JAN 31 1924 ROVIN aR ‘ LIBRARY The of the {4 - NATIONAL | EDUCATION J] ASSOCIATION | Ae HE Mey LS a 1 the Journal is happy to present in this issue the offi- cial program for ul federal aid, to- gether with a most if §=6convincing body of it «facts to support that program. There is also full r announcement of the Superintend- ence convention at Cleveland and many other inter- esting features. * page A-11 for Table of Contents. = FEBRUARY ;: 1934 VOLUME 23 NUMBER 2 A New Type of Education for Business The new type of junior business education must emphasize the economics of business. Clerical skill training is no longer adequate. General Business Science by Jones, Bertschi, and Holtsclaw devotes little time to the development of relatively unimportant clerical skills but is more concerned with the development of fundamental thinking, of fundamental attitudes, of points of view. General Business Science is organized into three one-semester courses. Each course or part is bound separately and may be used alone or in combination with the other two parts. Address our nearest office for more detailed information. The Greg¢ Publishing Company | New York Chicago San Francisco Boston Toronto London Sydney Gregg Books Are Authoritative By BURNHAM AND JACK **PREVIOUSLY PUBLISHEDee THE Philadelphia Chicago Books that are much the \ | Are easily reconditioned AMERICA — -OUR COUNTRY A complete United States history, from the earliest beginnings in the Old World to the present day. Topical organization, with adequate chronological detail. True unit arrangement—each chapter is divided into sections for daily lessons, and each section actually has historic unity. Abundant teach- ing helps, fascinating style, over 200 strik- ing 3-color illustrations, sturdy, patented “Hercules” binding of washable cloth. THE BEGINNINGS OF OUR COUNTRY THE GROWTH OF OUR COUNTRY Basic material for the first cycle of American history, written in vivid story style for younger pupils. Over 300 3-color illustrations. WRITE FOR FULL INFORMATION JOHN C. WINSTON Atlanta H worse for wear ~~ | | if you have the GAY- LORD BOOKCRAFT BOX—the Handy Port- able Repair Kit. Pick it up—take it anywhere—any time. Repair books Hy s wherever they may be located. { pes No longer is it necessary to gather up books which are in i need of repairs and take them to some out-of-the-way oi place to repair them. * The Gaylord Bookcraft Box saves time and trouble in re- pairing books. It is a most convenient and complete repair kit. It has compartments for the tools and materials used in repairing books. Everything in place when open—all equipment is kept clean, neat and ready for use. Built of special heavy box board covered with dark green clothlike paper of long wearing qualities. When closed, the box is 15% inches high, 15 inches wide and 6% inches deep. 1 Box complete with equipment, $19.25 EXPRESS PAID GAYLORD BROS., INc. LIBRARY FURNITURE AND SUPPLIES NRA STOCKTON, CALIF. SYRACUSE, N. Y. By HEARD AND KING Stories of American LEADERS Inspiring stories of some of our greatest Americans—pio- neers, inventors and states- men—chosen notonly because their lives were interesting, but because they were the centers for important move- ments and events in the development of our nation. Illustrated in colorandin black .and white. ee PREVIOUSLY PUBLISHED ee Stories of American PIONEERS Stories of American EXPLORERS AND SETTLERS Delightful introductory histories or supplementary readers. Lavishly illustrated. COMPANY San Francisco Dallas Picture of the first school in the wilderness in old Fort Harrod, 1776— now Harrodsburg, Kentucky. In this school the old English Hornbook was the method used ia instructing children. 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THE AUTHOR—Walter Barnes, Professor of the teaching of Eng- lish of New York University—has in this book approached English in a natural, inviting manner, quite informal and non-technical. English For American High Schools With this text to guide them, students assume an enthusiastic attitude of accomplishment to ward their language and its im- provement. IN TWO PARTS—Part one, the Activities Section, covers count- less daily activities—conversation, story-telling, speech making, argu- ment, friendly letter, business letter, and projects. Part two is designed for reference, study, drill, and presents the more for- mal and technical phases of Eng- lish. The coupon brings you complete facts. Send it now. RAND McNALLY & COMPANY Dept. JE2, 536 S. Clark Street, Chicago 111 Eighth Avenue, New York 559 Mission Street, San Francisco Please send me without obligation the complete facts about your new text— ENGLISH FOR AMERICAN HIGH SCHOOLS. 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The National Association of Chewing Gum Manufacturers Pier 23, Rosebank, Staten Island, New York O-3 FOUR FACTORS THAT HELP TEETH LAST A LIFETIME ARE PROPER NUTRITION, DENTIST’S CARE, PERSONAL CARE, AND PLENTY OF CHEWING EXERCISE Mention THE JourRNAL when writing our advertisers The Journal of the National Education Association zs ™# February, 1934 The JOURNAL of the NATIONAL Vol. 23, No. 2 EDUCATION ASSOCIATION In This Issue Can Democracy Survive in the United States? Editorial Education Accepts the Challenge John K. Norton Citizens’ Organizations and the Schools M. E. Haggerty Home Visiting: Some Results Elwood V. Hess Give Youth a Chance John N. Patterson Schools Doing Their Job? School and Classroom Hygiene Arthur H. Bryan Can We Rely on Business? Royce S. Pitkin Education, The Foundation of Enduring Recovery The Program for Federal Aid The Crisis in Education The States and the Crisis Education of National Concern Education and National Problems Federal Aid to Education Past and Present What About The Nation’s Future Citizens? The Federal Government’s Responsibility Types of Taxes: The Property Tax Harley L. Lutz and William G. Carr The Fruit Basket Turns Over... A. G. Capps and W. W. Carpenter Save Hearing and You Save Ambition Annetta W. Peck Department of Superintendence Program. . Dramatics .... Eugene T. Lies Confidence Wins Leslie Gregory The Tragedy of a Half Principal Group Study and Faculty Meetings What Progressive Communities Are Doing Master Builders of Our Profession Builders of Our Profession Notes and Announcements active membership for life. Subseri of address, giving old as well as new address WE 00 OUR PART authorized Sanuary 26, 1921. wm wi un ui wre © wn rs 60 A-14 JOy ELMER MORGAN H. A. ALLAN Editor Business Manager Published by the National Education Association JESSIE GRAY J. W. CRABTREE President Secretary Between Editor and Reader Great numbers of people feel moved to write personally to President Roosevelt. The letters breathe confidence and faith. Like President Roose- velt, the officers and staff of the National Education Asso- ciation have an unusually large mail—the largest in the Association’s history. The letters are friendly, helpful, eager, inspiring. They make one happy to be a member of the teaching profession. They show strength, under- standing, patience, faith. Whatever happens the teachers will do their best. "Tue new cover arrangement which appears on this issue is a response to suggestions from several readers. How do you like the new plan? Tue Legislative and Joint Commissions have been working long and hard on the financial problems of the emergency looking toward re- lief thru federal aid at the earliest moment. It is such service as theirs that led veteran State Superintendent Payson Smith to exclaim: The National Education As- sociation is the one organization that holds together and has the possibility of welding together the hundreds of thousands of teachers in this country. In these times, when finan- cial insecurity presses hard upon many people, we all need to hold firmly to that higher security which consists of what one is, not what he has. Great teachers have always helped the people to fortify themselves in this higher security. W E live in deeds, not years; thoughts, not breaths ; in feelings, not in figures on the dial. We should count time by heart-throbs. He most lives who thinks most, feels the noblest, acts the best.- Philip James Bailey. The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for dclogaien to the Repos sentative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Research Bulletins and the Annual Volume of Addresses and Proceedings. The payment of $100 gives the privileges of the $5 ption to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Please report at once any change THE JOURNAL is a member of the Educational Press Association of America. Published monthly, except July, August, and September, by the National Education Association of the United States, 1201 Sixteenth Street, N. W., Washington, D. C. Entered as second-class matter 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, October 28, 1920, at the postoffice at Volume 23, Number 2; February 1934 f Sok eres we pore Z, Po ~ iN AERC IIE ( Writers Not Lerilbler With Esterbrook Re-New-Point Fountain Pen every teacher and every student can now have a foun- tain pen approved for school use. Re-New-Points reproduce in non- corrosive Duracrome the famous Esterbrook school points. They screw easily into the fountain pen holder. To renew them, unscrew the old and screw in the new. Only Esterbrook Fountain Pen can take Re-New-P oints. Esterbrook Fountain Pens are priced $1 and up. Additional Re-New-Points are 25c each. If your stationery dealer or school supply house cannot supply you, use the coupon below. ESTERBROOK STEEL PEN MANUFACTURING COMPANY 72 Cooper Street, Camden, N. J. or Brown Bros., Ltd., Toronto, Can. =) ee JUST LIKE yg \ oN ~. bstertivuk FOUNTAIN PENS and STEEL PENS Reniieaine Steel Pen Senuiietusion Company 72 Cooper St., Camden, New Jersey I enclose $1 for Esterbrook Re-New-Point Fountain Pen, post- paid. I have checked Re-New-Point desired in the fountain pen. (_] Manifold Use, Orders [| Business Falcon |] Executive Signature [_] Bold Stub (_] Penmanship (_} High School or College (_| Gregg Shorthand [] Social Stub Dealer’s Name and Address _ A-12 .. RENEWABLE | \\ \l ® ee ee Mention Tue JourRNAL when writing our advertisers New Book Form Edition of SHARPS ENGLISH EXERCISES FOR THE HIGH SCHOOL 96 Pages. in the classroom, and add no additional cost. Sharp series. The Series HIGH SCHOOL Sharp's English Exercises for the High School, Book Form Beok i, first year.......... Book II, second year Book III, third year ELEMENTARY GRADES Sharp’s English Exercises SS | eee ..10e Grade V Grade lil...... .10c¢ Grade VI. Grade IV...... ...10e Grade VII. Grade PES eee 18¢ Transportation Charges Additional For additional information address WEBSTER PUBLISHING COMPANY 1808 Washington Avenue A EF EF EP EEF EP EP EE EE EP EP EEE EO THE PAYNE-GARRISON SPELLER & By Bruce R. Payne and S. C. Garrison Tus speller is the result of a thorough investigation of the writing vocabularies of children the country over. The first part of the investigation involved a word count taken from 2,175,000 running words in both themes and letters written by children in grades three to nine. The second part con- sisted of a tabulation of the words mis- spelled by children in themes and letters involving approximately 2,857,400 running words. With words definitely arranged in weekly units in such a way as to facilitate teach- ing and learning, The PAYNE-GARRI- SON SPELLER provides educators with an unusually practical, effective and inter- est-arousing medium for obtaining profi- ciency in spelling. The complete facts will be mailed on re- quest. Please address Dept. JS2. RAND McNALLY & COMPANY Dept. JS2, 536 S. Clark Street, Chicago, Ill. 111 Eighth Avenue, New York 559 Mission St., San Francisco 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. These books lay great stress on the funda- mentals, save teacher and pupil time, create a new interest 5,700 cities in the United States now use one or all of the SE i ERY ON 6 oi. 5s. cs asad oe cece United States? This is not a the- oretical or a remote question. It is an immediate, vital, and pressing question, and needs to be continuously studied against the general back- ground of present world con- ditions by every citizen who values freedom. By democracy we mean a way of life in which people generally participate in the management of their own affairs—political, economic, and social—and in which the cmmon welfare is kept above the selfish interests of «€™ special groups. Looking at the world as a whole, there are two sweep- ing trends affecting the mag-, agement of life. Almost everywhere people who have been at the very bottom in the scale of life have had a sufficient taste of the better things to create an appetite for more. New ambitions have been awakened. There is a new urge to enjoy a higher stand- ard of living. If the period associated with the American and French revolu- tions be thought of as an uprising of the middle classes against the despotism of the nobility, the present movement of mankind is an uprising of the lower classes against the mismanagement and greed of the moneychangers, who are the kings and despots of the new) order. The second major world trend is the corporate revolution. When the units of business and industry grew so large as to be beyond the resources of one man to own and manage, the first step was to form partnerships wherein each partner contributed money and usually his per- sonal skill and labor, along with unlim- ited liability for any debts or obligations which his partner might create. The next step was to create a “legal person” known as the corporation and to limit its liability so that the individuals who composed it would be free of risks be- yond money which they had invested in the corporation. When this step was taken no one could have foreseen the concentration of power which the corporate form of management was to bring about. This concentration is the product of two major factors. The first factor has its government. 1 SUCCESS of any system depends in the long run on its honesty and efficiency. problems with which American democracy is strug- gling today were created for the most part by the dis- honesty and inefficiency in commercial life, certainly not by dishonesty and inefficiency of the federal After private business during several years of depression failed in the salvage operation, it turned to the government for help. The government is now aidingand leading business out of the depression. 4 Whatever the future may hold, the experiment of political democracy in economic action is a record to date of proud achievement. have appeared arise from the refusal of a business minority to cooperate rather than from any failure of democracy.—Lowell Mellett in an editorial in the Washington Daily News, December 15, 1933. roots in invention and scientific manage- ment, It grows out of the nature of modern industrial processes which de- pend upon largescale operation for effi- ciency. It takes a huge organization to maintain mass production of low-cost automobiles. The building of the giant dynamos such as those used at Boulder Dam requires large capital and organi- zation. The second factor making for concen- tration is the eagerness of men to make money. The moneychangers have been quick to see that there is more profit to be made by getting control of new in-\_ ventions, processes, and combinations of industries, than was ever made from exploitation of lumber, lands, or min- erals. This ambition for financial power has rapidly carried the process of con- centration far beyond the limits of wise and efficient management. Louis D. Brandeis, now Associate Justice of the United States Supreme Court, gave a crossection of the situa- tion as it was in 1914 in his book, Other . People’s Money. It.should be kept in tt Volume 23, Number 2; February 1934 mind that since that date the trends in concentration of power which he out- lined so clearly have grown many times worse and the size of the 1933 corpora- tions makes those of 1914 look like pigmies. < <> > > > The serious Such weaknesses as In a recent study of the Concentra- tion of Control in American Industry, H. W. Laidler reports that some four- fifths of the business enter- prises of the United States are carried on under the cor- porate form of industry. Of the total wealth of the United States—376 billion dollars—more than three- quarters of all business wealth or 165 billion dollars, is owned by corporations, ac- cording to Berle and Means in their study of the Modern Corporation and _ Private Property. A single corporation con- trols a wealth greater than the combined assessed valu- ation of twenty-one states and it is only one of a group of super-corporations, two hundred of which, as re- ported by Berle and Means, control nearly half the cor- porate wealth of the United States. The corporate form is world-wide. It tends to push out from the wealthier nations to the poorer, from the more civilized to the less civilized, in an al- most ruthless exploitation. The cor- porate empires have grown so vast that they actually threaten to supersede and overshadow the geographical and polit-- ical states. In Italy, Mussolini talks of giving up the parliament based on geographical units and to substitute a parliament based on corporate units. The Hitler government in Germany is essentially a government of the corporations, by the corporations, and for the corporations, masked behind Hitler as a screen. Russia, so far as industry is con- cerned, has quite subordinated the geo- graphical units to corporate units under the direct administration of the govern- ment. Super-corporations as they bave de- veloped under banker domination in the United States have much the same ef- fect on the wealth of the people as the old Roman empire had on the wealth of its provinces. Thru excessive charges made possible by monopoly control, they draw off into dividends on watered stock and into stagnant corporate surpluses so much of the buying power of the nation - - cen Rt en eerie ae that commercial life in the small communities is para- lyzed. Likewise, excessive concentration tends to de- stroy leadership at its source in the community and to dry up the springs of initia- tive and responsibility. The significance of this overexpansion of the corpo- rate structure was clearly sensed by Theodore Roose- velt, who championed the cause of the people against the “malefactors of great wealth.” It was _ further sensed by Woodrow Wilson when he wrote: No country can afford to have its prosperity originated by a small controling class. The treas- ure of America does not lie in the brains of the small body of men now in control of the great enterprises. . . . It depends upon the inventions of unknown men, upon the originations of unknown men, upon the ambitions of un- known men. Every country is renewed out of the ranks of the unknown, not out of the ranks of the already famous and power- ful in control. The significance of the corporate revolution in Can Democracy Survive? Harortp J. Lasx1 University of North Carolina Press Chapel Hill, N. C. 1933. $1.50 Can democracy reform and purge itself without revolution? Democracy in Crisis Mavuritz A. HALLGREN Knopf, N. Y. 1933. $2.50 Have the American people changed their traditional policies as a result of privation and suffering during the depression ? Seeds of Revolt Louis D. BRANDEIS Other People’s Money and How the Jacket Library, Washington, D. C. Bankers Use It Reprinted in 1933. 15 cents We must break the Money Trust or the Money Trust will break us. A. A. Bere and G. C. MEANS Macmillan, N. Y. 1932. $3.75 Two hundred great corporations dominate all American industry. The Modern Corporation and Private Property Harry W. LaIp_er Concentration of Control in American Crowell, N. Y. 1931. $3.75 Industry There is fear on the part of all classes of our population of offend- ing those at the helm of the giant industries. RexForp G. TUGWELL Columbia University Press N. Y. 1933. $2.50 Unrestrained competition is no longer a useful economic creed. The Industrial Discipline and the Governmental Arts Ernest K. Linptey The Roosevelt Revolution, A History of the Viking Press, N. Y. 1933. $2.50 New Deal The Revolution involves no departure from democratic govern- ment. CHARLES A. BEARD AND Georce H. E. SmitH Macmillan, N. Y. 1933. $1.75. It is in the light of world history, not as a battle of political kites and crows, that the New Deal must be viewed and judged. The Future Comes. A Study of the New Deal The body of unemployg youth in America has alrea reached vast proportion There are at least three mj lion young men and wome for whom neither jobs x schools exist. If it becom increasingly apparent to thi large group that there is y real prospect of finding ; worthy place and of gettiy settled in life, they will ten to become the easy tool ¢ the industrial charlatan ¢ the political demagog as they have in Germany. In the third place, ani perhaps most serious of all the moneychangers seek control educational policy The battle which is noy going on around the schook is more than a battle for financial support. It con cerns the ability of the peo- ple to maintain their schools at all in the presence of an economic structure domi- nated by super-corporations which are more interested in maintaining control than America is recognized by Franklin D. Roosevelt in his recent book, Looking Forward: Where Jefferson had feared the encroachment of political power on the lives of individuals, Wilson knew that the new power was financial. He saw, in the highly centralized economic system, the despot of the twentieth century, on whom great masses of individuals relied for their safety and their livelihood, and whose irreponsibility and greed [if it were not con- troled] would reduce them to starvation and penury.... Evén a glance at the situation today only too clearly indicates that equality of oppor- tunity as we have known it no longer exists. . More striking still if the process of con- centration goes on at the same rate, at the end of another century we shall have all American industry controled by a dozen corporations and run by perhaps a hundred men. Put plainly, we are steering a steady course toward eco- nomic oligarchy, if we are not there already. The super-corporations threaten de- mocracy in the United States at three points: First, they are in constant conflict with local, state, and national governments. They seek to control political parties thru contributions. They endeavor to dominate radio, newspapers, and the movies thru advertising or direct owner- ship. Thru public-relations experts and thru special gifts and favors they seek to inter-penetrate professional and civic groups. In the second place, our interlocking super-corporations have become the great employing agencies of the nation. To them a large fraction of our population must look for its livelihood. This situa- tion becomes particularly serious in a time of widespread unemployment. It tends to destroy the civic leadership of engineers, lawyers, and others who are forced to depend upon super-corpora- tions for a livelihood. they are in the preservation of democratic institutions. So long as the school is free, so long as it is the House of the People where the entire community can gather in an effort to solve its own problems, democracy is safe. The problems which lie ahead will not be easy of solution. They will require sacrifice, patience, intelligent planning, and looking forward for several genera- tions. But these problems are not insdl- uble and they do not require that de- mocracy be given up. In fact they can only be solved by making democracy more effective, by attaching new impor- tance to the school, to the educative processes, and to the perfection of gov- ernment as an expression of the common experience and purpose. Give the people light and they will find their way. —Joy Elmer Morgan. E MusT break the Money Trust or the Money Trust will break us. . . . For banker-management con- W travenes the fundamental laws of human limitations: first, that no man can serve two masters; second, that a man cannot at the same time do many things well. . . . The American people have as little need of oligarchy in business as in politics. . . . Liberty is the greatest developer. . . . If industrial democracy—true cooperation—should be substituted for industrial absolutism, there would be no lack of industrial leaders. . - - When merchants and manufacturers learn this lesson, money kings will lose subjects, and swollen fortunes may shrink; but industries will flourish, because the faculties of men will be liberated and developed.— Louis D. Brandeis, now Associate Justice of the United States Supreme Court, in Other People’s Money. 34 The Journal of the National Education Association come ¢ tally 1 forces into t 1929. cation its rol unsov befor vatec their front unp! W cati exp exp hist revi ing ma pk ab thi is i ig | ttin, ten I of 1 oO they ~~. ~ e Education Accepts the Challenge JoHN K. Norton Chairman, Joint Commission on the Emergency in Education HE CRISIS in edu- cation is not solely the out- come of a series of to- tally new factors and forces which have come into the picture since 1929. Rather, the edu- cational emergency has its roots deep in certain unsound conditions which existed long before 1929. The depression has aggra- vated these conditions and increased their harmful effect. It has also con- fronted education with new problems of unprecedented scope and complexity. Within the next decade American edu- cation will undergo a reconstruction and expansion more fundamental than it has experienced in any other period of its history. The orderly social and economic revolution thru which the country is pass- ing places upon the schools greater de- mands and new responsibilities. Unem- ployed youths whose services cannot be absorbed by industry must be provided with proper educational opportunities. The work of the schools in preparing for social and economic citizenship must be greatly increased in effectiveness. The preparation of teachers for the new age requires farreaching changes. The rela- tion of education to other governmental functions, the organization of educational opportunity for the additional leisure time of adults, the coordination of the schools with libraries and playgrounds— The President’s Challenge ‘HIS CRISIS can be met, but not in a day or a year, and education is a vital factor in the meeting of it.—Franklin D. Roosevelt. these and a score of other problems press for careful consideration and constructive action in shaping a new program of edu- cation for a new age. The National Education Association, thru its Joint Commission on the Emer- gency in Education, is developing a pro- gram to meet this challenge. The Com- mission will serve as a center of influence in coordinating and stimulating construc- tive action which will make education a vital factor in the solution of the diffi- cult social and economic problems which confront the nation. Since its appointment, the Joint Com- mission has emphasized certain lines of aggressive action aimed at the most press- ing of the immediate problems of educa- tion. It has spared no effort to rally public opinion in the support of the free public- school system. It has focused the atten- tion of the country upon the serious effects of the depression on education. It has formulated the essentials of a modern program of school finance. When the Commission was created, the educa- tional outlook was perhaps at its darkest. There is now some evidence that the crest of the most severe at- tacks on the principle of public education has passed. Magazine and newspaper writers are taking a more con- structive attitude. State legislatures are giving more careful consideration to the needs of the schools. National organizations, formerly lukewarm toward the schools, are announcing their championship of the cause of free education. This work is im- portant. It should be continued. Mean- while, the need for a forward-looking program of educational reconstruction becomes increasingly imperative. The details of the Joint Commission’s program for educational reconstruction are now being developed. Preliminary surveys are underway to secure informa- tion concerning the activities of impor- tant national deliberative commissions and committees considering problems relating to educational reconstruction. With this information at hand the Joint Commission will shortly recommend a definite program by which the teaching profession may adequately meet its re- sponsibility for leadership in the educa- tional recovery which lies ahead. Further information concerning the development of this significant project will be reported to members of the Association in future numbers of THE JOURNAL. HE MOST IMPORTANT QUESTION requiring an answer today at the hands of the American people is: What are we going to do about our public schools? Shall we maintain them on such a basis as will give our children an education in those essentials absolutely necessary to equip - them as individuals and as citizens to lead such lives as men and women must be equipped to lead in a selfgoverning republic of free men, or are we going to let them slip back into an era of unenlightenment, bigotry, and ignoranceP—Harold L. Ickes, Secretary of the Interior. Volume 23, Number 2; February 1934 Gaetan nce ereremn ing moe inet me —roe Kes wns Citizens’ Organizations and the Schools HILE SCHOOLMEN must serve as the first line of defense against the forces that would curtail educational opportunities, it should be clearly recognized that their backs are already against the wall and that unless forward-looking citizens rally to their support, the children of this generation will be victimized by the myopic policies of retrenchment. It has long been the essential genius of American life that social forces operate thru organization. In the foreword to her recent study of Citizens’ Organizations and the Civic Training of Youth, Miss Bessie L. Pierce says: Nearly one hundred years ago, Alexis De Tocqueville observed that “Americans of all ages, all conditions, and all dispositions, con- stantly form associations. They have not only commercial and manufacturing companies, in which all take part, but associations of a thou- sand other kinds—religious, moral, serious, futile, general or restricted, enormous or diminutive. . . . Wherever, at the head of some new undertaking, you see the govern- ment in France, or a man of rank in England, in the United States you will be sure to find an association.” During the century since De Tocque- ville wrote these penetrating words, the development of voluntary associations in this country has been enormous. Since the World War they have achieved a solidity of organization that makes them today the most effective means of con- trol in American life. So numerous and powerful have they become that within a decade they have all but destroyed party government in the nation and in the states. Collectively they are at the present time the chief instruments in control of our national life. It is the present misfortune of Amer- ican education that it has no largescale organization. The American mode of school administration confines the con- trol of schools to local boards in districts and states, and one by one these local units are being broken under pressures arising beyond their own boundaries. Schoolmen fighting for the schools in one area are helpless before the impact of forces rising from the country as a whole. Chambers of commerce, tax- payers’ leagues, economy commissions, and municipal leagues are organized upon a national basis. Altho the agents of these organizations admit from time to time that they are incompetent to say where educational retrenchments can be 36 made without evil results, they do not hesitate to urge drastic reductions in educational support. If the schools are to be supported, their proponents must be as wellorganized and informed as the restrictionists are. The National Education Association and the Department of Superintendence have al- ready rendered valuable service in this direction. But if the schools are to have an adequate defense, organizations of socially-minded citizens must awaken to the crisis in education and organize their forces in behalf of this great social enter- prise. Now it is true that few, if any, of the many citizens’ organizations have been formed primarily in the interests of edu- cation. . . . At the same time it is re- markable how many such groups have given attention to education. Many of them have created divisions or commit- tees on education devoted to special prob- lems