OURNAL | The of the NATIONAL EDUCATION _ ASSOCIATION Educating Children for the New Deal Rabbi Silver * € enchisions of the Cleveland Conven- tion Charles H. Judd Needs of the Schools Presented to Congress 7. ae A Dynamic Pro- gram for the Profes- sion . Sixty Educational Books of 1933 See page A-35 for complete Table of Contents ‘ APRIL ° 1934 VOLUME 23 NUMBER 4 _—— Four Factors that Help Teeth Last a Lifetime are Right Food, Dental Care, Personal Care and Plenty of Chewing Exercise. Right Food Dental Care Personal Care Chewing Exercise Dentists started it. The manufacturers = ing do they get in this age of Soft Food. of chewing gum had thought of their prod- Forward Looking Chewing exercise offered by gum, 5 to 10 .. business groups shun ex- uct merely as a wholesome, pleasure arti- eset datemente, Thaw minutes daily (especially after meals) 3 3 " . ; ities t ‘ cle until the dentists brought it to mind ont upon qvent Uaienseitios te tends to be a definite dental benefit. For ? make impartial investigations that chewing gum played a serious part of their products. Results of children it is very much to be recom- such research form the basis ; ; in aiding people to have better teeth. of our advertising. What you mended as crowding and overlapping read over our signature about . Lack of chewing exercise, they pointed dhautanmensunsnnbliens, teeth are due in no small measure to lack 7 . * sa \ The National Association of : out, is one of the contributing causes for Pm cn” te of chewing. the present deterioration of teeth. Teeth Pier 23, Rosebank, I ca ct yo, There is a reason, a time qnd a place for are to chew with but precious little chew- Chewing Gum. From Pe. Primer Through kighth Grade THE NEW 2) SILENT READERS fj LEWIS, ROWLAND, and GEHRES “e y A unified, systematic reading program from the first grade G | through the eighth, carefully planned to develop power in all types of reading, especially textbooks and other reference sources. NS HE NEW SILENT READERS establish the mechanics of reading rapidly and thor- oughly. They provide content which is entirely new and so inherently interesting that the pupil cannot keep from reading it. They promote and direct pupil activities which are practical and of real teaching value. They develop all essential reading skills carefully and continuously, and follow up each skill from grade to grade. THE NEW SILENT READERS are more than readers—they are actually textbooks in reading. For basal use, or for supplementary use in connection with readers which are predomi- nantlyof the story type. Economical accessory material: Interleaved Teachers’ Manuals. WRITE FOR FULL INFORMATION THE JOHN C. WINSTON COMPANY PHILADELPHIA CHICAGO ATLANTA DALLAS SAN FRANCISCO An‘inside view of the first school in the wilderness, taught by Mrs. Jane Coomes in old Fort Harrod in 1776. In this school a goat skin, with the map of Kentucky burned into it, served as one of the important teaching 60 aids—a striking contrast to modern teaching methods. GIANT STRIDES No industry or profession has made greater progress than education. Shackled in many cases by politics, antiquated laws and lack of funds, education and educational methods have, never- theless, moved forward with astounding rapidity. Prominent among the teaching aids which have assisted in this program of improvement and progress are Ditto and Ditto Workbooks. NO MORE maps on goat skins for schools equipped with Ditto machines, nomore strained eyesight for pupils, or overtime for teachers. Ditto is like a blackboard on every desk. Each pupil is supplied with individual copies of examination questions, maps, and lesson sheets, quickly and economically. teaching aids offer equal opportunities for help- ing you to improve teaching methods and reduce educational costs. Return this coupon today. Ditto INCORPORATED 2243 WEST HARRISON STREET CHICAGO, ILLINOIS Investigate Ditto and Ditto Workbooks. Few | One hundred and fifty-eight years have brought undreamed of changes in education. Today, thanks to modern teaching equipment, every pupil has an individual copy of maps, lesson sheets or examination questions—accur- ate, economical, free from eye strain, saving hours of time for the teacher. IN EDUCATION Anything you write with pencil, pen and ink or typewriter can immediately be repro- duced on Ditto—all in one operation with- out stencil, carbon or type. It saves precious teaching hours, eliminates nightwork and reduces educational costs. And today, added to Ditto’s marvelous flexi- bility, speed and economy—a new and greater feature is presented—Ditto Supplementary Teaching Workbooks. Each page of these books is printed in Ditto ink. They are ready for instant reproduction on Ditto. You buy only one book for your entire class — the copies are made on blank sheets of paper at a cost of less than five cents a hundred, DITTO INCORPORATED 2243 West Harrison Street, Chicago, Illinois OPlease send me without cost or obligation, your new book, “Ditto for Schools and Colleges”. CD Please send me your catalog of Ditto Ink Printed Workbooks. 7 Es ee ae Bes cence ene meer ceny eaey enmnensveees eueP eden nares tet ints emer oe Mention THe JourNaAL Volume 23, Number 4; April 1934 when writing our advertisers Catalog and Picture | File Combination | Economical and Convenient, this compact Sectional Cabinet is ideal for housing the card catalog, transitory material, pictures, etc. Most desirable when future as well as the present needs are con- sidered. Built up in sections, this combination of units is espe- cially recommended for Schools or Libraries. Made of quarter-sawed white oak in light or dark finish. Drawer Pulls and Label Holders are of cast bronze, highly polished. 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WORLD BOOK COMPANY | Yonkers-on-Hudson, New York 2126 Prairie Ave., Chicago | Boston Atlanta San Francisco Dallas Portland A-34 Mention THE JouRNAL : : » siecle when writing our advertisers The Journal of the National Education Association The JOURNAL of the NATIONAL EDUCATION April 1934 Vol. 23,No.4. ASSOCIATION In This Issue JOY ELMER MORGAN H. A. ALLAN Editor Business Manager yr Papers — New Deal........ he: 97 Published by the National Education Association JESSIE GRAY J. W. CRABTREE The Cleveland Convention..................... 99 President Secretary Educational Recovery and Planning............. 103 John K. Norton ° Between Editor and Reader Conclusions of the Cleveland Convention......... 104 Charles H. Judd Tue May and June issues of THE JouRNAL . ; will be combined again this year, following the practise Needs of the Schools Presented to Congress....... 105 of 1933. The combined issue will appear the middle of A Dynamic Program for the Profession errs 106 anny. Rates arenas dew eamtenioe mengeng wale the rl sociation’s policy of making such curtailments in printing Vacation Time for School Children Ue 107 and salaries as will maintain a balanced budget. Eugene T. Lies Types of Taxes: The Sales Tax ................ 110 "Tue Fesrvary number of THe Journat of the Harley L. Lutz and William G. Carr National Education Association is the most stimulating = single edition of any magazine that has ever come to my United We Stand.. = eh nici 'aa ak aie renee, See desk.—Oren E. Long, NEA director for Hawaii, and i Hawaii Educational Review. County Parks and Rural Life................... 112 ot, Sane ere sa ta Henry S. Curtis How to Save the Kindergarten.................. 114 W HICH ARTICLE in this issue of THE JOURNAL Fred Eanetbendl i bk lll did you find most helpful? Write the editor. THE JouRNAL belongs to the members of the profession. What the American School Means to Me......... 116 How the New Deal Came to Dunderland......... 117 "Tue worK of the Joint Commission on the Donald R. Richberg Emergency in Education at Cleveland was outstanding. . , The Commission is giving a strong, judicious, and intelli- Group Study and Faculty Meetings............. — gent leadership to both educational and lay forces on be- New Values in Home Economics................ 119 half of the schools and the children. Frances Zuill Sixty Educational Books of 1933................ 121 I DEMOCRACY is to mean more than the count- i ; i ing of noses, or the victory in a conflict of ignorant clamors, The Opportunities of Business Education......... 125 darkness and noises of night, it must mean a society which Paul S. Lomax thinks and reads and discusses, and whose balance of Builders of Crer Prolication A-38 judgment, rather than blind loyalty, directs its ends. Dios, UCL wt wie Such a society cannot exist without free access to books.— Notes and Announcements..................... A-42 Arundel Esdaile, secretary, British Museum. The payment of $2 active membership dues entities a member to attend 2il meetings of the Association and its departments, to vote for delegates to the Repre- 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 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Please report at once any change address, giving old as well as new 1 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 October 28, 1920, at the postoffice at WE 00 OUR PART het em D. <. ates Be act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, a zed January 26, 4 Volume 23, Number 4; April 1934 (OnE use of the Webster Readers will eliminate many failures in reading, thus avoiding such unpleasant meetinzs as the one shown bere. Reading Failure—a Tragedy ... for the Home Citele. Material of the others. This picture of failure is to be found in neatly every Webster Reading Cninuhe classroom. However, there is a remedy for reading failures: Authors: Clarence R. Stone and Ida Vandergaw Sein Sian es The Webster Readers were designed to teach beginning classes om, Jip, an MO. cc ccececccssecesesesesesece ic ° ° Pririer.” Illustrated in colors. 128 pages, 534 x 73 to read. Three and a half years of experimentation were performed PegPrimer and Primer Workbook. ........++-. 15¢ to produce a set of basic readers that would reduce failures to a PrePrimer and Primer Chart Material........ $4.00 minimum. Wherever teachers and supervisors have made a study aan iis of these books, they have given them a high rating. We want First Reader. Illustrated in colors. 176 pages, 5 4x7 3% you to know the Webster Readers—not merely to know that a Wf cad Feu Book for Heay Now Stocies.....15¢ new set of readers has been published, but to know the Webster Manual. -...... ptstsesese weutwegece 60c Readers well enough to understand thoroughly the contribution Piha |) is ~~ salaacasaaiinianpeenits ye made by Mr. Stone and his associates; to become acquainted with second Reader. Illustrated in colors. 256 pages, the whole group of material—readers, manuals, workbooks, and 4x/\% A is ‘ 4 Wosk oad Tes Beck to secomoany Jevbel chart material—which constitutes the most complete equipment gmmnd | Dee eane ee een 18c and the most effective method of teaching beginning reading. New Trails in Reading. ....;..+....++0++4.. +2:54e What makes the Webster Readers so teachable? Let a supervisor Wephdeah Hetave Waele maa eee of reading answer this question. She says: 64 pages, 8 x 11 “First, their universal appeal to all children because of the use of only universally Menual. . SE Or has ee weeeees 60c known nouns; second, their predominant human interest to all children because of Chersiinethien Mhecniaetinata shins , the common experiences related; third, their natural simplicity which makes it sification Test for Beginners in Reading...... 4c p : ° “thee f ti °° By C. R. Stone and C. C. Grover. 12 pages, 7 x 105% possible for all children to learn to read with a minimum loss of time. The prices above are net, £. 0. b. St. Louis. Before selecting readers for your reading program, write for information concerning the Webster Readers. WEBSTER PUBLISHING COMPANY 1808 WASHINGTON AVE. . . . ST. LOUIS, MO. Mention THe JourRNAL c ‘ ve A-36 when writing our advertisers The Journal of the National Education Association Eis: is failing in reading. Her case is typical of thousands of t] Wi the Webster Readers. 5 a LL over the world the New Deal has A begun. In some countries it is far advanced. In others—in ours —it has only taken the first feeble, hesi- tant steps. But its progress is inevitable and the change which it will bring about will be permanent. The New Deal is not an emergency measure to tide over a de- pression. It is a reorganization of society to make future depressions unlikely. Its purpose is to refashion the economic sys- tem under which we have lived and which has now been found wanting in so many essential features. In refashioning our domestic economy, it will, of course, also refashion government. For politics is a byproduct of economics. Inevitably it will affect our moral code, our social thought and action, our attitudes and our aspirations. The New Deal will give us a new civilization. It remains to be seen whether it will be a better civiliza- tion or not. The advent of the New Deal was not a matter of choice. Life willed it and we must adjust ourselves to it. We must try to control as far as possible its future development in the hope of ac- quiring under it some of the desirable things which the old deal failed to give us, while at the same time conserving some of the precious and cherished values of the old dispensation. The New Deal will not give us perfec- tion. It will give us a new chance to mold our world a little nearer to our hearts’ desire—to give our children a larger measure of security than we enjoyed, to raise some of the valleys and level off some of the peaks, to wipe out some of the glaring inequalities, to resolve the contradiction between abundance of all things and the inability of millions to partake of them, and to substitute for uncurbed competitive individualism a measure of social planning and control. These things are coming to be. He who resists them is like King Canute fatuously trying to stem the oncoming of the ocean. The readiness with which we will face the new situation, the cour- age and vision with which we will set about organizing for the new social order, will determine whether that new social order will be born in agony, and in blood —or not. - Our government is making a valiant Volume 23, Number 4; April 1934 Educating Children for the New Deal Rassi ABBA Hitter SILver The Ansel Road Temple, Cleveland effort to lay the foundations of the new social order in peace and security. It is trying thru many new and untried de- vices to solve the desperate problems of T IS PLAIN from the record of the Cleveland convention that the | schoolmen and women know all too | well the magnitude of the calamity that has fallen upon the schools and | the children of America. But these | school people have lost neither their | courage nor their commonsense. Casu- | alties since the last meeting there have been, and well-earned retirements, but much of the old leadership is still strong and the new leadership is com- ing forward with its fresh energy and | eager spirit ready to carry on, to re- build, and to move forward. Measured by the quality of its thinking on funda- mental problems of school and society the Cleveland convention was much the best of the fourteen February meet- ings which the editor of THE JOURNAL | has been privileged to attend. unemployment, to put men back to work and to make their jobs secure, to corre- late production and distribution, to su- pervise and, insofar as it is necessary, to control industry, to raise the standard of living so that the purchasing power of the nation will be equal to its production power, to make banking, credit, and finance serve the ends of society and not the grasping ambitions of anti-social profiteers. All this is the work not of a day or a year but of an age! Our generation will only see the incipient stages of the vast transformation. It cannot succeed if the rising generation is not prepared intel- lectually and spiritually for it, if the ideals underlying it are not woven into the thought-pattern of the children of today—the citizens of tomorrow. It may be difficult for us, who are after all children of the old world, or at best children of a transition world, in which the old and the new clash and struggle for mastery, confusing us and undermining our confidence, to teach the new ideals to the rising generation with that full measure of confidence and en- thusiasm which the task requires. But the task cannot and must not be shirked because it is difficult. It is an additional challenge to the intellectual alertness and spiritual integrity of the truly great teacher. I offer no new theory of education and no new technic of education. I am quali- fied to do neither. And I suspect that the catalog of new educational theories has pretty well been exhausted. I further- more suspect that super-refinement in educational methodology is only another form of decadence. I merely suggest that greater emphasis should be placed in our education today in the social sciences and that the largest measure of freedom should be allowed in the teaching of these sciences. If we are to work for a better social order, our children must be taught to know what is wrong with the existing social order. Its deficiencies must be un- covered, its shortcomings exposed, fairly, frankly, without passion or bias but with- out understatement, subterfuge, or apol- ogetics. The child must be made aware of what the price is which society pays for these deficiencies and shortcomings in terms of human suffering, depriva- tions, loss of opportunities, and discon- tent. He should be made to realize that these undesirable conditions are not in- herent or inevitable. He should be ap- prised of the plans and programs which have been offered to deal with these diffi- cult problems. He should be encouraged to study them fairly and critically—and should be directed into the ways of criti- cal appraisal. He should not be propa- gandized, only enlightened and guided. Care should be taken not to erect an emotional barrier between the child and certain ideas or sets of ideas which the teacher may regard as radical or revo- lutionary. The revolutionary doctrines of yesterday are the commonplace doc- trines of today. Economics, sociology, civics, government, international rela- tions should become the most vital and the most liberal sciences taught in our schools. On only one thing all teachers may well be dogmatic—on the moral signifi- cance of the coperative society which is coming to be. This has been the im- memorial dream—heretofore the unreal- ized dream—of humanity since the be- ginning. All spiritual movements of man- 97 kind had this ideal at the very core of their inspiration. All great religions taught the nobility of the shared life, of the peaceful, neighborly, and cooperative life. This has been the goal of all the weary marches of civilization. Our children should be trained to think less in terms of their careers and their personal success and material ad- vancement and more in terms of a help- ful and joyous co-worker in the com- mon social task. [Applause] The model for emulation set before the growing child should not be the poor boy who by dint of work and thrift became rich, but the boy who by dint of the cultivation of his character and the exercise of his talents became a valuable member of the com- munity, a builder of the better social order. The ideal which we hold up for our children in sports—teamwork—should be stressed in all the social sciences which we teach. Sportsmanship is one of the finest qualities of character and most tragically lacking in our economic and social life. A real game is won on merit only. In a real game, ancestry, influence, position, and money count for nothing. In a real game one doesn’t cheat, or ‘ bully, or play foul. In a real game op- ponents are, as far as possible, equally matched. When one’s adversary is handi- capped by weight or size or age, due allowance is made for the fact. Above all, in a real game, there are rules which the players are proud and zealous to observe. In a real game one is a generous winner and a game loser. And in a real game— it’s the team that counts and the in- dividual gladly subordinates himself to the group strategy for the sake of the ultimate victory of the team. If men would but carry over into their economic, social, and political life some of these splendid disciplines of sport- manship, what a cleansing of the Aegean stables there would ensue; how much more of justice and fair dealing and how much less of exploitation and cruelty there would be. For the sake of the chil- dren of the rising generations themselves, if for no other reason, they should be trained to think of themselves, as mem- bers of a great human fraternity—a co- operative commonwealth; for it will go hard under the New Deal with the lone wolf, the predatory exploiter, the anti- social omnivorous human! Greater emphasis should particularly be placed upon the science and art of democratic government, for two reasons. [Applause] In the first place, the sphere 98 of government will be immeasurably wider in the future than it has ever been in the past. Government will expand and embrace more and more of the eco- nomic field under the New Deal. That is the very key to the new approach. Our old economic system, largely free from government control, has broken down. Government had to step in, not merely to relieve widespread distress caused by this breakdown, but to salvage the very system itself. As government steps in, it takes more and more control—at first tentatively, eventually definitely and permanently. There can be no central planning without a large measure of polit- ical control. Hence it becomes impera- tive, now that our economic fortunes, too, are in the hands of government—that government shall come into the hands of the trained, the competent, the morally dependable. And this is possible only if the electorate is intelligent, informed, and alert. There is national disaster in the offing under the New Deal unless we can produce political leaders whose in- telligence and moral resources will prove equal to the tremendous demands which the new political economic régime will make upon them. Up to now we have been a people quite indifferent to politics. The very word among us has had an unsavory taste. We could get along— even with bad government. We can no longer! Bad government will wreck our whole economic life. In the second place, our democratic government is now on trial. It has been challenged. New theories of government have arisen which have engulfed great nations in Europe. Dictatorship has now a host of powerful champions in the world. It has been erected into a new philosophy of