERDAYS— We rode in wagons— Plowed with oxen— Harvested with the cradle— Threshed with the flail— Read by candle light— The Rod and the three R’s were symbolic. TODAYS— We ride in automobiles and air- planes— Upheave the fields with trac- tors— Harvest and thresh with the same operation— Read and acquire knowledge by electric light and radio— A curriculum providing for training in all the essentials that enter into a well rounded life. ZO~7=7">nCcoOm™ Fortunate substitutes. EDUCATION HAS DEVELOPED OUR YESTERDAYS INTO TODAYS If there are schools and communities which are still in their Yesterdays educationally because of lack of facilities, such as trained teachers, modern buildings, adequate equipment, or are lacking in safeguards for health, morals, thrift, safety and citizenship, then these conditions exist because of lack of local initia- tive and sentiment. Such handicap is unfair to the child, unnatural to the ambitions of parenthood, and un-American in its very existence. Let your inquiring mind determine the Educational Opportunity of your community and pledge your in- fluence and support to the end that your schools may be placed in the very Today of Todays and ready to meet the demands of the Tomorrows. TOMORROW'S The Foundation of Progress— The Backbone of Morals— The Enemy of Crime— EDUCATION— The Conservator of the Home— The Essential of Citizenship— The Capital for a Livelihood— The Inspiration for a Richer Life. _NATIONAL SCHOOL SUPPLY ASSOCIATION 176 West Adams Street CHICAGO The Journal of the National Education Association ing tori ord nov des of | tra! wo ma tak orc tal the scl @ = ee eee ae, ee ee 6 Editorial for January 1934 What the Teacher Can Do During 1934 HE YEAR 1934 should bring to American teachers unusual oppor- tunities for unique and outstand- serve the fundamental ideals that have made the nation great while at the same time helping to bring about the changes tion to apply those principles to finance, to industry, to agriculture, and even to international affairs. ing public service. As earlier edi- torials have pointed out, the old order is gone. No informed person now really believes that America desires or could go back to the days of the twenties. This is a time, of transition. We could not if we would establish immediately per- manent plans and policies. It will take time to work out the new order in America. How long it will take depends primarily on what the teachers are able to do thru the schools. There must inevitably be a greater leadership on the part of teachers, a greater dependence upon the school, upon teachers, and upon teaching in the effort to reconstruct American life and to work out the values and the plans for the new order. As in the days when pioneer democracy was con- quering the wilderness, the school must again become the House of the People, a place where all shall meet to discuss their common needs and aspirations. 1934 may bring many discourage- ments and disillusionments. There are dark clouds on the international horizon. Unemployment may get worse rather than better. The insidious attacks on President Roosevelt’s program by greedy interests may weaken its effectiveness. Partisanship and petty dissension may delay our efforts at recovery. Without minimizing these possibilities of diffi- culty and disaster, teachers are in a posi- tion to exert a powerful influence on the positive side. They can help people to face the facts without losing confidence. They can help people to understand better the underlying changes that are taking place and to adapt their lives to them. They can probably do more than any other group in the nation to pre- G States is carrying a prodigious load of responsi- bility. As befits a time of rapid change and great confusion, many of his policies are frankly experimental. That is a source of strength and he should be given the freedom and the oppor- tunity necessary to bring about the new order toward which he is working. This is no time for petty partisanship, premature criticism, and a division of forces. It is rather a time for faith, cooperation, sacrifice, and a willingness on the part of every citizen to do his part. which the newconditions make necessary. In the management of his own life and in the guidance of others, the teacher who faces 1934 can determine to do so with courage and good cheer, courage to understand as clearly as pos- sible the realities of the situation with- out losing faith in the future; good cheer in the confidence that the great traditions of America are deep enough to steady the ship of state thru the changes that lie ahead. Let there be no loss of faith in democracy. Rather let the teacher lead the people to see that American life has been best at precisely those points where it has been most democratic. Let the teachers lead the people to see that just as it was possible for our forefathers to apply the prin- ciples of selfgovernment in the political field, it should be possible for our genera- IVE PRESIDENT ROOSEVELT A CHA NCE—The President of the United Let every teacher work out for himself a program of action for the year 1934. Such a program might read something like this: First, to keep myself physically, mentally,and spiritually fit in order that there may be strength to meet each day with courage and good cheer. Second, in all the personal rela- tionships of family, neighborhood, and occupation to encourage people to turn their attention to those abiding values upon which the good life is built. Third, to endeavor as a teacher who occupies a place of responsible intellectual leadership to inform myself on issues before the people. Fourth, to teach with skill and energy, as tho the very existence of democratic civilization depended upon my teaching. Fifth, to give thought and atten- tion to the whole life outlook of those who are in my classes—to teach . people as well as subjects. Sixth, to keep in close touch with the home and neighborhood life and aspira- tions of those whom my school serves. Seventh, to join with other citizens to see that leaders of integrity and ability are elected to public office. Eighth, to support and encourage others to support the leaders in govern- ment who seek to bring about necessary economic reforms. Ninth, to teach the people to under- stand the fundamental place of free uni- versal education as the foundation of a democratic system of life. Tenth, to join with other teachers in locality, state, and nation in a common effort to improve the teaching profession and to safeguard the welfare of children. —Joy Elmer Morgan. [ ME emphasize the duty of all educated men to serve their country with devotion and sacrifice in peace as well as in war. Serve her by sacrifice in order to take public office—elective or appointive office; serve her by your personal exertion in the towns, in the cities, in the communities where you live. Look for the means, the chance, the opportunity to serve democratic government. It is in democracy that the hope of the world lies. Take every chance that comes to you and make chances, if they do not come, for serving the public welfare.—Charles W. Eliot. Volume 23, Number 1; January 1934 fo pe em oe men 5 2 ae sone rr 3c vos eter EPs nena ee Set ewer ass - — pe ee Re i at mee = ee ee eS as ee een ; —y ws _— = pe <7 ey ent ink i i 5° ie A Ne), CRS 3 How 1776 Has Been Undone N 1776 our forefathers fought to free themselves from the political despot- ism of George III. It now becomes increasingly plain that for the political oppression of a foreign king, we have substituted the financial domination of great corporate empires that reach into our homes and our neighborhoods with a power personal, immediate, and in- tense. The following excerpts are taken from a book entitled The Modern Corporation and Private Property by Adolf A. Berle and Gardiner C. Means | Macmillan, 1933]. “The size of the modern giant cor- poration is difficult to grasp. Many peo- ple. would consider large a corporation having assets of a million dollars or an income of $50,000. Measured by the average corporation this idea would be justified. In 1927 two-thirds of all cor- porations reporting net incomes earned less than $5000 each. The average non- banking corporation in that year had an income of only $22,000, and gross assets of but $570,000. In comparison with the average corporation the million-dollar company would be large. But in com- parison to the great modern corporation, both are pigmies. On the basis of assets, the American Telephone and Telegraph Company would be equivalent to over 8000 average-sized corporations, and both the United States Steel Corporation and the Pennsylvania Railroad Com- pany to over 4000. A hundred-million- dollar company would be equivalent in assets to nearly 200 average corporations. Clearly such great organisms are not to be thought of in the same terms as the average company. Already the Telephone Company controls more wealth than is contained within the borders of twenty- one of the states in the country. “The great extent to which economic activity is today carried on by such large enterprises is clearly indicated by a list of the two hundred largest non- Who Controls Business? ges FOLLOWING assets of fifteen non- banking corporations in the United States on or about January 1930, give a striking picture of America’s economic oligarchy. Alleghany Corp. . .