of the schools or to general phases of education. It would be a useful thing if there could be created from among those who are active in such organizations a citi- zens’ committee on education whose busi- ness it would be to study the current problems of education. . . . Such a citi- zens’ committee could in time speak for the schools as can no organization of schoolmen, nor any other association whose reason for being is some personal concern or special group interest. But if agencies organized for mutual welfare are to mobilize effectively in sup- port of education, they should clearly understand and appraise the causes of reaction. First among these forces is the recoil of wealth from the levy necessary to support services created for the com- mon welfare. The value of a public serv- ice such as the schools accrues directly only to a part of the total group, those who have children of school age. The value of the schools to those with no children is indirect, deriving from a better social order. The battle for adequate school sup- port has been and must continue to be waged for both the direct and the in- direct values of education. The cham- pions of education must be alert and’ aggressive on both these fronts, but if by any turn of events, American society should reverse its entire history in this matter and by a gradual process of at- trition reduce the schools to the simple and relatively ineffectual character 9 earlier days, we shall find that the lay persons to surrender will be parents fight. ing to retain the advantages of th schools for their own children. With then will be those socially-minded citizens who see in education the hope and guar. antee of indirect but substantial social values. Some fear that there may be more back of the current reaction against edv- cation than the difficulty of raising reve- nue. In some quarters the whole develop- ment of American life during the past twenty-five years, a development that has included constant increase of public agencies devoted to the common welfare, is being questioned. . . I will cite the three types of attacks on schools which illustrate this questioning of our whole educational development. The first lies in an effort of certain maga- zines and newspapers to charge the ex- pensive program of education to the machinations of teachers and _ school- men. The second illustration is the alleged effort of certain very powerful national groups to restore tuition charges at the level of the secondary school. .. . The third attack upon our American theory of governmental control of educa- tion is found in the creation of extra-legal committees composed mainly of large property holders who, by their refusal to pay taxes and by dictation to banks, de- termine the level of school support and even the question of whether teachers’ salaries shall be paid at all. It is entirely in line with American social theory that citizens should organize to present to governmental agencies a unified plea in behalf of any enterprise and to stand or fall upon the success or failure of that plea in legislative assemblies. But it is subversive of American traditions and principles for powerful minority inter ests to circumvent the will and efforts of public agencies by the temporary con- trol of the sources of effective power. The latter practise is but the arrogant assumption of privilege and in the long run can succeed only in the destruction of the democratic state—From an ad- dress on “Children of the Depression” by M. E. Haggerty, dean, College of Education, University of Minnesota, before the American Association of University Women, May 18, 1933. The Journal of the National Education Association rh their whick be pr often ing t of W mani on a the have bur¢ Sele illus gen' Nal dit stu in tea no ex of ore School Counseling Home Visiting: Some Results sTUDY of actual cases should prove A of value to counselors in solving their problems and _ enriching their background in the field. Cases which are not strictly problem cases will be presented in this article to show that often there are vital problems confront- ing the child, both in and out of school, of which no outward signs have been manifested. Some cases have been chosen on account of the interesting facts that the home visits revealed—cases that have resulted in lessening the student’s burdens and in adding to his pleasure. Selection has been made with the idea of illustrating problems that confront any general highschool counseling group. Names of students are ficticious. The school aids an economic con- dition—Betty James was an “average” student. She was assiduous and energetic in her work, popular, both with her teachers and her school chums. There was no reason whatsoever to visit her home except that to do so was the policy of the counselor. Betty’s mother was amiable and interested in the visit. She apolo- gized for the condition of the home, stating that her husband had only worked a few days a month for the last year and a half. In that time their small savings had dwin- dled until the family of mother, father, and two girls were living on the scant wages of the father and what the oldest girl could earn, working parttime in a department store. The home was immaculate and, tho plain, was arranged in good taste. Both parents were concerned about keeping their chil- dren in school and they had noth- ing but praise for the splendid work of the school department. It was plain to see that Betty lived in a fine home with all the good influ- ences that this implies. After a half-hour visit, there was the feel- ing that another friendly contact between home and school had been established. The following month Betty’s mother accepted the counselor’s invitation to visit the school. She was introduced to the various teachers, who explained their work and the girl’s accomplishments. In Volume 23, Number 2; February 1934 the course of the conversation that fol- lowed, Mrs. James stated that Betty had obtained a position working after school and on Saturdays. During days of spe- cial sales, Betty would be needed and her mother wondered what possible ar- rangement could be made with the school on these days. Because of the girl’s excellent record in school, a satisfactory arrangement was made by the principal enabling the girl to work and still remain in school without overloading her It was possible, due to extra credits, for Betty to graduate six months ahead of the regular class. It was decided the wisest thing to do, as the girl had been promised a permanent position in the store where she had been working part- time. A challenge—Many visits that were made proved often to be enjoyable social evenings. Such was the visit to the home of Shuki Hirota. This young Japanese girl had one of the finest records of her class in every respect—grades, service, cooperation, and citizenship. A fine char- acter, always smiling and enjoying every hour of the school day. With a deep feeling of anticipation the counselor made his visit. What a cordial reception! A beautifully furnished home and friendly parents, as Americanized as could be imagined. From the discussion of school and Shuki’s record, the trend of conversation drifted to Japan. The mother proved to be very entertaining. She told of many Japanese customs and showed photographs of the life in Japan. Tea and rice cakes were served in typical Oriental style with the mother instructing the counselor how to sip tea in accord- ance with Oriental manners. The coun- selor said to Shuki, “You will be in col- lege before you realize it. What do you intend to be?” “What is there for a Japanese girl to be?” came the quiet but startling answer. A challenge indeed. Shuki then told that she and her family were Christians, that while they were Japanese in appearance, in their hearts they were Ameri- cans—‘‘and what is there for me to do? It won’t be necessary to go to college to work in a Japanese art store.”” When the visit ended, the counselor felt well repaid for his evening’s time; yet the chal- lenge was still ringing in his ears— “What is there for me to do?” Many inquiries were made con- cerning opportunities and desirable fields for such a girl. The infor- mation was passed on to Shuki with the result that both she and the counselor came to the realiza- tion that, after all, there is a worth- while place for everyone. Shuki graduated from school one-half year ahead of her class with all college requirements com- Ts SIGNIFICANCE of close contact between home and school is reflected in this quotation from a personal letter by the grandmother of a delightful child: “June is growing into a lovely girlhood and is making fine progress in her schoolwork. I travel forty miles to visit her in her. school and to become ac- quainted with her teachers. I wish you could see the lighting up of her little face when she sees me enter the room. I feel she has been especially fortunate in the teachers she has thus far had. Each has left in- delible impressions for good upon her character. Her second teacher said to me, ‘June is one of the finest pupils I have ever had in my room. She is lovable and gets along beautifully with other children.” pleted. Before leaving school she expressed her thanks to the coun- selor by saying, “Thanks for vis- iting our home—you are the first teacher ever to visit us since I started to school. We appreciated it.” So did the counselor for from the visit came renewed inspiration. Needed a “dad”—Ralph Jen- nings, who was taking a college preparatory course, had an I. Q. 37 Ge. Ss slate Sie PERE MEE ee OF of 124. His work was fair, his conduct good. He was popular and had held two student body offices. Only thru interest was a visit to his home scheduled. He and his mother lived alone in a small apartment. The mother worked to support them, and Ralph helped around the house. His mother said he had made up his mind when first in junior high school that he was going to college to make something of himself to repay his mother for her hard work. He lived in a poor part of town but always asso- ciated with “good company,” of which he was the leader. He was an excellent boxer and spent all his spare time in the gymnasium. He was twice elected presi- dent of the school’s boxing club. Several offers to turn professional have been made to him which he has turned down. He has set his mind to be a college boxer and remain an amateur. Since the visit to his home, he has often called in the counselor’s office for advice. “Have no father,” he said, “and I feel that sometimes I want a man to talk to. That’s why I come in to see you.” A boy with such good qualities de- serves every opportunity to realize his ambition, and knowing his home condi- tions serves as a stimulant to aid him in every possible way. Family troubles—It would be a difficult task to make a classification of Edna Blair. She was average in her studies, but far below average in con- duct and attendance. Many reports came into the counselor’s office regarding her. Sometimes she was impudent; other times lazy; often disobedient; and all her teachers agreed that she had a violent temper. Many times she made up for her failings by her general attitude and willingness to be of some help. She talked quite freely when in the counselor’s office, and efforts to improve her conduct and attendance were fairly successful. “Poor sportsmanship” re- sulted in her application to an honor athletic society being rejected. Her re- action to this seemed to be “getting even.” oH ; President of 4 Tobecco Co When a visit to her home was men- tioned, she readily extended an invita- tion. Her home was located in a “fair” part of town and was plainly furnished. The mother was friendly and, altho she spoke English brokenly, appeared to have an average education. During the course of the conversation, Edna’s ab- sences were mentioned. Family troubles, the mother said, were the cause of it. The father often came home drunk. He was able to provide fairly well for his wife and daughter until economic condi- tions decreased his income. It was oc- casionally possible for the girl to work and when the opportunity arose, the mother allowed the daughter to remain out of school. It was almost impossible for Edna to have any friends at her home, as her father often made a scene. All in all, it was a pleasant, worth- while visit. Some information was gath- ered that partially explained Edna’s “bad days at school.” They usually re- sulted after a night of her ‘father’s scenes.”’ The counselor made it a prac- tise to talk to the girl often. Edna knew only too well how a person suffers from not being able to control a habit. Her conduct at school was mentioned as being a habit and plans to control it were suggested. The girls seemed to under- stand the problem and the “get even” campaign was dropped. She was re- warded several months later by receiving an “improvement card” from the honor society. She hopes to make the society next term. In need—Julia was taking a college preparatory course. Her grades were un- usually good. One day she asked that her course be changed to a general one. No reason was given except that she didn’t want to go to college. A visit to the home —small, rundown, and in the poorest part of town—revealed the reason. The mother, a very old grandmother, and daughter lived alone—on state and county aid which would soon stop due to the girl’s age. After seeing firsthand the problems confronting the family, it was easy to understand why Julia wanted to change her school work. The girl was majoring in chemistry and had a definite objective in going to college. Every effort was made to encourage her to continue along her college course. Her I. Q. was high and her grades and diligence justi- fied her continuance. Aid was found for the girl, assisting in the chemistry labora- tory, and we are trying to obtain a scholarship for her. A “pest”—No one would deny the fact that John Rae was a “pest.” He was a brilliant student and had little trouble getting good grades in his college pre- paratory work. He delighted in causing disturbances which usually upset the class but never got him into serious trouble. It was a difficult task to get him to apply himself, yet he belonged to sev- eral clubs and took part in varied activ- ities. His election as president of his class was a recognition of his ability, but he failed to accept his responsibilities. A visit to his home revealed the fact that his mother and father took an active interest in his schoolwork. They were proud of his election to a class office and were not altogether surprised at this at- titude in school. His mother called it “swell-headedness.” A good plan to over- come it was decided upon, and a short visit was made to the home each week. John was injured during the term and missed six weeks of school. Homework was arranged for him by his teachers, and when he returned to school he had only a small amount of work to make up. He recognized the cooperation of his teachers and began showing them his appreciation. He was given a leading part in the school operetta and responded with fine work. He has made every effort to improve and his influence is now as good as it was previously disturbing. The cooperation of his parents has had a mighty good effect upon him and has resulted in a satisfactory relation be- tween them and the school.—Elwood V. Hess, teacher, McClymonds High School, Oakland, California. [The next article in this series will be “Home Vis- iting: More Results.” | The Journal of the National Education Association T degr your the has wor. be | yedi trai to 1 at enr con Give Youth a Chance HE WRITER Of this article is twenty- | es years of age, a college gradu- ate, and a candidate for a master’s degree. He belongs to a large group of young men and women who have had the best preparation for teaching that has ever been given. Is it not possible to work out some plan by which there would be added to the educational staff each year at least a minimum number of newly trained recruits? Not to do so is likely to mean that the schools will stand still at the very time when they should be enriched with the viewpoint of the on- coming generation. AM a young unemployed teacher, one l of thousands. I stand upon the thresh- old of a world’s cultural dawning. The responsibility of preparing men for the changes which lie ahead is my birthright. I have been disciplined to the philosophy that education is life, and life functions about me as a kaleidoscopic, dynamic thing. Its cycle intoxicates; its challenge sobers. The shifting scenes of its pano- rama are tonic to the spectator, whetting his appetite for the conflict—yet I am withheld from it. My job is to pilot peo- ple thru this maelstrom: to say, “This way lies Truth!” To this task I bring a modest wealth of technical knowledge, but infinitely more precious, the fresh- ness, courage, and vision of youth-—yet I am not wanted! At first this knowledge stuns. What economy is this that society exercises at the expense of its children? What folly is this, that a school system should sever its youngest and staunchest limbs! After the first wave of bitterness passes, things are perceived more clearly. I see my pro- fession unable to draft youth to its ranks. Ax-grinding politicians and uninformed taxpayers force budget-slashes. Every- where school authorities {even in our metropolitan districts] adopt the iron- clad policy: No new appointments! This condition is no temporary relief measure; it has been the relentless policy of many school systems over a varying period of years. The future holds little promise. Consequently, I am tempted many times to drift away from my chosen field. Last week I interviewed a business execu- tive whom I had met socially. When I told him that I was a schoolteacher, he hid a faintly superior smile behind the smoke-cloud of an expensive cigar and motioned me to a chair. It stood beside a walnut top desk, the highlight of the Volume 23, Number 2; February 1934 luxurious appointments which charac- terized this modern corporation office. “It is not my intention to disparage your profession,” he began, “but what future does it hold? A young man of your qualities can demand more than your occupation will ever be able to offer.” He paused impressively with an ex- pectant air. I neither beamed nor spoke in the face of this perfectly obvious flat- tery. A bit less confidently he continued. “Now our organization extends to you the opportunity which I outlined last evening. Why do you hesitate? “Your training? Well, hmmmm... of course that won’t help directly. I sup- pose it has an appeal, but for a life work. ” he shook his head. “Now my proposition offers you so much more py “More what?” I queried softly. “Why, my dear boy! Money, of course! Let me show you in black and white.” Out came sheet and pencil. Rapidly the figures procreated under my eyes. “Now here is where you are in five years,’ went on the suave tones, “be- yond the point where teaching will land you in ten. Moreover, we offer you an immediate start. Our directors are thor- oly agreed that youth alone can carry us thru the present difficulty. You have just admitted that your own line held no prospects. Who knows how long the school situation will remain frozen? I offer you cold dollar prospects and that immediately.” I looked up from the maze of figures, mute prophets of a financial bonanza which lay somewhere in the offing, and opened my mouth to speak. But some- thing checked me, a dawning sense of futility. How could I hope to acquaint this smooth-talking official with the ap- peal of academic life? Could I possibly make real to this man, flushed with monetary success, the importance of maintaining cultural relationships; of preserving a cherished intimacy with books and the minds which speak thru them? Would his imagination, tuned to the day’s balance sheet, permit a glimpse into those unmapped worlds of uncertain dimensions where research workers la- bored to advance the frontiers of truth? Would he thrill to the greater vista of service which beckoned, the passing on of this knowledge to others? He was just a different type of protoplasm, I decided, and with a mumbled something about thinking it over, I left. How many of us during the past few years have met similar situations and have been unable to refuse? The healthy young animal cannot subsist long upon professional hope; it demands something more substantial. It is tragic that times like these force the professionally trained neophyte to procure physical sustenance thru the exercise of tasks which starve him mentally. Inevitably he regresses. Some of us are more fortunate. We are able to hold on, sustained by the eternal hope of youth, its instinctive faith, and the bread with which our parents pro- vide us. We buoy up our courage today by dreaming of tomorrow. Because of its idealism, youth has a def- inite contribution to make to any system of education. At the same time it feels keenly its coltishness and respects the more studied convictions of maturity. It does not object [unless it is vain] to having its ideas tempered nor its opti- mism bridled at the hands of understand- ing masters. It does, however, resent violently the short-sightedness of the lay-group or board of education which attempts to dispense with youth as a commodity on the teaching personnel market. These overlook its most precious gifts. Without such gifts experience and tradition can never teach inspiringly. If education is to progress, educators must dream, and everyone knows that dreams are the peculiar failing of youth. “Schools are no monuments to the dead however great!” “Why all the dark clouds?” boomed out a voice the other day, which I had come to love for its strength and kindli- ness. It belonged to one of my former teachers, now an administrator, but still a warm and understanding friend. We had met crossing the square. In a few dispirited words I outlined the situation. “You at least see the school official’s standpoint,” he sighed. “So many of our applicants become embittered because they fail to appreciate our dilemma. They feel that the profession owes them a position merely because it has trained them for the work.” “That idea is rather silly,” I agreed. “To begin with, there are thousands crowding our eligible lists who properly should never have entertained the thought of teaching. But, on the other hand, there are many highly-trained ap- 39 ee Sys Poet AI 222A cE Mt etre plicants who have proven themselves to possess qualities which the school system owes itself to procure. These are the sur- vivors of a rigorous competitive struggle. The school, I admit, is no job-creator. Nevertheless, it seems to me that other economies might be instituted in prefer- ence to chopping off that segment of teaching material which is most closely tuned mentally and physically to the rhythm and tenor of the times. The be- ginning teacher comes to the classroom with an imperfect technic but equipped with new ideas, fresh from training, and the survivor of a highly competitive selective process. Doesn’t the intelligent administrator appreciate what the influx of youthful blood can contribute toward the type of teaching required to meet the challenge of the future?” My companion smiled patiently. “I believe we realize even better than you do yourself. I wish I could convey to you the tragedy of the situation as we see it! We are forced to sit helplessly by while the cream of a selected crop drifts into other fields, utterly discouraged by the barren prospect of appointment. Our discriminating boards of education, how- ever, are striving to economize to the last ditch in other directions so that the budget may be readjusted to permit of new appointments as soon as possible. We have not forgotten you.” “That is well,” I responded, “for it is a bitter paradox that youth should bear the brunt of a situation that its elders have created for it. It’s hardly fair.” We young people of today are tremen- dously unhappy, torn between our nor- mal ambitions and a common-sense fatalism. It is to our credit if we do not become embittered. It helps greatly to feel that our profesisonal superiors are thinking of us now and then; keeping a weather eye on our welfare. Juvenile eagerness and pent-up ambition make us like so many finely-trained hounds straining at the leash. You must forgive us for an occasional bark. We long to scatter over the professional fields, to contribute our grain of knowledge and inspiration to the cultural layer of the succeeding generation. <> <> Is this an unfair ambition? We think not, yet we are helpless in furthering its realization. It rests with our educational leaders to see that we are considered, Most of us don’t ask miracles—just con- sideration. We pin our faith to men of education whose identifying qualities are justice and courage. These must bear the brunt of our battles by forcing the lay taxpayers and the slumbering boards of education to see beyond the length of their collective noses. Teach them that a nation which economizes at the ex- pense of its youth undermines its own progress. If you fail us what are we to do? No man worth his salt will follow the tradi- tion of Mr. Micawber and wait for some- thing to turn up in the educational field. He will, perforce, seek a niche elsewhere, and fill it, no doubt, unhappily. So give youth a chance. Too many of us are being tempted, yes, even forced, to relin- quish our birthright in order to earn a mess of porridge!—John N. Patterson, 7017 McCallum Street, Philadelphia, Pennsylvania. < <> > <> Schools Doing Their Job? — was the caption of an editorial in The Rotarian for November 1933. It typifies the admirable manner in which civic organizations have come to the defense of the schools. The editorial follows: Sune DOING THEIR jJoB?” This T’s a fair question: Are our schools doing what they should? We—and that “we” means society in general— have by tacit consent or implicit direc- tion saddled them with the major part of the task of supplying boys and girls with what they should know to become good citizens. In grandfather’s time it was quite different. Then the home was the dominating influence in the life of a child; it is hardly so now. No, we expect more of our schools than ever before. Fewer children work, and each year we send an increasing number of them to school. Sons and daughters of parents who cannot write learn their A B C’s side by side with children of parents who went to college. But more. In school they form habits that will stick thruout their lives. What policies on domestic and inernational issues the voters of a decade or so hence will dictate to their governments is in large measure determined by attitudes 40 toward others that boys and girls are acquiring in schools today. This is a serious and pregnant truth of which we need some recurring re- minder just as the December leaf on a business man’s calendar is notice that January first is inventory day. In the United States it happens to be the an- nual American Education Week, which this year comes November sixth to twelfth. During this week, parents are invited to visit schools and ascertain for themselves whether the educational sys- tem is justifying its costs. It is not difficult to find out whether reading and writing and arithmetic and the other subjects are properly taught; it is less easy to measure all-important attitudes. In this, perhaps, the following “Ten Commandments for School-chil- dren,” which comes from Czechoslo- vakia, may give some help. [1] Love your schoolmates; they will be your companions for life and work. [2] Love instruction, the food of the spirit. Be thankful to your teachers as to your own parents. [3] Consecrate every day by one good use- ful deed and kindness. [4] Honor all honest people; esteem men but humble yourself before no man. ) [5] Suppress all hatred and beware of in- sulting your neighbor; be not revengeful but protect your own rights and those of others. Love justice and bear pain and misfortune courageously. [6] Observe carefully and reflect well in order to get at truth. Deceive not yourself or others and beware of lying, for lies destroy the heart, the soul, and the character. Suppress passions and radiate love and peace. [7] Consider that animals also have a right to your sympathy and do not harm them or tease. [8] Think that all good is the result of work; he who enjoys without working is steal- ing bread from the mouth of the worker. [9] Call no man a patriot who hates or has contempt for other nations, or who wishes and approves wars. War is the remains of barbarism. [10] Love -your country and your nation | but be co-workers in the high task that shall make all men live together like brothers in peace and happiness. And when the educational inventory is done, if the teachers are found to be welltrained, conscientious, and sincere, it isn’t bad parent-business to give them a verbal pat on the back. They are work- ing against heavy odds in these days of economic retrenchment, and need all of the encouragement that can be con- scientiously given. > >- << The Journal of the National Education Association HE PROBLEM of hygiene and sani- tation in the classroom and school can be summarized into one word —prophylaxis, which means the science of prevention of sickness. There is al- ways a possibility of disease dissemina- tion in the classroom, where students are in close contact with each other for a period of from one to five hours a day. In addition, the locker rooms, cafeterias, toilets, and the assembly hall of the school must bear their share of this re- sponsibility. The first principle of education is health, and health education should originate in the classroom, thru the teacher in hygiene instruction, and thru sanitary requirements in the building. Teaching hygiene in unhygienic class- rooms and buildings is as incongruous as teaching nature study entirely from textbooks. The classroom, particularly in the winter time, is certainly a place where various infections may be spread. A knowledge of these infections, the mode of their transmission, and knowl- edge of how to prevent them is of pri- mary importance. Among the transmis- sible diseases which may be occasion- ally spread in the classroom or school are the following: respiratory infections —such as colds, nasal catarrah, grippe, flu, bronchitis, pneumonia, and tubercu- losis—and in addition, whooping cough, measles, scarlet fever, diphtheria, mumps, epidemic cerebro-spinal menin- gitis, and infantile paralysis. The dis- eases which may be spread by direct or indirect contact include ring worm, ath- lete’s foot, dhobie itch, pediculosis, y Recording thermometer readings in schoolroom at Evanston, Illinois ot Volume 23, Number 2; February 1934 School and Classroom Hygiene syphilis, furunculosis [recurrent boils], crab lice, and the like. Respiratory infections will be materi- ally cut down if it is insisted that stu- dents sneeze only into a handkerchief, for sneeze droplets will travel several feet. Coughing and sneezing students should be sent to the school nurse or physician for careful examination, or should at least be isolated in the class- room. The ventilation of the classroom here assumes paramount hygienic im- portance. Temperature above normal in a room increases the number of bacteria per cubic foot materially; that is, if the temperature goes much beyond the nor- mal range of between 65 and 70 degrees Fahrenheit, the bacteria multiply ac- cordingly. In a hot classroom with a temperature of around 80 degrees with all the windows closed, the bacterial count will run twice as high as that in rooms with normal temperatures and where ventilation is maintained. When students become drowsy in the class- room, dull and uninterested in their work, open the windows wide for a few minutes, have the students stand up and take a few deep breathing exercises, and then note the difference in the attitude of the students towards their lessons. In crowded classrooms with temperature and low humidity, growth of infectious disease bacteria has an ideal incuba- tion medium. Take wet and dry bulb thermometer readings in the classroom to check the relative humidity against the ideal humidity of 70 percent. If the humidity is low, then the opening of the windows, the placing of a few living plants around the room, or the evaporat- ing of some water over a large surface in the room will raise the humidity. A stu- dent going from a hot, dry classroom of low humidity to the winter cold outof- doors [often 100 percent humidity] will be subject to changes which are quite apt to lower his resistance and make him more liable to infections. In schools us- ing