government. Government by the people has been denounced as a total failure. It should be ruthlessly sup- pressed. Fascism, Nazism, Bolshevism, re- gardless of their differing objectives, are united in one conviction—that progress is possible only thru dictatorship. Three hundred million people already live under dictatorship. If democracy has any future at all, that future lies with the great historic democracies of the world — England, France, and the United States. The one hopeful fact in the onsweeping tide of triumphant Fascism or absolutism in Europe is this: that those governments which have succumbed to dictatorship have never had a great democratic tradi- tion. Russia, which was the first to go dictatorial, lived under the most rigorous and oppressive type of dictatorship and had democracy only about six months during the Kerenski régime, so it was quite natural for the Russian people to J pass from one form of despotic govern- ment to another, especially when the other promised so much of economic im- provement to the masses. The political tradition of Italy has not been a democratic tradition; it rather comes from the city-states of the Renais- sance which were governed by men ex- actly the type of Mussolini, benevolent or malevolent dictators. And, similarly with Germany. The basic political tradi- tion of that country was not democratic, The tradition of Germany for 700 years was that of small states ruled by princes or grafs or dukes to exercise absolutist powers so that, when a period of emer- gency arose, the people could not and did not depend upon their rather incipient democratic institutions but scrapped them in their desperation. Now, these three great democracies, however — England, France, and the United States—have had a long tradition of selfgovernment of popular sover- eignty. They have passed thru many crises in the past without destroying their democratic apparatus, their democratic machinery, so if there is any future to democratic government in the world, it seems to me that future rests solely with these great democracies. If we fail to vitalize our democratic institutions, to improve our political apparatus, so that by means of them we shall be able to solve our desperate economic problems and bring about greater justice and greater security—then democracy will go under, even here. Under the New Deal, men will have more leisure than ever before. Out of 168 hours in the week, men will work 30 or 35 hours. They will have more time to spend on leisure than on work. How will men use that leisure? Leisure can de- vastate life or it can become the fruitful field for a growing and expanding life. In his leisure hours a man is free from the routine and drive of his job and he can then enjoy those adventures of mind and spirit which his routine tasks may deny him. He can recreate himself and abundantly enrich his life. For real living we need more than a job and an income. We need beauty and knowledge. We need books and rictures and music. We need song and dance and play. We need travel and adventure. We need friends and companionship and the interchange of stimulating minds. We The Journal of the National Education Association D and onths twas le to vern- 1 the Cc im- 'S not ather Nais- Nn ex- olent larly radi- ratic, years inces utist mer- 1 did Dient pped Cies, the ition ver- lany heir ratic e to d, it with l to , to that P to ems and will ave 168 ) or » to will tful ife. ‘om he - ind lay ind 1a ind res ind We the Ve ion need contact with all that has been created by the aristocracy of the mind, hand, and soul thru all the ages. All this we can enjoy only in our leisure. We must, therefore, teach our children how to use their future leisure time profitably and creatively by arousing their interests in those numerous activities of the body and mind which they can pursue as amateurs in later life. I spoke of the cooperative society. I include in that term mankind. Our children should be guided into the ways of international thought and international cooperation. In its first stages the New Deal seems to be leading to an intensi- fication of economic isolationism all over the world, and to an intensified nationalism and racialism. The economic struggle has led many nations to attempt to solve their problems thru economic nationalism. This has contributed to aggressive and competitive nationalism, all over the world. I spent the last year in Europe, a sabbatical year’s leave of absence. I traveled from land to land and from country to country. I have been in Europe many times before but I have never seen Europe so fractionalized as it is today. The universal ideal which captivated the minds of men in the 18th and 19th cen- turies, the ideal of a federation of Europe, has been pushed out of the minds of men. Inter- nationalism has become suspect. Some of the noblest ideals of mankind are today being broken on the wheel of nationalism. In some countries this nationalism is still further re- stricted to a fantastic race cult, and in its name citizens are being disfranchised, degraded, and denied the opportunities of education and even the mea..s of livelihood. This fragmentization of Europe has led to the wellknown mood of suspicion and fear which presages war. The youth of Europe is being deliberately indoctrinated with the idea of the inevitability of the next war. Every- where one finds the youth in uniform, marching and chanting war hymns. It is now sixteen years since the last war, and a new generation is now ready for the trenches. We must save our children from the blight of such nationalism and militarism. [ Applause.] In our teaching of history, we must stress the common fate and destiny of the human race, not only the fate and destiny of our own nation. We must stress the fact of our human interdependence. Above all, we must expose the villainy and falsity of national chauvinism, race snobbery, and religious fanaticism. We must clearly show that no nation can live unto itself, alone, and can solve its problems by itself, alone, and furthermore that no prob- lems are ever solved by war. LApplause.] No human hopes ever blossom amidst the broken corpses of the battlefields. In peace alone can human life unfold and the ideals of mankind thrive. Here then is our task: to prepare our children for the new day by stressing the social sciences, by frank and honest discussions of conditions as they are and of the projected plan by which to reconstruct them, by emphasizing the su- premacy of the cooperative life, by preparing our youth for active participation in political life, by arousing them to those supplementary curriculum activities which in later life will enable them to use leisure creatively, and by widening their mental and spiritual horizons, so as to include the whole of humanity, the fed- erated society of tomorrow.—Statement before the Department of Superintendence Banquet, Third General Session, Arena, Public Audi- torium, Cleveland, February 26, 1934. The Cleveland Convention T CLEVELAND the superintendents A went to school. Thru the general subject committees and the topic groups, the administrators studied, as- sembled material, discussed and delib- erated, and produced significant reports on the most vital issues of public educa- tion. This feature, an innovation in con- vention setup, was pronounced success- ful by participants and onlookers alike when the Department of Superintend- ence met in its sixty-fourth annual con- vention on February 24 to March 1. The program was arranged by Paul C. Stet- son, superintendent of schools, Indian- apolis, and president of the Department. The convention banquet was another new departure for the Department. Twenty-two hundred and fifty people were seated at the banquet tables which completely filled the main arena of the public auditorium. Cleveland’s facilities for handling a large convention are, in many respects, second to none in the United States. The public auditorium, with its main arena and smaller meeting rooms, the splendid facilities for exhibits, and its convenient location near the downtown hotels, makes a_ well-centralized convention possible. The local convention commit- tee, under the leadership of Superintend- ent Charles H. Lake, and the Chamber of Commerce proved most efficient in their arrangements for the convention, and most cordial in their welcome to the Volume 23, Number 4; April 1934 more than 6000 registered delegates, and the 10,000 persons in attendance. Despite the blizzard on Sunday after- noon, more than 3000 people crowded the Music Hall for the vesper service, which opened the convention. President William Lowe Bryan of Indiana Univer- sity sounded a spiritual note in his ad- dress on “Religion and Democracy”: Where shall we find an ideal that we may believe in thru whatever darkness and danger we have to pass? . . . I believe this to be the trend of evolution and life on this planet: that life, if we may personalize it for a moment, has sought to create beings that have a maximum of freedom and a maximum of free cooperation. ... The highest possibility is a society of persons, each independent, each free, each in large part selfdirected, yet working together in harmony toward the highest good. And religion must be free or it is nothing. Religion cannot live under a dictator who tells us what we must believe and what rites we should have and what ecclesiastical organization we must have. We must have freedom. The in- dividual must be able to go alone to the center of his heart to commune there mystically with his God and then must come from that com- munion to join with others in that free com- munity of soul which is the Kingdom of God. On Sunday evening the delegates were afforded a special treat in the first show- ing of the film drama, “The Human Ad- venture,” which was presented by James H. Breasted, director of the Oriental Institute, by special arrangement with the University of Chicago. “Education for the New America” was the theme for the second general session. John H. Finley, associate editor of the New York Times, opened the session with an address on “The New Leisure Challenges the Schools.” He said, in part: When the Creator banished man from the Garden of Eden in the person of Adam and Eve, He put them under what is called the “curse” of eating their bread in the sweat of their face. But either out of love or out of pity He made a code for their descendants, the human race, that they should not work more than six days in a week. [“Six days shalt thou labor and do all thy work.”] An employer of labor recently asked me if a five-day week would violate this commandment. But this com- mandment or code is now to be interpreted in the light of the Great Commandment, “Love thy neighbor as thyself.” For ourselves who are in the adult years, and some of us with little time-fortune left, so to use our leisure as to emphasize for them the most precious things even if we may not attain them, I have written this Leisure Command- ment: Remember the days of thy leisure to keep them holy. Thou shalt do with all thy might and skill thy share of the work of the world, whether on land, at sea, or in the heavens above the earth. Thou shalt keep as hallowed thy time of leisure and find thine hours of un- employment blest by thy best use of them. Superintendent Harold G. Campbell, new executive of the schools of the City of New York, spoke on “The Contribu- tion of the Public School”: We must, of course, proceed with the indi- vidualization of the educative process, but in dealing with each of our students as an indi- vidual we must make clear that he is one of group and that successful living depends upon cooperative effort by the individual in the group. We must imbue our youth with a determina- tion to strive for perfection in whatever he may undertake to do and to be mindful that he 99 Mr. and Mrs. Paul C. Stetson and daughter. tF BEHALF of the superintendents of this country, in convention assembled, I ex- press our gratitude for the patriotism of our teachers; for the unselfish and thankless service of members of boards of education; and for the sympathetic consideration of millions of patrons and citizens, without which our schools could not have withstood the adversities of the past three years——President Stetson in a radio ad- dress February 25, 1934. will be judged by the manner in which he per- forms the smaller tasks as well as the larger ones. To help him succeed we must convince him that intensive application of mind and hand, thoughtfulness, resourcefulness, and un- willingness to say a thing cannot be done until he has exhausted every legitimate means of doing it, is the only formula. We must widen his interests, make him curious and eager to know more and encourage him to be both an analvst and a critic. At the same time we must teach him to be appreciative rather than merely tolerant of the views and opinions of others. “Public Education and the National Welfare” was the topic of the address by George F. Zook, U. S. commissioner of education. He expressed his belief that: Our ultimate goal is a happy, contented nation of citizens whose personal rights are respected, who are conscious that the door of opportunity is always open to them, and who know that they are expected to make a contri- bution to the common good. To all of these considerations education makes notable contri- butions. Indeed, education and national welfare are so interdependent that one is inconceivable without the other. Ben G. Graham, superintendent of schools, Pittsburgh, reported on the 1934 Yearbook of the Department, Critical Problems in School Administration: The Commission believes that the critical problems which are presented to school ad- ministration can be solved successfully only thru intelligent leadership on the part of men 100 who are charged with the responsibility of school administration. If the public-school sys- tem of this country is to be protected from the dangerous forces now moving against it, re- organization is essential in respect to adminis- trative units. A public-school system cannot succeed as a part of our social order in a rapidly changing civilization with 12,070 school admin- istrative units in Illinois, 8747 in Kansas, or 2587 in Pennsylvania. A determined effort must be made under the leadership of school adminis- tration to reduce the number of school admin- istrative units to the end that we may achieve better schools at less cost with an equalization of opportunity for all boys and girls no matter in what part of the state they may reside. The convention banquet constituted the third general session. The music was furnished by the Cleveland All High- school Band. Charles E. Merriam, chair- man of the department of political science of the University of Chicago, who was scheduled to speak, was unable to be present owing to illness, but sent a message, which included the following: The next generation should not be penalized because of the stupidity of the present one. - Otherwise posterity will be more stupid than we are. If our poverty drives us backward toward a lower level of life, then we must go. But on the contrary, there is reason to believe that with our present resources and our present equipment, we might double our production and correspondingly raise the standard of living. For my part, I regard education as one of the prior charges on the national income. Expenditure for education is self-liquidating— an investment upon which there will be rich returns—the outcome of education is not a dead loss, but a living asset. The principal address of the evening, delivered by Rabbi Abba Hillel Silver, appears in this issue of THE JOURNAL. The Tuesday morning meeting, which was the fourth general session, opened with vocal selections by a festival chorus of 3000 voices from the Cleveland ele- mentary schools. Addresses centering around the theme, “Some National Prob- lems in Education,” were given by Arthur B. Moehliman, of the University of Michigan, Merle Sidener, advertising specialist of Indianapolis, and William J. Shroder, former president of the Cin- cinnati board of education. The layman’s point of view was presented by Mr. Sidener in these terms: I don’t believe we are going to get back where we belong in our relationship to the public until we ourselves regard it as just as much an obligation to educate the public as it is to educate the children. There can be no standard plan for all com- munities because communities differ in size and makeup. But there can be a standard purpose and policy, which is that this thing I am talk- ing about is essential. There can be a standard in the establishment of a department, headed by a man who has no other job than the conduct of the sales department of the schools. The Journal of the National Education Association - Place on the head of that department the responsibility for carrying it thru just as the responsibility is on the superintendent for the general leadership of the schools. Once that js established and once we believe that it ought to be done, it will be carried out and we will haye more constructive work of the type that is now found in a few centers of this country. That department’s job is to inform the public con. structively. Payson Smith, commissioner of educa- tion, Massachusetts, and Dean William F. Russell of Teachers College, Columbia University, spoke at the fifth general ses- sion. Commissioner Smith asserted: That the teachers of this republic have not labored in vain is attested by the fact that the American people have carried on patiently, tolerantly, even good-naturedly thru the most trying experience that has ever befallen them. If our institutions are worth saving, as we believe they are, the American schools have repaid all they have cost for a generation in what they have done in the past three years. I do not believe that education is about to choose a new and sharply divergent way. “New schools for old” is not my slogan. Then there is that other current phrase, “Education for a changing world.” If education for a changing world means that we must visualize what may seem to be the inevitable form and structure of a new world and so influence and modify youth that it will conform to it, then the ex- pression leaves me a, little cold. Better let us have an education that will change the world. Dean Russell, in discussing federal aid for the schools, declared: Experts in school finance have come to be- lieve that federal aid is necessary. From the study of the efforts made by the state to assist localities to provide minimum educational prog- ress, they have come to learn what was hidden from the layman—that just as a remote district in many a state is unable to support even a minimum educational offering and in conse- quence state aid is needed, so an entire state, like Arkansas or South Carolina or South Da- kota, may be similarly disqualified from being able to support as a state the kind of educational program that the American people deem to be the minimum. Even if there had been no de- pression, it would have been necessary for the national government to take a share in the financial support of education in order to main- tain a minimum standard thruout the U. S. I shall agree with anybody upon any plan of national aid to education for the next six months. But for any time beyond that, it is my public duty, it is your public duty, it is the duty of the Department of Superintendence, to ex- press not only our hopes but our fears. We have a plan for federal aid to education, expressed in the third point of the six-point program, which gives aid to all the states upon an automatic, objective basis. It has been carefully developed. It will bring immediate relief in the emerg- ency. It will leave the power in the states and localities where it should remain. Federal aid in any other form will tend to transfer the power away from the people. Mistakes made now may take years to correct; and federal aid of the wrong kind, and the growth of the beginnings of educational despotism, however slight, will retard the development of American education for generations to come. — oo a i a. ae ‘nt the as the for the that jg ught to ll have is now - That ic con. -duca- illiam umbia il ses. ve not lat the iently, > most them. as we have ion in ars, Dut to “New there fora inging t may ucture 10dify le ex- let us vorld. il aid o be- n the assist prog- idden istrict yen a onse- State, } Da- being ional to be > de- r the | the nain- The sixth general session concerned itself with “Public Education and the National Welfare.” Addresses were given by Edward A. Filene, merchant of Bos- ton; Royal S. Copeland, U. S. Senator from New York; and Ernest C. Hartwell, superintendent of schools, Buffalo. The report of the committee on resolutions was given in this session. Mr. Filene’s statements included the following: Teaching our children what to think cannot possibly fit them for life in these changing times. We do not know what they should think; for they must deal with things which we know nothing about. We must teach them how to think—how to find out about those things, so that they may apply this new knowl- edge to the new problem with which they will inevitably be faced. That way, I am convinced, lies education. With the old approach, much of our education becomes a lie. Naive ignorance is dangerous enough, but confident knowledge of things that have ceased to be true is more dangerous. The toughest task before the business man today is not the learning of business. It is the unlearning of what he was taught was business—what he is positively sure is business because it used to be business. Senator Copeland’s address on “Edu- cation and the Prevention of Crime” in- cluded such statements as: In face of the alarming facts about crime and the growing anti-social conduct within the law, may not the public be wondering what has happened and why? How many are in- quiring how such a state of affairs has come to pass in a country that has so liberally sup- ported schools for the express purpose of in- suring good citizenship? Personally, of course, I do not place upon the American public- school system primary responsibility for this crisis. But what shall we say in reply to those who charge the public schools with a share of the blame? In pointing out our national dividends from public education, Superintendent Hartwell said: The public school need not be apologetic or confess failure because its ideals have not been fully attained. Science itself is fallible; de- mocracy is far from perfect; and after two thousand years of Christianity, humanity is still weak and sinful. No one will deny that the humblest school