$1,600,000,000 American Tel. & Tel...... 4,228,400,000 Anaconda Copper Mining 680,600,000 Baltimore and Ohio. . . 1,040,800,000 Bethlehem Steel Corp. 801,600,000 Consolidated Gas of N. Y. 1,171,500,000 Electric Bond and Share.. 756,000,000 Ford Motor Co.. 761,000,000 General Electric Co... 515,700,000 General Motors.......... 1,400,000,000 New York Central R. R.. .2,250,000,000 Pennsylvania R. R...... .2,600,000,000 Southern Pacific Co. . 2,156,700,000 Standard Oil of N. J...... 1,767,300,000 United States Steel Corp. 2,286,100,000 [Abridged from a list of 200 corpora- tions by Berle and Means] banking corporations, compiled as of January 1, 1930. Nearly all of these companies had assets of over one hun- dred million dollars, and fifteen had as- sets of over a billion dollars. Their com- bined assets amounted to eighty-one billions of dollars or nearly half of all corporate wealth in the United States.” In an article entitled “Who Controls Business?” in the New Republic for July 26, 1933, K. W. Stillman points out that “Of the 200 largest corporations stud- ied by Berle and Means, only ten, repre- senting about 2 percent of the total as- sets of the group, are controled by owners of a majority of the outstanding stock. All the other 190 corporations are controled by closely integrated groups of minority stockholders, by various NM legal devices, or by the managements. Pyramiding thru holding companies has been a favorite method in recent years to get cheap control over great corporate interests. The Van Sweringens are said to have retained control over eight Class One railroads having total assets of more than two billion dollars with a total in- vestment of twenty million. With about one million invested, H. L. Doherty and his associates maintain control over the one billion assets of the Cities Service in- terests. An investment of one million dol- lars controls the one billion dollar assets of Standard Gas and Electric Company.” “Such consolidation and mass produc- tion have been followed by the ruthless discharge of men, and the insecurity of large masses of workers has become in- creasingly great,” according to Harry W. Laidler in his study, Concentration of Control in American Industry | Crowell, 1931]. To quote: In periods of depression, the larger corpora- tions are more inclined than are the smaller concerns to shut down their plants completely, discharge their men, and accept the losses from idleness rather than from greatly reduced prices. One of the grave dangers of presentday con- centration lies in the fear on the part of all classes of our population of offending those at the helm of the giant industries. To large num- bers of business men, professional men and women, as well as to unskilled workers, the displeasure of a great corporate unit means their economic disfranchisement and the utter loss of their livelihood, even perhaps the starva- tion of their family. Constant pressure is therefore brought upon them to conform to the views of big business and to repress any political, economic, or social opinions that may not coincide with the ac- cepted policies of the industrial feudal lords. A group of “yes-men” is being developed who can be little depended upon to give battle for the rights of man when those rights conflict with the intrenched “rights” of private prop- erty. [Use this material in your classes.] The Journal of the National Education Association E USED TO have villages. Now they are becoming just branches of big towns. Keep on the way you are going, and Main Street will become just a string of branch managers—the grocery-store manager from Philadelphia, the shoe-store manager from Boston, the drug-store manager from Pittsburgh, the hat- store manager from Newark, the branch bank manager from God Knows Where—and nobody from your town but the fellow who sweeps the floor and carries the bundles. What opportunity can there be in your town for your sons? The only opportunity you can offer them will be a railroad ticket on the main line for New York, where they can go and learn to be branch managers in other men’s towns. What we spend will go out of town by way of the store, and what we save will go out of town by way of the banks. The chains will get us, coming and going—George Hensel, banker, Quarryville, Pennsylvania, in The Red Book, October 1933. [See also Louis D. Brandeis’ Other People’s Money. Jacket Library, 15 cents. | Fs point nized curre depre little file « force serio The Emergency Commission in Action JoHN K. Norton Chairman, Joint Commission on the Emergency in Education When the Joint Commission on the Emergency in Education was ap- pointed a year ago, it immediately recog- nized the need for comprehensive and current facts concerning the effect of the depression on the schools. There was little appreciation among the rank and file of the citizens of the nation that forces generated by the depression were seriously harming education in many communities. During the past year the Commission, assisted by the headquarters staff of the National Education Association, has con- tinuously assembled and widely dissemi- nated facts concerning the current crisis in education. A survey of the educational situation was recently completed which involved the sending of a communication to every county superintendent of schools in the United States. This survey re- vealed approximately 2000 schools which have been unable to open this year due to lack of funds. A year ago there were but 40 such schools. These 2000 schools enrol 100,000 children. It was predicted by the county superintendents of schools reporting, that financial difficulties would force 20,000 schools, enroling more than 1,000,000 children, to close before April Ist. It was reported that 209,000 teachers during 1933-34 would receive salaries so low that they would be illegal if paid by an enterprise operating under the Blue Eagle. Disseminating the facts—Facts gathered by the Commission have been widely disseminated and have received nationwide attention in newspapers, peri- odicals, and radio broadcasts. The na- tion is rapidly being brought to a full realization of the fact that there is a crisis in education of the most serious proportions. The Commission will con- tinue to collect and disseminate facts in order that the people may be informed as to the condition of their schools. Many of the states and thousands of local.com- munities are supplementing the national figures with detailed facts concerning their particular situations. _ Recognizing the possibilities of Amer- ican Education Week as a means of gathering support for the schools, the Joint Commission cooperated with the National Committee on American Edu- IACTS ON THE EDUCATIONAL CRISIS— Volume 23, Number 1; January 1934 cation Week in sponsoring the observ- ance of American Education Week, No- vember 6-12, 1933. The theme selected was ‘Meeting the Emergency in Educa- HE JoiNtT COMMISSION on_ the Emergency in Education began its work in January 1933. It has been one of the most active and effective commissions in the Association’s his- tory. In this article the Chairman of the Commission describes its achieve- ments, present activities, and future plans. It is thru such efforts as this, carried on aggressively and coopera- tively thruout the profession, that we shall safeguard the schools from fur- ther injury and lay the foundation for recovery and reconstruction. There has never been a time when the pro- fession needed to mobilize its entire strength more than at the present moment. The enlistment of the entire profession with every teacher at work on its problems is an immediate and pressing challenge. tion.” The observance this year was more widespread than ever before. Thirty- three governors issued American Educa- tion Week proclamations. More than two million pieces of literature were distrib- uted to approximately 3500 communities from which requests came. No less than two million adult citizens participated. It is too early as yet to state that the tide of retrenchment has been stemmed. Large numbers of people, however, are being brought to a full appreciation of the serious effects which the depression is having upon the education of their children. In the continuation of these efforts to keep the public informed lies a defense against unreasonable retrench- ment and a foundation upon which edu- cational reconstruction may be built. Sound bases on which to build programs of school finance—The Commission early recognized that the financial difficulties of the schools are, in many cases, due as much to the nine- teenth century system thru which educa- tion is financed in this country as to the depression itself. In order to deal with this problem intelligently, the Commis- sion summoned thirty educators, tax ex- perts, and economists to draft a charter of school finance, which might serve as a sound basis for action in each state and in the nation as a whole. After two weeks of intensive work, this group, representa- tive of every section of the country, com- pleted