the artificial ventilation system, some natural ventilation is necessary at times. The windows should be opened for a few minutes every hour irrespective of the efficiency of the artificial ventilation sys- tem, so that a complete change of air is assured. Modern schools are placed in parks and open spaces in order to insure clean, pure air, and as much of it as possible should be let into the class- rooms naturally, thru the windows. Dust harbors an enormous number of bacteria. I have obtained as many as twelve million bacteria per gram of dust in the classroom. Since many infectious bacteria can live for some time in dust, it is obvious that the dusting, scrubbing, and sweeping operations by the janitor should be carried out correctly. Fluffy dusters should not be used in the class- room as they stir up the dust. Instead, the interior of the room and the furni- ture should be dusted with a dampened cloth and the floors scrubbed with hot water. Sweeping should be performed with as little energy as possible so as not to cause the dust to rise rapidly, or to hang suspended in the air, because the dust will finally settle on furniture, cloth- ing, and the like and be redistributed, throwing the bacteria back into the air Health services at Boynton Junior High School, Ithaca, New York 41 ee a as Sie aa again. The racks underneath the black- boards should be kept clean and free from chalk dust by means of an oily or wet rag. Each day, preferably after school, the dusters should be cleansed free of chalk dust. In one school, I noted that a vacuum cleaner outlet was ar- ranged to fit the size of the blackboard erasers and students were required to press the blackboard erasers to this vacuum apparatus every morning in order to extract the chalk dust. Teachers using the blackboards have a tendency toward sore throat caused by the inhala- tion of chalk dust. The condition is most common during the winter months when colds are prevalent. Microscopic exam- ination of sputum from teachers suffer- ing from sore throat has revealed the presence of chalk dust particles in the regular throat débris. In schools located in poor sections and downtown areas where children are apt to come from tenement houses and un- hygienic homes, contact transmission of disease is always a possibility. The chief offender in this respect is the round seat toilet in the lavatory. Diseases such as dhobie itch, ringworm, groin ringworm, crab lice, and body lice can be spread by unsanitary toilet seats. The advantage of the open front toilet seat is obvious in preventing the dissemination of such unpleasant skin conditions; but in addi- tion the regular, frequent, thoro scrub- bing of the seats with strong disinfect- ants such as lysol, creolin, or Daikens solution will do much to keep down the diseases spread from this source. The gymnasium, locker rooms, toilets, and showers also serve as possible cen- ters of infection for skin diseases, par- ticularly ringworm, and a_ ringworm- like disease of the groin often called “seven year itch.” Dozens of bacterial plate exposures to the air of the gym- nasium and locker rooms proved con- clusively that these places harbor more air and dust bacteria than any other part of the school; therefore, particular cleanliness is necessary here. Fumigation of locker rooms is advised in old build- ings during the holidays. Students should be warned not to use other people’s soap and towels. The basement toilets and wash basins need very care- ful disinfect- ant treatment in order to keep down the causes of skin infections, be- cause perspira- tion after exercise tends to increase the possibility of spreading them. Athlete’s foot is a common fungus disease which can originate in locker rooms and showers where students run around barefooted. Flat pans containing antiseptic such as sodium thiosulphate, Daikens solution, coal tar antiseptics, and the like are placed at the entrance and exit of these rooms and the students should be re- quired to dip their feet in them as a pre- ventative measure. The teacher of hygiene should fear- lessly tackle problems of personal hygiene and point out the obvious means of pre- venting unhealthful conditions thru hy- giene, sanitation, and personal cleanli- ness, Children showing cczemas of any type on the skin should be watched care- fully and told not to come into contact with other students, either directly or indirectly. Better, a diagnosis should be made by a physician. Ring worm is sometimes spread by play contact among children. It must not be inferred that the school is a more serious mode of disease transmission than theaters, churches, homes, and other public places where children gather. On the contrary, hygienic conditions are much more likely to be observed in the school than in other common meeting places because those in charge are trained usually in the funda- mental concepts of hygiene. However, the school is occasionally a means of disease transmission and simple knowl- edge of the mode of transmission of dis- ease, plus the simple obvious sanitary measures of control, will do much to eliminate the school as a medium of in- fection. Modern schools are indeed a vast improvement on the old ones in the mat- ter of hygiene and ventilation but there is still much work along this line to be done. : Photographs 1 and 2 show the number of bacterial colonies per cubic foot in a corner room ideally ventilated by win- dows and the auditorium of the Balti- more City College [high school] where ideal suburban hygienic conditions pre- vail irrespective of artificial ventila- tion. Photograph 3 shows high bacterial air count in an old downtown school build- ing with a heavy student population per cubic foot of air space. The large spreader rough colonies are harmless saprophytes while the small pin point colonies may be slightly pathogenic [capable of incit- ing disease |. Photograph 4 shows that even in a model hygienic school like City Col- lege the basement locker rooms have high air and dust bacterial counts. Photograph 5 shows the gymnasium air flora of a new school with artificial ventilation. The count was too high for accurate determination. Repeated air tests in this room gave high counts every time under varying conditions. Photograph 6 shows air bacteria in sewing rooms poorly ventilated in an old downtown building with all the windows shut. Note the pin point colonies which may have some pathological significance. —Arthur H. Bryan, Science Depart- ment, Baltimore City College, Baltimore, Maryland. <> > <> > The Journal of the National Education Association tailn the This day the | peri tivit grea peri 183 per! Am inst ena pro tra wel tur alc the cel we Pe pe se is W p! 0 t] Can We Rely on Business? HAT there have been widespread | reductions in public-school ap- propriations with consequent cur- tailment of important services during the last few years no one can deny. This serious attack on the schools to- day stands out in shameful contrast to the support granted them during earlier periods of depression in America. Ac- tivity in behalf of the schools was so great during the five-year depression period which began with the panic of 1837 that it is commonly called the period of the revival of education in America. Thousands of new schools were instituted; progressive legislation was enacted; school buildings were im- proved; better provisions were made for training teachers; state school systems were established; and school expendi- tures were increased. In Massachusetts alone, the amount of money raised for the support of schools increased 34 per- cent from 1837 to 1843. Similar increases were made in such states as New York, Pennsylvania, Ohio, and Michigan. The precedent established in that period has been followed closely in sub- sequent times of industrial collapse. It is a matter of record that great strides were made educationally during the de- pression periods that followed the panics of 1857, 1873, and 1893. Not only was there evidence of great popular interest in better legislation but greater financial support was accorded the schools during the lean years than in the prosperous years preceding. For example, the ex- penditures for public schools in twenty- nine states scattered from Maine to Cali- fornia made an average increase of 53 percent from 1870 to 1879 in spite of the fact that the years from 1873 on were years of deep and distressing de- pression. Another feature of these periods has been the tendency to reduce the support of other functions of govern- ment before reducing that for public schools in those states where retrench- ments were made. This tendency to turn to the schools as a means of salvation during times of social crisis has been so pronounced that faith in education has become a distin- guishing characteristic of American cul- ture, The present startling departure from tradition calls for a reconsideration of the case for school support. Should we Volume 23, Number 2; February 1934 not ask why the National Economy League deemed it wise to slash the bud- gets of the common schools? After all, is there any sound argument for an ex- tensive free school system in a capital- istic nation? The first schools of old New England were established in order that there might be salvation, that children might be better equipped to escape the snares of that “old deluder, Satan.” The way of salvation, according to the tenets of Puritanism, was thru a readable knowl- edge of the scriptures because only those familiar with the Bible would be as- sured a place in heaven. Three hundred years later the need for salvation is just as great and the common school still remains the instru- ment thru which a democratic society must find it. To be sure, the aim now is to be saved from the hell of insecurity and want but to the man in the street that is much more real and pressing than salvation for the Great Unknown. Apparently the guiding spirits of the numerous economy and taxpayers leagues that have enjoyed a mushroom develop- ment within the last two years feel that George Washington, Thomas Jefferson, and the other founding fathers were greatly in error in their assertions that an informed and intelligent electorate is essential to the preservation of a democratic form of government. Or it may be that these selfstyled economy experts are not genuinely interested in real democracy. Jt is entirely conceiv- able that they wish to preserve the form of a democratic government without its substance. That is, they may see in the public school a serious threat to the continuance of their own positions as dictators of governmental and social policies. The citizens of a democratic state are freqttently required to pass upon the wisdom of a proposed amendment to the fundamental law of the land, the constitution. This amendment may be one of farreaching importance. It may affect such important matters as the very form of government; it may pre- serve or abolish benefits to selfish in- terests; it may hinder or encourage so- cial progress; it may intrench or dis- lodge unscrupulous politicians; it may deny or insure political and civil free- dom; and it may hasten or delay a fairer distribution of the national income. Obviously, for the common citizen to understand and to act wisely on such matters requires a wide diffusion of knowledge. Likewise the members of a democratic government must exercise their fran- chise with regard to the issuance of bonds for public works. They must decide whether all construction in the public interest shall be discontinued during an economic depression when opportunities for employment are scarce and there is no market for materials. They must say whether a new road, a new bridge, a new tunnel, or a new public hospital promises sufficient return to warrant the expenditure of large sums of their own money. To do this, they must have more than the ability to read and write; they must be reasonably familiar with cur- rent social problems. And it should be the duty of the public-school system to aid in securing this familiarity. It may be argued that all of these affairs could be delegated to legislative bodies, thereby obviating the necessity of an informed citizenry. As a matter of fact this is done to a great extent. In the present emergency there has been a marked tendency to go still farther and allow the legislature to pass the duties that rightfully belong to it on to the executive. Even so, unless democracy is to pass entirely out of the picture, the legislators, and ultimately the voters, must pass judgment on the policies of their representatives, be they legislative or executive. Presumably a democratic government is operated in the interests of all the people and, unless our own Declaration of Independence has be- come an antiquated and meaningless document, the government still derives its “just powers from the consent of the governed.” Therefore, the common Citi- zen has a vital concern in the attitude of the candidate for public office toward such diverse issues as unemployment in- surance, punishment of criminals, con- trol of transportation, care of the insane, methods of taxation, conditions of la- bor in industry, banking control, and old age pensions. Without some personal convictions about these and other top- ics, the citizen cannot very well measure the fitness of the candidate for office. Moreover the citizen will not have con- victions resting on sound bases unless 43 snk EE RL IE Bei ee reren eeies Comes he has an opportunity to become in- formed. And it is altogether unlikely that he will be able to inform himself without definite training in the problems of citizenship such as an adequate school experience would provide. Having chosen their public officials it becomes imperative that the citizens of a democracy form some estimate of the value of the services that the officials have performed. As in the case of their selection one must have an appreciation of the issues involved. Have the services been in the interest of the common man or have they been in the interest of the favored few? Have the policies of the officials promoted the greatest good for the greatest number? Thus it is that in the long run all re- forms and all measures that benefit the masses must be understood and ap- proved by the people. But persons who have not been trained in an understand- ing of social problems and who are ac- customed to accepting ideas on authority cannot improve their lot very rapidly. With the great concentration of wealth and power in the hands of a few that has taken place in America in the last seventy-five years, there has arisen an acute need of a large body of people alert to the dangers of such concentra- tion. Grinding poverty, narrow lives, sickness, and crime are but samples of the results of gross inequalities in wealth. To secure an improvement in this dangerous situation without recourse to violence requires a public-school system and program that reach not only the citizens of tomorrow but also the adults of today. Altho our continent was richly en- dowed with such natural resources as oil, water power, forests, and mines, the common man has not been the person who has derived the benefits therefrom. Uncontroled greed—masquerading under the names of rugged individualism, pri- vate initiative, business enterprise, and free competition—has robbed the peo- ple of their treasure. It is too much to expect a correction of this evil until there is an informed electorate that has been schooled in cooperative action. It is conceivable, tho very unlikely, that under a dictatorship our industrial life might be so ordered as to yield the greatest possible benefit to the people without their actual participation in the process. However, such a course would not only be highly dangerous, as the ex- periences of some of our European neigh- bors are showing, but would be in con- 44 flict with American ideals and tradi- tions. Consequently, any genuine prog- ress that is made must be with the understanding approval of the people. w ¢ WOULD WE BE ie * SATISFIED ~~ “a with 7 THE ROADS OF 1833 % ? y eer THE >: TRANSPORTATION OF 1833 @ YY —s We eae is r° + THE PS COMMUNICATION OF 1833 | =, 2 ee THe SS SCHOOLS OF 1833 Phi Delta Kappa Here lies the task of the public school in a democratic society: to create and maintain an informed electorate. It is a tremendous job requiring the thought and energy of the best minds of the na- tion. The work must start in the kin- dergarten and be carried upward thru the high school, the junior college, and the university. Jt must also be extended to adults who have passed the ordinary school age and are engaged in earning their living. The plan of discussion groups conducted under the auspices of the school department in Des Moines is suggestive of what can be done in this line. Only thru a nationwide system of free schools can society be even reason- ably assured that the abilities of supe- rior minds will not be lost to our culture because of the handicaps imposed by pov- erty and ignorance. Such a school pro- gram will require more money rather than less. It will require better educated teachers and a curriculum that goes far beyond the Three R’s of the days of our Puritan forefathers. Jt will give more at- tention to the problems of society in America and less to the troubles of Caesar in Gaul. It will be more concerned with the welfare of the individual as a consumer than with his possibilities as a market for the gadgets of business enter- prise and to that end it will teach pupils to resist the appeals of clever but grasp- ing advertisers. In short it will be a pro- gram designed to benefit all the people. If the schools are likely to be mod- erately successful in bringing about an informed and alert populace, one can easily understand the readiness of the barons of business to seize the oppor- tunity afforded by the present depres- sion to cripple them under the guise of economy. Some educators have argued that the only way to secure the support of the business interests for the schools is to demonstrate that education of the masses is essential to the successful oper- ation of modern industry. Ignorant, il- literate workers cannot operate compli- cated machines or read alluring adver- tisements; therefore, they are inefficient producers and poor customers. Appar- ently our business managers have real- ized the truth of this claim for on the whole they have been willing to support a system of schools that emphasized only reading, writing, and arithmetic. But when it comes to supporting a system of schools that teaches children not only to read an advertisement but to ques- tion the validity of its claims, they draw the line. Probably they could hardly be expected to support that which may eventually lead to their removal as the dictators of American life. A satisfac- tory program of education for the masses and the continued domination of indus- trial, political, and social life by a fa- vored few are decidedly inconsistent. As soon as we have the first, the second will disappear and the struggle for sal- vation will seem more hopeful. This would seem to suggest the real motive that lies behind the strenuous efforts of organized groups of selfish interests to disable the most fundamental of our social institutions. About three hundred years ago the aristocratic governor of Virginia gave thanks that there were neither schools nor printing in his colony and uttered the pious hope that there would be none for a hundred years. He was keen enough to realize that education eventually means the end of the domination of 4 privileged class. And so today the battle over the maintenance of the public schools is a struggle between a selfish minority that seeks to perpetuate its power and the common people that are striving for a richer, fuller life. In the furore of economic reconstruction there is grave danger that the children of the common people will suffer irreparable losses in their educational heritage— Royce S. Pitkin, headmaster, New London School, New London, N. H. The Journal of the National Education Association an wie ——- -— . N KEEPING with its historic policy, ] the National Education Association has been working intensively for some months to obtain federal relief for schools in the present crisis. Primary responsibility for the development of this program has rested with the Legis- lative Commission of the NEA, under the able leadership of its chairman, Sid- ney B. Hall, state superintendent of pub- lic instruction, Virginia. The Legisla- tive Commission has worked in close co- operation with the Joint Commission on the Emergency in Education whose chair- man is John K. Norton, professor of edu- cation, Teachers College, Columbia Uni- versity. The final program for federal aid which is to be presented to the adminis- tration and Congress, has been worked out jointly with a broadly representative Advisory Committee on Emergency Aid in Education called by United States Commissioner of Education George F. Zook, and presided over by James N. Rule, state superintendent of public in- struction, Pennsylvania. Every member of the National Educa- tion Association is called to the support of this program: [1] The emergency problem of keep- ing elementary and secondary schools open on as nearly normal a basis as pos- sible during the school year 1933-34 should be met by a federal appropriation of $50,000,000 to be allocated according to emergency needs in the several states. This sum may be provided in one of two ways: [a] by a special provision in the relief act, or less preferably [b] by a separate federal appropriation. In either case such appropriation shall be ad- ministered preferably by a Board of which the U. S. Commissioner of Education shall be chairman and executive officer. [2] In view of the fact that the in- ability of many communities adequately to maintain schools is certain to continue during the fiscal year 1934-35 a federal emergency appropriation or allocation of not less than $100,000,000 should be made available beginning July 1, 1934; this appropriation or allocation to be distributed in an objective manner, de- termined by a Board of which the U. S. Commissioner of Education shall be chairman and executive officer, and based upon reasonable evidence of needs and resources. Volume 23, Number 2; February 1934 Education the Foundation of Enduring Recovery The Program For Federal Aid [3] The instability of educational support even in the abler states and communities, due to the shrinkage of Tt NEED for emergency federal aid for education is immediate and imperative. In these eight pages on “Education the Foundation of Enduring Recovery” the staff of The Journal of the National Educa- tion Association, in cooperation with the entire headquarters organiza- tion and others, presents the condi- tions which America now faces in dealing with its schools. Let this material be studied by every school faculty in America. Let it be dis- cussed by civics classes in high school and college. Let it be brought to the attention of editors, ministers, and other influential citizens.— Jessie Gray, president of the Na- tional Education Association. local ability to support schools during the depression, constitutes an aspect of the present emergency of such propor- tion as to endanger the effectiveness of the schools thruout the nation. The fun- damental relief which is necessary in order that public educational institutions may be adequately supported can be se- cured only thru the adoption of meas- ures for the federal emergency aid to education during 1934-35. The situation is so critical in education that the people are justified in using federal funds to insure the normal operation of schools. Accordingly, it is recommended that a substantial sum be distributed from the federal treasury to the various states to assist them in meeting this phase of the emergency. The method of distribution should pro- vide first, that a flat sum objectively de- termined be distributed to all states; sec- ond, that a supplemental sum objectively determined but weighted to meet the needs of the poorer states be included in the distribution; and third, that the method of distribution be stated in the statutes, provided that a contingent fund not to exceed 10 percent of the amount so provided for 1934-35 be reserved for distribution to states and local units to meet exceptional and unforeseen needs under the direction of a Board of which the U. S. Commissioner of Education shall be chairman. [4] Local funds should be released for school maintenance by: [a] refinancing school district indebtedness or such municipal or county indebtedness as may have been incurred in behalf of the schools. [b] providing federal loans to school dis- tricts or to municipal or county corporations, where [in the case of the latter] the loan is to be used for educational purposes; provided that in both instances the loan shall rest on the security of delinquent taxes, frozen assets in closed banks, or other acceptable securities. [5] Out of any new appropriations made for Public Works not less than 10 percent should be allocated for build- ings for schools, colleges, and other edu- cational enterprises. Such grants shall be available provided that an approved survey has been made, and that the sur- vey shows the need for the buildings. In cases where such surveys have not al- ready been made these surveys shall be made under the direction of the Office of Education thru a decentralized re- gional organization. The cost of these surveys shall be charged to the Public Works appropriation for school plants. We recommend that the grants for such projects be made on a 100-percent basis. In administering this fund major atten- tion should be given to the needs of the rural schools. [6] A federal appropriation or allo- cation of $30,000,000 should be provided to assist students to attend institutions of higher education for the period ending July 1, 1935, by [a] special provision in existing acts, or [b] a separate federal appropriation. This fund should be administered by the U. S. Office of Education. The following suggestions for immedi- ate action are offered for members of the profession everywhere: [1] Write at once to your Congressmen and to the President of the United States vigorously urging the need of relief for public education. [2] Cooperate with consultants of the Joint Commission on the Emergency in Education and other friends of the schools in your state in creating public sentiment favorable to fed- eral emergency relief. [3] Urge organizations of which you are an officer or member to present to Congressmen and to administrative officials in Washington petitions for immediate federal emergency re- lief. [4] Report to the chairman of the Joint Commission on the Emergency in Education, 1201 Sixteenth Street, N. W., Washington, D. C., what you have done and are plaiuing to do. [5] Act today—the degree of success de- pends upon how quickly and forcibly the or- ganized teachers of the nation take steps to accomplish the desired results. 45 wens 8 eg se! GY, a The Crisis im Kdueation The crisis in American education is exten- sive, serious, spreading daily into new terri- tory, and affecting increasing numbers of children. Major Trends in Education HESE four trends in education dur- , ip the depression stand out clearly: Responsibilities increased—Education is demanded for more children. Most of the increase in enrolment is at the high- school age where the per pupil cost is greatest. [See chart below.| There are over a million more pupils in the high schools in 1934 than there were in 1930. Meanwhile the number of the nation’s teachers has been reduced about 52,000. The need for post highschool, vocational, and adult educational opportunities has been tremendously increased during the depression. The schools have also been called upon to supply food, medicine, and clothing, and to render many other noneducational relief services. Resources decreased—School budgets have been cut to the bone. The de- pression and the consequent succession of tax delinquencies, tax limitations, lowered assessments, and retrenchment hysteria have seriously reduced school budgets, as indicated by the charts be- low. Two statements are indicative of the trend: Budgets for current expense in Education the Foundation of Enduring Recovery: * 393 cities in the north central states have been cut on the average one-third since 1930-31. School building programs in all sections have been practically sus- pended since 1930, a recent survey show- ing an average decrease of about 80 percent. Services reduced—Children of the de- pression are not getting a fair chance. With more children and less money the schools have been forced to eliminate services and to curtail radically their entire program. Sound educational pro- grams which have been built up thru the years are now stripped of the services most essential in equipping youth to meet presentday problems. The radical shortening of school terms is even more devastating. In addition to the closing of rural schools indicated elsewhere on this page, many city schools may be forced to close several months early. Inequalities magnified — The wide variance within and among the states in educational opportunities and ability to support education which existed prior to the depression has been intensified during the depression. Closed Schools Hundreds of rural schools in the United States failed to open for the school year 1933-34 because of lack of funds. It is estimated that on January 1 2600 schools, affecting 140,000 chil- dren, were closed. It is estimated that by April 1 about 20;600rural schools will be closed, affecting over 1,000,000 children. Sub-code Teachers More than 200,000 teachers, one- fourth of all public-school teachers, are receiving less than $750 per year, the minimum amount factory hands may be paid under the Blanket Code of the Presi- dent’s Reemployment Agreement. Ap- proximately 85,000 of these teachers are receiving less than $450. Additional Facts For a detailed account of the facts see: National Education Association, Research Division. “Current Conditions in the Nation’s Schools.” Research Bulletin. Vol. XI, No. 4. November 1933. 24p. 25¢. U. S. Department of the Interior, Office of Education. “The Deepening Crisis in Educa- tion.” Leaflet No. 44. United States Government Printing Office. 1933. 16p. 5¢. RECENT TRENDS IN PUBLIC SCHOOL STATISTICS 70 M26 AT 28 4929 4930 4931 4932 4933 A. ENROLMENTS UP 70 926 1927 4928 1929 830 = €XPENSES DOW em eT 4928 4929 4930 4934 4992 4933 1934 C. STAFF DOWN Research Division. Nationd Education Association The Journal of the National Education Association Emei Emergency Federal Aid for Education Imperative (ent bes: ers Ramana See See Secneeail Prcaeeall ee Renee dead = ewe 4, ot | C PARATIVE WEALTH PER_ CHILD -17 YEARS OF AGE IN RICHEST AND POOREST STATE The Ability of the States HERE are tremendous differences in o, relative ability of the states to support education. In 1930 the wealth, i.e., the value of property, per child six to seventeen years of age in the wealth- iest state was $31,343.11 while in the poorest state it was only $3978, a ratio of more than eight to one. In 1930 the highest income, or earnings per child of school age in any state, was $4299 while the lowest was $930, a ratio of nearly five to one. The annual income per child in 1930 in the wealthiest state was $321.03 more than the total wealth per child in the poorest state. The highest school expenditure per child in average daily attendance was $191.87 while the lowest was only $34.52. See chart below. It is not surprising that some states can provide better educational oppor- tunities for their children than others. Many of the states are not able to provide their children with adequate educational opportunities. Other states with greater financial resources are caught in the web of the depression and cannot adequately meet the crisis in edu- cation in the near future. They are hard- Wealth ( Per child 6-17 years of age) Volume 23, Number 2; February 1934 schools are ter 3 in some States than ; in * pressed to find adequate sources of rev- enue. The federal government is using some of the most fruitful revenue pro- ducers, formerly used only by the states. An example is the tax on gasoline. The Duty of the States Regardless of difficulties, however, each state has the inescapable obligation of meeting the educational crisis within its borders as quickly and as effectively as possible. The situation warrants un- usual emergency legislative measures. Looking to the future there is need for a complete overhauling of school finance programs. The states must assume a larger share of the burden of school sup- port for three basic reasons: [1] Education is an acknowledged state responsibility—This responsibility, however, does not preclude national in- terest in education. [2] Widespread within states—There range in ability to among local inequalities exist is a tremendous support schools school districts within states. The educational opportunity pro- vided the children of many communities | A STUDY IN CONTRASTS The ability of the states to support education and expenditures per child ~ 1930 ( Different scales) Income (Per child 6-17 years of age ) Read charts thus: The state having the greatest estimated wealth per child in 1930 had $31343per child; the state ranking eighth on. this item had $5808. Similarly compare data for states ranKing sixteenth, twenty-fourth, etc.on wealth Similarly compare for income and expenditure Research Division, National Education Ass'n The States and the Crisis The federal government alone has the tax collect- ing power and the credit necessary to meet the emer- gency. Many states and localities are in large measure helpless. The federal government must come to the aid of the schools.