in the country endeavors and always has endeavored to teach honesty, purity, and fidelity to trust. It is a rare school which does not constantly strive to inculcate desirable standards of conduct, ideals, and attitudes of mind. Legions of witnesses could be assembled to testify to the life-long stimulus to worthy living acquired at a school. Is it seriously sug- gested when some millionaire bank-wrecker betrays his trust, robs his depositors, double- crosses his partners, cheats the government on his tax return, or deserts his wife, that his conduct is the result of a defective system of public education? Wouldn’t it be more worth- while to inquire as to the sources of our na- tional fortitude during the hardships of the last four years, our restraint in the face of financial betrayal, official ineptitude, and industrial col- Volume 23, Number 4; April 1934 lapse? Is it open to reasonable doubt that much of this spirit is a part of our national dividends from our investment in public education? “A Comprehensive Program of Public Education” was the theme for the seventh general session, which was addressed by Frank G. Pickell, superintendent of schools, Montclair, New Jersey; J. B. Edmonson, dean, School of Education, University of Michigan, Ann Arbor; Howell Cheney, secretary of Cheney Brothers, Silk Manufacturers, Manches- ter, Connecticut; and Thomas W. Gos- ling, superintendent of schools, Akron. Frank G. Pickell: Rather than spend our entire time defending the educational setup as it was in 1929, we need to bend our every energy toward an interpretation of the social, economic, and civic changes going on about us in order that the school may become a func- tional institution in terms of the mew problems in which the boys and girls of America will find themselves enmeshed tomorrow, which new program must be broadly inclusive, more effective, and for the present at least, much less expensive than the school of 1929. J. B. Edmonson: These are the days when everyone is concerned with proposals to restore financial and business health. Concern is almost as keen in proposals to prevent the economic system from getting out of order in the future as in proposals to cure the present disorder. The idea of economic planning is receiving much consideration by responsible leaders. While business is concerned with appraising its past and trying to read the future, it is not surprising that many persons should demand that the educators also appraise the past and try to read the future. Opinions on the problems of secondary education were presented by Mr. Cheney and Mr. Gosling. Mr. Cheney declared: Can there be a conscious sense of accom- plishment upon progressively higher plans of achievement without: [1] A genuine development of the abilities, interests, and aptitudes of the individual which make for power until they have matured into habits, [2] Habits which have laid firm foundations of achievement in the lower planes of accom- plishment, and [3] A definite relating of both innate abilities and developing powers to their opportunities for expression in the environment of an in- tense reality which is soon to face them? Mr. Gosling stated his convictions in these words: Too much emphasis has been placed upon the value of secondary schools to the indi- viduals who attend them. No one can deny this value. But why should anyone suppose that the state taxes its citizens in order to give special advantages to students for their own personal gain? The state is not interested in making life smoother, and easier, and happier for one group than for another. It is interested in providing opportunities for students in order that they may become more useful citizens thru the application of understanding and intelli- gence to the solution of public questions. E. OBERHOLTZER, superintendent of schools, ¢ Houston, Texas, who was elected president of the Department of Superintendence for 1934-1935, at the Cleveland convention. Thruout the convention special atten- tion was focused upon the work of the seven general subject committees, deal- ing with various phases of presentday educa- tion, and the seventy-seven subcommittees or topic groups. Practically every member of the Department of Superintendence participated in the work of these committees. Each of the seventy-seven topic groups evolved a 300-word report from its studies and deliberations. The most important pronouncements of these topic groups were woven into the reports of the seven general committees. These larger reports, presented at the last two general sessions of the convention form an appraisal of public educa- tion in this era and a challenge to the profes- sion. Extracts from these reports, as given by the chairmen of the committees, follow: Report of Committee on The Administration of Teacher Training by Edward D. Roberts: Training institutions permeated with the spirit of educational service will not attempt to dominate school systems, but will feel a re- sponsibility for following-up the beginning teacher during one or two years, especially in areas without adequate supervision. This will involve frequent contacts between school sys- tem officials and teachers and the staffs of train- ing institutions. The training institutions can- not afford to stay at home if they are to be a creative force in their contacts with the youth of the land, and if they realize that their work is not finished until their products are function- ing successfully in classrooms. Report of Committee on A Comprehensive Program of Public Education by J. Stevens Kadesch: The character of this general education pro- vided between the ages of four and twenty should be determined by a special committee appointed by the Department of Superintend- ence to consider the reorganization of the entire elementary and secondary school curric- 101 ulum on a new and more functional basis. This functional curriculum must include the following types of activities: practical arts, social studies, fine arts, science, literature, hygiene [mental, social, and physical], medical and dental service, and a rich program of leisure activities including sports, hobbies, danc- ing, dramatic and other creative arts. This func- tional program should not be narrowly voca- tional, but should rather aim at an all-around type of social development and should involve life situations and deal with life problems. Report of Committee on Financing Public Education by Frank W. Ballou: We have developed in this report a six-point program for the improvement of financing of public education which we offer as a platform for the educational profession. [1] The creation of an intelligent public opinion on the importance of the complete de- velopment and maintenance of universal free public education from the kindergarten thru the university. [2] A vigorous campaign in every community thruout the nation to inform the public of the economic and social importance of education. 13] Cooperation of educators with other government officials in securing a suitable com- prehensive and flexible tax system. [4] The enlargement and reorganization of local units of school administration. {5] Amore general realization of the principle of state responsibility and state financial sup- port for education thru a longtime financial plan for public education. [6] Securing the adoption of the six-point program of federal aid developed by the Ad- visory Committee on Emergency Aid for Edu- cation and adopted January 6, 1934. Report of Committee on Education For The New America by Willard E. Givens: The curriculum will be composed of broad integrated activities growing out of life experi- ences, thus ending the narrow academic non- functional subject courses. The program of activities of individual children will be ad- justed to make for maximum all-around growth, thus removing the present over-emphasis upon academic intellectual ends. Much attention will be paid to the development of hobbies and permanent leisure-time interests. The curriculum will be developed as a co- operative enterprise involving all members of the teaching profession and the lay public. A great responsibility will rest upon the class- room teacher, who is in closest contact with the learner. Report of Committee on Public Education and Public Welfare by Leslie A. Butler: The school in these days must be a source from which radiate those subtle influences that mold community life. Health habits of the child have the beneficial effect on the general health of the home. Art activity of the school will be evidenced in the change of standards in the home. The time is here when student discussion of conditions and problems of our modern life should lead to individual, social, and civic bet- terment. Only thru courage, initiative, and leadership of our young people will changes be effected. That the world of tomorrow is theirs and they must prepare themselves to remake that world and to live in it is the vital challenge that our young people are entitled to have brought to them in these troubled times. Report of Committee on A National Outlook on Education by John K. Norton: Many of the current difficulties of the schools have their roots in the failure to recognize that education today has certain inescapable rela- tionships to the nation as a whole. It will con- tinue to suffer in the future, until this hard fact finds expression in appropriate changes. Education has suffered severely in this crisis because we have been attempting to deal on a local and state basis, with forces which are nationwide in their origin and power. Lest there be misunderstanding, let it be em- phasized that national interest in education need not, and should not, involve weakening the vital principle that education is a matter for state responsibility and local management. In fact, state control and local management of our schools can be effective only if a third participant is brought into the situation—that participant is the nation as a whole. Let us make this principle concrete. At the present time there are a variety of emergency welfare activities on which we are expending billions of dollars in the teeth of a major depression. We are also expending hundreds of millions for a military and naval program of unprecedented peace-time scope. Why is this possible, when schools are closed, and millions of children are being offered but half an educational loaf? It is being done because the federal govern- ment can use taxes, which effectively tax tax- paying ability and credit, and because the fed- The Journal of the National Education Association eral government is not hamstrung in employing these taxes by the limitations of state and local boundaries. It therefore finds it possible to aiq public enterprises which it deems important, Report of Committee on Interpreting The Schools To The Public by Frank A. Jensen; A program for interpreting the schools to the public must be based upon a clear definition of the objectives and goals of public education, The public should think of the schools in terms of what the schools exist for. The present quite general criticism and distrust of the public schools is largely due to the public’s misunder- standing of the goals of free public education, Much has been done in the way of publicity campaigns for new school building programs; and each new activity has been sold to the pub- lic, but little or no effort, until the last decade, has been made in helping the public to under- stand the schools. Our program has been one of addition, and not one of eliminating that which has served its purpose. The report of the Resolutions Com- mittee had been prepared with unusual care by Chairman E, E. Oberholtzer and his associates. It recommended a study of departmental or- ganization looking toward longtime planning and increased effectiveness. It set forth the prin- ciples which should govern relations between superintendents and boards of education. It urged an adequate educational program and set forth the principles upgn which such a program should be constructed. It expressed “profound appreciation of the stability, the saneness, the optimism, and the patriotism displayed by the great body of American teachers thruout the present crisis.” It commended “President Franklin D. Roosevelt, Secretary Harold Ickes, Relief Administrator Harry L. Hopkins, and the United States Commissioner of Education George F. Zook, for their splendid support in aiding unemployed teachers, and for the en- couraging public utterances with respect to the significance of education in building this na- tion.” The resolutions closed with the following commendation: We commend the initiative and energetic action of President Paul C. Stetson of the De- partment of Superintendence and Jessie Gray, president of the National Education Associa- tion, for their leadership in our profession during these trying times. BANQUET CNT oF Sevrer; y on THE OVCAT ty pro gen of tha De thi tio ler ju co ‘tant, The asen; Is to ition tion, erms quite ublic \der- tion, icity ams; pub- ade, der- one that sual and | or- ning yrin- veen l set ram und the the the Jent kes, and tion t in the na- ying etic De- ray, cla- ion N TIMEs of crisis men think more in- l tensely, evaluate traditional prac- tises more critically, and develop new programs of action. In the current emer- gency the thinking of organized groups of teachers, and of individual teachers, is sharpened and centered on the part that education should play in the New Deal. Thousands of teachers, working thru a variety of educational organiza- tions are coming to grips with the prob- lems which must be met in the years just ahead, if education is fully to ac- complish its purposes. To be most effective, this wholesome activity within the profession must be coordinated into a great forward move- ment of educational planning and re- construction. In December 1933, the Joint Commission on the Emergency in Education took the first step toward co- ordinating various efforts now being made to evaluate and improve the work of schools and colleges. This called for a Classified directory of deliberative na- tional committees and other agencies dealing with problems pertinent to edu- cational reconstruction. This directory has been completed in preliminary form. It lists nearly one hundred and fifty such groups which have prepared reports on various areas of education. A summary has been made of the recommendations of more than two hundred reports sub- mitted by these groups. These recom- mendations have been classified under ten heads, covering the whole field of education. Under each of these headings are listed major issues, defined and dealt with in the studies of each classification. The following examples, out of many which might be cited, illustrate the searching analyses of many phases of education which are being conducted by national agencies: [1] The Department of Secondary School Principals of the National Education Associa- tion has a Commission on the Objectives of Secondary Education. This Commission, which began work in 1933, is being financed by the Carnegie Foundation and by the Department, for a three-year period, to study and re-state the principles and functions of secondary edu- cation. [2] The American Historical Association is sponsoring an investigation of the Social Studies in the Schools, which began in January 1929, under the direction of a commission appointed by the association. The study is considering Volume 23, Number 4; April 1934 Educational Recovery and Planning the scope and place of the social studies in education from the elementary school thru the junior college and teachers college. The report will probably cover sixteen volumes. [3] With the aid of an appropriation of $180,000 from the federal government, the United States Office of Education is carrying on a National Survey of the Education of Teachers. This survey is preparing a report on teaching personnel, the teacher education curriculum, and certain other related problems. [4] A Commission on the Relation of School and College, appointed by the Progressive Edu- cation Association, is carrying on an experi- ment to determine the effect of progressive educational practises in secondary schools on the students’ subsequent work in college. The Commission is being financed at present by the Carnegie Foundation. The experiment will con- tinue thru the school year 1940-41. Many similar groups are now at work or have recently filed reports. The teach- ing profession is evidently vitally inter- ested in the continuous improvement and adaptation of the schools. The preliminary investigation made by the Joint Commission reveals that this work is proceeding under a great variety of uncoordinated agencies. Fur- thermore, some of the most important commissions lack facilities for bringing their findings to the attention of edu- cators and for encouraging their incor- poration in practise. These conditions threaten seriously to reduce the effective- ness of educational leadership. There is need for a program which will appraise and integrate the recommendations of these commissions into a national plan for education, and which will stimulate their translation into definite action by state and local school systems. The development of such a program has been approved by the Executive Committees of the National Education Association and the Department of Su- perintendence and by the Cleveland Con- vention of the latter organization, which recommended: ... that the scope of the work of the Joint Commission on the Emergency in Education be broadened to include an appraisal of the present educational program and to include longterm planning for such changes in pro- grams as may be required to enable our schools to meet as effectively as possible the challenge presented to them by the changing social, in- dustrial, and economic order; that such ad- ditions to the personnel of the Commission be made as may be deemed necessary to enable it to meet this larger responsibility as judici- ously and intelligently as possible; and that the name of the Commission be so changed as to describe more adequately the enlarged scope of its work. Carrying out the intent of this resolu- tion, the Joint Commission is outlining a tentative plan for a clearinghouse on educational recovery and planning. This plan anticipates such activities as the following: [1] Canvassing the recommendations which have been made by regional and national or- ganizations, pertinent to educational recovery and reconstruction and the development of edu- cational facilities to meet the demands of presentday life. Creating facilities for the ap- praisal of these recommendations and for their coordination into a unified plan to guide edu- cational reconstruction and improvement. [2] Discovering recent and present activi- ties and programs of various state, regional, and national organizations, designed to advance edu- cational reconstruction, and developing a plan for the coordination of their efforts. This will involve conferences with the executives of va- rious organizations with a view to eliminating duplication of effort and securing a greater de- gree of unity and action. (3] Defining certain important problems in education which need additional study and seeking to induce existing organizations to undertake such study—also seeking to encour- age existing organizations to create facilities which may be lacking, in order that available findings concerning the development of educa- tion may be put into action. [4] Canvassing current criticisms of educa- tion coming from educational and lay sources. Seeking to appraise the validity of these criti- cisms and devising means of profiting from such of them as have merit. During the past year the Joint Commission has sponsored the collection of printed statements, documents, and other available materials which have been critical of public education. Altho this project has not been developed to the point where conclusive out- comes have been achieved, it has demonstrated its merit as a means of discovering constructive educational activities. Every major depression in the history of this country has been followed by a period of unusual educational progress. The decade just ahead will probably offer the best opportunity for substan- tial educational advance, which will oc- cur in this generation. A broadly con- ceived, cooperatively developed, program for educational recovery vigorously sup- ported by all groups in the teaching pro- fession will guarantee the strengthening of weak educational timbers which these trying days are making all too evident. Such a program will hasten the erection of an educational structure adequate to serve a new America——John K. Nor- ton, chairman, Joint Commission on the Emergency in Education. Conclusions of the Cleveland Convention Cuar.es H. Jupp Head, Department of Education, University of Chicago, Chicago, Illinois HE MEETING of the Department of "| ‘Seperntendence of the National Education Association which has just adjourned was unique in its organiza- tion. Superintendent Stetson, president of the Department, appointed seventy- seven committees each of which was in- structed to prepare a report on an as- signed topic. The membership of the De- partment was distributed among these committees, each committee consisting of from thirty-five to forty members. The result of this experiment in demo- cratic cooperation in attacking the edu- cational problems of the United States leaves no doubt that the superintendents of schools of this country are able, when they unite, to formulate for the nation’s schools plans which are worthy of public confidence and approval. There was not expressed in any of the reports of committees or in any of the addresses presented at the sessions of the Department and its affiliated organizations a single pessimistic note with regard to the future of American education. There was frequent reference to the fact that school systems have suffered during the depression more dras- tic retrenchments than have the other services of government. There was a frank recognition of the fact that this situation is to be explained in no small measure by the neglect of school people to devote as much energy as do tax- payers associations to influencing public opinion. School people have been en- grossed in the duty of keeping schools in full operation in spite of lack of proper equipment and in spite of inadequate support. They have been obliged because of the abolition of child labor to take care of greatly increased school enrol- ments. Superintendents will go home from this meeting encouraged to ask their boards for enlarged facilities to in- form