the Report of the National Con- ference on the Financing of Education. This Report has properly been called “the clearest statement, which is both brief and authoritative,” that has yet been issued concerning the moderniza- tion of educational finance. Thousands of copies have been distributed in re- sponse to a nationwide demand on the part of both educators and laymen. It has already been used by a number of committees of state legislatures respon- sible for recommending programs for the financing of education. Members of par- ent-teacher associations and other lay and professional groups are finding this Report an excellent basis for study and discussion. A number of state depart- ments of education and state education associations have used this Report as a take-off in the development of a program for the reconstruction of their systems for financing education. The Report of the National Confer- ence on the Financing of Education was recently supplemented by the printing, in readily available pamphlet form, of a series of articles on taxation, prepared by Harley L. Lutz, Princeton University authority in public finance, and William G. Carr, director, Research Division, National Education Association. The title of the pamphlet is Essentials of Taxation. The articles are now being published in serial form in THE JOURNAL of the National Education Association. In the foregoing Report and series of articles on school finance and taxation may be found a sound basis on which to build an adequate structure for the financing of public education. They de- serve careful study, by the rank and file of the teaching profession. Their value will be readily recognized if brought to the attention of the thousands of study and discussion groups, which citizens are organizing in all parts of the country. There is no better means of meeting the emergency in education than by se- curing nationwide consideration of the simple but fundamental facts concerning school finance and taxation which are presented in the publications described above. > > - - eee A RR ——e > — afte pie Batol CES ea ere a ews So ATE ORIEN ON Toa aetna tom B hs one ER I OEY. The federal government and the public schools—The Joint Commission early recognized that if education is to be adequately financed in the present crisis, it will be necessary for the federal government to provide emergency assist- ance in a number of states. This was the conclusion of the National Conference on the Financing of Education. The Commission is accordingly actively co- operating with a number of important educational and lay organizations, which have reached this same conclusion and are developing a sound legislative pro- gram to be presented at the next session of Congress. There appears to be a large and grow- ing support for emergency assistance to the schools from the federal govern- ment. A series of measures whereby this aid may be effectively provided will be drafted before Congress convenes. Whether these measures will receive ap- proval will depend upon a number of cir- cumstances. One of the factors, which will undoubtedly determine the outcome, will be the support which the nation gives this legislation. Jf Congressmen feel a strong and insistent demand from large numbers of educators and laymen that something be done to keep the schools open and to protect many communities from a generation of uneducated chil- dren, favorable action is likely. In the absence of such support, vigorously and intelligently given, emergency aid for education will not be provided by the federal government. A unified national program of action—The Joint Commission on the Emergency in Education is conducting a series of regional conferences in all parts of the nation. These conferences are attended by members of the Board of Consultants, approximately 700 in number, appointed by the Commission to assist in the development of an emer- gency program and in putting it into action. Since the opening of the current school year, conferences have been held in Detroit, Michigan; Hartford, Con- necticut; Birmingham, Alabama; and Washington, D. C. These conferences are proving in- dispensable in developing a unity of thought and action in meeting problems of the current educational crisis. The Board of Consultants is rapidly becom- ing an effective agency thru which the program of the Commission may be adapted to new problems and quickly and effectively translated into nationwide action. Regional conferences not only offer opportunity for the exchange of experi- ence and practise between several states and communities, which is helpful and Joint Commission Publications HE JoiNT COMMISSION on _ the Emergency in Education has is- sued two highly valuable publications which are described in the accompany- ing article. For those who wish to order copies complete information is given herewith: [1] Report of the National Confer- ence on the Financing of Education, 68p. 1933. 25¢ per single copy. [2] Essentials of Taxation. 16p. 1933. 15¢ per single copy. Address orders and make checks payable to the National Education As- sociation, 1201 Sixteenth Street, N. W., Washington, D. C. In quantities, these publications may be secured at the fol- lowing discounts: 2 to 9 copies, 10 per- cent; 10 to 99 copies, 25 percent; 100 or more copies, 3314 percent. desirable, but also to develop plans of action. For example, among the topics discussed at the Birmingham conference were the following: [1] Results of the depression on the schools, which may be even more serious in decreasing the efficiency of schools than in the actual closing of schools. [2] Re-evaluation of the purposes, scope, and procedures of public education so as to focus it more directly and more effectively upon the basic social problems of contempo- rary life. [3] Programs for acquainting the public with the work of the schools. [4] Leadership for public education among lay groups. [5] Tax reforms essential to the adequate financing of education. [6] Plans for distributing copies of the Re- port of the National Conference on the Financ- ing of Education among leaders of public opinion. [7] Special state studies of education which aim to place longterm programs before the people of the several states. Evaluating the schools—At its first meeting the Commission clearly recog- nized that the current educational diffi- culties are the outgrowth of other factors as well as the depression. Many intelli- gent laymen do not understand what the schools are trying to do. Conscien- tious citizens are raising questions as to whether modifications in the purposes and procedures of the schools can be made, which will make them more effec- tive agencies in training those respon- sible for meeting the problems of the twentieth century. The Commission is convinced that the best defense against hysterical retrenche ment—in fact the only firm foundatig for a better school—is an openminded. questioning of educational practiseg! against the background of the complex, cooperative civilization which has beeg| developed in the United States. No ong can honestly and intelligently face the problems and trends, which distinguish contemporary life, without clearly recog. nizing their implications for education, Just what the school of the future will be no one can predict today with cer. | Educetic tainty. It appears certain, however, that we must not only have education, but ] snd eco more and better education if this nation is to find any permanent solution for its current ills. The Commission urges a frank con- sideration on the part of teachers every- where of the new purposes, scope, and procedures of education which are sug- gested by the demands of the New Deal. This reconstruction should not be merely a professional matter. In the process of outlining the characteristics of the new school, we should seek to secure the active participation of every serious and socially-minded citizen. How may teachers prepare themselves to participate in this reappraisal? One | orry step in this direction is to secure a copy | Notec of Recent Social Trends, which is per- | ** haps the most thoro-going description of a great civilization ever brought together in one study. The Commission has se- cured the publication of this report in a special one-volume edition, now obtain- able from the National Education As- sociation at a price less than half the original cost. The Commission hopes to issue before the close of the school year a bulletin to aid citizens in evaluating the schools. Such a publication will be useful in or- ganizing community discussions, con- W cerning the type of educational facilities, | inte which myst be developed to meet the | Oak problems of current life. Such discus- sions offer a sound defense against ill- ]} gy, considered retrenchment. They also offer a foundation upon which to build a more , efficient system of free public education. Direction of educational advance th —It is along the lines, which have been ar briefly outlined above, that the Joint TI Commission on the Emergency in Edu- ‘ cation, its consultants, and thousands of | '8 teachers are carrying forward during the e@ current educational crisis. The Journal of the National Education Association FRED J. KELLY, Chief, Higher Education Division, U. S. Office of Education, Washington, D. C. Chairman. Distin- guished student of social it T and economic trends. OHN DEWEY, Pro- fessor (Emeritus) of Philosophy, Columbia University, N. Y. Hon- ory president, NEA. Noted philosopher, statesman, and author. W ILLARD E. GIVENS, Super- » | intendent of Schools, : Oakland, Calif. Out- standing civic leader. President, California Education Association. ROBABLY not Volume 23, Number 1; OR THE past decade America has f been passing thru a period of re- organization which has been aptly described as “the corporate revolu- tion.’’ The rate at which the concentra- tion of financial control has taken place is so staggering as to suggest the his- toric conquests of Alexander, Caesar, and Napoleon. If the present functioning of the fed- eral government under the National Recovery Act and associated adminis- trative devices seems to violate the spirit of the Constitution and the founding fathers of the United States, we need to realize that the real viola- tion came earlier; that the real en- croachments upon the rights of the in- dividual are not primarily political, but financial; that they involve not the state but financial corporate groups of such magnitude that the largest of@hem controls a wealth greater than that of twenty states and exert over the per- sons of their employees a degree of control heretofore unmatched except in armies. America has had her great develop- ment because she has put her faith in democracy; because she has given the people a chance to share in the manage- ment of their own government and in the management of their own lives: and because thru popular education she has created a high level of intelli- gence. The time has now come for a still higher level of education with an insistent demand that the people shall have the essential facts necessary to the wise management of their affairs. On this basis our people should be able to work out thru cooperation the prob- lems which they now face. What should be the goals toward which our country should strive? Can our vaunted ideal of equality of oppor- tunity be realized by allowing unre- strained greed and selfishness? What is education’s part in providing an equal chance in life for every child? Restating Our National Goals In recent years, the National Edu- cation Association has sponsored many studies and reports of educational ob- jectives and of education’s part in preparing young men and women for social living. The Commission on the Reorganization of Secondary Educa- tion, which published in 1918 its re- port on Cardinal Principles of Second- ary Education, outlined a conception of education’s responsibility for social welfare far in advance of previously stated objectives. To attain these seven objectives of social living, however, the schools have been seeking an answer to a prior ques- tion: “What kind of society is it into which the educated person is to fit?, What kind of society does America want?” To answer this question, the Association in July 1931 passed a res- olution creating the Committee on So- cial-Economic Goals of America. The committee has been at work during a period of increased emphasis on social statistics as the basis for ac- tion. The past few years have wit- nessed, for example, the White House Conference on Child Health and Pro- tection, the report of the President’s Research Committee on Social Trends, and the report of the Wickersham Com- mission on Law Observance and En- forcement. With these studies as a basis the Committee on Social-Economic Goals has been able to set forth the fundamental social-economic goals, pol- icies, and practises, with more assur- ance than could have been done at any previous period. The schools must provide the ma- chinery for the interpretation of social facts and statistics to the people. Thru the report of the committee on social goals the teachers of America are pro- posing to assume their share of re- sponsibility for building an order based upon these goals. —Joy Elmer Morgan. FOWARD A. ROSS, Professor of Soci- ology, University of Wis- consin, Madison, Wis. Pioneer sociologist, student of government, and author. Bee ROBERT C. MOORE, Secretary, Illinois State Teachers Associ- ation, Carlinville, Ill. Ed- itor, Illinois Teacher. Veteran organizer of teachers. JEON C. MARSHALL, sometime Professor of Law, Johns Hopkins University, Baltimore, Md. Leading student of law in relation to human progress. It was not pos- sible to secure a picture of Mr. Marshall before THE JOURNAL went to press. Thereport of this Com- mittee of widely experi- enced scholars, working on behalf of the organ- ized teachers of the na- tion, commands the at- tention and action of the American people. in the entire history of the National Education Association has there been brought together for sustained study and cooperation a more outstanding body of scholars than the six men who have been working for several years on the problem of formulating social and economic goals which would be worthy of the character and genius of the American people. This report, drawn up at a time in the national life so critical that the destiny of future generations is at stake, should give direction to the efforts of the schools to teach the facts of social and economic life, and should lay the foundation for a new outlook in the total life of the people. January 1934 5 ee A A A a eee ee oe Rieti 2 PS ET “grooms Se ' Introduction Tt ITs 1931 meeting the National A Education Association passed the following resolution: Wuereas, The widespread economic dis- turbance thru which the United States and other nations of the world are passing is evi- dence of serious social-economic maladjust- ment, and Wuereas, The education of the people of a democracy determines its method of dealing with social-economic problems, Therefore Be It Resolved, That the Board of Directors of the National Education Associa- tion recommend to the President of the Asso- ciation the appointment of a committee to pro- pose to the Association desirable Social-Eco- nomic Goals of America, and that the com- mittee indicate the materials and methods which the schools of the nation should use to attain these goals. Pursuant to this resolution the commit- tee signing this report was named in the fall of 1932. It held thfee meetings and submitted a tentative report to the Asso- ciation on July 6, 1933. This tentative report was circulated widely. With the aid of the criticisms thus elicited, the committee presents herewith its revised report covering some, tho by no means all, “desirable social-economic goals of America.” This is the first part of its assigned task. The second part, namely, to “indicate the materials and methods which the schools of the nation should use to attain these goals,’ must neces- sarily have awaited the completion of the first part before it could be under- taken. The committee hopes now to undertake the second part of its assign- ment. We are aware of a certain naiveté in setting forth the goals for which our American people are presumed to be striving. We make no claim to superior wisdom, and certainly ascribe no author- ity to our statement. Our report is merely an attempt to bring into bold relief cer- tain important issues upon which we be- lieve the more thoughtful people in gen- eral agree, but which tend to become obscured in the current confused social and economic discussions. The committee sets forth the social- economic goals of America in terms of the things we regard as most desirable for [and presumably as most desired by] the individual American. We believe that the best measure of our social, economic, and political policies and practises will be found in their effectiveness in provid- ing these desirable things for individuals. But culture, personality, and social liv- ing are not distinct entities. Their prob- lems have common roots. We would em- What Are Desirable Social- phasize, therefore, the mutual inter-play of personality and culture upon each other. Culture molds personality; and conversely, in personality we find the materials and motive powers that make possible change and improvement in cul- ture. To accept as the approach to our national goals the enrichment of indi- vidual personality is, then, not solely to seek a richer and more satisfying life for every individual; it is also to seek the refinement and enlargement of culture with resultant benefit to social living. In approaching its assigned task, the committee had to reach agreement upon certain tenets of social philosophy. It now affirms its faith in democracy; its faith in the orderly steps of social evolu- tion, guided dispassionately by intelli- gence, as a method of adjustment to any social change; and its faith in the effi- cacy of education to assuge an under- standing of and zeal for the essential ideals of American life. Part I. The Need for a Re-state- ment of National Goals The brief span of 150 years cannot have extinguished the zeal of the people of the United States to establish justice, insure domestic tranquility, promote the general welfare, and secure the blessings of