—From Report of National Con- ference on the Financing of Education. is of appalling meagerness. In other communities, often at less burden to the community, children are privileged to attend schools rich in the quality and quantity of educational opportunity. This variance in educational opportu- nity is not only unfair but unnecessary. [3] Increased burden coincident with economic collapse—Local districts which before the depression had extremely meager ability to support schools have been reduced to even lower levels. “From him that hath not shall be taken away even that which he hath” is applicable to thousands of school districts. According to the National Conference on the Financing of Education [August 1933]: “States which have not done so should set out forthright to attack the problem of the state support of schools.” Such action, however, will not meet the immediate crisis. The states should at once pass emergency school finance leg- islation to the extent of their ability. Many of the states, however, cannot adequately meet the crisis in education. Hence the need for federal emergency aid to schools. School Expenditure | (Per child in attendance) 47 EKdueation of National Coneern No one could witness this breakdown of ... the schools except with the deepest concern the community has proved unable to carry out its responsibilities and obligations the state must step in; where the state has been unable to shoulder the burden the strong arm of the federal government must be invoked. The very future of our country de- pends upon the provision we make for our schools in these distressing times.—George F. Zook. The Nation a Single Economic Unit HE MODERN AUTOMOBILE on a paved j par can travel 50 miles per hour with ease. In 1930 the total passenger automobile mileage was equal to 2697 miles for every individual in the nation. Trains capable of a speed of 100 miles per hour are now being introduced. Passenger planes fly from coast to coast within twenty-four hours. The day after Christmas, 1933, Pilot Jimmie Wedell in eleven hours carried five- months old Sue Trammell from Hous- ton, Texas, to Baltimore, Maryland, for an emergency operation. Telephones enable one to project his voice to any point in the nation. Programs of entertainment, culture, and education reach the entire country simultaneously by radio. The newspaper and the motion picture reach millions of people daily. The significance of modern means of transportation and communication is profound. The barriers of time and space are broken down. The mental horizon of the individual has shifted from the narrow confines of his community to the state, the nation, and the world. Families move from place to place with increasing frequency. Their children go with them. In a recent study of the 4218 pupils enroled in three small Mis- souri cities there were found pupils who had attended schools in thirty-nine states. About 20 percent of all changes of location were to or from another state. Willey and Rice in Recent Social Trends point out that: The increased mobility made possible by widespread automobile ownership creates prob- lems associated with chronic migration. The “gypsy” family has become familiar to every social welfare organization. Ease of movement induces a readiness to shift residence on 48 Education the Foundation of Enduring Recovery; various provocations. Tran- sient families complicate the work of school systems. .Y One person in every three in the United States resides in a dif- ferent state than the one in which he was born and_ probably educated. In many states the proportion is much higher. [See map below. ] Among the most mobile persons are criminals, _ illiterates, panhandlers, and other undesirables who have no _ fixed habitat. According to the United States Department of Justice, the following incidents occurred in connection with a recent notorious kidnapping case in Oklahoma: The ransom was paid in Missouri; the kidnapped man was hid- den in Texas; part of the money was exchanged in Minnesota and part of it in Texas; one of the kidnappers was found in Colorado; another of the kid- nappers and his wife were found in Tennessee; one of the prisoners has been imprisoned in Kansas but is to be taken to California. - « « Where Such facts are exceedingly significant. Boundary lines for counties and states mean less and less. C. E. Merriam writes in Recent Social Trends of the period from 1900 to 1930: “Broadly speaking, industrial and social relations overflowed the banks of the states and swept out over the nation in a flood too great to be controled by any one state, as in the case of corporations transacting business in many different commonwealths.” When one section of the nation suffers a calamity such as a severe drought in the middlewest, for example, other sections of the nation feel the impact. The pur- chasing power of a great area is temporarily reduced. Retail- ers, wholesalers, manufacturers, railroads, and banks thruout the nation are affected. PERCENT: (CC) under 15 C= 15 ro 20 MD 20 ro 25 53 25 w 30 ZZ, 30% 50 Increasingly, the economic welfare of each section of the nation is of concern to every other part and to the nation as a whole. The Nation a Social and Cultural Unit What is true in the economic life of the nation is equally true in the social and cultural life. The ultimate significance of the break- down of education in one section to the rest of the nation is as significant as that of an economic maladjustment in any given area. Suppose a child is deprived of an education in Kansas, Alabama, Michigan, or any other state. In a few years he may be in a position to affect intimately the welfare of a child edu- cated in Nevada or New York; his lack of education may be detrimental to a publisher in Philadelphia or an auto manufacturer in Detroit; or he may help to put an undesirable Congressman into office from California. His life may fol- low out any one of hundreds of patterns. Modern agencies of communication and transportation have transformed the social and cultural life of the nation. The education of all the children of the entire nation has become the concern of the nation as a whole. In the words of President Roosevelt: “As the different parts of our territories come steadily nearer by reason of time- saving devices of modert? communica- tion and travel, each man and woman becomes more and more responsible for the human conditions surrounding all of his nearer and nearer neighbors.” Human wealth is the nation’s greatest resource. Can the federal government afford to ignore its inescapable obliga- tion to assist the states in meeting the emergency in education? The Mobility of Our Population Percent of Persons Born in Each State Living in Other States: 1930 ALATA dt “oft eee tut NATIVE POPULATIONS The Journal of the National Educatiom Association Eme a Vi ANY CRITICAL PROBLEMS confront the nation. Education must play a vital part in their solution. Economic Wellbeing In order to meet the economic crisis the federal government, thru the Na- tional Industrial Recovery Act, has set up a plan by which it is hoped the prob- lems of industry in our complicated modern social-economic life may be more effectively solved. Its ultimate success depends upon the spirit of fair play manifested between employers, employees, and the consum- ers. This, in turn, depends upon whether they have sufficient understanding of the new era of social economic control in which they live. Ignorance precludes such an under- standing. Force cannot be the element of control. As President Roosevelt has said, “This crisis can be met, but not in a day or a year, and education is a vital factor in the meeting of it.” The supreme task facing American society is that of producing citizens who grasp the significance of the new order. There are almost unlimited markets among the underprivileged portions of our population. Education is the only effective way to develop these markets. Education creates wants. Business thrives on the wants of the people. The business world of coming years will be handi- capped to the extent to which education is neglected today. Leisure Working hours are rapidly growing shorter. The National Industrial Re- covery Act has hastened the process. An individual acquainted with the truck drivers in a certain city has been asking “CHAIN THE “CHILD , HE CARRY THE LOAD? Volume 23, Number 2; February 1934 Emergency Federal Aid for Education Imperative them what they are do- ing in the extra time available under the NRA code. Two answers illustrate widely diver- gent possibilities. One replied that he was learning to play the guitar so that he might be able to accompany and encourage his daughter who is taking piano lessons. The other replied that he was spending his time in a pool hall. Used properly, lei- sure will contribute not only to the so- cial and cultural but to the economic wellbeing of the nation. Is there any agency that can take the place of the schools in educating for wise use of leisure? Do we dare neglect education as we enter a period where increased free time for the average individual is inevitable? * Health The only instruction in habits of healthful living received by thousands of children is that which they receive in school. The only health examination many of them ever have is provided by the school. The only remedial treatment for defects of eyes, teeth, and ears comes from the school. A good school performs these services. Poor schools do not. There is a tremendous economic gain, to say nothing of gains in human happiness, that is rendered by the health services of the public schools. School health serv- ice should be made universal. The price of failure to render this service is far greater than its cost. Effective Citizenship In the days of our forefathers the ability to read and write, to a limited extent, was considered an ade- . quate education for intelligent citizen- ship. But contrast the need for education in the simple pioneer life with the need for education on the part of a farmer even problems... that education furnishes the only solution. . . the problems that arise—problems requiring either a new approach to an old evil, or a new remedy for an evil that has taken a new form in the changing kaleidoscope of social development—all these have only one answer. That answer is education.—Newton D. Baker, Journal of Adult Education, June 1931. EKdueation . and National Problems Ever since I was a child I have been meeting public to come finally to the conclusion always . All living in Minnesota today, for example. As a specific illustration, what should be his attitude toward the St. Lawrence waterway? He should know how it will affect his own welfare, what it will mean to his sister’s family living in Alabama, how it will affect the state of Minnesota, the international aspects of the proposal, and other facts. Bare ability to read and write is not enough. Good citizenship to- day requires a far broader knowledge. Mere intellectual training, however, does not assure good citizenship. The present period of stress has brought to light many instances of men with trained intellects who use their ability to do injustice to their fellows. At the present time there are prob- ably 3,000,000 young people grouped around the ages of eighteen to twenty who are out of school and out of work. They have been termed the “lost genera- tion.” They are at a critical age. For them to remain idle constitutes a gigan- tic loss. No civilization can cut off its growth and live. A startling announce- ment was recently made by the United States Department of Justice. From January 1 to September 30, 1933, this agency “examined the arrest records of 240,071 individuals whose finger print cards were received from local law en- forcement officials thruout the country.” It was found that the number of those arrested, who were nineteen years old, was greater than the number for any other single age group. These are only a few of the critical problems confronting America today. Education is generally acknowledged to be the only ultimately effective means of dealing with them. While the schools are not doing a perfect job, the road to solution of these problems lies in more and better education, not less. j eat rmaenmmat hag Eee oe > RC eee Federal Aid to Edueation Past and Present EDERAL AID to education is not a new proposal or a new course of action. Attitude of Early Leaders It is evident from the writings of Mon- roe, Jefferson, Hamilton, Madison, and others that education and public works were contemplated among the main pur- poses of the General Welfare Clause of the Constitution. Original Federal Aid Policy As early as 1785 the Confederation, in legislating for the National Domain, set aside land for schools. In the Ordinance of 1787 it was declared that “schools shall forever be encouraged.” In 1802 the first National Land Grants for edu- cation were made in the Enabling Act for Ohio. Similar acts and grants to edu- cation were made as state after state was admitted to the union. These were general grants to the common schools. Policy of Federal Aid Changed The Morrill Act—This Act [1862] marked “definite changes in federal policy from grants in aid of education in general to grants in aid of specified types of education, and in the adoption of a formula for the distribution of subsidies to all of the states.” The Hatch Act—This Act [1887] in- augurated a new type of federally aided service in agricultural education, ie., scientific investigation and experimenta- tion. It initiated the policy of annual subventions to the states. Education the Foundation of Enduring Recovery; We have commended the government for its pro- gram of public works and we have shown that, if such federal participation is warranted for roads, dams, and waterworks, it is equally justified for *” schools. We know that education is mostly labor and public service. We know that it is self-liquidating. . .. By the true interpretation of the traditions of the past, by the needs of normal times, by the urgency of the depression we conclude that substantial sup- port of our public schools ... should at once be- come a part of the program for recovery.—William F. Russell. Second Morrill Act—This Act [1890] reasserted and augmented the Act of 1862. State Marine School Act—By this Act [1911] federal aid to promote nautical education was inaugurated. For the first time states were required to match fed- eral funds. Smith-Lever Act—This Act [1914] provided federal aid for a new type of service, “the diffusion of useful and prac- tical information on subjects relating to agriculture and home economics.” Smith-Hughes Act—This Act [1917] was designed to promote vocational edu- cation. The George-Reed Act of 1929 further developed the work in vocational education. Civilian Vocational Rehabilitation Act —This Act [1920] extends the activities of the Federal Board for Vocational Education into the field of vocational rehabilitation of persons disabled in industry and their return to civil employment. The Recovery Program and Edueation [1] Thru the Public Works Adminis- tration the federal government has made available the cost of constructing school buildings, 30 percent as a gift and 70 percent as a loan to the staie or munici- pality. Another provision allows the fed- eral government to furnish the cost of construction and then lease the building to the state or community. About $35,- 000,000 had been allotted schools by the PWA up to December 23, 1933. [2] Thru the Civil Works Administra- tion, which received its funds from the PWA, funds were also made available for school building and re pair activi- ties; for the tempo- rary employment of unemployed _ teach- ers; and for certain research projects. [3] The Federal Emergency Relief Administration has provided funds for the employment of teachers. Two million dollars a month are being expended on this service and the plan is giving em- ployment to 40,000 unemployed teach- ers: [1] In rural schools that have made a maxi- mum effort on their own part to continue their schools and have insufficient funds to do so. [2] To instruct adults in reading and writ- ing English. [3] To instruct adults in vocational lines so they may be prepared for modern industrial life. [4] To instruct adults who have been in- jured thru accident or disease, so that they may be self-supporting. [5] To teach unemployed adults and others in general fields of adult education. [6] In the establishment of nursery schools in sections where there is considerable un- ~ employment so that the children may be given proper treatment and the parents may be taught how to feed and care for their children. Certain other aspects of the New Deal have also affected education. Of special significance is the prohibition of child labor, which materially increases the burden of the schools. The Civilian Conservation Corps is providing worthwhile occupation for 300,000 young men eighteen to twenty- five years of age who were out of work and out of school. The Tennessee Valley Authority is a national planning agency for the devel- opment of the cultural as well as the economic welfare of seven states. There is also the broader background of assistance furnished by the federal government. Its program to set the na- tion on the road to economic recovery will as fast as it succeeds provide the basis upon which schools and other pub- lic agencies may be restored to their former strength and enabled to meet the increasing demands of the times. But, at best, it will be approximately two years before the gains in industry will begin to reach the schools. Present activities of the federal government are not adequately meeting the crisis in edu- cation. Emergency federal school finance legislation is imperative. The Journal of the National Education Association Eme _—-_ 4 beet a= = hu 00 sal tin as th mM Emergency Federal Aid for Education Imperative The treatment of the child may be considered as a forecast of social change because in the status and nurture of the child are expressed the knowledge and the hopes and values of a people which they are building into the future society. In the last analysis the trends in child care and in * the child population express the social values of the nation. In the longer perspective of history what we are doing to and for our children may prove the most significant of all social trends because the child is the bridge—biologically and socially—to the future. —Lawrence K. Frank in Recent Social Trends. Federal Action to Meet the Economie Crisis YEAR AGO the economic crisis was A at its worst. Uncertainty and fear hung over the land. More than 12,000,- 000 persons were unemployed. Thou- sands had lost homes, farms, and life time savings. The manner in which the American people are winning their way to eco- nomic recovery by cooperative measures carries on the pioneer spirit of their fathers. In order to reestablish confidence and assist the various industries to regain the road to recovery the federal govern- ment entered upon a program that would have been declared unworkable, even un-American, not many years ago. Banks—First came the banking mora- torium designed to give the banks a chance to marshal their forces and to permit the opening only of those which were in a sound condition to do business. Industry—The National Industrial Re- covery Act was designed to set business and industry on the road to recovery, first by eliciting cooperation and fair play from the various industries: and second, by the establishment of a Public Works Administration to supervise the expenditure of $3,300,000,000 for pub- lic works in an effort to provide employ- ment and stimulate business. Agriculture—The Agricultural Ad- justment Act was passed in order to do for the farmer what the National In- dustrial Act was to do for the business man. The Farm Credit Administration was set up to enable farmers to refinance mortgages and develop cooperative mar- kets, Relief—The Federal Emergency Re- lief Administration gives federal aid to supplement unemployment relief. The Civil Works Administration, created in the fall of 1933, provided immediate employment for millions of unemployed who were thus taken off relief rolls. Other activities—The Home Owners Loan Corporation, the Tennessee Val- ley Authority, the Federal Coordinator Volume 23, Number 2; February 1934 of Transportation, the Reconstruction Finance Corporation, and other agencies are also designed to meet specific emer- gency economic problems. Thus the federal government is en- gaged in new and farreaching activities designed to promote agricultural and industrial recovery and to restore the nation to economic health. The importance of such a program and its significance to individual and national welfare can hardly be over- estimated. To make needed adjustments in the economic life of America was un- doubtedly the first duty of the new ad- ministration when it came into power March 4, 1933. That date marked the low point in banking, business, and agri- culture. Under the stimulating influence of governmental aid these industries are on the upgrade. The participation of the federal government has been essential. What About the Schools? The winter and spring of 1934 find education at new low levels. The time has come for the federal gov- ernment to turn its attention to the crisis in education which affects the cultural and social life of the nation, which is completely denying educational oppor- tunity to scores of thousands of future citizens, and which is subjecting millions of children to educational opportunities utterly inadequate for equipping them to meet the test of living successfully in our modern complicated civilization. One superintend- ent’s letter typifies the situation in many areas of the nation: I have been ap- pointed on a com: mittee to study the school finance situa- tion in this section, and the things we learn are startling. One system is now going on its fourth year in arrears; its Why the discrimination : What About The Nation’s Future Citizens? teachers have not yet been paid for teach- ing in 1930-31. Only two city systems in this section are on a cash basis. Two city systems are wavering between continuing and closing. We feel that the end is in sight. I am sure that unless something is done toward giving financial aid, either from the state or the federal government, that many of these schools will close before the year is out and I can name a half dozen city systems which positively cannot open next year, It is true that the federal government has taken some steps to assist the schools. But the assistance given thus far has been mostly on [1] material phases of the school program such as building construction and repair; and [2] on educational projects outside the scope of the regular school program, with the exception of limited assistance to rural schools. [See opposite page. | The combined judgment of the educa- tional leadership of the nation is that the crucial need for emergency aid to schools calls for further and prompt action on the part of the federal govern- ment. A program which should go far toward meeting the emergency has been outlined and is presented on the first page of this special feature on federal aid. Certainly the federal government owes as much to children and to future citizen- ship as it does to banking, industry, agri- culture, and public works. No one denies that assistance to these industries is essential. But it is no more essential than is the need today for emergency federal aid to education. j 1 ff 4 / PLM CEC. oo” / RECOVERY SHOW VA 51 gare es ce RC ath nk wipers eee ret ——————- > BSCS Yan The Federal Government's * Responsibility = situation in education has reached the proportions of a major national erisis —Thousands of children are denied the heritage of their rightful educational opportunities. The purchasing power of the teaching profession which is exceeded in num- ber of employees by only four industries -agriculture, construction, railroads, and textiles—continues downward in the face of rising commodity prices. The states are unable to meet the erisis—Even before the depression there were tremendous variations in the relative ability of the states to support education. The depression has accentu- ated these inequalities. The states are un- able to cope with the present emergency. Education is of vital national eonecern—One of the most farflung and complicated socio-economic experiments in the history of the world is being tried. Only an educated people can carry out such a program successfully. Untrained intellects, unskilled hands, and selfish hearts have no place in the war against depression. Critical problems confront the nation. To drop back fifty or a hun- dred years in public education will be fatal. No nation can cut off the educa- tion of its children and endure. Federal aid to education is not a new proposal or a new course of action—The federal government has given aid to education in one form or another almost since its inception; but in recent years aid has been provided only to special forms of education. The present period demands aid for educa- tion generally, especially in certain areas where the breakdown is most acute. The federal government has assisted banking, industry, and agriculture—Few people question the wisdom of such action. Attention to the economic crisis was undoubtedly the first duty of the present administration. Emergency federal aid to edu- eation is imperative—aAltho it was necessary to deal first with the economic wn 4 “ Emergency Federal Aid for Education Imperative Whether America will continue to exist as a free democracy depends to a great degree upon whether we can develop a program of education in keeping with our reconstructed economics program. If we continue to attempt to finance education as it was financed in the days when local communities could be selfsustaining, we shall fail. Those days are gone. We face entirely new conditions. Those conditions demand that the problem of financing the education of our children be handled as a national problem.— Paul R. Mort. crisis and to provide food and clothing to those in need, the time has now come to nourish and protect the minds and hearts of the American citizens of to- morrow thru the adequate restoration of educational opportunities which only the federal government has the power to accomplish in the near future. Form federal aid should take —According to the National Conference on the Financing of Education: “Emer- gency funds should be made available for the support of education in general; they should be made to the states; and should be used under the direction of state authorities.” Federal emergency aid for education does not mean that the states will surrender their constitu- tional control over public education. What emergency federal aid should do -— Congress should pass emergency school finance legislation at once, as outlined on the first page of this special feature, in order to: [1] Open closed schools and prevent other schools from closing or from dras- tically shortening their terms. [2] Prevent drastic retrenchments in educational programs which will lower still further the quantity and quality of educa- tional opportunity provided the boys and girls of the nation. [3] Provide for the employment. at ap- propriate salaries of qualified teachers who are now unemployed and who are needed in school systems to carry on essential phases of educational work. [4] Provide credit and other financial aid on the security of delinquent property taxes and frozen school funds in closed banks to enable the payment of salaries and other obligations now in arrears. [5] Provide federal funds for the re- pair and construction of needed school buildings. [6] Provide federatrelief funds to assist the states in the maintenance of a founda- tion program of public education in every community during the period of the emer- gency. [7] Secure the further liberalization of federal emergency acts thru which relief is now being given to public education in some communities. Federal aid to education will stimulate recovery — Money spent on schools will be fully as effective in stimulating recovery as the money now being expended on other projects no more important than the education of a nation’s children. Moreover, education is a major and socially constructive op. portunity for taking care of workers re- leased from other lines of endeavor thru technological development. It is clear that an increasing proportion of man- power must go into human services rather than into technological employ- ment. The time for action is at hand —The federal government is the only agency sufficiently powerful to meet the present emergency promptly. Failure to act will eventually cost many times the price of the action. Human resources are at stake. Whoever is to blame for the economic and educational crisis, the child is guiltless. Yet children are paying the penalty. And the penalty to society is only a few years delayed. Congress and the President should take action at once. It is possible, but not probable, that action will be taken before this JoURNAL reaches its readers. Action will not come unless there is sufficient demand backed by actual evi- dence from the field. Have you done your part? Write at once to members of your congressional delegation, to the Presi- ‘dent of the United States, the Secretary of the Interior, and the United States Commissioner of Education and vigor- ously urge the need of federal emergency relief for public education. Send copies of your letters to National Education Association headquarters, 1201 Sixteenth Street, N. W., Washington, D. C. [This 8-page feature on emergency federal aid to education has already been preprinted with a special cover by the Legislative Com- mission of the NEA. Single copies 15c; dis- counts for quantities: 2 to 9 copies, 10 percent; 10 to 99 copies, 25 percent; 100 or more copies, 33-1/3 percent. Order from the National Edu- cation Association, 1201 Sixteenth St., N. V., Washington, D. C.) The Journal of the National Education Association r. HOWE owns ten acres of land M on the edge of the Mojave Desert, San Bernardino County, California. There is nothing on the land —no house, no crops, no fence even, nothing but shining sand. Someday, when water for irrigation can be provided, the land may be quite valuable. What is it worth now? The county assessor guesses that it is worth five dollars an acre. Each year Mr. Howe receives a bill for taxes on this land. The rate for schools, roads, and all other purposes adds up to 20 mills on the dollar, or $2 on a hundred dollars, or 2 percent. Mr. Howe there- fore sends a check for $1 to the county tax collector. Sometimes the bill is a little more or less, according to the rate fixed by the county supervisors each year. If Mr. Howe does not send the money when it is due, the tax collector charges a penalty for delay. If Mr. Howe still fails to pay this tax the sheriff will, after certain legal steps, sell the land to meet the claims of the county against Mr. Howe. This simple illustration brings out the main features of the property tax: [1] The assessment or determination of the value of the property for taxing purposes. This is always a difficult process involving problems which require careful thought and study. [2] The /evy or fixing the rate at which the tax is imposed. This depends ordinarily upon the needs of the various taxing units and on the total amount of property assessed for taxation. [3] The collection of the tax and the enforcement of penalties for non-pay- ment. Most people think first of property taxes when they think of taxation in gen- eral. The tax on property is, in fact, by far the most important tax used in the United States, at least as far as its yield is concerned. This tax alone accounts for approximately 50 percent of all federal, State, and local taxes collected, and for about 90 percent of all local taxes. The property tax may be readily de- scribed by noticing its two chief parts, with two subdivisions under each: [1] Taxes on real estate: [a] Taxes on the land and its improve- ments [b] Taxes & land resources [mines and forests] Volume 23, Number 2; February 1934 Types of axes: The Property Tax [2] Taxes on personal property: [a] Taxes on tangibles [furniture, cars, and the like] [b] Taxes on intangibles [money, se- curities, credits] HERE HAS BEEN a great change in the fundamental attitude toward taxation on the part of all modern democracies. . . . Taxation is no longer regarded as a burden to be exacted from an unwilling victim but as a con- tribution cheerfully rendered by those who are alive to the sense of collective | responsibility implicit in the very con- ception of democracy. The only limita- tion on this idea is the insistent de- mand for equality and uniformity of treatment, giving to those terms the broadest interpretation that has re- | sulted from modern enlightenment.