the public about the schools. One of the most vigorous addresses of the meeting, made by a business man, ex- horted superintendents to demand and secure publicity departments for their school systems. If pessimism did not appear during the meeting, certainly enthusiasm for im- provement of school activities did. It was pointed out again and again that 104 the new social order which has come into existence calls for improvement and ex- tension of education. Facts were pre- sented showing that the nation is tending toward the complete elimination of young people from industry. It is tend- ing toward a great increase of adult leisure. It is tending toward a form of civilized life which makes exacting de- mands on every individual for the culti- vation of the highest intelligence of which he is capable. The United States Commissioner of Education made a profound impression at the time of the first general session by pointing out that adult education has been increasing in scope and in the number of persons affected to such an extent that it can no longer be thought of as a mere adjunct to the educational system. Adult education, he said, must take its place as one of the important as- pects of the school program. Senator Copeland of New York re- ported at the Wednesday morning ses- sion of the Department some of the find- ings which his committee of the United States Senate received as a result of their examination of the crime situation. In view of the fact that the largest age groups among criminals are those of young people of nineteen and eighteen years of age, he urged the schools to add to their regular program of teaching of academic subjects a program of training in conduct and character. He made it very clear that the temptations of a mod- ern complicated civilization will sub- merge individuals who are not trained in self-control at least as fully as they are trained in the conventional school sub- jects. The plea for better training in conduct and character was reiterated in various forms by a number of speakers. The schools have not been thought of until recently as under obligation to present courses in such social studies as eco- nomics, political science, and sociology. The fact is that there are so many diver- gent views with regard to social prob- lems that the public has not until quite recently thought of the social studies as suitable topics for treatment in the schools. The tide has certainly turned. On every hand the demand is being made that the schools contribute to the rearing of a generation intelligent on social problems, one which shall not make the blunders that have brought the world into the deplorable situation thru which it has recently been passing. The schools are taking seriously the new mandate to cultivate in pupils an understanding of government and social welfare. There will have to be some ex- perimentation before the problems of social education are solved. This experimentation will be pushed with new vigor as a result of this meeting. There has been for some months past an al- most hysterical excitement among a small group of radical educators for a kind of social instruc- tion which regards itself as competent to settle all the problems of government and industry in accordance with extreme views regarding the future of the social order. One large service of the present meeting has been to put this small group of highly vocal radicals in their place. Social studies will certainly be given increased attention in the schools, but these social studies will be of the sober typé which comports with the confidence that the American people have in the orderly evolution of democracy. The school superintendents of the country recognize, as was vigorously pointed out by Commissioner Payson Smith, that the solidarity and pros- perity of this nation depend on the general type of education which has been administered for more than a century in the common schools of the United States and for the last sixty years in free American high schools. The Committee on Financing Public Educa- tion rendered a report on Wednesday evening which made it clear that small taxing units can no longer maintain public governmental serv- ices, including education, unless there is an ad- justment of the taxing systems of the country. The federal government has laid its hand heavily on the resources of the nation thru the income tax and other federal taxes that it is legitimate for the minor governments to ask for federal support of local services. Educa- tion now makes an appeal for federal aid with which to keep schools in operation and is pre- pared to go before the people to ask their co- operation in securing for the children of the United States the privileges of an education no less comprehensive than that which the tradi- tions of the nation sanction and the necessities of modern life demand. The new president who is responsible for the organization of the next meeting is Superin- tendent Oberholtzer of Houston, Texas. He was elected without opposition. He was born in Indiana and has for some years been highly successful in his present position in the south. He has served the Department of Superintend- ence on many of its important committees. He was this year chairman of the committee on resolutions. He takes office under conditions which promise most favorably for the next an- nual meeting —Radio address, March 1, 1934. The Journal of the National Education Association ae ae a oe & ae - ——-~_ —_ a> vill _— 6}. SIX-POINT PROGRAM—The Na- tional Committee for Federal Emergency Aid for Education was appointed by the Federal Advisory Committee on Emergency Aid in Edu- cation, called by U. S. Commissioner of Education George F. Zook. The latter committee, composed of repre- sentatives of thirty-two national organ- izations, proposed the following pro- gram for federal aid: [1] $50,000,000 to keep schools open during 1933-34; [2] $100,000,000 to keep schools open during 1934-35; [3] a substantial ad- ditional appropriation to insure normal operation of schools during 1934-35; [4] federal loans to school districts on the security of delinquent taxes, frozen assets in closed banks, etc.; [5] not less than 10 percent of any new ap- propriations for public works to be allocated for school and college build- ings, and buildings for other educa- tional enterprises; [6] $30,000,000 to assist students to attend institutions of higher education. EARINGS before the Education Committee of the House of Rep- resentatives on the general prob- lem of federal emergency aid for educa- tion in 1934-35 began Monday morning, February 26, and continued until Thurs- day noon, March 1, 1934. These hearings represent another important forward step in the work of the National Committee for Federal Emergency Aid for Educa- tion, of which James H. Richmond is chairman. Items two and three of the six- point program of this Committee were dealt with in the hearings. At the outset, Congressman John J. Douglass, chairman of the Education Committee, stated that the hearings were not being held for the consideration of any particular bill but rather for the pur- pose of ascertaining the extent of the emergency in public education. Several bills were before the Committee, includ- ing the one introduced by Congressman Needs of the Schools Presented to Congress Deen of Georgia providing for the dis- tribution of $300,000,000 to the states. George F. Zook, United States com- missioner of education; Harry L. Hop- kins, Federal Emergency Relief Admin- istrator; and Stanley Reed, General Counsel for the RFC, testified at the direct request of the Education Commit- tee. In Notes and Announcements ap- pears a list of additional persons who spoke in behalf of federal aid. Statements from various important lay and professional organizations were submitted in writing and were inserted into the record. The National Committee for Federal Emer- gency Aid for Education gave the following reasons, with evidence, why emergency federal aid for schools will be needed in 1934-35. [1] School revenues in 1933-34 have been seriously reduced. [2] School opportunities in 1933-34 been inadequate or lacking. [3] Federal aid granted this year has been the only means of keeping many schools open. [4] Enrolments next year will show signifi- cant increases. [5] Property taxes, the chief source of school revenue, will be inadequate in 1934-35. [6] State school funds for 1934-35 will not offer sufficient relief to depleted local resources. {7] Further state and local borrowing for school support is impractical. [8] Reports from most of the states indicate falling school revenues for 1934-35. [9] Reports from most of the states indi- cate urgent need for federal emergency aid next year. The Education Committee listened atten- tively as the needs of the schools were por- trayed and each witness was allowed ample time to present his or her statement. It was highly gratifying that not a single person spoke in opposition to emergency aid for education have UR ASSOCIATION believes that the federal government should assist the states in making an adequate edu- cation available to every child and that special funds should be made avail- able to prevent the interruption of education during economic disasters. It should also be emphasized that the National Education Association does not favor federal control of the edu- cational process in the states. We be- lieve that federal funds can and should be provided to insure the maintenance of educational opportunities without giving the federal government control of educational matters which are pro- perly the responsibility of the states.— Sidney B. Hall, state superintendent of public instruction, Virginia. [Ex- cerpt from the record of the hearings. ] for 1934-35. It is hoped that by the time this JOURNAL is distributed, the Committee will have made a favorable report to the House of Representatives. In this event the next step will be to urge upon Congress the importance of enacting legislation in harmony with recom- mendations of the Education Committee. On Wednesday, February 28, the RFC Sub- committee of the Banking and Currency Com- mittee of the House of Rsslosdetions consid- ered bills looking toward the refinancing of school indebtedness by the RFC, and the bor- rowing of money by school districts from the Corporation, with frozen assets and delinquent taxes pledged as securities. The Committee con- sidered also a bill providing for the lending of money on school warrants held by teachers Congressmen Terry and Glover of Arkansas, James H. Richmond and Howard A. Dawson spoke. In presenting the case for emergency federal loans to school districts the following points were emphasized: [1] The demands on available school revenue for current operating expenses will be unusually heavy in 1934-35. [2] An abnormal share of the school reve- nue available is required for debt service. [3] Refinancing a small percentage of the total school debt would bring definite and sorely needed relief to many school districts. [4] It is proposed that loans be made only on the basis of adequate security. [5] The proposed use of federal credit is in the interest of public welfare and is in complete accord with the purposes and established poli- cies of the Reconstruction Finance Corporation. Committee on Education of the House of Representatives before which hearings on bills relating to education were held Volume 23, Number 4; April 1934 A Dynamic INCE ITS organization in 1857 the S National Education Association has grown steadily in numbers, in or- ganization, and in the scope and vitality of its activities to meet each of the great educational problems and crises as they have arisen. During the past year it has led the way in the movement for the in- terpretation of the schools to the people on the basis of facts. The Joint Commis- sion on the Emergency in Education has been the national board of strategy thru- out the emergency. Each of the state associations has like- wise been at work on the problems of their respective areas. In the solution of these emergency - problems the cooperative effort of state and national associations has been essen- tial and has proved effective. The problems of reconstruction are now imminent. In keeping with these in- creasing responsibilities which are com- ing to education and in keeping with the new partnership which is developing be- tween the states and the nation, a com- mittee representative of both the state and national associations has been work- ing on plans for closer cooperation be- tween the state education associations and the National Education Association. These plans were presented in Cleveland at a meeting of the officers of the Na- tional Education Association and the state education associations. The report which follows was adopted by this group on February 27, 1934: To the National Association of State Secretaries: Your committee is impressed with the achievement of the organization of the teaching and school forces of America. Much of the effective part of this organi- zation has been accomplished in the past decade. This is evidenced by the devel- opment of strong national, state, and local organizations including practically all of the one million teachers in America. The most significant fact about all these organizations is their activity in the past few years in raising the standards of the quality of instruction, improving the educational facilities in buildings and equipment, and developing a high type of effective administration of public educa- tion. The committee believes that this soli- 106 Program for the Profession darity of interest and effort has had much to do with the holding in check of recent organized destructive criticism of our schools. The cooperation of all the educational forces—national, state, and local—has developed public opinion to such an extent that the federal authori- ties have already seen the need of federal aid for schools. All this is very funda- mental as a basis for further construc- tive effort. Your committee believes that the time has come when the activities of both state and national associations should take another forward step especially in coordinating all this organized educa- tional effort to the problem of recovery and reconstruction of our educational agencies. We must learn the fine art of creating public opinion and of guiding educational legislation in the states and in the nation. In line with this convic- tion, your committee recommends for the consideration of the state and na- tional associations the adoption of the following policies and objectives: [1] That immediate efforts be made to define more definitely the policies that should guide the state organizations and the national organization in their future activity and cooperative effort. [2] That all organized educational effort should recognize the authority of the state and local community in deter- mining and controling educational prac- tises and policies in the administration of public education. [3] That there should be renewed ef- forts to adjust the teacher load, to restore teachers’ salaries, and to establish tenure regulation and retirement allowances on a sound basis in all the states. [4] That a thoro study should be made in all the states with the view of determining the new economic and social conditions and that the schools should seek definitely and quickly the adapta- tion of the schools to the new conditions. [5] That there should be worked out in more or less detail the policies and plans for bringing the school life more into keeping with the occupational life of the people. [6] That there should be a closer co- operation between public schools and colleges in their efforts to secure appro- priations in the states and that private schools and colleges should be encour- aged to align themselves in organized effort with the state and national organi- zations. [7] That plans should be formulated for a more widespread system of educa- tion for adults in keeping with the rapidly increasing leisure among our people. [8] That all teacher groups should be encouraged to study social and eco- nomic trends of these times and adjust their teaching and thinking accordingly, [9] That the National Education As- sociation should be regarded by the state and local associations as the clearing- house or national service agency for in- formation and research. [10] That in the present social and economic conditions the state and local organizations develop lines of construc- tive work for the improvement of educa- tion in the several states. Your committee recommends that a committee be appointed in each state or- ganization to work out the details of a statewide forward-looking plan to carry out these policies; and that a similar committee of the national association be appointed to coordinate and make effec- tive the work and efforts of the various state committees. Your committee recommends also the adoption of this report and that a copy be sent immediately to the president and secretary of state education associations and to the president and secretary of the National Education Association so that we may have quick and positive ac- tion. Presented by the Committee: Arvie Eldred, secretary, New York State Teachers Association. C. J. Heatwole, secretary, Virginia Education Association. J. Herbert Kelley, secretary, Pennsyl- vania State Education Association. J. W. Crabtree, secretary, National Education Association. Adopted by unanimous vote, February 27, 1934. Teachers, principals, and superintend- ents are urged to write to the secretary of their state associations and to the sec- retary of the National Education Asso- ciation making suggestions as to the best methods of carrying out the objectives which have been adopted. The Journal of the National Education Association chil wil the Se] ex ani- ited ICa- the our uld CO- just sly. As- ate ng- ind cal 1c- -a- T THIS TIME of year, just A before the long va- cation begins, I get greatly concerned over my children and wonder what will happen to them before they get back to school in September—whether they'll be better or worse for their experiences, whether they'll be hurt in body, mind, and morals or whether they'll add something to their stature, exterior and interior,” said a conscientious teacher early last June to the writer, who was visiting her classroom in a school located in a con- gested district of a large city. “We teachers, of course, fer- vently hope that all that we've taught them not only from books, but from the book of life, will have carry-over power and keep them steady, but, on the other hand, we know there are so many un- toward experiences possible in this par- ticular neighborhood that we worry over their being able to go thru them un- blemished.” This sort of anxiety takes hold of many teachers and school ad- ministrators as June rolls around year by year. The average school year for the whole of the United States, rural and city dis- tricts, is about thirty-seven weeks and therefore the average child has some fifteen weeks of vacation. Certainly, school authorities, parents, city officials, welfare workers the country over, all who have any interest in the wellbeing of our boys and girls ought to have some concern as to what happens when the school releases its hold upon them for this considerable period. During the school year the child has been day by day building up his stock of knowledge, has had cumulative social experience, has expressed himself—his mind in the classroom and assembly, his body in the gym and on the playground, his emotions in contact with teachers and fellow pupils and thru his indulgence in music and art and dramatic perform- ance. He has had opportunity to use his imagination in multifold ways. Manu- ally, he has said his say in constructive efforts. He has been exposed to high ideals of thought and action. He has been moved to high endeavor. He has Volume 23, Number 4; April 1934 The New Leisure Challenges the Schools Vacation Time for School Children “T feel that I would be in luck If I could only be a duck! ... lived in a controled environment—true, with all sorts of variations as to attrac- tiveness of surroundings and agreeable- ness of atmosphere—but yet controled. And now comes freedom, vacation time, days and days of it in solid succession, a long hiatus! What will come with it? Will it mean dead stoppage of all those pro- cesses which the school was causing to play upon him or continuation of at least some of them? In short, will there be any wholesome growth for most children dur- ing this rather long free period? We know that children are experienc- ing all the time as a result of all their environmental contacts and stimuli—in the home, in the neighborhood, in the community. But what will take hold and do something to them? The point is that this leisure time of the child can be uncontroled or controled. If uncontroled, anything can happen. If controled, something constructively worthwhile may happen. The potential controlers are in the home and in the community. They may be people or they may be in the form of inviting facilities or both. The movies, the “hangouts,” the unsavory poolrooms are wide open and beckon youth to enter. The big ques- tion is: are there also enough of whole- some opportunities beckoning them? But, of course, the other big question, ahead of this one, is as to whether the schools have done a good job in effective education for leisure, that is, in devel- oping real interests and hobbies which ” will go right on naturally getting them expressed thru- out the vacation period. The school’s provisions for vacation time: Vaca- tion schools—The first va- cation school of record in the United States was established in Boston in 1866. The next one appeared in Providence in 1868. The number grew from then on and for nearly a generation the incentive was philanthropic and the establishing agency was some community group, a women’s club, or social settlement or church. A controling consideration was that the long vacation period offered too much op- portunity for children to get into trouble—juvenile delin- quency was fostered. The vacation school was to be informal in spirit, give much opportunity for play, for outside trips, for nature activities, for use of the hands in making things. It was to be a sort of experimental laboratory for trying out new educational ideas which might in turn have value for the schools during the remainder of the year. It was to be a happy learning center—and all this largely for “the little children.” A large part of the earlier summer schools were established in congested districts of cities, usually the