liberty to themselves and their pos- terity. Nor do we of today admittedly value less than did our fathers freedom of worship, of speech, and of the press, the right of petition, of a speedy and impartial trial, and the sacredness of life and liberty, against impairment without due process of law. These historic ideals still constitute the foundation upon which must rest any presentday statement of the social-eco- nomic goals of America. But the times demand a translation of these ideals into terms charged with new meaning. Forces of disintegration, alarming in their power, are making Americans aware of the need for a re-statement of our national social- economic goals around which we can rally with enthusiasm. Our nation was founded that govern- ment might serve equally the needs of all people, with special privilege for none. But concentrated wealth has resulted in the formation of a power that often overshadows government and bends it to its purpose. Our nation was inspired by the ideal that every individual should have oppor- tunity for the full development of hi own capacities unhindered by accidents of birth and social status. Today, e. treme inequality in distribution of wealth and control by the few of the instrumep. talities of production have closed to many the doors of opportunity. Our great natural resources once held out to all the promise of useful work and security of living. Millions are now with. _ Out opportunity to labor and are de. moralized by an uncertain and scanty life dependent on charity. Early conditions fostered friendly co- operation with common participation in life’s values. This friendliness has been largely destroyed by brutal competition for private pecuniary gain. Our fathers looked forward to a time when all should have the opportunity to share in the good things of culture. Now, in spite of im- mensely increased technical resources, multitudes have no chance to enrich their lives with art, science, and worth- while companionship. Conditions oblige many to keep their minds on material things and limit their aspirations to ma- terial ends. In early days faith in democratic in- stitutions as the effective guarantee of a freer and nobler life was all but univer- sal. Now many of the interests that largely dominate public opinion decry the democratic faith. They preach de- featism or the doctrine that an impov- erished life, poor in spiritual and cultural attainment as well as in worldly goods, is inevitable for all but the few. Basic in all this change has been the apparent weakening in certain of the time-honored virtues which constitute ethical character. Honesty, sobriety, chastity, obedience to law, and other elements of high ethical character were once the common attributes of most leaders of society. Now, with the shift of certain sanctions, these are absent too often in high places, so that the powerful influence of emulation is largely lost. Most of our social maladjustments spring from conditions hostile to the realization of our native American faith and purpose. In interpreting this faith and purpose for the life of today we re- affirm as our most cherished ideal the opportunity for all our people to develop free, cooperative, rich lives, to stand con- fidently on their own feet, to judge clearly and effectively by means of their own trained intelligence, to act vigor- The Journal of the National Education Association ousl higt fers joys life. soci Pai pre the vic cid sta in ve] eS SE er oN wC.UmmhmhS.ULD SesrFr SCO ee ously as occasion requires, to enjoy the highest values that modern life now of- fers to the most privileged, to engage joyously in the free exchanges of a shared life. This ideal determines the nation’s social and economic goals. Part II. Ten Desirable Social-Eco- nomic Goals of America Social and economic policies and practises must be judged by what they do to enrich the lives of indi- viduals. Therefore the desirable so- cial-economic goals of America are stated in terms of the things we covet in the highest degree for the largest possible number of Americans. [1] Hereditary strength—The de- velopment of rich personalities depends first of all upon the innate strengths and capacities of the _ individuals. Whether experiences which are socially desirable produce personal satisfactions is often at base a biological question— a question of the level upon which mo- tives make an effective appeal. Further- more, proposals for social betterment are often limited in practise by the level of innate capacities of those among whom the proposal is to operate. The develop- ment, therefore, of individuals capable of the deepest enjoyments, and the build- ing of a culture designed to enrich the personalities of great numbers of indi- viduals, are alike conditioned by the biological endowment of the people. Rapid and significant changes are now taking place affecting the hereditary strength of the American people. The birthrate is diminishing in widely vary- ing degrees among many of the groups composing our population. The resulting changes are probably influencing pro- foundly the nature and quality of our human stock. Many students of the prob- lems of population believe that these changes on the whole are making for biological deterioration. It would seem that in an enlightened society cultural influences exerted upon mating and conscious control of repro- duction might be instituted in such wise as to increase constantly the percentage of our people who are “wellborn,” and thereby to raise steadily the average level of innate capacity. While admit- tedly difficult, progressively larger attain- ment in this direction is clearly within our reach if we may judge by the posi- tive steps already taken. Volume 23, Number 1; January 1934 Economic Goals for America? / [2] Physical security—To be born with superior innate capacities is but half the picture; to have these capaci- ties conserved and developed is the other half. A strong hereditary base can be ruined by poor medical attention at or before birth, poor nourishment, improper home care, contaminated milk, a speed- ing automobile, a gangster’s bullet, or any one of a thousand other conditions largely outside the control of the indi- vidual. @ Physical security today hinges largely upon social regulation. Contagious di- seases which once decimated entire popu- lations are fast yielding to medical science. The commercial interest in im- pure drugs and unwholesome food is slowly but surely yielding to the public interest. The witch doctor’s shadow in the form of foolish traditions and super- stitions is vanishing before the knowl- edge with which parents are fortifying their instinctive care of their children. These and other like gains in the care and protection of individuals mark our progress in attaining even greater phys- ical security. But much remains. Thirty thousand lives a year sacrificed to the speeding automobile; ten thousand trapped by fire; millions improperly nourished even in normal times; other millions underfed in times of depression; as few as 2 per- cent of children in some communities vaccinated against smallpox—these are but a few of the many evidences that physical security is yet far from realiza- tion. | [3] Participation in an evolving ‘culture—Every newborn babe is an intricate bundle of latent potentialities, each ready to develop when touched by the sunlight of experience which culture provides. It follows, then, that if a rich and integrated personality is to be at- tained, the individual must be able to participate effectively in the cultural life that surrounds him. Society must assure to each individual the fullest possible opportunity to come into fruitful contact with culture. All the agencies that play a part in selecting and transmitting the culture of the race—the family, the church, the school, the playground, the library, the newspaper, the theater, the radio, the workshop, and all the rest— share in this task and should recognize their respective responsibilities in it. [a] Skills, technics, and knowl- edges—Every individual must have command of those skills, technics, and knowledges that will enable him, to the limit of his innate capacities, to use and enjoy the culture of the group. Basic to all others are the arts of communication —language, spoken and written, num- bers, music, drawing, and the like—with provisions for facilitating intimate and far-flung contacts with men, goods, and ideas. To this end agencies used in ac- complishing these far-flung contacts, such as the radio, the newspaper, the cinema, should be trustworthy, not used for purposes subversive of social living. The individual should know the essen- tial features of social living. This calls for a substantial understanding of our institutional life; for a working acquaint- ance with problems of the day and the appropriate solutions; for a grasp of the history of the race. It calls for all these interpreted in terms of a working phi- losophy of life. / [b] Values, standards, and out- / looks — There are values, standards, and outlooks that reflect the experience of the race and—most important—regu- late the attention of the individual, de- termine his choices, organize