— | Edwin Robert Anderson Seligman. Studies in Public Finance. The Mac- millan Company. New York. p214. — In the form here outlined, we have the “general property tax,” so called be- cause all kinds of property, or property in general without distinction or separa- tion by classes, is to be assessed and taxed uniformly. Altho it has been a mainstay of American local finance, the general property tax has become in- creasingly unsatisfactory because of the practical impossibility of taxing all kinds and classes of property at the same rate. States using the general property tax have usually been prevented, under their constitutions, from developing ade- quate plans of tax reform, and the struggle for constitutional change has frequently been opposed by all who would be adversely affected by a more rational tax system. Altho the general property tax is now archaic and inequi- table, some plan of property taxation may be expected to endure for a long time. The important issue is how to im- prove it. [1] Classification of property— The first step should be the recognition of different classes of property and the necessity of taxing these classes in a manner appropriate to each. In other words, we should not seek to tax prop- erty in general, but different classes of property. Mines and forests should be taxed on a different basis from that used for city real estate and farm lands. The mass of personal property should be broken up. The worst defects of the general property tax have appeared in the case of intangible property, which is easily hidden or removed if tax rates are too heavy. [2] Equalized assessments and better administration in general— Wide differences exist in the accuracy with which the value of property for tax purposes is determined. Furthermore, in some places property is assessed at, say, 80 percent of its true value, while in other places within the same state the assessment may be only 50 percent of its true value. One assessor may make only a rough and careless guess as to the value of property, while another may work with scientific care. Even if both assessors are honest and careful they may reach quite different results, because there is no agreement as to what “value” really means. To correct such unfair and confusing situations, various administra- tive changes, chiefly in the direction of centralized state responsibility, are sug- gested. State boards of equalization and permanent professional state tax com- missions are important results of this tendency. We shall return to the matter of better tax administration in a later article. [3] A broader tax base—The aver- age state which has relied upon the prop- erty tax for a heavy proportion of its revenue, should broaden the tax base in order to collect a larger proportion of the taxes from citizens other than the owners of property. Governmental ex- penditures benefit all of the people, and the attempt to finance these expenditures from property taxation has resulted in extremely burdensome tax levies. The administrative and other difficulties ex- perienced with the property tax are due in large measure to the heavy taxes im- posed. A broader tax system, coupled with economy and efficiency in govern- mental expenditures, would permit such reduction in property tax rates as to re- movealargepart of the criticism which has developed against this form of taxation. In spite of all its shortcomings, there- fore, it is not at present feasible to abolish the property tax entirely. One of its chief troubles is overwork. It can be made into a useful part of the revenue system if other taxes, such as those on sales or incomes, are used to relieve it of the full burden—Harley L. Lutz, Princeton University, and William G. Carr, Research Division, NEA. 53 The Fruit Basket Turns Over S CHILDREN we played the game, “fruit basket turnover.” At a given command the children left their chairs and raced across the room to find other chairs. In like manner, va- cation periods act as a command to the American people to leave their location and to travel to other parts of the United States over our elaborate system of na- tional highways. Furthermore, for busi- ness purposes, long trips are made over our highways to nearby and far distant towns. To a great many people, the “green- est grass is on the other side of the fence’; hence, the pleasure and business trips over our national highways bring about migration of families with their children to new and often distant loca- tions where residence is established for a shorter or a longer period of time. As a result of the foregoing changes of resi- dence many children attend school in two or more different localities in which the educational opportunities may widely differ. Just as the federal government has become interested in the great arterial highways of the nation and because of its evident responsibility has assumed a share in their construction, there also exists a national responsibility for the education of the children in the states thru which these national highways pass. It is generally accepted that the federal government is responsible in part for the education of all the children in all the states since these same chil- dren not only become citizens of the states in which is bred by ignorance—disseminate very readily to all parts of the nation. The amount of shifting of school population and its effects on the education of chil- dren indicate clearly that the federal government should take further and more substantial interest in the educa- tion of all the children in all the states. In order to obtain facts relative to the amount of shifting in school population a study was made of the question in three representative towns in Missouri. Since Missouri is located near the geo- graphical center of the United States, it is thought the facts will be reasonably representative of a large number of states in the Mississippi Valley. Three towns were selected near the center of the state and situated on firstclass high- ways. None of these towns has a pypu- lation over 14,000 and it is believed that all three are fairly typical of towns of their class in Missouri as far as mobility of population is concerned. Furthermore, none of them contains a state educational institution which might account for un- due shifting of population. A study of the total school population of these three towns reveals 4218 pupils enroled. These children are being edu- cated by the local communities and by the state. That we in Missouri should be interested in the training offered in the other states of the union is indicated by the fact that the pupils now enroled in these three towns have at some time in their school career attended schools lo- cated in thirty-nine of the forty-eight states of the union. Each transfer from one school to another, whether within or without the state, by any student who is now enroled in these systems was con- sidered a movement. When a student transferred from some school outside Missouri, either to another school out. side Missouri or to a school within Mis. souri, the transfer was considered as 4 movement outside the state. When a stu- dent transferred from one school located in Missouri to any other school located in Missouri, the movement was con- sidered as being within the state. Five hundred sixty changes of location by the 4218 pupils now enroled in the public. school systems of these three towns, or practically 20 percent of all the move- ments, were outside the state of Missouri. It is easily seen on the accompanying map that the largest number of trans- fers classified as outside the state started in states bordering Missouri. One hun- dred eight tranfers started in Illinois, 68 in Oklahoma, 63 in Iowa, and 61 in Kansas. The number of transfers start- ing in Nebraska, Arkansas, Tennessee, and Kentucky, all of which also border Missouri, was not as large as were those starting in certain states more distantly located from Missouri. These data clearly indicate that even our stable towns in Missouri must be- come interested in the educational offer- ings of other states since a considerable portion of their school population will have spent part of their school life in the schools outside of our own state. This is doubtless true of other states. The federal government should not only they live but are | also citizens of the | United States. Children may be | born in one state, | educated in sev- | eral others, and later actually re- side in some other distant _ state. Those interested in the development of good citizenship must become inter- ested in the type of school offered in every state of the union. Ignorance, and crime—which [ location by one pupil.] States involved in the movement of pupils in the public schools of Moberly, Mexico, and Boonville, Mis- | souri. [Each dot represents one change of 54 take an interest in the education of the children of all of the states but it is also morally obligated to as sume a portion of the financial bur- den for the support of the education of all of these chil- dren who are, after all, citizens oi these United States—a. G. Capps and W.W. Carpenter, pro- fessors of educa- on, University of | Missouri. @ @ The Journal of the National Education Association o The teache demor think The mean are in “ES the gi anoth York comit morn was 0 A} frienc cham watcl by t deme ing 1 any | lip r norn who after we 5 cam seizi to tl ot real hare ” was whe tim Sat my ing glo ke th th re | ) “= #j&© among other things, preservation of ambition in gifted children. The other day I was talking with a teacher who was paying a visit to our demonstration school. “And what do you think of our college students?”’.I asked. The visitor’s eyes rounded. “You don’t mean to say that some of these children are in college!” “Exactly that,” I replied. “One of the girls is a sophomore at Hunter and another expects to graduate from New York University in June. Both have been coming here for years for Saturday morning lip reading. The Hunter student was only eight when she began.” A few weeks ago I sat talking with a friend who held the national lip reading championship in 1930. We had been watching a Christmas play presented (son ote of hearing means, © by these same older children of the demonstration school and were comment- ing upon the poise, the freedom from any sense of handicap, the extraordinary lip reading ability, and the delightful, normal speech of these young people who had lost some part of their hearing after their school days had begun. As we talked, a good-looking young man came up to wish me a Merry Christmas, seizing both my hands to place a gift to the League in them. “Your own earnings, Davie? Can you really afford it?” I asked, knowing how hard he is working to get his education. “Yes, indeed! I’ve a fulltime job now,” was the proud reply—full realization of what it means to be that lucky in these times. “That’s why I haven’t been here Saturday mornings. And you know how my engineering course fills up the even- ings.” His radiant face visualized the glorious professional future for which he has a real aptitude. My friend, the champion, drew a pen- sive sigh. “The ambition of these chil- dren, going to college like that!” she exclaimed. “They just don’t seem to know there’s such a thing as a physical handicap!” Right! They do not! What would keep them coming year after year on their precious Saturday mornings if their good minds did not argue that tegular practise makes the expert lip teader who marches steadily thru the grades without retardation, enjoys all that high school has to offer, and grasps college as a gate fb opportunity which he is perfectly able to open? This free- Volume 23, Number 2: February 1934 Save Hearing and You Save Ambition dom, moreover, reckons with facts. These gifted children all know their aural hy- giene and they practise it. Limitations are accepted more as a challenge than a burden. Exceptional children, in the classification of the White House Con- ference, they may be; handicapped, in that sense, they may be; and surely they are fulfilling the Conference’s ideal for the handicapped child in their intention to live lives of increasing growth, rich- ness, release of energies, and joy in achievement! It is fascinating to see how many of these gifted children whose hearing is impaired know just what they want to do. Marvin, who is thirteen now and has broken into print a number of times, had his ambition to be a writer welldeveloped when he came to us at ten. His serious loss of hearing seemed to drive his active mind to this kind of expression. The child of plain people without literary associations, he naturally turned to the handiest form of printed matter, the newspaper, and worked hard to get into the children’s columns and corners of his favorite dailies. Many of his essays and paragraphs have been published and he has won several prizes besides running a little paper of his own. Then there is Irish Molly, now a husky Amazon of nine, who was so frail- looking and timid three years ago that she wept aloud at the winning of her first lip reading competition. Now she wreaks physical violence upon any boy who jeers—as the immemorial habit is —at her impaired hearing. An expert lip reader herself, she has also observed that her teachers in demonstration school share her disability. So, if you please, she has decided to be a teacher oi lip reading, and what is more, she shows marked aptitude when she is allowed to teach the baby class of six-year-olds. Hearing thru their fingers Gifted children are frequently dis- covered among our little lip reade.s—the old story that a handicapped body need not indicate handicapped intelligence and learning power. Every teacher should own a copy of Charles Scott Berry’s monograph, How the Teacher May Help the Exceptional Child, and should keep it handy, especially in these days when people value good hearing more than formerly. School systems, including our vast City of New York Department of Education, are adopting the simple prac- tical program of the NEA Department of Lip Reading in which our League social workers and teachers have been represented ever since the department’s inauguration, by Martha E. Bruhn, Caroline F. Kimball, and Marion S. Clark. This school program has three main sections: [1] Periodic group testing [4A audiometer] and individual retests [2A audiometer ] ; [2] follow up; notifica- tion and advice to teachers and parents; written reports on medical examination; [3] education; lip reading in the regu- lar school, which in New York is taught by the grade teacher who has taken the necessary course in methods. Education should include careful vocational coun- seling and work and play association with normally hearing children. Superintendents, principals, and teach- ers show increasing interest in our NEA Department of Lip Reading as larger numbers discover the value of its annual meetings. During the 1933 convention at Chicago the Department held a most interesting meeting and presented an exhibit in the general exhibit of the Association. At the 1934 meeting of the National Education Association, the Lip Reading Department hopes to make a strong presentation of its work for con- servation of hearing. This is the only way to stem the rising tide of adult tragedy—of good minds baffled by their human service thru early neglect of the sense of hearing—Annetta W. Peck, executive secretary, New York League for the Hard of Hearing. [The Federation News (American Federation of Organizations for the Hard of Hearing, 1537 35th St., Wash- ington, D. C.) for October 1933, points out six ways in which the grade teacher can be of most service to the hard of hearing child: prevention of deafness, early detection of deafness, readjust- ment,correction of defects,sympathy and understanding, and informing herself. | 55 Department of Superintendence Presen Pr the 64th Annual Convention of the De- partment of Superintendence, Cleveland, Ohio, February 24-March 1, 1934. [tte oan General Session Program for Saturday, February 24 Registration all day. Exhibits open at 12:00 noon Sunday, February 25, 4:00 P.M. Vesper Service Presiding—Paul C. Stetson, superintendent of schools, Indianapolis, and president, Depart- ment of Superintendence Invocation—Rev. Harold C. Phillips, First Bap- tist Church, Cleveland Welcome to Cleveland—Charles H. Lake, super- intendent of schools, Cleveland Religion and Democracy—William Lowe Bryan, president, Indiana University Superintendent Paul C. Stetson, Indian- apolis, president, Department of Super- intendence of the National Education Association Monday, February 26, 9:30 A.M. Education for the New America Presiding—Paul C. Stetson, president, Depart- ment of Superintendence Invocation—Rev. L. C. Wright, Euclid Church, Cleveland The Contribution of Colleges of Education— William F. Russell, dean, Teachers College, Columbia University The New Leisure Challenges the Schools—John H. Finley, New York Times The Contribution of the Public Schools— Harold G. Campbell, deputy superintendent of schools, New York Epworth- Monday, February 26, 2:00 P.M. General Subject Committees I. The Administration of Teacher Training II. A Comprehensive Program of Public Edu- cation III. IV. Education for the New America V. Public Education and Public Welfare Financing Public Education One of Cleveland’s pioneers Cleveland Museum of Art and Fountain of Waters 56 The Journal of the National Education Association VI. A National Outlook on Education VII. Interpreting the Schools to the Public r Presidi Monday, February 26, 6:30 P.M. schor Dinner Meeting Progre: Presiding—Paul C. Stetson, president, Depar. Rob ment of Superintendence mal Music and entertainment Educa’ Economy, Wise and Otherwise, in Municip, stat Government—Charles E. Merriam, Unive. setts sity of Chicago Vv Tuesday, February 27, 9:30 A.M. Pul Some National Problems in Education ° 30 e P esic Presiding—Paul C. Stetson, president, Depart. yr ment of Superintendence és Invocation—Rev. John R. Hagan, superin. : tendent of Cleveland Catholic Schools pone u Planned Teacher Production — Arthur 8. Moehlman, School of Education, University } Publ of Michigan Ge Interpreting the Schools to the Public—Merk 0 Sidener, president, Sidener, VanRiper, ani} Publ Keeling, Advertising, Indianapolis Ec The Case for the Public Schools—Wm. J]. f Our Shroder, president, Board of Education, Cin- tic cinnati . sc Presentation of the Yearbook—Critical Prob- lems in School Administration—Ben G. Gra- ham, superintendent of schools, Pittsburgh Report—Committee on Resolutions Tuesday, February 27, 2:00 P.M. Pre General Subject Committees . The I. The Administration of Teacher Training II. A Comprehensive Program of Public Edu- ] cation Th III. Financing Public Education t IV. Education for the New America } V. Public Education and Public Welfare Tt VI. A National Outlook on Education VII. Interpreting the Schools to the Public H gh Ne aug Mtetenmape cameos é pan: ¥ Program of Its Sixty-fourth Annual Session sity erle and rob. 3fa- ning du- ion Tuesday, February 27, 8:30 P.M. | presiding — Frank Cody, superintendent of schools, Detroit Progress and Problems in Negro Education— Robert R. Moton, president, Tuskegee Nor- mal and Industrial Institute Education at the Crossroads—Payson Smith, state commissioner of education, Massachu- setts Wednesday, February 28, 9:30 A.M. Public Education and National Welfare Presiding—David E. Weglein, superintendent of schools, Baltimore, and second vicepresi- dent, Department of Superintendence Invocation — Rabbi Barnett R. Euclid Avenue Temple, Cleveland Brickner, Public Education and National Welfare— George F. Zook, United States commissioner of education, Washington, D. C. Public Education and the Nation’s Business— Edward A. Filene, merchant, Boston Our National Dividends from Public Educa- tion—E. C. Hartwell, superintendent of schools, Buffalo Wednesday, February 28, 2:00 P.M. A Comprehensive Program of Public Education Presiding—Carroll R. Reed, superintendent of schools, Minneapolis The Elementary Schools—Frank G. Pickell, superintendent of schools, Montclair, New Jersey The Relationship Between Secondary Educa- tion and Present Economic Trends—Howell Cheney, manufacturer, South Manchester, Connecticut The Secondary Schools—Thomas W. Gosling, superintendent of schools, Akron, Ohio Higher Education—James B. Edmonson, dean, School of Education, University of Michigan Wednesday, February 28, 8:30 P.M. Financing Public Education Presiding — Jessie Gray, president, National Education Association The Cleveland Symphony Orchestra Financing Public Education—A Report of General Subject Committee I1I]—Frank W. Ballou, chairman, and superintendent of schools, Washington, D. C. Thursday, March 1, 9:30 A.M. Reports of General Subject Committees Presiding—Paul C. Stetson, president, Depart- ment of Superintendence Invocation — Rev. Dan F. Bradley, Pilgrim Congregational Church, Cleveland Reports of Committee Chairmen: The Administration of Teacher Training—Ed- ward D. Roberts, superintendent of schools, Cincinnati A Comprehensive Program of Public Educa- tion—J. Stevens Kadesch, superintendent of schools, Medford, Mass. Education for the New America—Willard E. Givens, superintendent of schools, Oakland Public Education and Public Welfare—Leslie A. Butler, superintendent of schools, Grand Rapids, Mich. A National Outlook on Education—John K. Norton, Teachers College, Columbia Univer- sity Interpreting the Schools to the Public—Frank A. Jensen, superintendent of schools, Rock- ford, Ill. Important—Special railroad rates to Cleveland, one and one-third fare, round trip. Identification certificates furnished to members of NEA upon request. Write to J. W. Crabtree, secretary, 1201-16th St., N. W., Washington, D. C. or your state director, or your state secretary. Ticket sale begins in central territory, February 18, return limit 30 days from date of sale. Write to A. H. Skean, Terminal Tower Building, Cleveland, for hotel reserva- tions, Convention headquarters, registration, post office, exhibits, and general sessions will be located in the Cleveland Public Auditorium. John Hay Commercial High School, Cleveland Volume 23, Number 2; February 1934 Superintendent Charles H. Lake, Cleve- land, host to the sixty-fourth annual convention of the Department of Super- intendence A modern note in Cleveland 57 The New Leisure Challenges the Schools Dramatics HIs Is the second article in a series "[ ‘reorined from the book, The New Leisure Challenges the Schools, by Eugene T. Lies. The first article appeared in THE JouRNAL for January. In making this study, Mr. Lies visited many public- school systems, large and small, in differ- ent parts of the country. Most of the schools visited were selected because it was previously ascertained that they were doing things worthy of study. A few were chosen because it was felt they could fur- nish “contrasting information.” All the world’s a stage, And all the men and women merely players, They have their exits and their entrances; And one man in his time plays many parts. —William Shakespeare. Excellent examples of dramatics are found in the elemeutary and junior high schools of Winnetka, Illinois. Program content—What is done in dramatics in this school system arises largely out of the general social-science activities program which has been highly developed as a major part of the educa- tional scheme. The activities program is in a general grade sequence with units of increasing social complexity; for ex- ample: First grade, local environment; second, primitive life; third, a peasant type,of culture; fourth, stars, earth development, ancient man, and early civilization; fifth, Greek and Roman civilization; and sixth, medieval life and the Renaissance. Within each grade level there are many units, such as peasant cultures of Switzer- land, Holland, and Russia, in the third. One or two units are used each year, the teachers plus pupils making the choice. From all this rich background a greater part of the dramatization flows. Time allotment—To social studies about one-half of the morning and one- half of the afternoon are devoted. While no exact part of this time is set aside for dramatics, at least two or three times a week something is going on in all grades along that line. In addition, when prep- arations are on foot for an assembly pro- gram or a public performance, an extra hour or so after school is used. Furthermore, in this system there is a plan whereby a group of representatives of different grades comes together during school time once a week for dramatic pur- poses. This is known as a “common in- terest group.” Methods used are based firmly upoy the creative expression principle. Every. body does something; all in a class or group within a class participate; ther are no “wall flowers’; it is all a social process. Planning is done by teachers and pupils in conference, with the teacher as far in the background as possible; she is more of a consultant than anything else. Decisions as to characters, costumes, properties, and the like are joint decj- sions. The making of costumes, scenery, and other material necessities is the happy task of groups. In the first three grades emphasis, nat- urally, is put upon dramatic play and upon acting out of stories read. There js also considerable original play construc- tion and in junior high grades, some use of published plays. There is no memorization of parts. Rather, the child is encouraged to be- come saturated with the life of a char- acter and of a scene and then to go ahead. His acting is to become a thing of the spirit, vivid, honest. “The lack of fear about forgetting makes for ease and poise,” said one of the teachers. “Children are led to feel that what is said and done does not matter so long as it is what might have been said or done by the people whom the children are pretending to be.” Besides regular plays, there are puppet shows, shadow shows, charades, creative dancing, and occasional pageants. ‘There is natural correlation of subjectmatter due to the particular methods used. Reading, construction, geography, his- tory, art, music, and other fields are splendidly integrated. Conscious objectives—“A means for living vividly, experiencing richly, and expressing beautifully”—this is one of the important aims of the work in dra- matics in this school system. It is an im- mediate aim and its achievement must mean much beyond, namely, a permanent possession of the child. Methods used are likely to achieve the objectives. We have here another important means of educa- tion for leisure. Personnel—The superintendent of schools in this community is keenly in- terested in the problem of leisure and has given thought to its many significant edu- cational angles. He is desirous of pro- viding children with every possible means for living richly during school years. He Colonial days live again each February 58 Child has a who f S carry is esp the t perso teach Fa mova easil} dram mate ery, audit Sr meth of pe isa § in tl mun: teur perfc mun A Pro bein tem. real is th imb’ loso cept fort lear disc ask any ish. 7 tail ele hig giv for in an’ scl —_- eo Ee FT-mUr —= y, of in- as lu- ns He Children love to dramatize Uncle Remus has an “activity adviser” in his system who helps to train teachers to devise and carry out creative activity programs. She is especially prepared for her job. Then the teachers are carefully selected for personality, teachability, and genuine teaching ability. They are “quality A.” Facilities—Modern schoolrooms with movable desks and seats which can be easily pushed aside to make room for drama production, all necessary tools and materials for creation of costumes, scen- ery, and other properties, and beautiful auditoriums with well-equipped stages. Special comment — Considering methods used, aims in view, high quality of personnel, one must conclude that here isa good example of education for leisure in the field of dramatics. In the com- munity one finds much interest in ama- teur dramatics, various groups giving performances annually in the local com- munity center and in the churches. A poor example in dramatics: Program content—Unusually little is being done in dramatics thruout this sys- tem. Even in the lower grades there is no teal emphasis upon its value. The fact is that only here and there are teachers imbued with the creative education phi- losophy. In general, kindergartens ex- cepted, traditional pedagogy holds the fort in all subjects—so many pages to learn, recitation, marks, examinations, discipline, “learn what you’re told and ask few questions.” In this atmosphere, anything like dramatics could not flour- ish. There are, of course, occasional enter- tainments, when playlets are given in the elementary schools and junior and senior high schools but no laid out plans for giving to pupils the great opportunities lor expression that inhere in participation in various types of drama production. Little is said about the whole matter in any courses of study. The senior high school has no elective courses in dra- matics. Shakespeare’s plays are studied as literary productions; no other plays or playwrights are mentioned in the outline of English courses or in the supplemen- lary reading lists. The only mention of dramatization is in one short sentence: “Dramatization work may be used if time permits.” It should be added, however, that in the list of highschool extracurriculum activities, there is a dramatics club, Which has the largest membership, 200, Volume 23, Number 2; February 1934 of any organization in the school. This appears to reflect the hunger of young people for just this sort of thing. This club meets but once a week, however. Thru the year it puts on a three-act play and appears in other school entertain- ments, on the annual stunt night pro- gram, encourages members to compete for a place on the program of amateur night at one of the local theaters, and conducts an annual dance. Time allotment—Practically none, the only apportionment of time being that for the-highschool dramatics club. Methods—Where there is no “pro- gram content” there are no methods— as far as the regular scheme of things is concerned. Coaching or drill of dramatics club groups for its affairs involves the matter of method and the selection of plays. Conscious, objectives — Whatever objectives regarding dramatics in the school program there may be in teachers’ minds must be included in the aims for the work in English, as none are stated specifically in any material which the writer was able to lay hold of. Those are “to establish right habits in written English; encourage selfexpression and thus develop in- dividuality ; help the pupil to talk clearly, easily, and naturally before an audience; teach the pupil to read rightly, so that when he goes out into life he may use his leisure hours wisely and well; cultivate an appreciation and love of the good, the beautiful, and the true.” Nobody would say that these are not sound aims but the point is that with so little in the program that has to do with dramatics the aims are not carried out thru that medium, which is unfortunate in view of the potential effectiveness