larger cities. When boards of education took over these schools the original purposes and the spirit, as described, were consider- ably modified. Formalism entered; play went out; and it was not long before they became institutions whose purposes were simply to enable, first, backward or “failed” pupils to “catch up” or “make up,” and second, to enable ambitious ones to stride forward and gain “advance cred- its,” with increasing emphasis upon the first-mentioned object. The situation as found in the thirty- six cities visited in the course of this study was largely of this sort, wherever there were vacation schools at all. From other sources one learns that the same is quite generally true thruout the country. Is it not fair to raise another query, namely: suppose the original idea in- volved in the establishment of vacation schools were restored and this summer 107 Courtesy “My feet are glad, they may not tire, They lift me to a lilting dance. .. .” session be made a special season for de- lightful, satisfying expression in art, music, construction, games, a time for getting close to nature, for taking trips to parks, museums, zoos, factories, har- bors, and other wonderful places—might not decidedly more than 3.85 percent of the regular school enrolment take advan- tage of the opportunity offered? True, this kind of opportunity the progressive “Just to watch the happy life of of Girl Scouts, Inc. educator wants for all his chil- dren, all the time, but as condi- tions are generally not such as to give this sort of rich experience, why not use the summer for that purpose? In any event, if in re- sponse to public demand, it seems necessary to carry on summer schools for “make-up” and “advancement” purposes and with the present methods, would it not be possible some- how, in addition, to establish the other type of vacation school and thus serve a greatly in- creased number of children? Play schools—The fact is that the ideas just expressed find crystallization in the phil- osophy and practises of what is known as the “play school” but unfortunately few city school systems have as yet established them. As far as can be ascer- tained there are, or were until recently, some examples of this type of summer school in New York City, Cleveland, Detroit, Chicago, Gary, and Sioux City. Playgrounds—Of the thirty-six school systems visited, twenty were found to be conducting summer recreation systems, while sixteen were not. In fifteen of the twenty the summer work was regarded as part of a year-round program of serv- ice to the community. Activities—As to activities carried on, those of the physical type appeared in all programs, as would be expected. Handicraft is the next Courtesy of Girl Scouts, Inc. My green things growing. . . .” most popular type and dramatics next. For adults, physical activities stand out far above the rest. There should be added the important fact that in eleven of the sixteen cities in which the schools were not actually conducting summer recreation activities, they were giving the use of some of their playgrounds, gymnasiums, and other facilities to city recreation depart- ments or other agencies and thus were par- ticipating cooperatively in a community plan. A limited number of the thirty-six school systems visited were found to be trying con- sciously to affect the use of summer vacation leisure by their pupils thru the issuance of bulletins to teachers regarding worthwhile things for pupils to do and sometimes directly to the children themselves; thru distribution of special reading lists; thru promotion of gardening; and by other methods. These efforts were largely in the interest of the elementary school child, altho many of the suggestions if taken up by junior and senior highschool students would profit them much. One wonders why the school authorities do not extend their plans to cover these students also. They, too, need guidance and stimulation. They are at an age especially open to the dangers of unwise use of free time. An illustration—Various principals in the elementary schools of one city visited have for several years been promoting summer plans. One principal sends a letter to parents enlisting their help and containing suggestions of some possible activities. Teachers talk to the children about the matter before the school year ends. Booklists are posted. An exhibit of ‘articles made during the vacation is held during the first days of school in September. A special assembly is held for hearing stories of adven- tures the children have had. One of the principal’s letters runs as follows: Dear Parents: Because we realize that we have a responsibility toward your child when he is out of school, we are not entirely satis- fied to leave him for two and a half months to plan his own leisure. For this reason, we are instituting some socalled activities, and ask your cooperation in having him use his leisure time in worthwhile things and to keep records of same. In the fall, when he returns to school, we want him to tell how he has spent his summer and if possible to bring to school any evidence of work accomplished. We want the first as- sembly full of summer experiences of the chil- dren and the first exhibition a collection of summer accomplishments. What are the school activities that he can enjoy in the summer? We are offering a few suggestions and ask that you help your child to have a safe and happy summer and to learn to use his leisure time in worthwhile things. Suggestions Work some each day on the subject he finds most difficult. Do some kind of handwork at home. Keep a diary. Keep a memory book of music, pictures, and poems. Make a collection of specimens of something he is especially interested in. Learn to swim. Take walks to study trees and flowers. Keep record of interesting places he visits and take photographs if possible. The Journal of the National Education Association teé art dr th ta ~~~ =| Keep sample of drill work in spelling, arith- metic, and handwriting. Read a number of good books. With assurance of our cooperation and best wishes for a pleasant summer, The Faculty of School No. 69. Grand Rapids, Michigan—Summer hobby bulletins are issued annually to teachers of grades 3, 4, 5, and 6. They are brought to the attention of the chil- dren who choose those which interest them: teachers, however, often making tactful suggestions. A sample bulletin is presented herewith. Vacation Hobbies: Which Will You Choose P [1] Make a collection. This might be of postal cards, shells, pressed flowers, leaves, old nests, wood samples, tree bark, kinds of soil, moths and butterflies, stones, grasses, ferns, building stones, stamps, seeds, etc. [2] Make a nature diary and illustrate it. You might use birds in your own yard, trips, animals, insects, pets, or other topics. [3] Make a “calendar” of things seen, such as, wild flowers, birds, coloring of leaves. Can you add still others? [4] Learn the bird calls of the cardinal, robin, oriole, wren, bob white, phoebe, and any others with whom you become acquainted. [5] Make an animal scrapbook with story and pictures. [6] Visit the museum once each week to find some new or interesting thing. [7] List all the different things you see birds eating. [8] Attract birds by means of bird baths. [9] Make and keep a temperature chart for one month. [10] Make a collection of curios for the school museum telling where each was found. [11] Investigate holes made by animals. [12] Go hunting with a camera. Mount and label specimens. [13] Use all the ways you can to keep cats from killing birds. Make a list of the ways you used. [14] Show some of the characteristics of the poisonous things of our woods and fields. [15] Construct an insect cage, bird house, dog house, aquarium, toad cage, bird bath, or other nature equipment. [16] Make a study of water life to include moss, algae, water plants, turtles, frogs, beetles. Record your observations in an interesting way. [17] Make a flower trail, tree trail, or bee trail. [18] Study animal tracks. Make impressions with plaster of Paris. [19] Keep a flower garden, vegetable garden, wild flower garden, or rock garden. List the plants in any of these situations and tell how they were cared for. [20] Make posters showing value of birds, insects, or animals to men. [21] Sketch trees which make best shade trees, food trees, trees for lumber. [22] Observe habits of snakes. [23] Identify cloud shapes. Find out what a wind cloud looks like; a rain cloud, etc. [24] Investigate plant diseases that are com- mon to Michigan. Report on the kind and number of these enemies you have destroyed. Volume 23, Number 4; April 1934 “TI wonder if they like it—being trees? [25] Make a backyard aquarium by using a tub. The Lincoln Fourth Reader has some help for you on page 36. [26] Improve your health by learning to swim, row, hike, fish, or to play an interest- ing game. [27] Keep a chart of violations of safety rules which you see during the summer. [28] Keep in booklet form a list of the books you have read during the summer. Your branch library will have some interesting books to suggest. [29] Make an individual portfolio to send to children of a foreign country, thru the Junior Red Cross. If you call the principal of Sigsbee School, she will tell you how to go about it. [30] Learn some of the homemak- ing skills such as sewing, cooking, preserving, caring for younger broth- ers or sisters. Bring some evidence or record of this to school in the fall. [31] Carry on a wood-working project or one in auto mechanics, and report on it. Outside agencies—With many of the outside leisure time agen- cies operating during the sum- mer, there is direct or tacit co- operation on the part of the schools — administrators and teachers often figuring in their management. A list of them would read: Public recreation departments, Boy and Girl Scouts, Camp Fire Girls, Girl Reserves, YM and YWCA, YM and YWHA, Catholic Welfare Agen- cies, daily vacation Bible schools, Salvation Army, Volunteers of Amer- ica, public libraries, camps, social settlements. I suppose they do... .” Vacation time leisure presents too big a challenge to be safely ignored or to be treated lightly by those who have any relation whatever to the destiny of young human life—Eugene T. Lies. [Re- printed from The New Leisure Chal- lenges the Schools, published by the National Recreation Ass’n, 315 Fourth Avenue, N. Y. Cloth $2, paper $1.50.]| “Where the pools are bright and deep, Where the gray trout lies asleep. ... ” Types of Taxes: The Sales Tax | SHE TERM “sales tax’’ does not refer to any simple or distinct form of taxation. In general, it means a tax based upon the receipts from the sale of goods or services. As such, it should be distinguished from the taxes on com- modities which are determined by some other standard than the sales receipts. Thus, the gasoline tax is not a sales tax. It is a specific commodity tax, levied at fixed rates per gallon, regardless of the price. Some of the federal excise taxes are based on the sale price, others on weight, quantity, or volume. Two major types of sales tax may be distinguished: [a] general sales taxes, applied to all, or practically all, sales of goods and services; and [b] selective sales taxes, applied only to certain se- lected types of sale, or to the sale of cer- tain specified goods. In this sense, a tax on retail sales would be selective, since it would not apply to sales by manu- facturers and wholesalers. Its selectivity would be further stressed if sales of cer- tain goods or services, such as foods or public utility services, were excluded. Shifting and incidence of the sales tax—lIt is frequently assumed that any type of indirect tax, such as that on sales, is always and invariably passed along to the consumer. If this were the case, we should expect to find all merchants in favor of such a tax, or at least indifferent to it. In fact, mer- chants are generally strongly opposed to sales taxes, since they realize the uncer- tainty of shifting them to consumers. As explained in a former article, tax shifting always involves a change in the price, or in the quantity or quality of the goods, which is another way of changing the price. Business conditions frequently make such changes difficult. Some arti- cles are extremely sensitive to any price change, and these may be sold on a very small profit margin. Others are less sensi- tive to price changes and the profit mar- gin may be greater. Every alert mer- chant can classify his stock of goods in this respect, since his prices necessarily reflect his judgment and experience in selling. The probable effect of a sales tax on retail prices would be different amounts of price increase or change of quantity or quality for different goods. A mer- chant whose annual sales are $1,000,000 would be required to pay a tax of $10,000 110 a year under a 1-percent sales tax. He would hardly undertake to shift this tax by making a uniform 1-percent increase in all his prices. On the contrary, he would probably increase some prices by more than this amount, while leaving other prices untouched. His procedure is immaterial to the government, which is concerned only with collecting the amount of tax due. If he does not suc- ceed in obtaining the full $10,000 from consumers thru his price manipulations, the deficiency must come from his own profits, or from his capital if there is no profit in the business during the year. The incidence of a sales tax is therefore not a simple matter. The purchasers of some goods may not be affected, while those who buy other goods may be bear- ing relatively more than their quota of the tax, as shown by their volume of purchases. Luxury taxes—It is commonly thought that the socalled “luxury” goods will carry a substantial part of such a tax, and some have advocated that luxuries be singled out for specially heavy taxation on the ground that they are consumed by persons having an un- usual ability to pay taxes. It is true that the higher priced goods, such as custom- built automobiles, rare furs, exception- ally perfect diamonds, and the like, are bought only by those with substantial incomes. But in general, no accurate classification of luxury goods can be made. We cannot classify personal bank accounts by such externals. Further, a luxury for one may be a necessity, or regarded as a necessity, for another. We are fortunate in having no social classes sharply defined by the kind of clothing worn or the kind of food consumed. Any one who cares to spend his money for such things may smoke cigarettes, wear silk stockings, or ride in an automobile. Any classification of luxury goods is al- ways arbitrary. A much more reliable method of taxing according to ability is provided by the personal income tax than by any selection of commodities which are assumed to be bought only by the welltodo. During fiscal emergencies the federal government has levied substantial taxes on various commodities, and some of the states are entering this field. The articles most heavily taxed are gasoline and tobacco. Now that the sale of beer is legal, it is being subjected also to sub- stantial taxation by federal and state authorities. Soft drinks, cosmetics, and amusements are also in this list. The underlying assumption leading to the selection of such articles appears to be either that they are luxuries, as some legislative committee has chosen to de- fine them, or that an indefinite amount of taxation can be imposed without checking the consumption. The first as- sumption is defective as a generalization. The second is unsound, since it violates both the laws of economics and the re- sults of experience. This is not an argu- ment for removing such sales taxes, but simply for a recognition of the financial unwisdom of imposing such heavy taxes that a material decline in the consump- tion of the articles taxed will result. Some evidence is being accumulated to show that the weight of taxation on certain commodities has diminished the amount consumed. Certainly this is to be ex- pected, and to the extent that such re- duction occurs, it defeats the main pur- pose of the tax. Advantages and disadvantages of the sales tax—The sales tax is a good revenue producer, even at low rates, since the total volume of sales trans- actions is so large. Under this tax no deductions are permitted for costs or losses, and the tax base is not subject to as great fluctuation as in the case of the tax on net income. The revenue yield is therefore less influenced by business variations than is the case with the in- come tax. The principal objection to the sales tax as such is its regressive char- acter. That is, insofar as it may be shifted to consumers, it tends to burden the poor more heavily than the rich. For the reasons already given, this tendency cannot be avoided wholly by seeking to collect the tax only from the sales of goods which someone has decreed shall be classed as luxuries. Viewing the tax system as a whole, however, the regres- sive effect of the sales tax is counterbal- anced by heavy progressive federal and state taxes on incomes and estates, and by heavy state and local taxes on prop- erty. —Harley L. Lutz, Princeton Uni- versity, and William G. Carr, Re- search Division, National Education As- sociation. The Journal of the National Education Association who seat imp gers in ¢ sior cap gro em wo ing lig )- fe United We Stand VERY limited train that steams E toward Washington is crowded with serious faced men and women who carry bulging portfolios. Pullman seats and chairs of lounge cars serve as improvised tables around which passen- gers lean over piles of charts and papers in eager and sometimes excited discus- sion. The hotel lobbies of the nation’s capital swarm with guests who stand in groups and talk in earnest tones about employment, payrolls, steel, and shorter working days. Great government build- ings, once darkened at night, blaze with light where weary-eyed attorneys, econ- omists, government workers, and repre- sentatives of every field of human en- deavor sign papers and feverishly dictate new papers to sign. Business magnates, captains of industry, coal miners, farm- ers, and welfare workers come and go. The nation is at work to save itself. Where difference of opinion and indi- vidualism once were rife, cooperation prevails. The nation stands united as it has never stood before except in time of war. And the nation is at war today against greed, incompetence, failure. The ingenuity and determination of the American people will find a way to win. From the cooperation of today will grow the New Deal of tomorrow. What will be the place of the teacher in the future? The question is being an- swered today by teachers. It is being answered in the inactivity of those who wait for something to happen. It is being answered by those active, ener- getic leaders who know that the teacher of tomorrow will be a clerk, and the school of the future a poor man’s last refuge unless the members of the profes- sion are equal to the united effort for which the present situation calls. The National Education Association is making a valiant effort. The teachers’ own new seven-story building at the familiar address of 1201 Sixteenth Street, N. W., is a place of vigorous activity. Secretaries of state teachers associations, state and city superintendents of schools, econo- mists, sociologists, teachers, research ex- perts, news reporters come and go. National commissions in animated dis- cussion . . . trucks carrying away bags Volume 23, Number 4; April 1934 of mail . . . millions of pages of literature arriving from the presses . . . releases to newspapers . .. magazine writers search- ing information . . . engineers setting up radio apparatus. . . Visitors see these activities or similar ones every day. Teachers are at work. The headquarters staff is not the National Education Association. Every member plays a part. Your Association invites you to come to Washington. When the seventy-second annual convention of the National Education Association meets in the Capital City, June 30-July 6, teachers will take their places beside those who have come here from every other field of labor. Many delegates will elect economical methods of travel. Thousands will drive autos and enjoy the delights of camping on the way. For the convenience of those who choose the highway, the following travel budgets, prepared with the assist- ance of the American Automobile Asso- ciation, are offered. For instance, each of four teachers traveling the 702 miles from Atlanta, in a medium sized car, will budget his expenses for the round trip about as follows: SCRANTON JO Wilkes Barre 4 ef — P fr sax) | (og — Mi vary AX NEY Pottswilie «A aneve Ds, Northumberland gy p 3 5) ug READING {@) 7 HARRISBLRG (©) Gas and oil. . . $5.62 Hotel, 5 days at $1. 