his activi- ties, and shape his personality. The basis of human motivation is found just here— what is right, what is wrong; what is good, what is bad. Responsiveness to motives which harmonize selfinterests with social interests will grow by virtue of better appreciation of the values, standards, and outlooks which actuate human conduct. In this realm lies one of the most per- plexing problems faced by society today. For individuals to reject racial standards in toto means chaos; to accept them all means stagnation. How to cultivate a critical attitude without nullifying the controling influence upon conduct of all standards and values is the problem. The role of the expert in social science is little understood. That the energies of many are being dissipated in fruitless attempts to be critical of values and standards which they are not prepared to appraise, is quite obvious. It seems clear also that with the present enor- mous amount of information and ex- perience bearing upon almost any one of these standards and values, no one person, however competent and critical, can encompass the whole field. Each must accept values as established by others in whom he has confidence. Fur- thermore, to see each value clearly in the pattern of the whole social fabric 7 peer en aT ee ET every teacher make himself a student of these social-economic goals and interpret them to the people. The teacher's responsibility for leadership among his adult associates in the community is today no less pressing than his duties in the classroom. Formal study will avail youth little if the social order is wrecked before they reach the threshold of active partici- pation in affairs. The school must learn to value and cultivate the adult mind as well as the child mind. The high school must become again the people's college. Citizens everywhere must be led to study, to understand, and to debate again the issues and ideals of American democracy. They must be led to use the enriched resources which are now available for the building of a culture which will arouse the enthusiasm and devotion of our people. calls for many critical minds brought to focus upon the mutual interrelationships of all these standards and values. Apart from intellectual values and standards there is a large group at the emotional level of our experience. Non- rational behavior growing out of one’s feelings is far more characteristic of man than his hard-won and recently acquired rationalism. The enrichment of person- ality in terms of esthetic and emotional values and standards is a vital need, and properly the concern of the social order. Since, in default of constructive, planned action, the personality will be shaped by habitual, customary, and tra- ditional standards, thus impeding both social progress and individual selfreali- zation, society must provide for the proper derivation and utilization of values, standards, and outlooks in the enrichment of life. [4] An active, flexible person- ality—Participation in our cultural resources should promote personalities who are active, not passive and inert; who are motivated by intelligently chosen purposes, not by unguided im- pulse from within or casual pressure from without; who are not set and rigid but who re-adapt flexibly to social change and to the consequences of their own prior conduct; who express their individual differences, but who do it in ways that are cooperative and socially contributory, not selfcentered and ego- istic. In view of the social maladjustments that work against these ends economic and social goals must be consciously pur- _sued that will foster: [a] Personal initiative—At pres- ent multitudes are engaged in mechani- cal and monotonous pursuits that thwart the exercise of initiative. They engage chiefly in carrying out plans made by others with no original activity on their own part. Only automatic routine: habits | are encouraged. Initiative is deadened | and power to welcome and to carry re- sponsibility correspondingly paralyzed. The resulting enfeeblement of person- 8 ality extends its influence into political life and threatens the success of demo- cratic institutions. Opportunities should be multiplied to share actively in the formation of industrial and social plang and to accept personal active responsi- bility for their realization. [b] Discriminating judgment and choice—Integrated personality and a coherent social order can be maintained under present conditions only as in- dividuals are trained to think clearly and to the point, and to act in accord- ance with the outcome of their thinking. This demands that all individuals shall seek for the facts concerned, weigh evi- dence honestly, and resist prejudice and class interest. To achieve this end the channels of information must be kept clear, and individuals must learn to pro- tect themselves from the flood of mean- ingless or biased material that now pours in from so many quarters. [c] Flexibility of thought and conduct—Our society is characterized by rapid pace and constant change, while generally speaking our minds have been attuned to expect that things will re- main practically unchanged. The conse- quence is great friction, with undue dis- integration and disorganization. Stability becomes rigidity. Our people are not taught to understand how habits are formed and changed and how they are modified thru flexible re-adaptation to new occasions. Mental disorders and per- sonal disintegrations are so on the in- crease as to create a major social prob- lem. The situation demands more than merely curative measures. Only individ- uals habituated to adjust to changes and to integrate them into their own per- sonality can meet the necessities of the situation. Society must recognize the difference between stability and the pres- ervation of what has been. They must see that change is normal. Personalities must be habituated in flexibility. [d] Individual differences—Traits that are distinctive and unique are not only the sources of one’s own keenest sat- isfactions, but also the ultimate source Democratic civilization is at stake.—J. E. M. of all fruitful social change. Present so- cial conditions too often suppress these qualities in the many by enforcing regi- mentation and conformity, while in the few they are stimulated into one-sided egoistic activity at variance with the needs and rights of others. [e] Cooperativeness—As a rule, the extent to which people resort to mu- tual voluntary cooperation is far below the point of maximum advantage. Con- tinually people fail to cooperate when they would greatly benefit by so doing, and abandon cooperative efforts because of petty bickerings, suspicions, jealousy, and bossism. The young should be so educated that as adults they will readily resort to democratic cooperation. In home, classroom, workshop, and on play- ground, the young should become habit- uated to smooth, effective, and enjoyable teamwork until cooperation becomes “second nature.” [5] Suitable occupation—A con- ‘genial life work is a first requisite of a rich personality. Society can help in three distinct ways to make this pos- sible: ' [a] Guidance—Society should pro- vide counsel as to what vocations youths should fit themselves for, taking into ac- count the gifts, aptitudes, and tastes of the individual as well as the prospects of the various callings. [b] Training—With appropriate re- ‘gard to what guidance efforts reveal, society should make available to all youths, according to individual liking and social need, the chief skills and tech- nics which -underlie current reputable | modes of obtaining a living. [c] Placement and advancement —The individual worker today is in many cases so far removed from the con- trol of his own occupational fate that society has a stake in connecting him with a fitting job and in seeing to it that progress in his occupation results nor- mally from efficient work. } [6] Economic security—The de- ‘plorable economic cofditions of today are apparent to everyone. How utterly The Journal of the National Education Association deve pleti we | tion chir the fina tise: clea in sar fina cou ugl sult the pla sta leg tio oul wr lic ust devastating to personality, and how com- pletely destructive of most of the things we cherish, is a breakdown of our na- tional [and international] economic ma- chinery! Recent amazing revelations of the connection of certain industrialists, financiers, and organizations with prac- tises inimical to public welfare make clear the sinister power which may reside in vast accumulations of wealth. , This same sinister influence has infected financial and industrial life thruout the country. Even the many aspects of our ugly plight which seem not to be the re- sult of selfish manipulation point to the need for greatly increased economic planning in the public interest. We have, to be sure, set up certain standards of economic security; some legal, some with such extra-legal sanc- tions as public opinion, conscience, and our ideas of common decency. At the wretched lowest, there are poorhouses, paupers’ graves, private “charity,” pub- lic “reliefs” —mention of which serves the useful purpose of emphasizing how far we have advanced from being