thereof. Personnel—The superintendent was not very keen in his interest in dramatics as a powerful aid in life enrichment. A supervisor has general jurisdiction over elementary grades. There are no special- ists in English in the elementary grades; there are in the junior and senior high schools but no teacher as far as could be learned, except those in the kindergarten, had had very special training in the field of dramatics. Facilities were poor in teacher and available book material. Only nine out of fifteen elementary schools have audi- toriums. The junior high being in the same building with lower grades, uses that building’s auditorium. The senior high school has none at all. Special comment — Certainly, an educational opportunity of high value is being lost. The natural hunger of chil- dren for creative expression is not being satisfied. Cultivation of taste is being neglected and yet the moving picture theaters go right on giving their shows, good, bad, and indifferent, day by day, year in and year out! Important facts and observations: Dramatics natural — To “make-be- lieve” is almost an instinct in youngsters and can be used as the basis of great hu- man experiences if taken in hand by the skillful. Boys and girls want to act and reenact, want keenly to use their imagina- tions and express themselves and their experiences as well as portray others’ ex- periences in a living way—and what’s more, they do, outside of school. If it is sound to say that the children’s expe- riences outside give excellent clues as to what should go on inside of school, why not use this dramatics clue? Educationally, what does participation in wholesome dramatics do to a child, besides satisfy this longing? It develops mind; arouses desire to read; relates him to other subject fields; enriches him in grace of manner and poise of spirit; exercises constructive imagination; gives him a chance to break thru barriers of environment and self; encourages him to look for inner meanings in life; helps him to master the significance of words, phrases, sentences, and whole composi- tions; releases and trains emotions under guidance; does something salutary to his character; elevates his taste; gives him something of lasting value. All of this is worthwhile in an age when judg- ment, taste, and choice are such im- portant considerations in the face of the welter of leisuretime offerings from the theatrical world. <= <> <> Dramatics neglected—lIt is safe to say that the generality of schools are not doing what they could or should in this matter of dramatics. Their courses prove the lack of interest. Moreover, the national curriculum experts say all too little about this rich field in their pub- lished documents. Passing remarks are made, but little else. Teachers—It is safe to say also that all too many English teachers lack ade- quate training as dramatics teachers and that so many have not acquired an ade- quate philosophy or set of technics to be able to do a good job at it. Kinder- garten teachers usually do better than most of the others up the line. Auditoriums — Our study showed that all of the thirty-six school systems visited had auditoriums in some schools and that there was a tendency to put them in all new schools. Four cities, Montclair, Winnetka, Ponca City, and Bronxville, had them in all schools. Newark and Winston-Salem had them in all but three or four schools. Mention must be made, also, of New York City with 632 out of 691 schools; Kansas City with 79 out of 101; Cleveland with 98 out of 156; Portland, Oregon, 59 out of 79; Dallas, 49 out of 67; Richmond, Virginia, 30 out of 45; and Milwaukee, 84 out of 112. Dramatic clubs—As a rule, wherever extracurriculum activities are encour- aged in junior and senior high schools, one finds dramatic clubs and they are among the most popular groups in the list. <> > <> > <> \ May Days—Many school system have May Days when various types 9 dramatic presentations appear on th, program, such as Maypole dancing, fo}; dancing, fiestas, pageants, and the like Model theaters—Los Angeles, Ney. ark, Bronxville, and some other citie visited do much by way of constructio, of small model theaters of various peri. ods, together with figure costuming ac tivities which it is said greatly intensify interest in the study of dramas of these periods. To get the information neces. sary for authentic reproduction much re. search is called for and in the carrying out of projects, correlation with the fields of art, handicraft, and history. Dramatics in the community—Th number of adult dramatic groups thr. out America seems to be growing. They offer splendid opportunity to highschool and college graduates with dramatic er. perience to continue that interest as; leisuretime pursuit. Every community of course should have such groups anéf the local school and recreation author ties are in a position to aid in bringin them into existence and fostering then after they are established —Eugen T. Lies. [An excellent list of eightee books on dramatics is given on page 30! of The New Leisure Challenges th Schools, published by the Nation Recreation Ass’n, 315 Fourth Avenue New York, N. Y. 1933. Cloth. $2; paper. $1.50, price postpaid.]} <= > °¢ Confidence Wins URING those depressing days of D early March 1933, when busi- ness and banking had virtually ceased, when the wreckage of business failures jammed the entire national eco- nomic stream, confidence, too, was wrecked. The lack of confidence in men and institutions would make the work of rehabilitation the more difficult. It is worthwhile, therefore, to note the return of confidence and the power it carries with it. Following the moratorium on banking, all of the banks save one in Dunkirk, New York, reopened. The one which failed to secure permission to open its doors had been responsible for much of the indus- trial development of the city. It was a commercial bank. It was a poor man’s bank also in that it had large numbers of small depositors. Its board of direc- tors tried repeatedly but unsuccessfully 60 to evolve plans which would lead to the bank’s reestablishment. All of their ef- forts seemed to arrive nowhere or ended in failure. They must look tor help. They needed a man—a man with the confi- dence of the people and with ability. They turned to Frederick R. Darling, superintendent of schools in Dunkirk. They sought his help and he gave his consent. Superintendent Darling went to work. He was assigned the technical assistance he needed. He studied the situation. He learned what was needed. He made trips to Washington and to New York City. With the assistance given him he worked out a plan and then he remade it. The plan was approved. It then became neces- sary to bring about the reorganization sary to bring about the reorganization. Superintendent Darling then accepted the chairmanship of the depositors’ com- mittee. Under his leadership the consent of the necessary 75 percent of depositor to the carrying out of the plan was + cured; the subscriptions to the capitd stock and surplus fund of $250,000 wer secured; and on September 27 the gov- ernmental consent to reopen the bani was received in Dunkirk. The bank opened on September 30 1933. In all probability the depositor will be paid in full, and it appears likely that the former stockholders will receive a dividend. This is a striking tribute to the hor esty, the integrity, and the ability 0 Superintendent Darling. The community and business turned to him in the tim of need, and he served them well. Moé- esty should not forbid mention of th fact that herein lies an answer to thos who so frequently by word and act imp!) that schoolmen are all business imbecilé and spendthrifts—Leslie Gregory " New York State Education, Dec. 193 The Journal of the National Education Associati AST § a” y schools The I su doesn’t date I ; all my grade, and we If I sh minute transit hours. three t would The the cli princi| aman with, the bo results The tion 0 things The frills— last S to-do ) bersh: ciatio to gr This replie forme Jour many sente (1 callec perce maini [2 em, 3 0 fol; ike eV. tie: tion eri. Sify hese CES. ) Te. ying elds The hru- ‘hey hoo! : eX aS 4 nit} nori- hen Sene teen 308 th iona nue aper. sitors IS Se- pital wert gor- bani r 30, sitors ‘ikely ceive hon: ty of unity time Mod: f the thos imp! ecile: ry i 193! ciatio® The Tragedy of a Half Principal this weather?” Now it’s “How do you like being principal of two schools?” The answers are the same. I suppose the next question will be “Do they ask anything a principal doesn’t know?” I should say so. Up to date I actually do not know the names of all my eighty teachers—and as for their grade, their equipment, their strengths and weaknesses, I have to ask the clerk. If I should try to visit each teacher five minutes a day [allowing a minute in transit] it would take me just eight hours. If I should try to give each of my three thousand pupils one minute, a day would have to be just fifty hours long. The glory of the principalship was in the clinic where teacher and parent and principal met on the subject of making [“ SUMMER it was “How do you like }aman of a boy. It was in the quiet talk with, and wise adjustment of life for, the boy and girl. It was in watching the results of human engineering. The principalship is now a combina- tion of policeman and clerk. It’s full of things and empty of souls. Then they’ve taken out the fads and frills—manual arts. I was playing tennis last Sunday when between sets a well- to-do citizen whose Packard was sitting out by the curb eyeing my Ford said, “I think mothers can teach their children all the cooking they need.” “You're tired!” I said: “Listen to me a moment.” Then I told him how in Chi- cago about eight of each hundred can- not be taught to read effectively. They never can learn the trick. It used to be, I told him, that I could take these boys and give them work in the manual arts. Then I could match their handicraft with Jonny Boston Bean’s geography. I could save their selfrespect. And now— Now—well now the glory of the prin- cipalship has passed. Now, as far as the non-adjusted child is concerned, I’m warden of a couple of good peniten- tiaries with neither time nor facilities to help him find his way. If some convict tires of being mocked by brighter [but not better] children and some day es- capes to the airport or the alleys, I send an officer out to grab him by the neck and sock him down in a seat before his failures. Oh, well, I don’t need the manual arts any more for I haven’t time for human engineering, anyway. I’m the warden. I knock ’em on the head. I chase truants. I chase bums out of the basement. I walk into rooms where I don’t know a darned thing about what’s going on and I puff out my vest and order, “Let no dog bark.” i I remember the statement of Calvin Coolidge that when his son died in the White House, the glory of the presidency passed away. When I was forced to give up my intimate personal touch with my teachers and my pupils, the glory of the principalship passed away. I suppose there were some seat-polish- ers among principals. Human nature is that way. But most of them were con- scious that human lives were in the hol- low of their hands, clay to the molder. Principal of two schools! I’m sure the Board of Education will, when the bitter need of retrenchment is past, put back all those earnest men and women who believed so thoroly in their work. Some day we'll understand. “Crime,” says Senator Copeland, “costs ten times as much as education.” A single boy gone Fur Sammons can cost the state a prin- cipal’s pay for life. I don’t get as much money as the school engineer who falls asleep watching a fireman stoke a couple of boilers, but I get a lot of exercise.— From the Chicago Teacher Voter. [ Note: Most Chicago schools have an engineer assigned to each building altho one principal is assigned to two elemen- tary schools.| <= <> > <> Group Study and Faculty Meetings URING 1933, a simple question- [) naire ballot was sent to all the schools having 100-percent mem- bership in the National Education Asso- ciation, asking for information in regard to group study and faculty meetings. This ballot was sent to 5860 schools; replies were received from 972. The in- formation received will be of interest to JouRNAL readers, because schools of many kinds in every state are repre- sented. The questions and replies follow: [1] How frequently are meetings called? Monthly, 36 percent; weekly, 32 percent; semi-monthly, 27 percent; re- maining, irregular intervals. [2] On what day of week are meet- ings held? Monday, 31 percent; Tues- day, 22 percent; Wednesday, 14 percent; temaining, divided among other days. [3] Usual length of meeting? One hour, 60 percent; one hour and a half, 7 percent: three quarters of an hour, 7 percent; remaining, so divided as to be Volume 23, Number 2; February 1934 not significant for any time. < [4] Time of day when meetings are usually held? After school, 84 percent; before school, 8 percent; noon, 7 percent; remaining, evenings or other times. [5] Who is responsible for planning meetings? Principals plan or participate in planning, 70 percent; teachers plan or share in planning, 44 percent; superin- tendents plan or share in planning, 21 percent. Note the overlapping because of cooperation of groups. [6] What is the attitude of teachers in your school toward their group meet- ings? Cordial, 87 percent; indifferent, 4 percent; opposed or combinations of in- different and cordial, 9 percent. [7] What provision is made for teacher participation? In 895 schools, teachers participate in discussion; in 650 schools, teachers participate in commit- tee work ; in 400 schools, teachers par- ticipate in planning; in 289 schools, teachers participate in presiding. In a large majority of these schools, combi- nations of two or three or all of these methods are used, as well as demonstra- tion lessons and other methods. [8] What materials are regularly or frequently used as a basis for discussion? 650 schools report use of the JouRNAL of the National Education Association; 491, the journal of their state education association; 306, NEA Research Bulle- tins; 288, NEA yearbooks; 244 report use of books on education; 112, school problems; 99, general magazine articles; 50, state reading circle books. In lesser numbers, a wide variety of other maga- zines, outside speakers, convention re- ports, courses of study, visits to other schools, and the like. [9] What improvements have been made recently in your faculty meetings? [10] List one or two things needed to make your teachers’ meetings more ef- fective. Replies to these two questions will be given in a later JouRNAL. 61 ~ What Progressive Communities Are Doing Racine, Wisconsin HAT shall the highschool gradu- \X/ ate do? He cannot find a job. He cannot go to college. Shall he be allowed to drift about in his com- munity, taking up whatever occupations, or hobbies, or recreation he can find? A highschool teacher—Miss Harriet A. Harvey of Racine, Wisconsin—like many other persons, was deeply con- cerned about this problem. But, unlike many other persons, she decided to try to do something about it. She talked with the secretary of the YWCA, and together they talked with other civic, educational, and religious leaders of the city. Something could be done, they de- cided, something which the idle high- school alumni immediately said that they would like to have done, There was no money in the com- munity for a project such as had come to the minds of the planners. But the community did have other resources. For example, there were educational, welfare, and religious institutions with trained leaders; possible teachers with time on their hands; young people with an eagerness to carry on; the public library; and a sincere concern of family and friends for individual young people. This is how there came into being the first Leisure Time School in the United States. The faculty was made up of em- ployed professional people who volun- teered their time, and unemployed per- sons who wanted to be teachers. The students were highschool alumni who had an enforced idleness on their hands. The courses were a delightful assortment of academic and recreational subjects, enrolment in the latter being contingent upon the former. These courses included: gymnasium, social dancing, bridge, dra- matics, art, creative writing, public speaking, literature, life problems, li- brary orientation, nature study, photog- raphy, astronomy, and philosophy. Starting its second year, the Leisure Time School is now offering some work that will receive credit at the University of Wisconsin. Last spring the legislature appropriated $30,000 in scholarships for students who might want to take fresh- man college work for credit. Two large classes in English and mathematics are being taught by university professors.— Abridged from The American Observer, November 15, 1933. 62 Clarksdale, Mississippi \ X J aT can be done by wise, intelli- gent, and honest management of local affairs is shown by facts set forth—in the Memphis Commercial Appeal—by J. M. Talbot, city attorney, Clarksdale: During the past fiscal year beginning with October 1, 1932, and ending Sep- tember 30, 1933, the city of Clarksdale paid all of its current bills, $135,000 in bonds and interest [not defaulting in the payment of or refunding a single bond], $15,000 on floating debt, discounted all bills upon which a discount was allowed, paid all other bills promptly when due. This was accomplished notwithstanding the fact that a two-million-dollar reduc- tion has been made in tax assessment rolls. No school teacher or any other holder of a city of Clarksdale warrant has ever been compeled to borrow against or dis- count one, and they are all payable at face value at the depository upon which they are drawn. Clarksdale has sixteen miles of paved streets. It owns its water and light plant, appraised at $1,000,000. The average rate in the U. S. for electric current is about 5.58¢ per kwh, and the rate for Clarksdale averages about 5¢ per kwh. This rate does not take into consid- eration the fact that the streets, schools, library, and all other city property, the airport, all churches, and a few other community projects receive free current. Taking these into consideration, the rate is 3.42¢ per kwh consumed. We have four subways, providing a safe passage under railroad tracks in any part of the city. We have a public library with a branch for the colored people, which, to- gether, contain 46,000 volumes. A library truck provides a circulating library for the people outside the city limits. Our school buildings and equipment are conservatively appraised at around half a million dollars with. an efficient and a wellpaid corps of instructors. Our tax collections have averaged 93¢ on the dollar due for taxes thru these years of depression. Such property as has been sold to the state for non-pay- ment of state and county taxes has been redeemed by the city to protect the city’s tax lien, and the title to such property is now vested in the city, and much of it is being repurchased by the original owners. Clarksdale—population, 12,000 —is in a cotton-raising section. Tulsa, Oklahoma O YOU UNDERSTAND the many ID social, economic, and_ politic, questions confronting us—or ar you in a dilemma? Every act of our goy. ernment seriously affects your busines. your job, your home. The NRA jis, good example of this.” With the fore. going statement, the Tulsa, Oklahoma, board of education announces the Tuls Public Evening School, which provide the citizens with a series of free lecturg followed by discussions, presented by men and women of Oklahoma who hay made a special study of the topics which each will discuss. The audience is invited to ask questions and take part in the discussions. This public forum was held in the highschool auditorium each Mon- day evening during October, November, and December 1933. Merle Prunty, superintendent of the Tulsa schools, writes: “This is our first attempt at setting up a program of pub- lic forums in Tulsa which logk toward the impartation of social, economic, and political information. Our various state educational institutions and members oj our school faculty are contributing their services free to this enterprise. If it proves successful, we plan to extend the service next semester, using all the junior high schools as centers for the various sections of the city.” The subjects discussed during the first semester are as follows: Should State and Local Governments Be Reorganized? Can the Government Give Us a New Deal? Public Control and Private Initiative in Business. Can We Insure Against Unemploy- ment? What’s Happening in the World To- day? Europe. To What Degree Can Our Economic System Be Stabilized? Balancing Urban and Rural Pros- perity. The Agriculture Debt Problem. Capitalism and Frontiers. What’s Happening in the World To- day? Asia. The Next Step in Government—The International Unit. Can We Have a Fair System of Tax- ation? The Journal of the National Education Association H” cl followi Educat (1 jzation before is a Mi likelih port. [2] of me [3] and st ing th sultat: desira [4] treme gather a nati [5] as m turer: [6] cept witho r t Janu Nati Mrs. of tl pres: held Thu: nia The port Jan Cai Des INDI Towa Mar Miss New New Nor Onn D Virc tior ing reg Vi any F tical "are gov es5, is a ‘ore. yma, ‘ulsa rides ures | by have hich vited the held Lon- rber, ~ the first pub- ward and state rs of their f it 1 the Inior rious first ents New ative dloy- To- omic Pros- -The Tax- ation ucH NIXON, secretary of the Massa- H chusetts Teachers Federation, lists the following arguments for joining the National Education Association: [1] We need a national professional organ- ization to represent teachers and the schools before Congress and thruout the nation. There is a national trend in school matters and a likelihood of increased federal financial sup- port. [2] THe JouRNAL alone is worth the cost of membership. [3] The national conventions in winter and summer serve a useful purpose in bring- ing the nation’s teachers together for con- sultation and action, and also give the schools desirable publicity. [4] The research service of the NEA is tremendously valuable in its program of gathering and disseminating information on a national scale. [5] Teachers need national organization as much as do doctors, lawyers, manufac- turers, bankers, laborers. [6] It is unprofessional for teachers to ac- cept the benefits of national organization without returning their support. New Life Enlistments — NUMBER of life members enroled in the National Education Association on January 1 was 5165. A life membership in the National Education Association, presented to Mrs. Eugenia West Jones by the members of the Los Angeles Kindergarten Club, ex- pressed the love and esteem in which she is held. This presentation was made by F. L. Thurston, executive secretary of the Califor- nia Teachers Association, Southern Section. The following life members have been re- ported since the list was published in the January JOURNAL. CaLirorNia—Edwin Oscar Smith. DeLAWARE—Lester W. Barnett. INDIANA—Robert A. Dougherty. Towa—Lucy E. Hall. Maine—William E. Wing. Missourtr—Ralph C. Bedell. New JeRsEY—Helen G. Stevenson. New YorkK—Cecil H. Crickenberger, W. H. Garwood, _W. Howard Pillsbury. North Dakota—Margaret Montgomery. Outo—Ethel C. Budke, Thomas W. Gosling, Augusta _D. Seaman. Vircinta—D. C. Berry, James Hurst. Completed Enrolments T= FOLLOWING SCHOOLS have maintained their 100 percent enrolment in the Na- tional Education Association for ten years or more. Many of these schools are also work- ing on the problems of the profession thru regular faculty meetings for vitalized group Master Builders of Our Profession Columbus, Ohio, state director R” FIFE, of agricultural education, was re-elected president of the American Vocational Associa- tion at the eighth annual convention of the organization in Detroit, December 6 to 9. Dr. Fife’s re-election broke a precedent of several years in which no chief officer of the AVA has succeeded himself. study. The list includes schools which have reported since the list was published in the January JOURNAL. Sixteen Years Cotorapo—Pueblo, District Number 20, Danforth Fifteen Years Missouri—Sedalia, Horace Mann. Fourteen Years ILtinois—Decatur, Roach. Missour!—Sedalia, Broadway. New YorK—Mount Vernon, William Penn. Thirteen Years CaLirorNiA—Santa Barbara, Garfield, Lincoln, Kinley, Wilson. CoL_orapo—Arvada, Grade. ILLINoIs—Maywood, Washington. MAssACHuUSETTS—Brookline, John D. Runkle. New YorK—Mount Vernon, De Witt Clinton Ele- mentary, Robert Fulton, Hamilton. On10—Scienceville, Buckeye, Coitsville Geography Hall, Warren Richey, Thorn Hill Avenue, John White. Me- Center, Thorn Hill, Twelve Years ARIZONA—Phoenix, Phoenix Public Schools, Adams, Capitol, Douglas, Dunbar, Emerson, Franklin, Garfield, Grant, Jackson, Kenilworth, Lincoln, Longfellow, Lowell, McKinley, Monroe, Special Teachers and Supervisors, Washington, Booker T. Washington. CALirorNiA—Los Angeles, Utah Street; Santa Ana, Roosevelt. CoL_orapo—Boulder, Highland. ConneEctTIicCUT—East Hartford, Second North, Union. ILLINOIS—Decatur, Oglesby. MICHIGAN—Grand Rapids, Sibley. New Jersey—Kearny, Franklin; Long Branch, North Long Branch Number 3. New YorK—Mount Vernon, Columbus, James M Grimes, Lincoln. Eleven Years ARIZONA—Phoenix, Wilson. Ca.irorNiaA—Los Angeles, Cahuenga, nue; Santa Monica, Grant, South Pasadena, El Centro. CoLorapo—Boulder, Whittier. ILtiNois—Decatur, Roosevelt Junior High. INDIANA—Fort Wayne, Washington. On10—Zanesville, Zanesville Public Schools, Grover Cleveland Junior High, Garfield, Grant, Hancock Junior High, Jackson, Lash Senior High, Lincoln, Madison, McIntire, Monroe, Munson, Norval Park, Pioneer, Theodore Roosevelt Junior High, Sheri- dan, Westview, Wilson. Melrose Ave- Jefferson, Roosevelt; PENNSYLVANIA—Mauch Chunk, First Ward; Pitts- burgh, Friendship. Texas—Beaumont, Averill. WyoMiInc—W orland, Worland Public Schools. Ten Years ARIZONIA—Tempe, Grammar. CALIFoRNIA—Los Angeles, Amestoy Avenue; South Pasadena, Lincoln Park. DELAWARE—W ilmington, Evan G. Shortlidge Num- ber 30. [LL1INoIs—Dundee, Dundee-Carpentersville Public Schools; Elmhurst, Lincoln, Roosevelt. INDIANA—Hammond, Franklin; Michigan City, Jeffer- son; South Bend, Elder, Linden, Muessel, Henry Studebaker, Washington Junior High. Ilowa—Dubuque, Jackson. Kansas—Kansas City, Kansas City Public Schools Abbott, Louisa M. Alcott, Argentine High, Attucks, Bancroft, Clara Barton, Bryant, Central, Central Junior High, Chelsea, Columbian, Cooper, Doug- lass, Dunbar, Emerson, John Fiske, Franklin Garrison, Grant, Hawthorne, Major Hudson, John J. Ingalls, Irving, Kealing, Library, Lincoln, Long- fellow, Lowell, Maccochaque, Horace Mann, Mce- Kinley, Morse, Northeast Junior High, Northwest Junior High, Park, Parker, Phillips, Noble Prentis, Prescott, Quindaro, Riverview, Roosevelt, Rose- dale High, Snow, Stanley, Stowe, Sumner High, Mark Twain, Eugene Ware, Booker T. Washing- ton, Whitmore, Whittier, Frances Willard, Wyan- dotte High and Kansas City Junior College. MAssACHUSETTS—Melrose Highlands, Whittier; West Springfield, Park Avenue. MINNESOTA—Minneapolis, mons. New Jersey—Englewood, Franklin; Neptune Town- ship, Ocean Grove Grammar, Ridge Avenue. Onto—Columbus, Fairwood, Reeb Avenue; Cuya- hoga County, Beechwood, Bratenahl, Brooklyn Vil- lage, Independence, North Royalton, Olmsted Falls, Hiawatha, Irving, Sim- Solon, Strongsville; Findlay, Lincoln; Warren, Roosevelt. PENNSYLVANIA—Clearfield, Fourth Ward; Green- ville, Columbia, Washington; Lehighton, Lehighton Public Schools, First Ward, High, Third Ward; Mauch Chunk, Mauch Chunk Borough Public Schools, First Ward, Asa Packer; Pottstown, Pottstown Public Schools, Adams, Buchanan, Franklin, Garfield, Grant, Hamilton, Hancock, Jackson, Junior High, Lincoln, New Grade, New Madison, Old Madison, Richards, W. W. Rupert, Senier High, Union, Van Buskirk. Uran—South Sanpete District, Gunnison Valley. Vircinia—Lynchburg, John Wyatt. WASHINGTON—-Bellingham, Roosevelt. Wrominc—Casper, Jefferson, McKinley. Builders of Our Profession Completed Enrolments HE FOLLOWING SCHOOLS have completed their 100 percent enrolment in the Na- tional Education Association since the list was published in the January JOURNAL. Ten Years or More For a list of schools which have main- tained 100 percent achievement for ten Volume 23, Number 2; February 1934 years or more, see “Master Builders of Our Profession.” Nine Years CairorNia—Anderson, Union High; Davis, Joint Grammar, Joint Union High; Hermosa Beach, Hermosa Beach Public Schools, North Grade, Ocean View, Pier Avenue, Prospect Avenue, South Grade; Los Angeles, Amelia Street, Common- wealth Avenue, Dahlia Heights, Garvanza, Lock- wood Street, Thirty-sixth Street, Van Ness Avenue. ILLinois—Jerseyville, Jersey Township High. INDIANA—South Bend, Central Junior High, Colfax, James Whitcomb Riley. MASSACHUSETTS — Everett, Devens; Gloucester, Hovey; Malden, Judson; Newton, Eliot, Stearns; West Springfield, Mittineague. Missourt—Kansas City, Greenwood, Sanford B. Ladd. New YorK—Mount Vernon, Longfellow, Nichols Junior High; Schenectady, S. B. Howe. On10—Cleveland, Landon; Lancaster, High; Lima, Central High, Emerson, Faurot, Franklin, Gar- field, Irving, Jefferson, Lincoln, Longfellow, Lowell, Horace Mann, McKinley, Roosevelt, Washington, Whittier; Logan, Junior High; Lorain County, Avon Lake Village. 