50 per day [sharing room and bath with one other person] . ee | Meals, 5 days at $2 per day.. Fa a a 10.00 DE Gh ightekekakos sak eounes $23.12 After his arrival in Washington, he may enjoy the convention vacation at the following cost: Hotel [sharing room and bath with one other person] 6 nights............. $12.00 EE errr ee ee 10.00 Recreation—5 day8 .......csccsseces 7.50 Enea ee et are: $29.50 Thus, for $52.62 an Atlanta teacher may enjoy this trip. The cost may be fur- ther reduced if the traveler stays at tour- ist camps enroute and in Washington. Estimates of total expenses, including travel and living costs during the con- vention, on the same basis as the expense accounts budgeted above, follow for other cities: Minneapolis, $66.23; St. Louis, $57.01; Boston, $47.24; New Orleans, $74.26; Chicago, $56.08; De- troit, $47.83; Nashville, $56.65; Pitts- burgh, $38.34; Cleveland, $43.07; Bir- mingham, $61.21. For more detailed information, write to NEA headquarters. ten! County Parks and Rural Life . bat PFARENTLY we are on the threshold with nature, for nature trails, and the same time a forest and a game refuge. It A of an age of much greater leisure replenishing of wild life to stock the should inclose or adjoin a good sized = than any large group of people country round. This doubtless seems like body of water, either lake or river. It at has ever known before. should providea camp site, * Leisure that means idle- - ness and dissipation leads to national and racial downfall. The county has been one of the least organized and most inefficient of our government units; but there is now a nationwide movement toward county planning. A larger and larger proportion of those whose business is in the smaller cities are living in the country round about. It looks as tho the villages, the smaller cities, and the townships must surrender more and more of their functions to the larger unit, and that the county is destined to become our basal political factor. There are certain general functions that belong to each governmental unit, whether that unit be the nation, the state, or the county. One of these is a park and recreation sys- tem calculated to bring to an urbanized people its ancient heritage of field and open sky under which alone a stable nervous system may be built up and old racial memories and aptitudes revived. The average county contains about 600 square miles. It should have not less than 1 percent of its area—about 3800 acres— in park and forest land, while 2 percent would not be excessive and in many cases would be obtainable. This area might be in one cen- tral plot or in a series of sites distributed about the county. There are advantages in each method, but no area of less than one square mile can offer seclusion to the protection of bird and animal life which is desirable in a game preserve, while in an area of ten or twelve square miles, there is an opportunity to be alone 112 The county park gives children the opportunity to explore nature a large order, yet even twelve square miles would be only a little over a quarter of one of the sixteen townships which constitute the average county. However, it is not necessary that all of this land should be secured at once. A consider- able portion of it should be marsh, if possible, and most of the remainder mar- ginal or submarginal land. This county park should be at the preferably with rustic cab- ins, for the Boy Scouts, Girl Scouts, Camp Fire Girls, the 4-H clubs, the YM and YWCA, and for playgrounds for churches and schools that desire such facilities. These sites could be used by different groups for two-week pe- riods during the summer and for weekend parties and conferences by clubs and civic groups during the year. An opportunity for skating and coasting while the ground is covered with snow and ice would have a strong appeal. Much of the area se- cured should be replanted with native trees for the sake of the timber, the beauty, and the appeal to wild life and to people of all ages which these trees represent. The planting of county parks would offer a great outlet for surplus labor; and one such county park constructed would doubt- less lead to widespread interest and _ imitation thruout the state. Each park should have a tourist camp, probably with cabins as well as an area for tents and a chil- dren’s playground. Near the main entrance, in the more densely populated areas, there should be a gas station, a garage, a commissary, a restaurant, and either a hotel or a residence with tourist rooms. There should be picnic sites which might be leased for special occasions for church, school, or community gatherings, as well as free sites for family gatherings. These sites should be equipped with fireplaces, water, and latrines. Adjacent to the tourist and picnic sites there might be golf links, ball diamonds, The Journal of the National Education Association tennis courts, and grounds for horseshoe pitching and croquet. Waterside parks should have a good sized beach with bathhouse, canoes, and row boats. A clear picture of needs usually results in accomplishment in America. If one such park were organized and the ideal impressed upon the people and the dif- ferent counties—even if the United States does nothing—the land will prob- important, the children should be taken to the parks frequently to observe the birds, animals, trees, and flowers. Nut- ting parties should be encouraged. Na- ture trails and in some cases nature guides should be provided. A botanical garden and nursery might be established. The maintenance of such a system of parks need not represent any consider- able expense. A small area about the grounds, and athletic fields would offer healthful and worthwhile employment outofdoors to persons out of work. It would enrich the life of local communi- ties in the wise use of leisure and en- courage young people to improve their communities, rather than to seek oppor- tunities in congested cities. The government has announced the setting aside of $25,000,000 to begin the Waterside parks offer facilities for rowing and swimming ably be given about as fast as the state can take care of it. Some of this land is already in the hands of the states from nonpayment of taxes. A good share of it is land that never should have been taken for agricultural purposes and that never has yielded a net income. In some cases the counties and municipalities of the counties should unite with the state in its purchase, if necessary. The great majority of the state and county parks thruout the nation have been given. Mausoleums crumble, but the park may well persist thru the ages. It is the cheapest and most lasting tomb- stone that wealth may leave behind. A system of county parks should be connected directly with the school sys- tems of the county and the different cities. Nearly all young children are much interested in plants and animals. Nature study should begin in the first grade and be carried on up thru the high school. Interest in nature offers one of the best, most wholesome outlets for the increased leisure that is upon us. Nature specimens might be furnished the chil- dren from the parks. But what is more Volume 23, Number 4; April 1934 park entrance could be leased for gas stations, garages, restaurants, and hotels to help pay the initial expense of the park. In leasing these facilities, objectionable, unsightly features could be eliminated. Many of the state and county parks of the country are already self supporting with the income increasing every year. Food, wood, and campers’ supplies should be sold at regular prices. This plan to put in every agricultural county a county forest, park, and game preserve is the easiest solution of two of our largest problems. It would withdraw from agriculture several million acres of marginal land, which is at present ruin- ing those who attempt to farm it. It would achieve the same result in curtail- ing production, as the method of hiring the farmers to allow a portion of their land to lie idle, but in this case the re- sults would be permanent, where under the method the government has been following, the work has to be done over every year. In the second place, reforestation, the making of roads and trails, the develop- ment of bathing beaches, camp and picnic acquisition of submarginal land with the statement that $350,000,000 may be made available for acquiring 50 million acres, if the project works out satisfac- torily. There are about 200,000 rural schools in America, most of which have less than a half acre of land. They need at least two acres to provide for play alone. If there is to be gardening and nature study also in the program, each school should have not less than five acres. It would surely cause much less criticism for the Department of Agriculture to buy or lease two or three extra acres for each rural school than for it to lease farm land to grow up to weeds. If educators show their interest in this matter and at once, it should be possible to get some- thing done. Consolidated schools should have at least twenty acres; but taking all of these together they would scarcely make a dint on the 50 million acres sug- gested for purchase. Probably in the case of the one-room school, a lease would be better than a purchase, as many of them will be abandoned in time.— Henry S. Curtis, Ann Arbor, Mich. 113 f | ‘HOSE interested in childhood edu- cation have been disturbed over the possible fate of the kindergarten. In practically every school system in which this unit exists, budgetary cuts have threatened the extinction of the kinder- garten. In some quarters school officials are not convinced that the funds ex- pended on this year of work are war- ranted. At a recent meeting on the school budget the kindergarten was referred to as “a boom time luxury.” There are three major reasons why this condition prevails and why the status of the kindergarten is so precarious: First, the term kindergarten has outworn its usefulness and is no longer an appropriate des- ignation for this first year of schooling. Second, since the kindergarten is operated in many school systems as an appendage to the elementary school and as a separate item in the budget, it is readily “blue penciled.” Third, the evidence produced to justify the institution as to educational worthwhileness is inadequate to convince many public leaders and many educational authorities. Statistical records, financial reports, and administrative Kindergarten children of Atlanta, Georgia, build and How to Save the Kindergarten practises have led the public to conceive of the kindergarten as an attachment to elementary education that may be eliminated at any time without serious loss. Unless those who are interested in the schools, and particularly in this year of school work, give their most serious at- tention to the organization problems in- volved, the kindergarten will probably be destroyed in many cities. Once dropped, it will be difficult to reestablish the work. The problems of childhood education will become increasingly complicated, and the research funds assigned to the severa: childhood education study cen- ters are rapidly reaching the time when they will be exhausted. In spite of the work of these experimental schools and the developments that have taken place in cities in which the kindergarten and the first grade have fully unified, it is believed that current administrative and budgetary practises are sealing the doom of this early year of school work. The first step toward the preservation of the first year of school work as offered in the kindergarten is to discard the term kindergarten as a designation of an ad- ministrative unit or of a distinctive phase of primary or childhood education. By taking this step this particular year of school work will not appear as provided for in the budget thru a distinct or sepa- rate appropriation. The next step to save the institution requires more intensive study of the prob- lems of childhood education as now ar- ranged in the first four years of school, including the kindergarten. It is be- lieved that experimentation on the organ- ization, the curriculum, the teaching, and the supervision of the work of these years will produce a change in practise that will bring forth more effective results at considerable less cost in instruction as well as in plant outlays. As a basis for such study and experi- mentation the following plan is proposed. Since the evidence now available indi- cates that organized and directed school- ° ti Mee ey % Stes, operate their own postoffice. The Journal of the National Education Association ing of children below six years of age is both profitable and desirable, the public and the board of education must fix the place on the age scale below which the community cannot afford to assume the financial responsibility for educating children. Naturally this age of school entrance will be modified from time to time as research demonstrates the rela- tive economy of public education of younger and younger children. When the board of education fixes the minimum entrance age, the school officials are in a position to formulate the educational program for the young children entitled to public education. The organization set up to carry out this program must be a flexible one, since over a period of time the entrance age may be changed. Hence a fixed graded system of schools can hardly serve the purpose. Obviously a chronological age classification of children will likewise not serve. It is proposed that research activ- ities be directed to the organization of a primary division of the schools in which these early years of education may be organized into an informal system. The plan of work will be such that chil- dren will be advanced to the division be- Volume 23, Number 4; April 1934 These artists-in-embryo are kindergarten children of Oakland, California. yond the primary as soon as they are socially, mentally, and physically quali- fied. There is some evidence available in the work of progressive school systems that points the way to possibilities of such a reorganization. Such a plan will require thorogoing study of all children received into the school. The organization of learning and the play activities set up may demand four years of school life of some children while for others the time spent in this primary division may be reduced to a minimum. It is believed that a primary division of the sort proposed, in which the work of the kindergarten and the first three grades is properly integrated, will result in a division of the schools that cannot be destroyed thru budgetary trimming. As school building programs demand revision, a new primary schoolhouse will emerge. It will be located so that the difficulties that now arise because small children are required to walk “so far” to school will no longer exist. The primary division will not need extensive play- grounds. The school building will be con- structed*about the playroom and recre- ation rooms as the centers of school life and will serve as the center of parent activities. The teaching service in the new pri- mary division will be organized so that teachers will be assigned tasks commen- surate with their competence and train- ing. There will be master teachers, as- sistants, and clerks, with corresponding differences in educational preparation for the duties assigned. Salary schedules will be based upon training and responsibili- ties assigned and not as at present ac- cording to the “single salary theory.” Instructional costs will be reduced ma- terially while salaries will not be low. It is obvious that if a change in the primary division takes place, a complete reorganization of the upper elementary school will be found necessary. As schools expand, it may be found econom- ical and advantageous educationally to provide an extended intermediate school including in its activities the work now provided in grades four thru nine. The difficult building problems arising out of increased secondary-school enrolment: and decreasing elementary enrolments may find its solution in this step.— Fred Engelhardt, College of Educa- tion, University of Minnesota. _ What the American School Means to Me HAT the American School Means \X/ to Me” was the title of essays written by highschool pupils in a project sponsored by the Division of Publications of the National Education Association in connection with American Education Week in 1933. In the observance of this occasion it seemed highly desirable to impress pu- pils as well as parents and taxpayers with the significance of the schools and the dangers which threaten them at this time. If the pupils of today go out from school with an understanding of the significance of the schools in our democ- racy and an appreciation of the services the school has rendered them, they will be better equipped to meet the prob- lems of education when they become taxpayers and citizens. The purpose of this project, carried out for the first time on a limited ex- perimental basis, was therefore twofold: [1] to set highschool pupils to thinking, talking, and writing about the meaning of free public education; [2] to provide material calling for the preservation of the educational rights of children which would have a special appeal to adult citizens and taxpayers because it comes directly from the youth. The three best essays from the high schools in each city participating were selected and mailed to the Division of Publications of the National Education Association. The following cities submitted essays: Smyrna, Delaware; Hartford City, Indiana; Mount Vernon, Indiana; Pikeville, Kentucky; Traverse City, Michigan; Askov, Minnesota; Winona, Minnesota, Hannibal, Missouri; Bel- grade, Montana; Laurel, Montana; Broken Bow, Nebraska; Hoboken, New Jersey; Covington, Ohio; Johnstown, Pennsylvania; Middletown, Pennsylvania ; Wilkinsburg, Pennsylvania. From the entries submitted the three printed on this page were selected. © MY MIND the American school, Egon with the family and church, forms the background for a person’s life. If one secures a good background, it does much to help him along in later life. Therefore the American school is closely allied with the later life of its students, altho they may not realize it. The average American boy and girl, I greatly fear, do not realize the impor- tant part which the school plays in their lives. It is the place for me to learn the fundamentals necessary for higher education. It is there that I develop the 116 traits which I hope will lead to my suc- cess, and it is there that I develop obe- dience, cooperation, and leadership. The American school provides an op- portunity for an individual to obtain a free education. In few other countries in the world is the system of education so highly developed, and yet we do not ap- preciate our good fortune. Up till now I had taken the American school for granted and it was with a start that I realized that it is made possible only by the taxation of the American people. Up till now I did not realize the tremendous proportions of this system. Our parents must pay to keep up this great system and we do not make the most of the opportunities they give us. We come to school with the idea of get- ting by on the least work possible and of having a good time. I have firmly decided to take advantage of the oppor- tunities offered me to secure education. The most important fact about the American school to me is the fact that it prepares its pupils to take an intelli- gent part in their work and community life in later years. This surely is a man’s greatest responsibility and should be met squarely —John Fleming, High School, Smyrna, Delaware. HE AMERICAN SCHOOL means my Bh ertlonen Education means bring- ing out the best that is in me so that I can cope with the world—not today, when my parents decide things for me, but for my life when I will have to make my own decisions—not 1933 but 1943. In that world, work will occupy a sec- ondary place. Today work is the chief object of living. If education assumes that work is the chief thing in my world, it will fail me. It should teach me, not laziness because it is not laziness which will take work’s place, but something active and exacting—true leisure. An industrialist is quoted, “Soon we shall get a three-hour day.” Today’s people are not educated for such a world, but this is the world in which I will live. This means eight hours’ sleep, three hours’ work, two hours’ eating, and eleven hours’ leisure. Imagine filling eleven hours daily playing bridge, listen- ing to the radio, and driving an auto- mobile in circles. What is the attitude of today toward the radio? Is it a time filler or a time killer? In the future I will have so much time that I will not be able to kill it all; the American school must teach me to be a time-filler. A radio speech should lead to a week’s thought. Without work I shall be free—free for what? Free to be bored, or free to create and enjoy the life of the mind, educated wisely or foolishly—only the American school can determine—Helen Smith, High School, Hannibal, Missouri. i an American girl. When I was six years of age, I entered a public school, with no realization of the privilege that America was freely giving me. I accepted it as a matter-of-fact. Natural inquisitiveness caused me to become interested in my studies and my classmates. When I learned to read, the joy of discovery led me to delve more deeply into the books of erudition. I mastered the “Three R’s” and the other subjects included in the curriculum of the average American school. Besides the prescribed subjects, I learned cooperation, obedience, and the necessity of routine. I learned that only by my own hard work and perseyerance could I gain high grades. I discovered pride in accomplishment and shame in failure. Companionship with other young people develops unselfishness and geni- ality. These things I especially needed because I was an “only child.” In the relatively small world of the public school from which no one is barred be- cause of poverty or caste, I have found all the types of personalities which I will meet later in the world of affairs and have learned to make adjustments and allowances. Had I intended to become a business woman, I could have fitted myself for that profession in the commercial classes. In the preparatory course which I have taken, I have learned the basic principles that are the foundation of higher learn- ing. The knowledge that I have gained has brought a realization of what there is to gain and thus has instilled in me an earnest desire for more education. My education means my chance of success, and that the American school has given me. It has enabled me to be- come an educated member of society and an intelligent citizen. If I make a failure of life, I shall feel that I am a traitor to my school, my home, and my country. May we students mean as much to America as the American school has meant to us!