content with such makeshifts. Increasingly, we think in terms of the right to a job, the minimum wage, the legal dismissal wage, security of tenure, mothers’ pensions, compensation for industrial accidents and disease, old-age insurance, unem- ployment insurance, and similar devices. The same outlook guides the establish- ment of certain minimum standards of “safe” participation in business enter- prise. In particular, as business risks have developed, we have arranged for various types of “limited liability”; for bank- ruptcy proceedings which in some sense wipe the slate of business mistakes and disasters; and for debtors’ exemption laws that leave the business debtor at least a modicum of economic security. It is obvious, tho, that the devices and agencies currently employed to confer economic security are wholly inadequate. That they fail to meet the wishes or the needs of large numbers of persons may be seen in the strenuous efforts of many individuals to provide private means of security in old age, in unemployment, and for their children; and in the large number of cases of mental disorder chargeable, allegedly at least, to worry over lack of economic security. Still more striking and pitiful are the conditions of the unemployed, with all the well-au- thenticated perils to personality. [7] Mental Security—‘What, in- deed, may we believe?” Individual per- sonality and public welfare depend upon Volume 23, Number 1; January 1934 a satisfactory answer to that question. Above our heads, giant profit-seeking concerns fight for the privilege of writing on our minds something that will help them make money. Truth-seeking and truth-telling organizations abound, but they cannot offer as much for an oppor- tunity to enlighten the people as Mam- mon will pay for an opportunity to fool them. Society has had great success in find- ing disinterested truth lovers and enlist- ing them in its service; but their voice is feeble these days in comparison with the commercialized press, screen, and radio. If amid the din of advertising ballyhoo the public knew where it could hear a clear trustworthy voice, would it not listen in? The air channels should not be monopolized as now by gainseekers; ' more of them should stand open to edu- cational institutions. The fact that some educational instrument, the cinema, for example, is under private control does not absolve the owner from responsibility to use it with regard for public interest. The more we are plied with untruth, the more we need truth. We Americans ought to go in fear of the powerful com- mercial interests that are trying to ex- ploit us thru gaining control of our thoughts and opinions. What irony that at the time when the truth is being dis- covered at a rate never before known, the truth about matters essential to our welfare is being systematically obscured as never before! Just as society has brought pure drinking water to the houses and the highways, so it ought to bring pure truth within our reach at every point and on every matter where non-social agencies are interested in hoodwinking us. / [8] Equality of opportunity—Our nation had its birth in a struggle for equality as opposed to special privilege. Its birthcry, the Declaration of Inde- pendence, began with the statement: “We hold these truths to be self-evident —that all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness.” In the light of modern knowledge of individual differences, we do not construe this to mean equality of powers and abili- ties or of other innate or acquired per- sonal traits. But equality as a social prin- ciple means equality of rights and oppor- tunities, therefore no special privileges: it means the equal chance to attain to yer are now without opportunity to labor and] 1 are demoralized by an uncertain and scanty life”) § dependent on charity.” [1] Unemployed men sleeping’ ‘ on newspapers in the park; [2] preparing for “break-/ ql fast” after a night in the park; [3] a bread line; [4]/ P looking for food in a garbage can. ab tps f) one’s fullest possible development; it means accepting duties, responsibilities, and service in proportion to abilities; it means compensation in proportion to services rendered; and it means the gen- eral diffusion among the people of the knowledge, the ethics, the idealism, and the spirit which as nearly as possible shall make this equality actual and ef- fective. Political power exerted by influen- tial men or organizations, not responsible to the people, causes marked inequali- ties in the rights and powers of citizens to participate in the benefits of govern- ment and other institutions of society. The use of political power or money to obtain special privileges, such as un- worthy appointments to public office, freedom from taxation, unfair franchises, or other means of obtaining unearned riches at the expense of the public, vio- lates the principle of equality of oppor- tunity. Education is a function of the state, and certainly the state ought to render its services and extend its benefits equally to all children. But everywhere we find inequalities in the services and benefits of the public schools. Some children have excellent educational facilities in good, sanitary buildings, with ample equip- ment, long terms, and well-trained and well-paid teachers. Others have poor, unsanitary buildings, meager equipment, short terms, and young, untrained, and poorly-paid teachers. The bitter fruits of this inequality of opportunity endure thruout the lives of the generation af- fected. Equality of opportunity, the birthright of every American, should involve for each individual the opportunity to live a healthy, happy, satisfying life, to have a comfortable, sanitary home, to have use- ful employment that yields a comfort- able living for self and dependents, to be surrounded by the beauty and truth that are inspiring and elevating rather than by the ugliness and deceptions that are discouraging and degrading, to enjoy the same rights under the law as are enjoyed by those more powerful or more favored by fortune, and to have the benefits of such educational facilities and other means of proper development as will en- able the individual to become the hap- piest, most efficient, and most useful member of society possible with his nat- ural endowments. ' [9] Freedom —Historically the struggle for freedom has seemed to center in the effort of one group to free itself from oppression by another. Dynastic and hereditary tyranny have been largely overcome, but domination of the eco- nomically less-favored group by the eco; nomically more-favored group still per- sists. The yearning for personal freedom, moreover, dwells in every human spirit. Selfexpression is the source of our keen- est satisfactions, and freedom is basic to selfexpression. How to preserve the fullest possible measure of freedom at a time when social living is necessarily surrounding each of us with a network of prohibitions which the welfare of our neighbors imposes upon us, is a very real problem. The deep sense of satisfaction experienced in mak- ing one’s own decisions, fundamental as it is in preserving selfrespect, should be kept in mind by society as it endeavors to assure to every person the widest sphere of freedom compatible with the equal freedom of others and with certain paramount public interests such as safety, health, decency, and quiet. Pains should be taken to assure to all at least freedom of choice of mate, of occupation, of move- ment, of place of residence, of manner of life, and of industrial, political, re- ligious, and cultural affiliations. The greatest stress, however, should be laid on what may be termed: the agi- tative liberties, i. e., freedom of speech, of the press, of the screen, of broadcast- ing, of assembling, of demonstrating, of organizing. In our day these are under constant heavy attack because ultimate political power rests with the voting pub- lic and the last hope of victims of wrong is to lay their cause before this public. Hence, groups enjoying some lucrative F EVER there was a time when the teacher from kindergarten thru college needed to be a scholar in the highest and best sense, that time is now. Leadership is the imperative need. And with democratic civilization fighting for its very life, leader- ship must not, dare not, be uninformed or unwise. It must be dynamic, constructive, experimental, progressive, and hopeful. The public has a right to expect such leadership. The teachers are the natural leaders of the community. They are of, by, and for the people. They are the natural enemies of greed and special privilege.