63 PENNSYLVANIA—Carbon County, Packerton Independ- ent; /ndiana, State Teachers College; York, York Public Schools, Burrowes, Central, Continuation, Franklin, Garfield, Hartley, Aquilla Howard, Jack- son, Jefferson, Madison, McKinley, Noell, Hannah Penn Annex, Hannah Penn Junior High, William Penn Annex, William Penn Senior High, Pine Street, Princess Street, Ridge Avenue, Betsy Ross, Smal!iwood, Stevens, Wilson. SoutH Dakxota—Belle Fourche, Belle Fourche Public Schools, Departmental, High, Lincoln. Texas—Dallas, Sam Houston. WisCONSIN—Kenosha, Frank; Madison, Lowell. WyomMinG—Casper, Junior High. Eight Years CaALirorNiA—Dinuba, Dinuba Public Schools, Jeffer- son, Lincoln, Roosevelt, Washington; Los Angeles, Cienga, Clifford Street, Soto Street; Santa Barbara County, Montecito Union. Co_orapo—Fort Lincoln. ILLINois—Decatur, Dennis, Mary W. French, Gar- field, E. A. Gastman, Johns Hill Junior High, Oak- land, Riverside, Ullrich, Warren; Elmhurst, Haw- thorne. INDIANA—Fort Wayne, Nebraska; Michigan Michigan City Public Schools, Central, Elston, Garfield, Jefferson, Park, Senior High. MINNESOTA—Minneapolis, Edith Cavell, Washington. New Jersey—Atlantic County, Northfield, Mill Road; Dunellen, Lincoln, Whittier; West Deptford Town- ship, Verga. New YorkK—Mount Vernon, Washington Junior High. Ou1o—Columbus, West Broad Elementary; Lancaster, Lancaster Public Schools, East, High, North, South, Utica, West; Lima, Lima Public Schools, Central High, Emerson, Faurot, Franklin, Garfield, Irving, Jefferson, Lincoln, Longfellow, Lowell, Horace Mann, McKinley, Roosevelt, South Junior High, South Senior High, Washington, Whittier; Logan, East, Senior High, West; Powhatan Point, Pow- hatan Point Public Schools; Warren, Warren G. Harding Senior High. Orecon—Pendleton, Washington. PENNSYLVANIA—Clearfield, Clearfield Public Schools, Fourth Ward, Junior High, Market Street, Senior High, Third Ward. Texas—Dallas, Mirabeau B. Lamar. VirGIniA—Richmond, Oak Grove. WASHINGTON—Centralia, Centralia Edison, High, Lincoln, Logan, velt-Jefferson, Washington. Morgan, Baker Platoon, Central, City, Eastport, Junior High, Marsh, Public Schools, Oakview, Roose- Seven Years CALIFORNIA—Los Angeles, Cheremoya Avenue, Forty- ninth Street; Modesto, Franklin; San Diego, Cen- tral, Ocean View; Santa Barbara, Harding. Co_orapo—Denver, Evans; Laird, Laird Combined. FLorma—Daytona Beach, Lenox Avenue. ILLtnois—Decatur, Centennial Junior High, H. B. Durfee, Grant, Lincoln, Pugh, Washington. MASSACHUSETTS—Everett, Hancock; Melrose, Win- throp. MoNTANA—Great Falls, Roosevelt. Nevapa—Battle Mountain, Grade. New Jersey—Alloway, Alloway; Atlantic County, Northfield, Northfield Public Schools, Mill Road, Mount Vernon Avenue. New Mexico—Van Houten, Van Houten. New YorKk—Mount Vernon, De Witt Clinton Junior High, Wilson Elementary. Orecon—Pendleton, Hawthorne. PENNSYLVANIA—Dormont, Pittsburgh, Hillsdale Ele- mentary, Kelton Avenue; Hollidaysburg, Hollidays- burg Public Schools, Gaysport, Hillcrest, Junior- Senior High. Texas—T exarkana, Texarkana Junior College. Uran—Logan, Logan Public Schools, Benson, Ellis, Junior High, Senior High, Webster, Wilson, Wood- ruff; North Summit District, North Summit Dis- trict Public Schools, Echo, Henefer, Hoytsville, North Summit High, Upton, Wanship. VirciniA—Newport News, High; Norfolk, Larchmont. WYOMING—Cas per, Roosevelt. Six Years CALIFORNIA—Huntington Beach, Huntington Beach Elementary Public Schools; Los Angeles, Aldama, Hoover Street, Santa Barbara Avenue, Twenty- eighth Street; San Pedro, Barton Hill; Santa Ana Edison; Santa Barbara, Peabody; Santa Monica, McKinley; Vallejo, McKinley. ILLiNois—Decatur, Decatur Public Schools, Centen- nial Junior High, Dennis, H. B. Durfee, Mary W. French, Garfield, Grant, E. A. Gastman, Johns Hill Junior High, Lincoln, Oak Grove, Oakland, Oglesby, Pugh, Riverside, Roach, Roosevelt Junior High, Senior High, Ullrich, Warren, Washington. INDIANA—South Bend, Benjamin Harrison, James Madison. ONE MILLION TEACHERS ONLY ONE IN FIVE IS DOING HIS PART IN THE NATIONAL WORK MICHIGAN—Flint, W. C. Durant. NEBRASKA—-Omaha, Windsor. Nevapa—Battle Mountain, High. New York—lIthaca, Central, East Hill, Falls Creek, Open Air, Reconstruction Home, Henry St. John, Belle Sherman, South Hill, West Hill. OrEGON—Coos County, Sitkum District Number 65. ‘TENNESSEE—Chattanooga, Mission Ridge; Hamilton County, Amnicola, Apison, Bakewell, Birchwood, Bonny Oaks, Chickamauga, East Dale, Fairmount, Fairview, Friendship, Ganns, Harrison, Lupton City, Meadowview, Miller’s Grove, Mowbray, New Providence, Ooltewah, John A. Patten, Sale Creek, Salem, Shady Grove, Snow Hill, Tyner Elementary, West View. Texas—Texarkana, Senior High. WYoMING—Casper, Willard. Five Years ARIZONA—Phoenix, Madison, Phoenix Junior College, Stevenson, Whittier. CALirorNiA—Coronado, Grammar; Los Angeles, Ban- dini Street, One Hundred Ninth Street, Sixty-first Street; Monrovia, Ivy; San Diego, Benjamin Frank- lin, Garfield, Andrew Jackson; San Fernando, El Retiro High. Connecticut—East Hartford, Center, Silver Lane. ILLiNois—Elmhurst, Elmhurst Public Schools, Haw- thorne, Lincoln, Roosevelt, Washington; Maywood, Roosevelt; Reddick, Community High. . INDIANA—Michigan City, Riley; South Bend, Benja- min Franklin, Girls’ Pre- Vocational, Marquette. MICHIGAN—Lansing, West Junior High. MINNESOTA—Minneapolis, Pillsbury. New JerseEY—Dunellen, Dunellen Public Schools, Lincoln, Roosevelt Junior High, Whittier; Moores- town, Stanwick; Summit, Senior High; Wychoff, George Washington. New YorK—Mount Vernon, Nathan Hale, Special Teachers and Supervisors; Poughkeepsie, S. F. B. Morse. Oxn10—Canton, Henry S. Martin; Columbus, Garfield, Highland Avenue, Linden; Kent, Kent Public Schools, Roosevelt Senior-Junior High; Nelson- ville, Junior-Senior High. OKLAHOMA—-Oklahoma City, Shidler. OreEGoN—Coos County, Lincoln District Number 8. PENNSYLVANIA—Bloomsburg, Fifth Street; Hanover, Eichelberger, Hanover Street, High Street, Junior High; Hazleton, Green-Vine Junior High, Hazle Street. SoutH DaKxota—Aberdeen, Garfield, Lincoln, Mon- roe. TENNESSEE—Hamilton County, Red Bank Elementary. VeERMONT—Brattleboro, Academy. WIsconsin—Edgerton, Edgerton Public Schools. Four Years ALAsKA—Nome, Nome Public Schools. CALIFoRNIA—Claremont, Claremont Elementary; El- sinore, Union; Los Angeles, Eagle Rock Elemen- tary, Graham Street, Yorkdale; Riverside, Inde- pendiente; Santa Ana, Delhi, Franklin; Santa Bar- bara, Franklin; Siskiyou Union High School Dis- trict, Siskiyou Union High School District Public Schools, Fort Jones High, McCloud High, Mount Shasta High, Yreka High. Connecticut—East Hartford, Woodland. ILLINois—Cicero, Columbus, Hawthorne; Elmhurst, New Field; Glen Ellyn, Glen Ellyn Public Schools, Forest Glen, Junior High. INDIANA—Bloomington, Department of Special Edu- cation; Indianapolis, Public Number 90; South Bend, Kaley, John F. Nuner. Towa—Dubuque, Fulton. Kansas—Paola, Junior High, South. Matne—Bangor, Bangor High. MAssAcHusetTTts—Beverly, Ryal White Street. MICHIGAN—Flint, Jefferson. ’ Nevapa—Austin, Elementary, High; Ely, Ely Public Schools. New Jersey—Trenton, Mott. New York—lIthaca, Ithaca Public Schools, Central, East Hill, Falls Creek, Junior High, Open Air, Reconstruction Home, Henry St. John, Senior High, Belle Sherman, South Hill, West Hill, Wychoff. NortH Dakota — Carrington, Carrington Rural Schools, Lincoln High, Washington. Oxn1o—Dayton, Fairview; Lancaster, Cedar Heights; Nelsonville, Nelsonville Public Schools, Central, East, Junior-Senior High, West; Sandusky County, Jackson Centralized. Orecon—New Pine Creek, Modoc Union High; Rainier, Grade. PENNSYLVANIA—Bloomsburg, State Teachers College; Bucks County, Capitol View, William E. Case and Manor Park in Morrisville; California, State Teachers College; Carbon County, Beaver Mea- dows Borough, Bowmanstown Borough, Mauch Chunk Township; Cheltenham Township, Edge Side; Springfield, Hill, Glenside, George K. Heller, La Mott, Bea, jamin R. Myers, Thomas Rowland, Shoe ‘yncote; Confluence, High; York, Arch Street, SoutH DaKkora—A berdeen, Aberdeen Public Schook, Central Senior High, Garfield, Lincoln, McKinley Monroe, Henry Neill, Roosevelt Junior Hig, Simmons Elementary, Simmons Junior High. TENNESSEE—Hamilton County, Anna B. Lacey. VERMONT—Ludlow, High Street, Woodward, West VirGINIA—Crab Orchard, Crab Orchard, Three Years ALAskA—Cordova, Cordova Public Schools; Kodigh Kodiak Territorial. : ARIZONA—Gila Bend, Gila Bend Public Schools, CALIFORNIA—Gridley, Union High; Hermosa B, Children’s Convalescent Home; Los Angeles, An nandale, Grape Street, Serrania Avenue; San Alice Birney, John Muir; Santa Barbara, Jefferson; Santa Monica, John Muir; Siskiyou Union High School District, Happy Camp High. CoL_orapo—Denver, Edison. ILuinois—Du Page County, Public District Number 7; Edwardsville, Edwardsville Public Se Columbus, Junior High, Lincoln; Highland, Hi INDIANA—Fort Wayne, Adams; Michigan City, cial Teachers and Supervisors; South Bend, Jamy Monroe. Kansas—Paola, Paola Public Schools, Junior High, North, South; Topeka, Gage. Maine—Brunswick, Bath Street. MICHIGAN—Flint, Dewey. Missouri—Kansas City, Benjamin Harrison, Mark Twain; Webster Groves, Avery. New HamMPsHiIRE—Portsmouth, Farragut Training, New Jersey—Camden, Liberty, J. W. Starr; Tre» ton, Parker. New YorK—I/rondequoit, Laurelton; Ithaca, Atypical; Kenmore, Special Teachers and Supervisors; Mount Vernon, Pennington, Wilson Junior High; Pough keepsie, Governor Clinton, Christopher Columbus, Continuation, Edward Elsworth, Benjamin Frank lin, George W. Krieger, Abraham Lincoln, Senior High. On10—Cincinnati, Bond Hill; Zanesville, Fairfield County, Rushville Union; McKinley, Special Teachers and Supervisors. OrEGON—Coos County, Washington District Number 8, Remote District Number 50, Leneve District Number 69. PENNSYLVANIA—Bucks County, Falls Township; Hanover. Special Teachers and Supervisors; Mam heim, High; Pittsburgh, Bane; York, Phines Davis Junior High, Duke Street, Theodore Roose velt, Edgar Fahs Smith Junior High. SouTtH CAROLINA—Clinton, Clinton Public Schools. SoutH Daxota—Belle Fourche, Washington. TENNESSEE—Hamilton County, East Brainerd, East Ridge, Falling Water, Hixson, Jersey, King’s Point, Signal Mountain, White Oak. Texas—Dallas, John H. Brown, T. C. Hassell, Lis- bon, T. J. Rusk, Ascher Silberstein. Vircinita—Norfolk County, Ingleside. WIsconsin—Port Washington, Port Washington Pub- lic Schools; Superior, Bryant, Dewey, Lincoln. Two Years ArIzONA—Casa Grande, Grammar. CALIFoRNIA—Campo, Campo; Los Monica Boulevard; Santa Ana, Theodore Roosevelt. CoLorapo—Denver, Central, Ironton, Maria Mitchell; Fort Morgan, Junior-Senior High. CoNNECTICUT—-Stratford, Putney. Fiorwa—Barberville, Barberville. Hawan—Honolulu, Puowaina. ILLINoIs—Decatur, Special Teachers and Supervisors, Woodrow Wilson Junior High; Freeport, Harlem; Litchfield, J. D. Colt; Peoria, Kingman; Spring- field, Enos. ‘ INDIANA—Fort Wayne, Miner; Gary, East Pulaski; Hammond, George Rogers Clark; South Bend, Jefferson. Kentucky—Louisville, Emma Dolfinger. MaryYLaNp—Baltimore County, Chase; Smithsburt, Forrest. MASSACHUSETTS—Acushnet, Marie S. Howard; Holden, Chaffins; Wellesley, Senior High. MICHIGAN—Flimt, Doyle. MINNESOTA—Minneapolis, Douglas. Missour!—Kansas City, John J. Pershing. New Jersey—Bergenfield, Lincoln; Camden, Henry H. Davis; Moorestown, High; Mount Holly, High; Roselle, Washington; Wychoff, Coolidge. New YorK—Johnstown, Irving Street, Warren Street; Mount Vernon, Edison Vocational and Technical High, Sophie J. Mee; Oneonta, Hith; Port Jervis, West End; Valley Stream, Public, District Number 13. Sante Venice, Angeles, Wilson; [Continued in Notes and Announcements] The Journal of the National Education Association | Volu LET YOUR INFLUENCE COUNT FOR RECOVERY Lyman and J olns Oe DAILY-LIFE LANGUAGE SERIES This new series provides a complete, cumulative program in language study for grades 2 through 8 . . . It is the work of experts in elemen- : tary education and specialists in the field of English teaching . . . More systematically than any previous series, it bases language study on the present and future needs of the pupil and correlates it with the social studies. A four-book edition and a grade-by-grade edition, with teachers’ manuals. Send for Circular 607. Buckingham THE CHILDREN’S BOOKSHELF This new series is a triumph in the development of new reading mate- rials . . . Its stories are all entirely new . . . Its authors include many of the leading juvenile writers of today .. . It contains approximately 50% more material than any other series for the same price. A pre- Henry High; Varren 1 and High; Public, _ GINN AND COMPANY BOSTON NEW YORK CHICAGO ATLANTA DALLAS COLUMBUS’ SAN FRANCISCO primer, a primer, and six books. Send for Circular 697. el = CO = aw Coe a — > Z - Z — = —_ _ — = — Z = > ~s - Yn —_ = —_ dp iation | Volume 23, Number 2; February 1934 wm Rt. - , Firs tary C NOTES and ANNOUNCEMENTS _* pro SS: - es ee those — Americ Hereto e giving Greater Need of Service ram their di nition ILL YOU help send to. every citizen the in- y yo formation necessary to stimulate his defense =. e © . th f of education? It is only when all the people ind e e a. e at the know all the facts that united action is possible. roe to dest The cost of the far-reaching services of the Na- The Awar tional Edueation Association is large. Your mem- sociate Educa bership and interest are of paramount impor- - educat tanee! Will you put the form below into the letter r. box of a non-member, and follow it up with a visit — a. . + fort t to inspire membership. cooperation, and exten- aon . m " _ . will a sion of service? It is a joy to feel the financial hens Febru support that makes a campaign victorious from of the land. the start! Give us this eagerness for service Th will } by your interest and cooperation. Clevel day 1 Thank you and best wishes. at the comp¢ Jessie Gray. fl the U seieiialali J Juda io ats Tine eta tt a eieitie a hn ae eae ek Stee ee be th cati SPECIAL MEMBERSHIP BLANK lie To Jessie Gray, President, National Education Association Penns 1201 Sixteenth Street, N. W., Washington, D. C. ye t x Because I am convinced that our profession should lead a constructive campaign t P defend education, I enclose 82 for membership in the National Education Association— hinch [I] As an evidence of my professional interest in the constructive work of education. | ¢hec} [2] Te indieate my willingness to help finance professional service beyond the classroom} m (3) To express my belief in the value of the services rendered by the Association (¢ at myself and my profession. > a aS | EE Ce oe a City RR cence intents Sg A-14 The Journal of the National Education Association Volun —}| m to). Dn— Me Om. a to ciation First make schools safe—Secre- tary Crabtree thinks that the time has come to call a halt on members of the profession who give aid and comfort to those who are trying to destroy our American system of public education. Heretofore we have been in the habit of giving these iconoclasts places on pro- grams and we have applauded them for their daring. The public takes this recog- nition to mean that these men are the chosen representatives of the profession. Let us suspend that practise at least until the school is once more safe. This ‘poring from within” provides food for the organized opposition to the schools. It is doing an immense amount of harm at the present moment. Remember that freedom of speech is one thing; license to destroy it quite another. The American Educational Award presented each year by the As- sciated Exhibitors of the National Education Association to one who has contributed in an outstanding way to education, will be given to Walter J. Damrosch during the Cleveland meeting of the Department of Superintendence in February. The award goes to Dr. Damrosch because of his successful ef- fort to develop in our schools a finer appreciation of music. Dr. Damrosch | will acknowledge the award over a na- | tionwide hookup of radio stations on February 27 during the annual banquet of the Associated Exhibitors in Cleve- land. The School Masters’ Rotary Club wil have a joint luncheon with the Cleveland Ohio Rotary Club, Thurs- day noon at 12:00 oclock, March 1, at the Statler Hotel. The organization is | composed of Rotarians with classifica- | tion “Education” from every section of the United States. This year Charles H. Judd of the University of Chicago will te the speaker, with the subject “Edu- cation and Prosperity.” Ben G. Graham, superintendent of schools, Pittsburgh, Pennsylvania, is president of the organi- ation, and S. T. Neveln, superintendent of schools, Austin, Minnesota, is secre- lary-treasurer. The price of the luncheon 8 85¢ a plate. Reservations for the luncheon may be made by mailing a check to the secretary, and tickets will te mailed. Tickets may also be secured | at the desk at Registration Head- | quarters. Jessie Gray, president of the NEA, and Willis A. Sutton, former president, _— ave been appointed to the Educational Commission of Allied Youth. The Com- mission is studying the educational Volume 23, Number 2; February 1934 J i £ i) ff fl Miss Hale Invites You for This Alaskan Adventure E’RE off to Alaska next July — our special party of American teachers — and we hope you'll come with us. You will be guests of Governor Troy. | We can promise you strange sights! You'll see totem poles, Alaskan natives, glaciers and fjords. The sun will sink crazily to the north, out of sight for only a few short hours. Above wild, icy peaks, Northern Lights will flash and swirl and weave heavenly patterns in the sky. We are going beyond the Inside Pas- sage—clear across the Gulf of Alaska to Prince William Sound and Seward. We'll travel in great comfort. For a thousand miles on the Northern Pacific the scenic beauties of the American Rockies and Cascades await us. On the return trip we will visit Lake Louise and Banff in the beautiful Canadian Rockies. Cars and reception committees will be waiting to welcome us at every stop-over. Special entertainment will be arranged for us all along the route— things ordinary travelers miss. We'll have our own special cars! And special steamship accommoda- tions for the trip up the smooth sheltered waters of the Inside Passage. The com- panionship of new friends will add to your pleasure. You are invited to adventure to Alaska with Miss Florence Hale. The cost of this trip is surprisingly low. Rates West will be the lowest ever! What’s more, you'll know the total cost before you start— right from your own home town. Every single detail will be arranged for you. You can pay all expenses in one lump sum, and leave your purse and your cares at home! Who knows what our dollars will be worth abroad this year—50c, 60c or what? Take America’s most wonderful cruise—to Alaska, where dollars are 100% good. Alaska Steamship Co. Northern Pacific Ry. Burlington Route Canadian Pacific Railway Soo Line ee fF Te For booklet of information—please mail t0 ++. Florence Hale, 560 Fifth Ave., New York Dear Miss Hale: I would like to “adventure” with you to Alaska. Tell me more about the trip planned for the school men and women of America and send the free booklet of information. This places me under no obligation, of course. A Fe EE atid tn ec ctdeweebabekdencerecnesenensane a RE a ET a TE oe letra tarkeeanconcgianneo-tegacnererneseppapans tueen I bave already traveled to Mention THE JourRNAL A-15 when writing our advertisers i WE INVITE YOU TO VISIT THE DISTINCTIVE BALFOUR DISPLAY ee pote. —os / Consiencemént Amr art \ Medatsand and Tro phi / [fs , * A fea ¢ « t. f: * f bom + Kt / ZSpecial Insignia {Ac Balfour Ciass Ring is ¥ recigniaya) asthe standard of excellence in beauty-and ‘original ity \of design; quality of materials, and in the fine craftsmanship of ‘its manufacture. Vv ; _ 0. Med - Meet MR. WENRY NIVEN, Vice President of the’ L. GS: Balfour Company, who will be in- charg “of the! Balfour Exhibit; and“who will be glad to serve _you_pe II g You personally: ™~ res *BALFOUR e COMPANY Attleboro, aspects of the post-repeal beverage alco- hol problem. Detailed information and the reports of the Commission, when published, may be obtained by writing W. Roy Breg, director of Allied Youth, Investment Building, Washington, D. C. World Goodwill Day will be ob- served by the schools of this and other nations on Friday, May 18. To assist the schools in this celebration, the Divi- sion of- Publications of the NEA has prepared a special packet of plays, pageants, articles, special messages, songs and stories, pictures, posters, and suggested programs. These packets are now available at the cost price of 50¢ each and may be obtained from the Division of Publications, National Edu- cation Association, 1201 16th Street, N. W., Washington, D. C. The Journal is especially interested in the problems of unoccupied youth and would appreciate hearing from readers who are working to understand and help solve this problem. See page 62 of this issue. Have your alumni taken this stand P—In a letter to the alumnae of Colby College, Waterville, Maine, the alumnae council of that institution urges “each one of you to use your influence A-16 a Phe A. Fyping Awards * y Diplomas man os Massachusetts By Appointment, Manufacturers of the Official Life Member- ship Pins and Keys of the N. E. A. field. | 7/ a cash basis. one copy of SOCIAL Name Address RECENT SOCIAL TRENDS IN THE UNITED STATES A Report of the President’s Committee on Social Trends A single volume textbook edition prepared especially for teachers and school officials. ings that describe the changed conditions of life as they affect child growth and school responsibility. survey in thirty-nine chapters as presented by a committee authorized by former President Hoover to study the social The original two-volume edition of this Report sells at $10 a set, The special textbook edition, priced at $5 less 15 percent discount—a net cost of $4.25 Joint Commission on the Emergency for the distribution of this special edition solely as a service cannot open credit accounts for its sale. JOINT COMMISSION ON THE EMERGENCY 1201 Sixteenth Street, Washington, D. C. Enclosed is $4.25 (cash—check—money order) for which send me immediately TRENDS in the United States. Research An authentic array of find- A complete available only to school people, is 5. The in Education is providing and All orders must be on IN EDUCATION Joint Commission on the Emergency in Education, 1201 Sixteenth Street, Washington, D. C. in your community to guard the inter- ests of the schools. Will you not inform yourself concerning the educational sit- uation in your city or town, and if the school budget has been decreased so as to impair seriously the efficiency of the schools, will you not take steps to pre- vent such a condition? This may pos- sibly be done thru the parent-teacher association, the League of Women Voters, or other such body. At any rate, let all Colby women stand firmly fer the rights of pupils and teachers.” There are signs among the Ameri- can people of a vast new burst of appre- ciation for public education. Those who have worked together thru the National Education Association are in large meas- ure responsible for this outlook. The Beaver Dam, Wisconsin, high school has completely withdrawn from interschool dramatic tournaments. We have stopped spending money and training on the minority that an inter- school contest play demands and we have extended it to the majority that an interclass contest sponsors. One season our Drama Club spent over $50 and a month’s time with eleven students in a one-act play contest. The next season we staged an interclass tournament, one Mention THE JoURNAL when writing our advertisers play by each class in the senior high, cleared $50, and gave over thirty-three students the benefit of the training— Theodora Jax in Wisconsin Journal 0} Education, The Lincoln Schools is a bulletin published by the Board of Education oi Lincoln, Nebraska, to inform the con- munity about its schools. A recent issue contains this statement: “School libra- ries, except in senior high school, are 4 development of the past few years. ‘Ti we had taught our children in past years to read and to like good books as we do now,’ said one principal, ‘the forced leisure time that many of them now have would be used more profitably.’’ Home Visiting: Some Results [See pages 37-38] is the third in a series of articles by Elwood V. Hess on the important subject of school counseling and home visiting. In this connection Adelaide S. Baylor, chief, Home Eco- nomics Education Service, U. S. Office of Education, writes: The vocational teachers of homemaking now in many of the schools are employed fot twelve months and enter on their duties # least a month before school opens, for the put pose of visiting homes in the community and becoming aware of the situation so that their program of work may conform to the needs The Journal of the National Education Association i ee hree g.— ul oj letin mn of com- issue ibra- ire a ;. ‘Ti years re do yrced now ly.” sults series 1 the eling ction Eco- Office g now d for ‘ies at e pul- y and t their needs ciation od a °° E urge that you send for the folder, The Teaching of Problem Solving, which explains the outstanding method of developing problem solving ability. In it are listed the 21 problem-study helps of Clark-Otis-Hatton’s Modern- School Arithmetic, a series for grades 3 | to 8 that gives pupils a new interest in arithmetic. World Book Company | Yonkers-on-Hudson, New York 2126 Prairie Avenue, Chicago Boston Atlanta Dallas The first objective in arithmetic teaching— how to attain it! San Francisco Complete | WEBER N. Portland and conditions in that community. During the year they visit the homes frequently, and all the girls who are enroled in the homemaking classes carry on projects of various types in their own homes in cooperation with their families, as a part of their regular school work. A JOURNAL reader requests articles on the use of leisure time by teachers. Unfortunately, many teachers have had little leisure. The editor will appreciate hearing from readers as to your personal experiences in leisure, your hobbies, and recreations. If teachers are to give to their communities leadership and guid- ance in leisure which the future clearly demands, they need varied and rich ex- periences in their own lives. A ten-point program for the im- provement of labor—Secretary Per- kins in an address before the Railway Labor Executives’ Association, Decem- ber 21, outlined the following program for the improvement of labor: [1] Permanent limitation of hours of labor. [2] Prohibition of child labor. [3] Standard minimum wages for women. [4] Requirement of safe and healthy work- ing conditions. [5] Provision for aged workers. [6] Some form of unemployment reserves. [7] Adequate workmen’s compensation laws. [8] Free public employment bureaus. [9] Stronger administration of labor laws. [10] Steps to make permanent improved labor conditions. Volume 23, Number 2; February 1934 Walter Albert Jessup, president of the University of Iowa since 1916, has been elected president of the Carnegie Foundation for the Advancement of Teaching, New York City, according to an announcement made by Henry S. Pritchett, president emeritus of the foundation, who has acted as its head until the choice of a successor to the late Henry Suzzallo, who died in September. Dr. Jessup has submitted his resigna- tion to the Iowa State Board of Educa- tion, asking to be relieved on May 1. The American Legion, at its latest convention, passed the following reso- lution: Whereas, education is a prime requisite to good citizenship, and a thoro program of edu- cation is even more essential in troubled times like the present than usual, and Whereas, there seems to be a tendency in some quarters to make educational appropria- tions carry more than their share of reductions for the sake of economy; therefore be it Resolved, by the American Legion in its Fifteenth Annual Convention assembled, that it is the sense of this organization that educa- tion should be given its proper consideration by legislative bodies and should not be made to bear a major part of the sacrifices for economy. Make the Graduation Season Count in 1934—A special packet of materials useful in making the gradua- Mention THe JourRNAL when writing our advertisers EFFECTIVE MAP AND GLOBE CLASSROOM EQUIPMENT All types of M: | BOOTHS H12-H14 at Cleveland. | New Tryon Illustrated American History Maps Semi-Contour Political-Physical Maps Standard Political Maps New Champion Political Maps 16” Duo-Graphie (Political-Physical) Globe Geographical Globes—all sizes and mountings information, Teaching Aids” be distributed free | CHICAGO HEIGHTS, ILLINOIS Accurate and maps, designed teaching sential up-to-date for today’s methods, are for the Geography and History classrooms. New ideas, new materials to supplement routine work, stimulate individual pupil interest and increase knowledge of the subject taught. Old, worn-out maps and globes should be discarded with old teach- ing methods. They should be replaced with new equipment, developed and published at the request of prominent educators to meet present-day teaching ideas. es- ips and Globes will be on display in They will include: as well as booklets, “History “Geography Teaching Aids,” will upon request. COSTELLO COMPANY E. A. BOOTHS H19-H14 and tion program an effective means of inter- preting the school to the community has been prepared. It contains summaries of twenty-five of the best programs which were used for this purpose in 1933; the actual text of one junior highschool pro- gram and one senior highschool program designed for this purpose; and other ma- terials. Many orders have been coming in, showing the increasing interest in this type of program thruout the country. If you wish one of these packets, send 50c —to cover the cost—to the Division of Publications, NEA, 1201-16th Street, N. W., Washington, D. C. The following resolution adopted by the House of Delegates of the Penn- sylvania State Education Association, December 28, 1933, calls attention to a matter of immediate, pressing impor- tance. Because of the dangers and misrepresenta- tions fostered by the misleading advertising cf certain concerns manufacturing and producing cosmetics, proprietary medicines, drugs and foods, we recommend that the mem- bers of the Pennsylvania State Education As sociation individually and collectively, use every means within their power to secure the passage of the socalled Tugwell Bill which has been introduced in the U. S. Senate by Senator Copeland [New York] as Senate Resolution S. 1944 [now S. 2000] and commonly referred to as the new “Federal Foods and Drugs Act.” business A-17 hLconomies— TO HAVE your printing handled in- telligently—that is economy in time. TO HAVE your printing handled ex- pertly—that is economy in cost of get- ting results. TO HAVE your presswork handled on a properly planned production basis— that is economy in actual outlay for the job. GET ALL your printing where facili- ties make economies. Consult us—any size job interests the “Master Printer” JupD & DETWEILER INCORPORATED ECKINGTON PLACE AND FLORIDA AVENUE WASHINGTON, D. C. Help Education Recover— Manifest Your Support We are beginning the year with a new outlook, a new faith in our educational institutions. We are entering a new era during which the educational birthright of every child will be secure. By universal cooperation, President Roosevelt is bringing the country out of the throes of the worst depression of all time. The teaching profession must cooperate in the same whole-hearted fashion as all citizens are cooperating with the President. By enroling as a life member, you indicate your permanent interest in the profession and it places you solidly back of the program of the N. E. A. We need you. Enlist now, if at all possible. We cannot recall the past year, but we cam make amends for some of the thoughtless mistakes and see that the child is not Of the better textbooks HEALTH EDUCATION is an outstanding contribution A Program for Public Schools and Teacher Training Institutions 251 PAGES Paper bound, $1.25 each—Cloth bound, $1.75 each Discount on Quantities This second edition is an up-to-date | expanded report based on the original edition of 1924. The demand for this book has necessitated several reprints. ORDER NOW National Education Association 1201 16th STREET N. W. WASHINGTON, D. C. American Medical Association 534, N. DEARBORN ST. CHICAGO, ILL. deprived of his rightful heritage. Financial debts can be paid later, but you cannot repay a year or even six months of a child’s life. We, of this generation, are enjoying a great heritage of public conveniences and social institutions, including our educa- tional system, which our forefathers yave us and we are under deep obligation to pass these along with all possible improvements to the next generation. We are dealing with citizens of to-morrow. If leaders are to be created, let us look now to our schools. Life membership dividends never fail, but increase in value every year. Manifest your interest in the youth of the land by enroling as a life member. Lire MEMBERSHIP IN THE N. E. A. Mr. J. W. Crastrez, Secretary, National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. Dear Mr. Crabtree: WE DO OUR PART I wish to do my part by becoming a life member, making my first payment March 1, 1934. I understand the entire amount of $100 can be paid in equal annual instalments of $10 each, and that membership dues already paid for the current year may be applied on the first payment. NN I ot rer ee kb TS Seite Ba BEE al ee een cn wks Whee 2 Re Re Mention THe JouRNAL when writing our advertisers The Journal of the National Education Association a The new cover design which ap- | Ask about our own NEW Course in Picture sateeat : Nystrom Booth Nos. H17. H19 ; y > Study. A list of its subjects FREE in || pears on this issue of THE JOURNAL is | Cleveland N. E. A TOE, Se De Sa | the work of a typographical artist of long FUCKEN Ne Ese ihe 1 experience, F. Erle Prior of Falls Church, ° ° The Perry j-ictures | ne «pri Fairgrieve Geography irginia. Use them trams Vohwoary te sume #9, ht Se Contes | Teacher and Public: A Hand- Pictures Picture Study. | book of Interpretation for Teachers, 512 Desk Size Pictures in Eight Sets. Aver- the Eighth Yearbook of the Department age size, 6 x 4 inches. Printed in gravure on : k one side of the paper only, two pictures on | of Classroom Teachers, will come from a sheet, 8% x 1] With them teach February Birthdays: Washington, Lin- coln Longfellow, Lowell, Dickens, their homes, etc end 50 cents for a Set of the press this month. The book has been | | inches. 5. Size 5%x8 No two alike “Or order 50 of the developed in response to the need of | teachers for practical guidance in the task of educational interpretation. It con- tains definite suggestions as to agencies | _ and methods to be used by teachers and | | excellent references provide an incentive _ to further study of the problem. Send | | your order now to the National Educa- | tion Association; price $1. The special feature on federal aid [see pages 45-52] should be used as promptly and as effectively as possible. | These suggestions may be helpful: 8 x 38% size, assorted as desired. ONE CENT SIZE. 3 x 3%. For 50 or more. TWO CENT SIZE. 5% x 8 For 25 or more. Send 50 cents for 25 Art Subjects, or 25 for Children. Size 5% x 8. Don’t fail to have Picture Study in every grade. Your pupils will delight in it Girl with Cat Hoecker “I know of no other company that gives such Types of Com- beautiful pictures for such a small sum of money.”’ munication and Settlement ea akon oet ts ed = Send 15 cents for 64-page Cata- Catalogues logue of 1600 miniature illus- - t rations. ‘The Perr Pictures @ 2250 Subjects Box 4, Malden, Mass. Types of Vegetation Each Picture a Type [1] Encourage its use by study groups in Showing Relation- parent-teacher associations, women’s clubs, service clubs, farm organizations, and other | ships groups. Q Fag” | Every picture was chosen | &; } Y’ »vy Professo ‘airgrieve to [2] Present a copy to the local editor, with & “?} kt 4 Aci - gthige ges | “1 suggestion that he reprint each of the eight a show some particular place yages as a series. eee and set of geographical re ie lationships. Through the [3] Provide influential citizens with copies use of these pictures chil * : ~ . ~ dren learn the character of [Preprints are available. See page 52.] . SOF the physical environment z . ‘i and the kind of human re [4] Distribute copies to local and county actions and activities in relation to the various types schoolboards. of surroundings in different parts of the world. All conditions of environment are represented, cold, tem [5] Use this booklet as the basis for a unit perate, hot, arid, wet, plain, plateau, mountains. An 6 ° = ° f interpretative text accompanies each picture. of study in civics classes in high school. R E rit E A R fe E [6] Teachers colleges will find this material To H Asai useful as the basis for study of the relations of o flarrow Again the federal government to education. Eminent Author Arranged and edited by the eminent geographer, Profess« w J. Fairgrieve, University of London, one of The farmer, after plowing his field, goes the world’s foremost teachers in geography. over it with a harrow to break up the Teachers of the great—The Illinois ; , clods and level the ground. Sometimes, Sones: ‘Fiesteies: Anedéintiein. te ‘ t Eight Sets of Pictures in order to make the field still smooth- 7 , aR ay 6 nailer oe - Each unit of study consists of 64 pictures in sepia, er, he harrows it over again. place a modest stone in a roadside ceme- two on @ sheet, 84% x11 inches. The series. includes Old French herce wena pa the harrow,” tery near Petersburg, Illinois, to mark rigger op — nite dian teenie hercier“to harrow,” and rebercier “to har- — - British Isles 5. Australia, New Zealan . ¥ ° ° J 5 >. 9 r _ Pacific Islands row over again,” borrowed in Middle the grave of Mentor Graham. W hy: Be a ee 6 kasd (In scadeiedh English as rehercen, Modern English re- cause a man by that name found time, : a Se oe -m E - * : merica, 8 7. editerranean hearse. Now we rehearse, not the plowed amid his duties as teacher of the village Indies, Antarctica preparation) field, but a speech, a play, or the like. school in New Sal t 4. Africa 8. Europe There are thousands of such stories about the school in New Salem a century ago, to origins of English words in give pointers on books to read and things to study to the homely gangling clerk in A.J. NYSTROM & CO. Scnoot Mars, Gloaes, awa CHARTS The “‘Supreme Authority” WEBSTER’S NEW | Offcut’s general store. He was, in short, usr INTERNATIONAL 3 TR Wy wR O 4, a Abraham Lincoln’s counselor at the turn- y , : as 3333 Chicago, DICTIONARY ing point. The Illinois teachers, we may Elston Ave Llinoie. ma Ftp be sure, would be the last to make the Booklet of Word Origin — boast that a prairie schoolmaster bore | | ~~ ~MA! FOR FREE SAMPLE PICTURE-— — Stories-- Are you receiving D . ° ° ; | Clip this coupon and send it to us with your | ont! tady?? It will be the lighted taper from which Lincoln Ss name, address and teaching position, and we will | aahuatamae @§6s vf great beacon caught its flame. Theirs is | | | *"! "et Your Picture by return mail. | G. aS Merriam ‘ a profession of modesty and work and ~—— weeds | Pome = pod i | | patience, and their remembrance of | | | on Mentor Graham is merely a quiet salute | | | Schoo! ' i ain a. to a fellow worker. What the rest of us | | You are cordially invited to visit the : : : hy | City State ‘ know is that some day someone will write v2 | Merriam -Webster Booth, | a book about the teachers and tutors of | | “-—-—-—-——-————--—--—--—- No. K-12 and 14, at the great men and pay a debt of recognition Nystrom Booth Nos. H17, H19 ° . . 2 > Cleveland N. E. A. Meeting. long past due.—The Harrisburg, [linois, Cleveland N. E. A. | Daily Register [Cont. on page A-20| | Volume 23, Number 2; February 1934 Mention THE JouRNAL i when writing our advertisers A-19 ation |Cont. from page A-19| January 5, 1934 Let Send for this FREE COLOR | [sent in by Fred J. Armistead, principal, § ;esolu’ CARD and learn something new The cartoon on page 49 was drawn F gress, by Norma Cherry, a senior highschool § of the girl in the Los Angeles schools. It. was Th submitted to THE JoURNAL thru the adopte courtesy of Mrs. Alice K. Strawn, of § tender Lincoln High School, Los Angeles. Associ The New Leisure Challenges the Schools—This series of articles [see > ‘° | _THE NEW WATER Coors pages 58-60] is but a small part of a cpa | about WATERPROOF POSTER COLORS... ~ NEPTUNE POSTER COLORS i ership mark a new era in poster colors for all purposes [MMM ror every punrose— ' most excellent book by that name. This f sive te . . . Their covering power is amazing—a 2-oz. jar ONE STROKE--RAINPROOF_ Mme” : ’ . tive te of White covers 48 feet of wallboard. Therefore, they are the most ECONOMICAL colors made as well as the most versatile ... Thin them with book should be in every teacher’s per- cation sonal library. It is published by the Educat : T.4: : ; ssi public water and they are perfect for Speedball pen... National Recreation Association, 315 tional | They excel in brilliancy, smoothness and blending quality, and apply one over the | Fourth Ave., New York, N. Y. Cloth, § ninea other without bleeding or picking ... They are waterproof, yet you thin them with $2; paper, $1.50, prices postpaid. Super- [ for ade water ... They work perfectly on all kinds of surfaces, including oilcloth. ; Md ‘ . , , intendent Paul C. Stetson, president of S A trial jar, sent to you for 30 ‘ el ar Get the free color card will prove every one of these statements. Cc the oe Pr iON paid 1 showing one-stroke washes of these comments In regar to this book: ; has ct colors . . . Just write “Neptune ‘ a Card,” my beens BF oe on MILTON BRADLEY COMPANY The New Leisure Challenges the Schools is teache »ostal, i mail to us. . a CRO = id s ra = eieaiaai 2 a postal, and m p Spring field, Mass. the most carefully planned, clearly written, and munit scientifically developed discussion of the grave dae! S problem of the wise use of free time which has i pie a aoe il? aah i been published up-to-date. I have read it with valual * e great care, interest, and profit, and congratulate — on the A BE. | j ER Position Mr. Lies upon his achievement and the teach- § cation ers of the country because they have available such a fine workbook of practical help. You can get it— The life membership of Floyd T. J so Goodier, listed in the January 1934 — Hundreds of teachers will earn two JOURNAL, was presented by the teachers J Town hundred dollars or more this summer. of Chicago Heights, Illinois, elementary | "6°°* SO CAN YOU. Hundreds of others schools. Mr. Goodier has been superin- J‘ will secure a better position and a PENNS} larger salary for next year. YOU tendent of Chicago Heights schools for | nigh, -¢: y 9 nif e = « cae ¥ town CAN BE ONE OF THEM. Com- fifteen years, leaving that position re no ot plete information and helpful sug- cently to become assistant state super- f Boro gestions will be mailed on receipt of intendent of schools in Illinois. All the — a three cent stamp. elementary teachers of Chicago Heights [mont a belong to the National Education As- og School Officials! You may wire us sociation. a Continental Teachers Agency, Inc. your vacancies at our expense. You Dates to be remembered: oi = will receive complete, free, confiden- February 24-March 1—Sixty-fourth conven- [ment 1812 Downing St., Denver, Colo. tial reports by air mail within 36 tion of the Department of Superintendence of |. Hith. Covers the ENTIRE United States. hours. the National Education Association in Cleve- og land. ton February 26-28—Eleventh annual meeting of | Se the National Council of Teachers’ Retirement = eB Systems to be held at the Carter Hotel, Cleve- } wesr - land. On February 27 a joint meeting with the | ton. [| Committee on Retirement Allowances of the | Wisco National Education Association is scheduled. Experienced placement advisers offer you dependable service. Every type of school in every state is carefully analyzed. April 15-21—Kindness Week for Schools. Executives are seeking teachers with excellent qualifications. We also maintain departments for librarians, institu- ALABAN tional managers, secretaries, and nurses—in fact, we have outstanding registrants for every type of, position connected j i i of . with schools. We advise early enrollment. Address 1200 Steger Bldg., 28 E. Jackson Blvd., Chicago, Ill. Project Making = equ: at Science is a 25-page pamphlet, prepared oe a . RIZON by Grace Fisher Ramsey, associate fo, Perry Kindergarten Normal School Founded 1898 by Annie Moseley Perry 8-year course for high school graduates desiring to be- come nursery school, kindergarten, primary and play- ground teachers. Limited enrollment insures personal attention. Supervised practice teaching. University BLISS ELECTRICAL curator of the American Museum of oo - . < 2 e e Natural History of New York and presi } one, Grae weer orurse in engineering theory and prectice, For | ae ee NEA D f Visual | Msi study, homelike surroundings. Graduates enter every branch ent of the t . epartment 0 Isu Stree of electrical work. Approved by educators, endorsed by in- . . * Que dustry. 42d year. Dormitories, dining hall, laboratories. Instruction. This booklet will help ' cual credits. Send for booklet ‘‘Training Children.” Catalog. teachers and voung people in construct- | Zire HARRIOT HAMBLEN JONES, Principal, SCHOOL 141 Takoma Avenue, and young peop Frem 25 Huntington Ave., Room 316, Boston, Mass. ashington, D. C. ing small museum groups for geography, | ere, me science, and history, and in working out Cone | projects for leisure time. For further in- = formation, write the Museum, 77th fcoxye, | Street and Central Park West, New ford, York, N. Y. READINGS, PLAYS, ENTERTAINMENTS Send for free catalog WETMORE DECLAMATION BUREAU 1304 South Newton Ave. Sioux City, Iowa A-20 DP mere = Bape oo ns The Journal of the National Education Association |'0lum Let other associations adopt similar , — resolutions and let teachers and others write to their representatives in Con- 1 B cress, urging action to protect the health | § of the people in these matters. The following resolution § was Half as Sick e } adopted by the Department of Superin- 9 ™ . f — tendence of the Mississippi Education When You're Sick Association: 7 | Under hie e We urge that all superintendents and prin- T.C.U. Umbrella! cipals assume and exercise an aggressive lead- That’s what a Teacher writes about her ership in getting the members of their respec- is § tive teaching staffs to join the National Edu- own experience with unexpected illness and T. C. U. Protection. We quote the You Aren't r. [ cation Association, as well as the Mississippi Education Association, since the problems of public education are national, and the Na- tional Education Association is waging a deter- h, } mined fight in the nation and in Mississippi following from a letter written by Miss r- — for adequate school support. Ellen Richardson, Jacksonville, Fla. : of : . ; “The T. C. U. is all that it guarantees to be. Illness doesn’t make you half as sick e Santa Cruz, California, recently when all the worry is taken out with a T. C. U. policy. You pay your bills promptly, paid tribute to Mary E. Morgan, who | for you receive your T. C. U. benefit as soon as application is filed.” has completed fifty years of service as is } teacher and principal in that com- Cut Out Worr and Ri ° ; “ne , IsSK—j Ol nd } munity. In addition to her work in the y n the . ° ° ive a ‘ ; ba has schoolroom, Miss Morgan aA given Reet my doing it now—getting under , P S af as a citiz and lavman _ the T.C.U. Umbrella and letting the T.C.U ith valuable ervice a ac en y All These Benefits Are Y ours share the risk of loss of income by reason ate — on the Santa Cruz county board of edu- of met spay a or Quarantine. Al- 5 aan act air pe marc $50 a Month (and up) when you are ways the sensible course, it has now be- = cation for the past eighteen years. totally disabled ow . vee. ye Fo come the popular one. [Continued from page 64] NortH CaroLIna—High Point, Johnson Street. fining illness. $11.67 a Week (and up) when you are salary quarantined stopped. and your has Decide now to become one of those for- tunate teachers: —Who have no financial worries due to Accident or Sickness. )34 Oun1o—Cincinnati, Douglass; East Cleveland, Pros- 25 a2 Month (and up) for illness that ~~ ae a regular income in time pect; Sglem, Columbia; Wood County, Milton does not confine you to the house but ers Township. keeps you from work. Just sign your name and address in the coN—C C ty, Powers District Number 31, - Sa VRE 3 coupon, tear off, and mail for complete in- ary eon hg District Steuer 36, "Toenaieien Dis- wa nese ange Lamthgered nares Sar formation. It will place you under no obli- . i y 38; Pinehurst, North Pinehurst. ‘ . a he gation. rin- trict Number 38; , an established hospital. PENNSYLVANIA—Bucks County, Bensalem Township : a eos F $50 a Month (and up) when you are — ~ ‘ T ret > cone Distrist, Lower Mabaid Township, Middle- totally disabled by injuries received Teachers Casualty Underwriters re- town Townchip, Newton Township, Sellersville Se ar deat ie on at 639 T. C. U. Building Lincoln, Nebr. q Borough Elementary, Solebury Township, Wy- ~ tele z 7 — is Pp combe. Yardley Borough; Hanover, Walnut Street; disaster. | re: te rr be, pea the Manheim, Manheim Borough Public Schools, Ele- $333 to $1000 (and u for major acci- . ae cee - an ‘ 4 his eentary, High; Pittsburgh, oor Reading. wee 1 ot igge BS a aden pest : FREE INFORMATION COUPON : mont; Kostraver Lownship, Rostraver Township These indemnities are increased 10 s To the T. OC. U 2... 2 : iN Public Schools, Collinsburg, Darr, Junior-Senior per cent for each consecutive annual H ™ a “ ~ . oon Pas (A, 5 AS- High, es" guns ae. bry =e, eo renewal of the policy for not to ex- : NOs: a 5 ebster; Whitehall Township, Whitehal own- ceed five years. H : , : : dig Bhatsict Pabiic Schecks. Camenten Blemes- J : I am interested in knowing about H tery, Egypt Elementary, Fullerton Elementary, Double these benefits for travel acci- s your Protective Benefits. Send me § Hokendauqua Elementary, West Catasauqua Ele- dents sustained in railroad, street- s the whole story and booklet of testi- § ven- mentary, West Coplay Elementary, Whitehall car or steamboat wreck. s monials. : , High, Whitehall Junior High. iti : 4 se of Operation benefits in addition to other my 2 s Lewes Tennessee—Bristol, Bristol Public Schools, Ander- benefits after your policy has been : Name H — — — ——> —_ — maintained in force for one year. H H on eights, 2. ~— 4 ng of les mencongy — _— ey Policies with increased benefits are also : Address . . Thia « "es > ge -_ . . mest yo fe = Amelia; Dallas, Colonial, Rich- “ened, : Se ans eo a nage enter ae : ar agow, San Jacinto. : : . 1B " = SSSSSSSSSSSSSSSSTESESSEESETSEESEEE EEE eeeeSe ssece® “a West Vincinta—Canebrake, Grade; Skelton, Skel- = —eT the ton. f the | Wsconsin—Milwaukee, Morgandale. ed. Is, Current Year tary ALABAMA— Birmingham, Cunningham, Lakeview, Ull- i | U D a D in your summer plans man. C L for 1934 should be ared — Alsska—Cordova, Government; Unga, Unga. : ARIZONA—Maricopa County, Alhambra clate F¢ “ I. N.E.A. Co ti Washing D.C > 30-July ¢ ALIFORNIA—Alhambra, Central, Marguerita, Ra- - a nvenrion, as ington, . + pune . -Ju yo n 0 so | peggy ye Broadway, Citron; Emeryville, ° utter; Los Angeles, Ann Street, Avenue Twenty- ) > resi: | one, Grithn “Avenue, Harrison’ Street, Hermon ll. The Special Post-Convention Tours to Europe * Malabar Street, Mayler Street, Ninety-second ° Per Street, a Ninety-sixth Street, Paducah Street, Tour A—July 7—Aug. 8. Guaranteed price, $385. Scotland, een Aane Place, Rosemont A . oI - “we a aie help cael Aveace, Wanderhind Monn win WAE Rent England, Paris, Switzerland, Oberammergau ruct- | Riverside, Lowell, Palm; San Diego, Florence, ( Passion Play), Austria, Italy. h ion San Luis Obispo, Emerson; Santa Bar- 2 ; ip - wean —— ~ - ye i Tour B—July 7—Aug. 17. Guaranteed price, $648. Same as -ORADO—Denver, erkeley; rt Morgan, Grant; ” ¥ * BS Pueblo District Number Sk Besusaes, Costin “A” to Oberammergau, then Germany, Austria, or In- ntra rade, Central Junior High, Columbian, 77th New ciation dison, Lake View, Lincoln; Sterling, High. ConnecticuT—Bristol, Clarence A. Bingham; Stam- ford, Julia A. Stark; Stratford, Garden, Whitney. [Continued on page A-22] Volume 23, Number 2; February 1934 Russia, and Scandinavia. WRITE FOR DETAILS Mention THE JouRNAL when writing our advertisers Teachers Travel Service E. R. Bryan. Director 1201 Sixteenth Street N. W., Washington, D. € A-21 [Continued from page A-21] Detaware—Delmar, Delmar; Gumboro, Gumboro. * SUMMER SCHOO memes Fioriwa—Dade County, William Jennings Bryan Elementary, William Jennings Bryan Junior High, Little River, Miami Beach Elementary, Ojus Ele- IN RUSSIA mentary, Santa Clara; Daytona Beach, Volusia; e * Miami, Highland Park, Riverside; Tampa, Thomas Jackson. ° ° ° Georcia—Macon, Alexander IV, Fort Hawkins. Registration is now Open for Sum IpaHo—Albion, State Normal; Pocatello, Washing- ton. School Courses at the First Moser ILtrnois—Aurora, East Side, Brady; Chicago, Bur- Attend Su B(Olorad in the o Rockies ley; Peoria, Lee; Rockford, J. Herman Hall- University, 1934 session, July 1 a ea yay es . strom, P. A. Peterson, Turner; St. Clair County, CONTINENTAL DIVIDE -Seen on Student Tours Public District Number 190. to August 96th. A wide range; | INDIANA—East Chicago, Garfield; Elwood, Edge- P wood; Fort Wayne, South Wayne; Indianapolis, H : HE UNIVERSITY OF COLORADO, in the Public Number 29; Rushville, Havens; South courses on social, economic, ed “! i foothills of the Rockies, offers you a Administration Building, Central Senior tional and language subjects will | ( unsurpassed opportunities for com- Satete ‘ ‘ \ +a . ° ANSAS—Cullison, Cullison Public Schools. . ° . . e bining summer study with recreation. Loutstana—Logansport, High. givenin English by prominent do Organized hikes and week-end outings; Maine—Winthrop, High. : visits to glaciers; automobile excursions Se ae Mer soe oom be as a | professors. Ten courses, thirty ho ; n , . T 4 e e = rts, oston ubDiic choois; steucester, abdson, | pare a meat ecm Collins Junior High, Haskell, Maplewood, Mt. Six weeks’ work, four of reside ain climbing; mountain camp maintaine¢ Vernon, Riggs; Malden, Belmont, Converse; ( for summer students. Altitude of one mile, Southbridge, Schoo! Street Primary; Worcester, study and two of travel field we within sight of perpetual snow,givesunex- ( Pease ing wid ag lili wate celled climate & stimulating atmosphere. ; pg gag a ey ee ene University credit possible. * | MInNesota—Duluth, Ely, Ensign, Kenwood; Minne- 4 ( First Term, June 18 to July 20 | @polis, William Penn. Sesent teenie Seian dh (| oa, Ct wet THE ANGLO-AMERICAN INSTITU Nevapa—Goldfield, Goldfield Public Schools. Courses in Arts and Sciences, Medicine, New Jersey—Camden, H. L. Bonsall, Powell; | of the FIRST MOSCOW UNIVERSITY | — ‘ y ane : a: Manasquan, Manasquan Public Schools, Grammar, Law, Educ my Peet eg > pon Junior-Senior High; Montclair, Rand; Moores- inquiries to Journalism, Art,anc : usIC. 11d COUrses town, Moorestown ‘Township Public Schools, . ‘ ‘ in Geology and Biology.MaisonFrangaise, Junior High, Lenola, Public Number 7, Public Institute of International Education, Ix Casa Espafiola. University Theater with Number 9, Special Teachers and Supervisors; Two West Forty-fifth Street, New Yor special instruction in Dramatic Produc- Morristown, Alexander Hamilton; Neptune Town- ship, Summerfield, Whitehill Number 3; New Brunswick, Nathan Hale; Ridgewood, Harrison, George Washington; Summit, Franklin. } tion. Many special courses for teachers, supervisors and administrators. Special ten a i i a a opportunities for graduate work in all New York—Carthage, Grade; Corning, Public Num- | departments. Excellent library; labora- y tg a, lh a ny newly THE OPEN ROAD tories.Organ recitals and public lectures. Central; ; Poughkeepsie, Poughkeepsie Public . a “ Schoo!s, Bowne Memorial Hospital School, Gov- 1 Vacation Railroad Rates ernor Clinton, Christopher Columbus, Continua- Boulder Common Point from tion, Edward Elsworth, Benjamin Franklin, Junior | ms . High, G. W. Krieger, Abraham Lincoln, S. F. B. | Eastern States RUSSIA \ Morse, Senior High, William W. Smith, Special ) ? Teachers and Supervisors, Warring; Schenectady, rT e . | Woodlawn; Southampton, Southampton Public ( University of Colorado ) | | seioois."tie. EIGHTH SEASON \ | NortH Caro_ina—Durham, Holloway Street. ii . ( Ou1to—Akron, Allen, Bettes, John R. Buchtel High, ‘i iti | Boulder, Colovadds | Colonial, Findley, Forest Hill, B. F. Goodrich, | - ape pe san nee oan A \ Roeey, Bevel _— emg = a leg ary | merican intellectuals who visi : ame ate aieth tie ome andi a Gee Ge eee aoe Park, Mt. Hope, Perkins, eiffer, Smith, Voris, 1 . Windemere; Centreville, Washington Township: the U. S. S. R. went through the Ai SEND TODAY for Complete Information Cleveland, Larchmont; Cuyahoga County, Butter- Open Road. They did so because A | nut Ridge (North Olmsted); Dayton, Residence DEAN of the SUMMER QUARTER (DEPT. s) | this non-commercial organization University of Colorado, Boulder, Colo. with its independent representation in the Soviet Union enables the inquiring traveler to see most in the least time and at least cost. | | Park; Dola, Washington Township Centralized; | Fairfield County, Liberty Union; Hamilton | | County, Liberty District; Kalida, Kalida; Logan, Logan Public Schools, Central, East, Junior High, | Senior High, West; Ohio City, Ohio City-Liberty; | | Saint Bernard, High; Toledo, Sunset Park; To- l Please send me the bulletins checked below : Summer Quarter Catalogue— —— | Summer Recreation Bulletin Field Courses in Geology and Biology ronto, Central, Franklin; Warren, East Junior Graduate School Bulletin High; Wickliffe, Wickliffe Public Schools; Wy- oming, Wyoming; Youngstown, Harrison. OKLAHOMA—Oklahoma City, Emerson. OrREGON—Coos County, Union High District Number 2, Coquille District Number 8, Bunker Hill Dis- trict Number 85; Oregon City, Eastham Elemen- tary, Senior High; Portland, Woodmere. PENNSYLVANIA—Buacks County, Buckingham High, South Langhorne; Carbon County, Penn Forest Township; Coatesville, Coatesville Public Schools. James A. Adams, Columbia Avenue, High, Main Street, Craig Ridgway; Dormont, Pittsburgh, . Dormont” Public Schools, Dormont High, Hills- ATHLETICS FOR GIRLS dale Elementary, Kelton Avenue; Greenville, te 9 — so, Gate Fae —— , ‘ ‘ — ‘ashington; anover, anover Public Schools, A Digest of Principles and Policies Eichelberger, Hanover, High Street, Junior High, | doe Senior High, Walnut Street; Hazleton, Special | Teachers and Supervisors; Pittsburgh, Larimer, | Perry High; Reading, Oakbrook; Sullivan County, | Sullivan County Public Schools. SoutH Dakota—Aberdeen, Northern Normal and Industrial; Sioux Falls, Bancroft, General Beadle, by those who are concerned with the nn ae , : physical education of high school girls. eens + eg ar Cy uty Re —, Death A 14 page pamphlet — price 10 cents a | ipome.&. y- Agpae Peabody, John H. Reagan; copy. Discounts for 2 to 9 copies—10%; UtAH—Granite District, Boone; Salt Lake City, 10 to 99 copies — 25%; 100 or more Longfellow; Salt Lake County, Granite Junior More Americans of the profes sional classes look forward now te personal exploration of the Soviet world. The Open Road offers them the experience and connections of years of friendly cooperation with key individuals and institutions in the U. S. S. R. NAME ‘ Street-and No. City and State Service to groups and those who travel on their own — Detailed advice om application to THE OPEN ROAD, inc 56 West 45th Street . New York ¢@ Cooperating with Intourist ¢ Administrators and Teachers in Junior and Senior High Schools marRARAAANH OOwowwnowowoo »>>>>?>>> Answers to many of the questions asked ARE YOU GOING TO CLEVELAND? ‘i aetna ieee Gk oe -opies — 331K %. High. : ; | pina 7 VirGINIA—Alexandria, Groveton; Bath County, _ ee a ian ” i) The Department of School Health ea . ~ ep eee | February 24- March 1, 1934 § s ASHINGTON—. . v ; say “ ’ y | and Physical Education of the — ua. lee FOR RAILROAD CERTIFICATES apply to National Education Association West VircintA—Greenwood, Greenwood. 1201 Sixteenth St., N. W., Washington, D.C. | WisconsIn—Oshkosh, Lincoln; Superior, Carpenter, Ericsson, Franklin, Itasca. Wyominc—Casper, Natrona County High. J. W. Crabtree, Secretary, N. E. A., Wash., D.C. FOR HOTEL ROOMS apply to A. H. Skean, Terminal Tower Bldg., Cleveland. Mention THE JOURNAL i bs as oa A-22 when writing our advertisers The Journal of the National Education Associati CLEVELAND A comprehensive display and Ln demonstration of school equip- ment and teaching aids at the Sixty-fourth Annual Convention of the DEPARTMENT OF SUPERINTENDENCE of the National Education Association February 24—March 1, 1934 The Exhibit at Cleveland will be held in the Public Auditorium, a most complete and attractive build- ing, in which general sessions and other important convention activities will be held. * * * The Exhibit is an outstanding feature of the convention; it is directly effective in its suggestions and help for improvement of school methods and administration. st in | cost. | ofes- now load and | ndly Juals >. R. ravel eon INC. York _ The firms and organizations listed below have arranged to participate in the Cleveland Exhibit. (January 10, 1934.) The Department of Superintendence and the Allyn and Bacon American Child Health Association American Crayon Company, The American Education Press, Inc. American Library Association American Medical Association American School and University, The American Seating Company American Type Founders Sales Corp. Anglo-American Institute Arabol Manufacturing Co., The Arlo Publishing Company Association for Childhood Education Balfour Company, L. G. Barnes and Noble, Inc. Bausch and Lomb Optical Co. Beck Duplicator Company, The Beckley-Cardy Company Binney & Smith Co. Bobbs-Merrill Company, The Book House for Children, The Bradley Company, Milton Bruce Publishing Co. Burroughs Adding Machine Co. Caproni & Bro., Inc., P. P. Chicago Apparatus Company Children’s Flower Mission, The Christian Science Monitor, The Clarin Mfg. Company Colgate-Palmolive-Peet Co. Columbia School Supply Co. Compton & Company, F. E. Conn, Ltd., C. G. Continental Car-Na-Var Corp. Denoyer-Geppert Company Derby Company, P. Deskor Chair Sales Corporation DeVry, Inc., Herman A Dick Company, A. B. Dictaphone Sales Corporation Dudley Lock Corporation du Pont de Nemours & Co., Inc., E. I. Eastman Teaching Films, Inc. Educational Test Bureau, Inc. Erpi Picture Consultants, Inc. Esterbrook Steel Pen Mfg. Co., The Evaporated Milk Association Faber Pencil Co., Eberhard Finnell System, Inc. Ford Sales Co., The J. B. Gaylord Bros. Ginn and Company Girl Scouts, Inc. Gregg Publishing Company, The Gunlocke Chair Co., W. H. Hale & Co., E. M. Hall & McCreary Company Harcourt, Brace and Co., Inc. Harter Publishing Company, The Heyer Corporation, The Heywood-Wakefield Company Hild Floor Machine Company Hillyard Chemical Company Holden Patent Book Cover Co., The Houghton Mifflin Company International Business Machines Corp. International Time Recording Co. International Projector Corp. Iroquois Publishing Company, Inc. Irwin Seating Company, The Ivan Bloom Hardin Company Joint Commission on the Emergency in Education Joint University Press Exhibit Journal of Home Economics National Education Association cordially acknowledge their cooperation. Laidlaw Brothers Laurel Book Company Lyons & Carnahan Linguaphone Institute of America, Inc. Macmillan Company, The McGraw-Hill Book Company, Inc. McKnight and McKnight Merriam Company, G. & C. Metropolitan Life Insurance Co. Midland Press, The Moore Company, E. R. Multistamp Co., Inc., The National Broadcasting Company National Dairy Council National Geographic Society National Lock Co. Nation’s Schools Publishing Co., The Nelson Corporation, The Herman Nelson & Sons, Thomas Norton Door Closer Co. Nystrom & Company, A. J. Owen Publishing Company, F. A. Palmer Company, The A. N. Palmer Company, The Practical Drawing Company Prentice-Hall, Inc. Project Globe & Supply Co. Public School Publishing Company Quarrie & Company, W. F. Rand McNally & Company RCA Victor Company, Inc. Remington Rand, Inc. Row, Peterson and Company Royal Metal Manufacturing Co. Royal Typewriter Company, Inc. Sadlier, Inc., William H. Sengbusch Self-Closing Inkstand Co. Silver, Burdett and Company Smith & Corona Typewriters, Inc., L.C. South-Western Publishing Company Spencer Lens Company Spencer Turbine Co., The Standard Electric Time Co., The Standard Mailing Machines Co. Standard School Equipment Co. Starr Piano Company, The State Teachers Magazines, Inc. Stilz & Bro. Co., Louis E. Tiffin Scenic Studios Underwood Elliott Fisher Company Unity School of Christianity Universal Publishing Syndicate University of Chicago Press University of lowa University Publishing Company, The Victor Animatograph Corp. Vonnegut Hardware Company Walraven Book Cover Co. Ward Company, The C. E. Wayne Iron Works Weber Costello Company Webster Publishing Company Wetmore Declamation Bureau White Sewing Machine Corp. Williams Pivot Sash Company, The Willsie Company, Paul A. Winston Company, The John C. Woodstock Typewriter Company World Book Company World Letters, Inc. Wright Co., E. A. Yale & Towne Mfg. Company, The ND? itto, Inc. Kent Company, Inc., The Schirmer, Inc., G. ; Yawman and Erbe Mfg. Company | Doubleday Doran & Co., Inc. Keystone View Company, Inc. Scholastic Corporation : the # Draper Shade Co., Luther O. Kundtz Company, The Theodor Scribner’s Sons, Charles Zaner-Bloser Company, The | ly eA PI ‘ he Cl land C ti DEPARTMENT OF SUPERINTENDENCE .C.} nd Convention be: mn your’ Uae op eves ; NATIONAL EDUCATION ASSOCIATION land. for a thorough inspection of the Exhibit 1201 Sixteenth Street, N. W., Washington, D. C. ociation Mention THE JouRNAL olume 23, Number 2; February 1934 when writing our advertisers N. E. A. publications will help you. Research Bulletins Price Per Copy CURRENT CONDITIONS IN THE NATION’S SCHOOLS. Vol. XI, No. 4, November, 1933. 24pp.............000- $.25 CONSTRUCTIVE ECONOMY IN EDUCATION. Vol Al, No. 3, September, 1963. 86pp. .. .......ceccces 25 SALARIES IN CITY SCHOOL SYSTEMS. Vol. XI, No. 2, March, 1933. 16pp 25 THE Scuoot BOARD MEMBER. VG. 2k, Poy B, OOeney, TGs. ABD. 6 iia sc cswaassucers a0 FACTS ON SCHOOL CostTs. Vol. 3, No. 5, November, 1982. 2400. ..0:......c6i000.%> 20 CRIME PREVENTION THROUGH EDUCATION. Vol. X, No. 4, September, 1952. 68pp ESTIMATING STATE SCHOOL EFFICIENCY. Vol. X, No. 3, May, 1932. SSpp 20 Health Education HEALTH EpucatTion—Second Edition. A program for public schools and teacher-training institutions, 19380. 251pp. a ee eres oe eee eee: 1.25 OM 59 os 5: WM elas ea oe OE a Te 1.75 HEALTH INSPECTION OF SCHOOL CHILDREN, 1933. 22pp..... .10 HEALTH SERVICE IN City SCHOOLS. ae, Pee Bema, SIGS ..gw cnn oc de scdneccecseeet 25 HrEALTH ESSENTIALS FOR RURAL SCHOOL CHILDREN, et ee NO, I ig sik ase sea eee ewan es 15 HEALTH IMPROVEMENT IN RURAL SCHOOLS. Rs ee IE, IE oo 60 00:05 55 ean ne ele wa eienen 25 ATHLETICS FOR GirLS—A digest of principles and policies for administrators and teachers in Junior and Senior a CLL ee eee er ee ee ee 10 * No further discount. Authentic Data on Salaries Up-to-date 1932-33 The Special Salary Tabulations of the Research Division of the National Education Association furnish information needed by those conducting salary studies. Write for details concerning the data available and the cost of the tabulations. They represent the best thoughts of leaders. Departmental Yearbooks Superintendence CRITICAL PROBLEMS IN SCHOOL ADMINISTRATION, Twelfth Yearbook, 1934. 384pp EDUCATIONAL LEADERSHIP: PROGRESS AND POSSIBILITIES. Eleventh Yearbook, 1933. 544pp CHARACTER EDUCATION. Tenth Vearnoek, 2OG2.. BOG. «ois ic i cissc sins ccccceee sc ben FIvE UNIFYING FACTORS IN AMERICAN EDUCATION. Ninth Yearbook, 1931. 544pp eee teers se eee eeeeeesecye ee a THE SUPERINTENDENT SURVEYS SUPERVISION. RAGE TOREROOK, FOGG, SELOD. 2 cos ccc cuesccccscevaan Elementary School Principals THE ELEMENTARY SCHOOL LIBRARIES. Twelfth Yearbook, 2088. Gta. « oc