—Catherine Daugherty, High School, Hartford City, Indiana. The Journal of the National Education Association > be lead for sate ted can ith, How the New Deal Came to Dunderland DonaALD R. RICHBERG General Counsel, National Recovery Administration ing thru a country called Dunder- land. On one bank lived the Herds- men, a peaceful tribe of ragged individ- ualists who raised sheep and cows. On the other side of the river lived the Plow- men, who raised corn and cotton, and were also ragged individualists. The men of both tribes made boats and fished in the same river; and they exchanged wool for cotton and corn for milk. As each tribe multiplied, they began to build bridges across the river; and, as the bridge builders charged tolls, more and more bridges were built until finally the river was all cluttered up with bridges, and the toll charges were so re- duced that all the bridges operated at a loss; and a lot of bridges were never finished; and bridge builders and bridge tenders could no longer make a living. Along about this time the Herdsmen found that they were producing more wool and milk than they could use or exchange; and the Plowmen found that they were producing more corn and cot- ton than they could use and exchange. So there was a Depression; and naturally the ragged individualists of both tribes blamed their troubles on the other tribe; and after a lot of individual quarreling the tribes went to war. The war had to be organized, because even ragged individualists do not like to fight separately. So the Chiefs of the Tribes took command. First they burned all the bridges so that the enemy could not get across. Then they began to build new bridges so as to attack the enemy. Meanwhile the Herdsmen began to raise corn and cotton; and the Plowmen be- gan to raise sheep and cows, since they could not trade with the enemy and they needed these things. It took so long to get ready to fight that by the time each side was prepared to go to war the people were so busy and so prosperous that there didn’t seem to be much to fight about. So they made a treaty of peace which simply provided that anybody who de- sired could build a bridge. Then for the next ten years both tribes built bridges again as fast as they could. The first bridge builders made a lot of money; and for a few years the Herdsmen and the Plowmen traded merrily across the | ONG, LONG AGO there was a river flow- Volume 23, Number 4; April 1934 river and fished in the river peaceably again. But, after ten years, once more there were too many bridges and every- body was producing more than he could exchange, except a few Herdsmen who had started raising chickens and a few Plowmen who had started raising wheat. So there was a little short Depression during which all the unemployed Herds- men began to raise chickens and all the unemployed Plowmen began to raise wheat; and, as a result, there were soon too many chickens and too much wheat added to too much of everything else. So then a big long Depression started. “Tt’s all the fault of the Herdsmen,”’ said the Plowmen; and the Herdsmen answered back: “It’s your fault, not ours.” So they declared war again; and burned all the bridges; and the Chiefs began organizing each Tribe for battle again; and there was a great revival of business and everybody went to work. But one day, when a Council of War was being held by the Herdsmen, an old man named Pa Lee Khan stood up and insisted on making a speech. He was a very successful basket-maker who had become a teacher of political economy in his declining years and was known thru- out the land as the learned Pa Lee Khan. He told the Council of War that the De- pression was just a business cycle and there was no need to go to war about that. The thing to do was to wait for the end of the business cycle and then prosperity would return. “When will the business cycle end?” he was asked; and he answered: “After enough people starve and die and things get scarce again, so there will be a proper balance of supply and demand. You haven’t any effective demand for any- thing now except bridges.” “We need bridges,” said the Chief, “because we burned them.” “Well,” said Pa Lee Khan “if you want to create an effective demand for other things you had better burn them too.” That sounded very wise to the Chief, so he ordered everything burned; but before the order could be carried out there was a revolution; and Pa Lee Khan’s cousin, Pa Lee Cy, became Dic- tator. Pa Lee Cy was both a scientific scholar and a practical politician so he put the Chief and Pa Lee Khan in jail. They remained there arguing for twenty years; and when they died they left a large manuscript entitled, The History and Cause of Business Cycles, which no one has ever been able to translate so as to make any sense out of it—so it has always been regarded as a work of pro- found wisdom. During this twenty years, however, the Dictator of the Herdsmen had made peace with the Dictator of the Plowmen by marrying their children and creating a Royal Family, which then established a Planned Economy. This was a very simple recovery program under which all the surpluses which either Tribe pro- duced were delivered to the Royal Family. In this way Pa Lee Cy, who was the master brain of the Royal Family, practically ended the business cycle. The people were never allowed to ac- cumulate a surplus and they came to re- gard a continuing moderate Depression as the natural condition of a modern, well governed state. The overbuilding of toll bridges stopped because the Royal Family took charge of all roads and bridges as “public utilities” and, after the people had paid for building them, they were required to pay the Royal Family perpetual tolls for using them. This stopped excessive bridge building and eliminated all unfair com- petition. It is probable that the planned econ- omy of Pa Lee Cy would never have been changed if the old Royal Family had not petered out after a few generations of high living. It was succeeded by a Family of Cliff Dwellers, who called themselves Bankers, and claimed to be illegitimate progeny of the original Pa Lee Cy. They tried to improve on the Planned Economy which had merely transferred the surpluses of production to the sup- port of the Royal Family. First, they put in Efficiency Experts who doubled all the production of the farms and fac- tories. That gave the Bankers such enormous surpluses that they could only use them by employing more Efficiency Experts and operating more farms and factories. This brought on the Biggest Depres- sion of all, when the surpluses were piled 117 up so high around the Bankers’ houses that the Bankers starved to death inside and the ragged individualists starved outside, until along came a man with a New Deal who said: “Let’s not have any more Royal Families. We'll have a new planned economy: and the plan will be to have the people either absorb their own surpluses or stop producing surpluses. Doesn’t that sound like com- monsense?”’ Thereupon all the ragged individual- ists cheered loud and long and the New Dealer went home feeling very happy. But that evening he ate mince pie and had a nightmare in which old Pa Lee Khan appeared scowling at the foot of the bed, and pointed a long bony finger at him and said: “Have you read The History and Cause of Business Cycles?” “T have read it,” said the New Dealer, “and it’s just a lot of words. It doesn’t mean a thing.” “It means,” replied old Pa Lee Khan, “that as long as ragged individualism is the pride and glory of Dunderland you will always have business cycles. It means that when you mortgage to- morrow you don’t eat tomorrow—that every credit has its debit—and every boom must have its bust.” “We are going to have a new kind of planned economy,” protested the New Dealer. “No boom, no bust. We are planning to feed and clothe all our ragged individualists by democratic co- operation.” “Socialism,” whispered Pa Lee Khan. “Communism,” whispered Pa Lee Khan. “Fascism,” whispered Pa Lee Khan. “You don’t explain anything,” said the ’ New Dealer, “you only call names and prove nothing, in a very scientific man- ner. What is wrong with the New Deal?” “It won’t work,” whispered Pa Lee Khan. “Why not?” “T can’t tell you why; but I am sure that it won’t work.” “What would you do?” “T wouldn’t do anything,” whispered Pa Lee Khan. And then he disappeared very sud- denly in a fog which he apparently had brought in with him, which lingered just long enough to cover his retreat. That is where the fable ends. And that is where the New Deal begins.— Extract from a speech before the Annual Meeting of the Employers’ Association of Western Massachusetts on January 18, 1934, at Springfield, Massachusetts. Group Study and Faculty Meetings N ARTICLE with the title “The Prin- A cipal and His Faculty Meetings,” written by F. A. Boggess, Uni- versity Hill School, Boulder, Colorado, is published in the January 1934 issue of Educational Administration and Super- vision. It is well worth reading. In this article, Principal Boggess discusses the following points: [1] No school can be operated at its best without frequent meetings of its teachers on a regular schedule with a definitely planned pro- gram. [2] Planning, preparing for, and conducting faculty meetings is very largely the work of the principal and we must assume responsibility for their success. [3] In teachers meetings the time devoted to routine matters should be minimized and broad general principles dwelt upon. [4] A school’s faculty meetings should con- stitute a practical, fundamental course in growth in service with local applications always made of everything discussed. In commenting on the last point, Mr. Boggess says: “All phases of educational progress are discussed at the meetings [of University Hill School], based on striking magazine articles, books, or ad- dresses. The economic problems of the nation and the world find a place in dis- cussions as well as great moral questions, while community affairs are by no means neglected. The standards and ideals of the school are continually reiterated, so that every teacher is thoroly conversant with them and comes to believe in them.” Because the school year is nearing its close and teachers have additional re- 118 sponsibilities, we suggest that one faculty meeting in this month be based entirely on the contents of this JouRNAL. It has enough variety in the addresses from the Cleveland convention and other material to form the basis for a live professional meeting and can be easily planned. Short quotations—a paragraph or a few sen- tences in length—could be selected from this JoURNAL, mimeographed, and each one assigned to a different teacher for discussion, with the request that the dis- cussion apply to your own school or com- munity. Paragraphs like the following might be selected [figures refer to JourNAL pages]: “Vacation time leisure presents too big a challenge to be safely ignored or to be treated lightly by those who have any relation what- ever to the destiny of young human life.” [109] “A system of county parks should be con- nected directly with the school systems of the county and the different cities.” [113] “The term kindergarten has outworn its use- fulness and is no longer an appropriate desig- nation for the first year of schooling.” [114] “The influence of housing upon health, tastes, and attitudes of family members can scarcely be measured.” [120] “Every major depression in the history of this country has been followed by a period of un- usual educational progress. The decade just ahead will probably offer the best opportunity for substantial educational advance, which will occur in this generation.” [103] “We must learn the fine art of creating public opinion and of guiding educational legislation in the states and in the nation.” [106] “If we are to work for a better social order, our children must be taught to know what is wrong with the existing social order. Its defi- The Journal of the National Education Association ciencies must be uncovered, its shortcomings exposed, fairly, frankly, without passion or bias but without understatement, subterfuge, or apologetics.” [97] “There has been for some months past an almost hysterical excitement among a small group of radical educators for a kind of social instruction which regards itself as competent to settle all the problems of government and industry in accordance with extreme views re- garding the future of the social order.” [104] “The time is here when student discussion of conditions of problems of our modern life should lead to individual, social, and civic bet- terment. Only thru courage, initiative, and leadership of our young people will changes be effected.” [102] Another way of using this JouRNAL is to prepare a list of questions, somewhat like the following [figures refer to JouRNAL pages]: Name two types of sales tax. [110] Who is Francis Zuill? [120] What influence does housing have on health? [120] Who is John K. Norton? [103] E. E. Ober- holtzer? [101] Do you find any ideas in the article on “Va- cation Time for School Children” which can be used in your school and community? [107] What are the two purposes of the project described on page 116? Could you adapt this project to your elementary school? [116] Is it wise to teach children the problems of modern life, when those they will meet as adults will probably be different ones? [97] Does Norton give satisfactory evidence that the decade just ahead will probably offer the best opportunity for educational advance ? [103] How much acreage in your state is in state parks? In county parks? [112] Where will the 1934 convention of the NEA be held? [111] GALLE LE a ae a Drawing by Morgan Dennis Agi > YS = aa j | % NY Ares Pi Anh LASLL I 6 [om Courtesy, The Parents’ Magazine New Values in Home Economics economics was first introduced into the public schools, and it is interest- ing to observe the developments in this field of work during those years. In pro- gressive schools the nature of home eco- nomics has changed, and it is important that the meaning of a modern program in home economics should be more gen- erally understood. Economic and social forces have effected rather ‘startling changes in the functions of the family and in the nature of the home during this time, and consequently education for homemaking has been adapted to the needs of the modern family. Home economics was once a technical subject dealing mainly with the prepara- tion and use of household commodities and with the care and operation of household equipment, but the philosophy which devoted major emphasis to prac- [ WILL soon be fifty years since home Volume 23, Number 4; April 1934 tical skills is no longer in harmony with present modes of living. New values have been introduced into homemaking as many of the former functions of the family have been taken over by industry and other agencies in the community. With the introduction of new types of housing and ingenious devices for heat- ing, ventilating, and labor saving, meth- ods of work have changed and the need for some types of household skills has been eliminated. With the production of an unlimited variety of commercially prepared food products of good stand- ard, moderately priced, the need for a variety of skills in food preparation has been lessened considerably. Since the ready-to-wear industry has produced every type of clothing at prices which compare favorably with garments made at home, needlework skills have become less essential. Industry, in fact, has made the homemaker more a consumer than a producer of household commodities. Altho the final preparation of commer- cial products for consumption does in- volve some skills and many problems in management of time and work, as well as good taste, family likes and dislikes, the homemaker’s chief problem comes in intelligent selection of goods. Such changes illustrate why the emphasis in home economics courses has shifted from production of household commodities to the wise consumption of household com- modities. Much has been said about the neces- sity of educating the consumer, and home economics is one of a very few agencies that has devoted its energies to the education of the consumer. Ability to evaluate goods for personal and fam- ily use is probably the chief economic function of the homemaker and the fac- 119 tors that complicate her problem are very familiar. Never have we had a more perfect example of the need for a knowl- edge of nutrition principles, markets, fluctuating food prices, and food com- binations as a basis for wise purchasing of food than we have in public relief at the moment. During the entire depres- sion period the need for a knowledge of foods and nutrition has been demon- strated in the planning of food budgets on the small allowances available. The relation of nutrition to health is well established, and whether these limited low-cost diets have been selected so as to prevent malnutrition in children, only time will tell. The eagerness with which adults have sought assistance in dealing with these small allowances argues for a broader educational program along this line including training for both boys and girls and a wider range of age groups. Since manufacturers and retailers of textile materials do not make available to consumers the type of information that is essential to wise choice of goods, home economics has included this type of training in its program. Informative labels giving facts in regard to grades, qualities, and materials are not provided for the household buyer and consequently the need for education in this field is emphasized. Most of the retail codes contain items of direct interest to the consumer, but interestingly enough, they are all sadly lacking in provisions re- quiring that facts be given to consumers about qualities or grades of goods. Some of the codes do stipulate that labels or advertising designed to deceive the con- sumer may not be used but they make no provision for giving information to the consumer. The codes are written for the industry, not for the consumer. Since consumers are an unorganized group, their information is their only safeguard in buying goods. Emphasis upon con- sumers’ problems is one of the new values in home economics. The influence of housing upon health, tastes, and attitudes of family members can scarcely be measured. Since the home provides the immediate environ- ment, it too is an important responsi- bility for the household consumer. The complicated nature of the housing prob- lem is exemplified by the great variety of building materials, new types of heat- ing, lighting, ventilating, new designs in furnishings, as well as the numberless devices for eliminating household labor. Providing the type of housing at reason- able cost that best suits the needs of the family and at the same time serves as a 120 suitable background for the development of the group is no simple problem. Both the social and economic aspects of hous- ing are given attention in progressive courses in home economics, in order that boys and girls may have some apprecia- tion of the housing problems of the fam- ily and of the community. Because our daily life in the family is so tied up with economic problems and our satisfaction and contentment so closely related to our choice of goods, it seems exceedingly important to learn to spend wisely. With decreased incomes and a trend toward higher prices in all common household commodities, the problem of readjusting the standard of living becomes more and more difficult. A higher value has been placed upon a “sense of security” in recent days, and only thru planning for saving and spend- ing is security likely to be obtained. In the past family finance has been a pretty dull subject, but in the last two or three years money has influenced the lives of boys and girls in so many inti- mate ways that it has become one of the most dynamic subjects in home eco- nomics courses. However important the economic function of the family may appear to be, it is certainly no more important than the social or psychological functions of the family. The trends toward urban life and toward smaller families not only changed the nature and amount of work to be done in the home, but actually changed relationships between members of the family group, the early education of children in the home, and the leisure- time activities of the family. The en- trance of women into remunerative oc- cupations and into public affairs brought changes in social relationships in the family that were even more fundamental than those that came as a result of in- dustrial developments. As the number of wage-earning women has increased, homemaking has tended to become a joint enterprise rather than women’s work alone. The changing status of women has developed a more liberal at- titude toward both men’s and women’s responsibilities in the home and has broadened our ideas in regard to the most important values in family life. Progressive courses in home economics consider problems in family relation- ships, personal development, and other important factors in family stability. Certain phases of the mental and social development of children are included, as well as the physical care of children. Young people need training for the complicated problems that they face in setting up a home and establishing a family. They need to know the respon- sibilities that they assume when they undertake family life. The factors that distinguish the successful family from the unsuccessful one are factors they should recognize. The compensations of successsful family life are important points to be appreciated. With increased leisure for the average worker so near at hand, the problem of utilizing that leis- ure in home activities which are worth- while, recreational, and inexpensive, is a very insistent one. These are some of the social values that are given an im- portant place in the newer home eco- nomics programs. There is an increasing tendency to organize home economics subjectmatter around the important functions of the family, rather than by the traditional method of organizing content around food, clothing, and shelter. Inasmuch as the primary purpose of home economics is to enable boys and girls to perform effectively the functions of the family in modern society, this seems a more logi- cal approach to the problem of education for the home. The trend toward this organization is shown by the emphasis which progressive courses place upon such new values as social and family relationships, satisfactory home environ- ment, individual and group develop- ment, intelligent consumption, financial management, and leisure-time activities. This type of education is valuable for everyone, and it is encouraging to find that these newer phases of home eco- nomics are being incorporated in many different school subjects for all age groups. The integrated program makes this training available to everyone.