—J. E. M. 10 form of exploitation will resort to any high-handed measures to hinder their victims from gaining access to the public ear. Just as, in the decade before the downfall of the slave power, the viola- tions of the right of free speech became constantly bolder, so, since the World War, the assailants of the agitative liber- ties have evinced an unprecedented de- termination. Particularly to be cherished and de- fended are freedom of research, of ex- perimentation, and of teaching; for they are the means by which new truth is re- vealed and grafted upon old truth. Fur- thermore, with a lessening influence of erstwhile forms of education such as the soapbox, the neighborhood store, and the debating society, formal educative agen- cies such as the school and church have an added responsibility to become the forums for the discussion of the most pressing problems of the day. More and more should teachers become community leaders of thought. In that rdle they will need group solidarity and the support of public opinion, aroused to appreciate the fundamental importance of this aspect of freedom. The*vested interests con- nected with certain elements of society will surely throttle liberty of inquiry and of teaching unless friends of the undis- covered truth and of the cause of free ‘speech rally to their defense. [10] Fair play—By fair play as a social virtue, we mean not only the jus- tice defined by the courts but also the good sportsmanship that should be prac- tised by the individuals constituting our society in all their relations with one another. It is apparent that there are many violations of the principle of fair play as thus defined. The frequent handicap of the poor man in the courts; the helpless- ness at times of the individual employee when in conflict with his employer; the exhibitions of race prejudice; the filing of false assessment schedules or the em- ployment of “tax fixers”; the disregard of sanitatién in the erection or mainte-. nance of tenement houses; the sale. of adulterated foods; the placing by a pub- lic utility corporation of a much higher valuation on its property for ratemaking purposes than for taxation purposes; the issuance of “watered stock” in order to collect unearned profits—these but illu- strate a long list of situations in which we are obviously far from the goal. Fair play is simply the Golden Rule boiled down to two words. It is the prac- tise by the individual of his duty as 4 The Journal of the National Education Association memt with | bers ¢ spect deper more the e each fair f ily is neigh wide! the 1 mem “pub play upor “cede: with the Tau; histc thei! This our | Par nat: mos ma} con: con: Wh of ¢ bes' be unc whi am the in the bu' member of society to act in conformity with the highest good of all other mem-' bers of society. It rests upon mutual re- spect for the rights of others and must depend for its attainment upon goodwill more than upon law. Of special significance at present is the ever-widening circle of those whom each individual admits tacitly into his fair play group. Fair play with one’s fam- ily is common. Fair play with one’s close neighbors is rather easy. As the circle widens to include unseen neighbors across the tracks, those in a nearby state, or members merely of the great impersonal “public,” the tax upon our sense of fair play grows heavier. Of late, we are called upon to widen the circle to an unpre- “cedented degree, to include among those with whom we are to play the game, all the nations and races of the earth. Taught to be enemies from the dawn of history, nations are striving now to write their codes of ethics in worldwide terms. This is the supreme test of the depth of our sense of justice and fair play. Part III. Implications for Educa- tion [1] Education’s part in achieving national goals—That a nation may most nearly achieve its purposes, that it may not dissipate its energies in internal conflict, the people must be kept vividly conscious of the nation’s dominant spirit. When this spirit is interpreted in terms of goals, the social and economic policies best designed to achieve those goals must be formulated and brought within the understanding and acceptance of the people. That is the province of education, which must take the lead in spreading, among the people an understanding of their national social-economic goals, and in creating an active public opinion for their support. This involves not only the educational system devised for the young, but continued education for adults as well. Until the citizenry works intelli- gently and zealously for the attainment of voluntarily accepted national goals, education, under the leadership of the public schools and colleges, will not have | done its part fully. [2] The kind of education re- quired—|[a] In the schgols ... All of the objectives set forth for American life depend for their realization upon edu- cation, since this includes all the condi- tions and processes by which personali- ies are formed and developed. Schools constitute only a part of the educational whole. But they include that part which aims consciously at the development of Volume 23, Number 1; January 1934 one type of character and intelligence rather than another. All of the demands imposed by the social-economic goals focus therefore in the activities and aims of the school system of America. The schools cannot progress intelli- gently with this task, cannot even begin to meet the requirements these goals ex- act of them, except as certain basic con- ditions are met. Education must be uni- versal [1] in its extent and application, [2] in its materials and methods, and [3]in its aims and spirit. [1] Education must be universal in its extent and application—It must make definite and express provision for each and every child who is capable of intellectual and moral development. Formally and legally, this requirement is a commonplace. It forms the basis of our tax-supported, public-school system, extending in most of our states as a ladder from kindergarten thru university and technical school. In actuality, we are still far short of meeting this requirement. Altho the num- ber who continue into high school and college has increased enormously in the last twenty years, the great majority still stops with the elementary grades or early years of the high school. When the com- plex, rapidly changing, and difficult con- ditions of modern life are viewed in the light of attainments that are possible only at ages as advanced as fourteen to eighteen years, it is evident we still fall short of an education that is truly uni- versal in scope. Moreover, even the expansion that has occurred is under attack. It is proclaimed that only the élite should receive higher schooling, that the masses are unfit for it. We do not deny that maladjustments take place as increasing numbers attend the higher schools. But the remedy is not is treason to the ideal of equal oppor- unity. The remedy is modification of studies and methods to meet varying needs and directions of ability. [2] Education must be universal in | its materials and methods.—Our schools Grea of all but the few. Such a course must provide for all types of capacities in all their individual variations. The tools and skills needed for abundant liv- ing must be multiplied far beyond the Three R’s that once sufficed. Induction into a satisfying occupation demands school conditions that disclose and test personal powers and deficiencies, not me- chanical trade training. School life must include the variety of typical situations found outside the school walls if its work is to be effective. The clamor for an “economy” that is identified with clos- ing schools, dismissing teachers, and lop- ping off the enriched activities thru which schools strive to meet the demands of the nation in moving to higher goals must be resisted. The educational cam- paign must go on until the activities of the school are further enriched, expanded, and organized. [3] Education must be universal in / its aims and spirit—The school system must be universal in that it is directed to building a social order that establishes security of standing for all, thru aboli- tion of needless want and fear, and that procures for all opportunity for continu- ing growth by means of participation in all the values that make for the good life. Only when the school extends its outlook beyond the young immediately under its care to the larger social whole with its continuing educative and mis- educative effects on individuals, shall we move steadily toward our national goals. Since the life we envisage is a moving and developing life, there is the com- pletest harmony between adoption by the schools of a definite and unified so- cial purpose and liberation of the schools from all indoctrination for sectarian, par- tisan, and class purposes. Only as the school is emancipated from all the influ- ences that limit freedom of inquiry and discussion can it accomplish its part in the induction of all its members into that secure and free social order which alone will make possible a continued and widely distributed growth. / [b] In the colleges—From the col- leges, universities, and professional M7*” WE recall the courage of those who settled a wilderness, the vision of those who founded the nation, the steadfastness of those who in every succeeding generation, have fought to keep pure the ideal of equality of opportunity, and hold clear the goal of mutual help in time of prosperity as in time of adversity. May we ask guidance in more surely learning the ancient truth that greed and self- ishness can never bring lasting happiness or good to the individual or to his neighbors. —President Franklin D. Roosevelt, Thanksgiving Proclamation, November 30, 1933. 11 oor; S ~ apatite ee