— Frances Zuill, head, Home Economics Department, State University of Iowa. The Journal of the National Education Association = @ ~ as eo Oo ae thre @& @& American Library Association and THE JOURNAL of the National Educa- tion Association in the Educational Depart- ment of the Enoch Pratt Free Library in Baltimore. Instead of the difficulty experienced in for- mer years of choosing sixty books from a large group of worthy candidates, this year the problem has been to secure sixty quali- fied titles. There has been no great dearth of educational books, but unfortunately for this list, which aims to help the classroom teacher, worthwhile titles have been written mainly for students of education or special- ists. Methods of teaching the various sub- jects have been represented by very few titles except for art and music. In this field, beside those listed, there are: Eakright and Young, Adventuring with Toys; Littlejohns, Train- ing of Taste in the Arts and Crafts; McCau- ley, A Professional Study of Public School Music; McConathy and others, Music in Rural Education; Music Teachers National Association, Proceedings, 1932; Perry, Art Adventures with Discarded Materials; Ruck- mick, Studies in the Psychology of Art; Rus- sell and others, Art Training thru Home Problems; Thompson, Fundamentals of Rhythm. It is hoped that in 1934 a larger number of successful teachers may be persuaded to publish the results of their methods, as for example, in this year’s book On the Teach- ing of English by Seely. The hundreds of specialists who cooperate in the preparation of this list will then have a better opportunity for selecting the best titles in each group. Rural education is still neglected. For sev- eral years a scarcity of practical methods for the rural-school teacher has existed. Perhaps in the coming year, some helpful and desired contributions for this field may also be forth- coming. As usual, revised editions not completely rewritten, have been omitted. Among the ex- cellent revisions this year were: Cubberley, An Introduction to the Study of Education; Frazier and Armentrout, Introduction to Education; Murchison, Handbook of Child Psychology; Norsworthy and Whitley, Psychology of Childhood; Benson, Psychol- ogy for Teachers; Dewey, How We Think; Jordon, Educational Psychology; and Fargo, The Library in the School. Attention should also be called to the twenty-eight monographs resulting from the three-year National Survey of Secondary Education conducted by the U. S. Commis- sioner of Education and a board of consul- tants—available from the U. S. Office of Edu- cation. A few titles particularly useful to teachers are: Instruction in English by D. V. Smith; Social Studies by W. G. Kimmel; Science by W. L. Beauchamp; Foreign Lan- guages by H. M. Eddy. A unique feature of this year’s list is the inclusion of three important sets: Charters’ Motion Pictures and Youth, The Century Childhood Library, and the University of Chicago Survey of its work. 7. LIST is prepared annually for the Volume 23, Number 4; April 1934 Sixty Educational Books of 1933 Those books considered especially useful have been starred. All teachers and students of education who are doing intensive research in any subject HE CENTRAL HALL of the Enoch Pratt Free Library, Baltimore. In this library the “double purpose of beautiful design and sensi- ble convenience” has been successfully achieved. should consult the complete list of titles ap- pearing in School and Society for March 24, 1934, and the similar comprehensive annual lists that have appeared in School and So- ciety since 1927. Education for the New Secial Order *JUDD, C. H. Problems of education in the United States. 214p. 1933. McGraw-Hill. $2.50. This is one of the most important books in the outstanding series of reports, Recent Social Trends in the U. S. A wise and forward-looking treatment of the new status of children, “incodrdination” of the different units in the school system, problems of in- struction, school administration, finance, and adult education. Stresses the need for scientific studies of these problems. WOELFEL, NORMAN. Molders of the American mind, a critical review of the so- cial attitudes of seventeen leaders in Ameri- can education. 304p. 1933. Columbia Univ. Press. $3. Its subtitle suggests the importance of this book. Chap. 1—Studies the implications of social change for education. Chap. 2 and 3—Analyze and interpret viewpoints of seventeen educators. Chap. 4—Pre- sents “suggestive, strategic considerations for Ameri- can educators.”’ Especially valuable for students who need to clarify their ideas concerning current edu- cational ideas and the men who influence them. Ex- cellent bibliographies. History, Principles, and Philosophy of Education BUTTERWECK, J. S., and SEEGERS, J. C. An orientation course in education. 392p. 1933. Houghton. $2. That the students shall be oriented in not merely a field of subjectmatter, but in an entire field of theught is the objective of this book. It attempts to acquaint the beginner with fundamental problems and stimulate him to further efforts along these lines. Organized on the unit plan, the major problems of curriculum, teaching, administration, and research are well-developed. *KANDEL, I. L. Comparative education. 922p. 1933. Houghton. $4. A systematically arranged philosophical interpreta- tion by our most eminent authority on comparative education. Discusses the organization, administration, scope, and curriculums of the school systems in Eng- land, France, Germany, Italy, Russia, and the U. S. Elementary and secondary education are treated in the light of political, social, and cultural influences that determine the character of national systems of education. *KILPATRICK, W. H., and others. The educational frontier. 325p. 1933. Appleton- Century. $2.50. [Published also as: Yearbook No. 21 of the National Society of College Teachers of Education. Univ. of Chicago Press. $1.50, paper. ] When educational leaders such as Kilpatrick, Bode, Dewey, and others express their ideas, people are sure to take notice. In this book, they analyze changes in American life and outline a ‘“‘program for an education which would fit pupils to understand the life of which they are a part and prepare them to plan and reconstruct their social economic institu- tions.”’ Administration and Finance *ALMACK, J. E., ed. Modern school ad- ministration: its problems and progress. 892p. 1933. Houghton. $2.50. Twelve specialists contribute their interpretations of important educational principles, in a memorial volume to E, P. Cubberley. Chapters include timely topics such as school finance and business manage- ment, school properties and schoolhouse construc- tion, “the superintendent and the board of educa- tion,” and state and county administration. The book is a modern and practical resumé of the funda- mentals of administration as they are applied in lead- ing school systems. EDWARDS, NEWTON. The courts and the public schools; the legal basis of school organization and administration [Social sci- ence studies, No. 28]. 59lp. 1933. Univ. of Chicago Press. $5. A sound, authoritative treatment of the legal basis of school organization and administration. Court decisions have been selected, analyzed, and explained so as to make them accessible and understood. Dis- cusses school money, liability of schoolboards and school officers, employment and dismissal of teach- ers, and the like. Especially timely and valuable to school leaders because of present social and economic conditions. Supervision NATIONAL EDUCATION ASSOCIA- TION. DEPARTMENT OF SUPERIN- TENDENCE. Eleventh yearbook: educa- tional leadership; progress and possibilities. 528p. 1933. The Association. $2. A contribution to the science of supervision ad- vocating a genuinely cooperative relationship as the only effective technic of supervision. Seeks to rec- oncile the scientific method with a democratic con- ception of supervision having for its fundamental pur- pose the fullest possible release of the capacities of individual group welfare, the supervisor becoming the educational leader. Should be stimulating to all teachers and supervisors. NATIONAL EDUCATION ASSOCIA- TION. DEPARTMENT OF _ SUPER- VISORS AND DIRECTORS OF IN- STRUCTION. Sixth yearbook: effective in- structional leadership; a study of the prob- lem of integration. 183p. 1933. Teachers Col- lege, Columbia. $2. Styled ‘‘a philosophy of democratized supervision,” data for this yearbook was gathered by questionnaires attempting to determine how conflicts in supervisory practises were settled. These replies were analyzed according to various conceptions of supervision. Stresses the point that effective procedure must be flexible for a thinking teacher and a changing child. It fulfills the aim; namely, to stimulate thought and discussion of integrated supervision. Conduct and Character Formation HEATON, K. L. The character emphasis in education: a collection of materials and methods. 415p. 1933. Univ. of Chicago Press. $3. A few minutes devoted daily to character-building stories will achieve only slight results in character education, for the subject cannot be isolated in the curriculum. The author recognizes this fact and in his book presents many types of procedures that have been used successfully in various schools. Here is a wealth of illustrative material and suggestive methods with splendid references and bibliographies. Psychology of Childhood and Youth CHARTERS, W. W., and others. Motion pictures and youth; the Payne Fund studies, 13 monographs bound in 9 vols. 1933. Mac- millan. Sold separately: prices vary. These monographs present the technical reports of the Payne Fund studies which investigated the influ- ence of motion pictures upon the attitudes, health, emotions, and conduct of children. Scientific form and data may repel casual readers but will prove most convincing to teachers familiar with research technics. Charter’s Motion Pictures and Youth: a Summary, Dale’s How to Appreciate Motion Pic tures, and Blumer’s Movies and Conduct are the titles which will be most useful to classroom teachers. See note under Forman, Our Movie-made Children. GRUENBERG, S. M., and GRUEN- BERG, B. C. Parents, children and money; learning to spend, save and earn. 219 p. 1933. Viking Press. $1.75. “If the child is to learn to handle money, he must have money to handle.” From this assumption the authors show how the child thru his allowance ac- quires practical technic in purchasing, saving, earn- ing. Cooperation between parent and child in the realm of home finances is discussed as leading to an ideal. living plan. Handy guide for parents, teachers, or social-workers. JERSILD, A. T. Child psychology. 462p. 1933. Prentice-Hall. $3. A text for normal schools and teachers at large, bringing child psychology up to date by its illustra- tions and observations on many research studies— some not yet published. States what is known today about the emotions, learning, development of lan- guage, and social behavior of the infant. “Presents sound scientific investigations in such a way that they are clear, accurately reported, and distinctly interesting.”’ SMITHIES, E. M. Case studies of normal adolescent girls. 284p. 1933. Appleton-Cen- tury. $2. A very readable explanation of the technic of case work, The detailed cases of eleven normal girls, socially and educationally maladjusted, are described and results recorded. The illustrations selected em- phasize the normal rather than the abnormal and are representative of typical problems met in school and home. Has wide appeal but will be especially interesting to the classroom teacher. 122 Educational Psychology HOLLINGWORTH, H. L. psychology. 540p. $3. Educational 1933. Appleton-Century. Sgn LIST is one of the outstanding annual services of THE JOURNAL. Each year it grows in favor among JOURNAL readers. For preparing this list, we are indebted to Mary Rebecca Lingenfelter and Rea J. Steele, Head and First Assistant in the Department of Education, Philosophy, and Religion of the Enoch Pratt Free Library of Baltimore, and the hundreds of ex- perts thruoyt the country who cooper- ate with them each year. This is the tenth time THE JoURNAL has presented this feature. Well-planned text having a definite viewpoint, presenting in an untraditional way the fundamental psychological principles, and applying them to the art and science of teaching. Excellent treatment of transfer of learning, mental discipline, and the au- thor’s “‘cue reduction’’ theory of learning. A refresh- ing interpretation in the field of school subjects and technics. POWERS, F. F., and UHL, W. L. Psy- chological principles of education. 510p. 1933. Appleton-Century. $2.50. A new book in elementary educational psychology which pleasingly avoids the use of technical terms. Designed for beginning students, it will be useful to teachers and administrators as well. Some topics well handled are the discussions of the bases of conduct, the integration of educational psychology in the cur- riculums, and the relation of the teacher to pupils of varied capacities. *PRESSEY, S. L. Psychology and the new education. 594p. 1933. Harper. $2.25. A Scientific Book Club selection, chosen to fill the “need for a closer linkage of scientific knowledge and educational practise.”’ Incorporates the results of a ten-year program which went beyond the usual methods of experimentation to an intensive study of the child himself. An inspiring book for teachers and general readers. Educational Tests and Measurements GARRETT, H. E., and SCHNECK, M. R. Psychological tests, methods, and results. 235p. 1933. Harper. $2.75. Intended as a textbook and laboratory manual, this volume covers very completely the subject of psy- chological tests. It describes innumerable tests, giv- ing their purposes, materials necessary for adminis- tering and scoring, as well as the use and validity of each test. Part II, which concerns the measure- ment of complex functions such as personality and temperament, general intelligence, and mental ability tests, is available as a separate book. Special Education and Exceptional Children WHITE HOUSE CONFERENCE ON CHILD HEALTH AND PROTECTION. COMMITTEE ON PHYSICALLY AND MENTALLY HANDICAPPED. The handi- capped child; report, W. J. Ellis, chairman. 452p. 1933. Appleton-Century. $3. A complete picture of the extent and nature of the problems presented by handicapped children. Gives a comprehensive discussion of the various kinds of handicaps, their treatment, and suggestions and recommendations for their educational and voca- tional adjustment. ‘“‘The need for closer cooperation between medical, social, health, educational, and em- ploying agencies is clearly shown.” Educational Research ABELSON, H. H. The art of educational research; its problems and procedures. 332p, 1933. World Book Co. $2. Altho for graduate students and research workers, this book should also find a place in the hands of the practical schoolman because it suggests methods for selecting significant research problems, handles the successful outlining of solutions, describes the uses of research technics, and the kinds and functions of working tools. An orderly treatment with selected bibliographies. Teachers and Teaching Methods *BREED, F. S. Classroom organization and management [Measurement and adjust- ment series, ed. by L. M. Terman]. 472p, 1933. World Book Co. $2. One of this year’s books which has very practical value for the teacher in her classroom work. Class- room management is defined as dealing with prob- lems, factors, conditions externally relaied to class instruction and includes such topics as testing, group- ing of pupils, individual systems of instruction, super- vised study, class size, marks, new-type examina- tions, and the like. BROWN, E. J. Everyday problems in classroom management: a case and problem book. 306p. 1933. Houghton. $1.80. A radical departure from the usual text in class- room management in that the case and problem method is followed. Over 170 questions “wide in scope, clear and lively in presentation’ illustrate the everyday workings of the ordinary classroom. These problems have been developed and used in the author’s own classes with student teachers. COOKE, D. H. Problems of the teaching personnel. 384p. 1933. Longmans. $3. Business-like administration of the teaching per- sonnel is one of the important duties of the superin- tendent. Therefore, school executives will find the author’s treatment of professional teaching and ad- ministrative problems of significant value. The book is almost entirely a compilation of objective studies in each field, based on wide experience of principals and superintendents. Of particular import to class- room teachers. GARRISON, N. L. The technique and ad- ministration of teaching. 593p. 1933. Ameri- can Book Co. $2.50. Here is definitely prescribed a threefold program: proper study and work technic, control and use of needed content, ability in getting things done. In ac- quiring these—learning, teaching, and supervision constitute the fundamental agencies of education. The author clearly provides for methods of developing and unifying these principles, so as to achieve cor- rect learning activities and desired pupil growth. HISSONG, CLYDE, and HISSONG, MARY. An introduction to the principles of teaching. 260p. 1933. Winston. $2. Reviews, in clear and readable style, the basic principles of teaching and traces the effect of theories advocated by many famous educators, notably Locke, Rousseau, Herbart, Thorndike, Watson, Dewey, and others. Emphasizes the importance of flexible teach- ing procedures which permit an intelligent approach and adjustment to each new teaching problem. Preschool, Kindergarten, and Elementary Schools LANGDON, GRACE. Similarities and differences in teaching in nursery school, kin- dergarten, and first grade. 392p. 1933. Day. $2.95. Scientific and technical treatment of teaching meth- ods in nursery school, kindergarten, and first grade. It surveys current practise in an attempt to deter- mine need for unification in these grades. Data used in the survey provided by checklist of specific acts performed by teachers, Valuable suggestions for training courses endeavoring to achieve continuity in the educational program. RETAN, G. A. Management and teaching technique in the elementary school. 370p. 1933. Prentice-Hall. $2. The Journal of the National Education Association ment the at manag’ with 4 ties, 4 cipline *Wi schoo Nort onda - of fift second primaq factor. and co in tha educat conten *B 557p. teach seek real, tion. other Ame and A fe educ FL’ put 723 mir ing sho to hee of por Ts, rds les ns ed al s- b- $s cf. a- Addressed to the beginning teacher in small and one-room schools. Major distinctions are its inderse- ment of the Gestalt viewpoint in psychology, and the attempt to apply educational sociology to school management and technic. Emphasis on management, with discussions of such topics as: the unit, activi- ties, drill, home work, community relations, dis- cipline. Curriculum *WEBB, L. W., and others, eds. High school curriculum reorganization. 395p. 1933. North Central Assn. of Colleges and Sec- ondary Schools, The Ann Arbor Press. $1.50. The North Central Association presents the results of fifteen years of work on the reorganization of secondary - school curriculums, emphasizing ‘the primacy of the life-career motive” as a determining factor. The chapters are reports, uneven in quality and completeness, but important and highly valuable in that they give concrete illustrations of how to use educational objectives as criteria for selecting the content of the various subjects taught. Secondary Education *BRIGGS, T. H. Secondary education. 557p. 1933. Macmillan. $2.50. A challenging contribution giving the highschool teacher a vision of what secondary education should seek to achieve in its pupils. The issues raised are real, based on pertinent live facts that need solu- tion. There is a survey of secondary education in other countries, a brief history of its evolution in America, and a discussion of the conflicts of theory and practise inherent in our highschool teaching. A forceful and outstanding contribution to secondary education. *RICE, G. A., CONRAD, C. C., and FLEMING, PAUL. The administration of public high schools through their personnel. 723p. 1933. Macmillan. $2.75. A careful consideration of the duties of each ad- ministrative office, based on sound theory and offer- ing practical advice for specific situations. What he should do and how he should do it are clearly shown to the principal, vice-principal, dean, department head, teacher, librarian, and in fact, each member of the staff. The book is evenly written and single portions of it may be profitably read. School Libraries NATIONAL EDUCATION ASSOCIA- TION. DEPARTMENT OF ELEMEN- TARY SCHOOL PRINCIPALS. Twelfth yearbook: the elementary school libraries. 576p. 1933. The Association. $2. The enriched activity program has forced out the single textbook method and created necessity for “more, better, and handier books.’’ With this change, elementary-school libraries have appeared and con- sequently technics for their use and administration must be developed. Herein are worthwhile articles on library relationships, classroom integration, the librarian, supervision, booklists, and reading inter- ests. Chapters on rural and state libraries. Reading, Writing, and Languages GRAY, W. S., and WHIPPLE, GERT- RUDE. Improving instruction in reading: an experimental study [Supplementary educ. monographs, No. 40]. 226p. 1933. Univ. of Chicago. Dept. of Educ. $1.75. To improve the teaching of reading in harmony with the results of scientific study is an important objective of this monograph. It is written at the elementary-school level but has broad applications for the secondary school and college. Administrative and supervisory difficulties are considered and under- lying principles of good procedure are investigated. *SEELY, H. F. On teaching English. 391p. 1933. American Book Co. $2. In a delightfully informal style, the author dis- closes his philosophy of teaching fundamentals, oral composition, and written composition. A rich per- Sonal experience lends authority to his statements while samples of his students’ work prove the effec- tiveness of the methods which he advocates. Excel- lent chapter summaries facilitate intensive study of the book. Volume 23, Number 4; April 1934 TROMMER, C. J., and REGAN, T. A. Directing language power in the elementary school child through story, dramatization, and poetry. 497p. 1933. Macmillan. $2. “Excellent book for any elementary teacher be- cause material included is fresh, stimulating, prac- tical, and well-suited to intelligent adaptation.” Of- fers the teacher suggestions in vitalizing her use of the story, poetry, and drama. Covers a wide field including playmaking, puppet shows, shadow pic- tures, poetry, and folk lore. Numerous examples, illu- strations, and problems in each section. Mathematics and Science BRESLICH, E. R. The administration of mathematics in secondary schools. 407p. 1933. Univ. of Chicago Press. $3. Describes problems of principals, supervisors, and those in charge of departments of mathematics in directing and improving the teaching of the subject. The author places a high value on the use of tests and provisions for individual differences. Dis- cusses the need for reforms in the mathematics cur- riculum to adapt it to changes in the social order. NATIONAL COUNCIL OF TEACH- ERS OF MATHEMATICS. Eighth year- book: the teaching of mathematics in the sec- ondary school. 264p. 1933. Teachers College, Columbia. $1.75. A distinct service is rendered to administrators and teachers of mathematics by this yearly publica- tion of practical material. A wide variety of topics is discussed by the six contributors. The valuable suggestions on concrete aids in teaching mathematics make this decidedly worthwhile. Geography and Social Studies NATIONAL COUNCIL FOR THE SO- CIAL STUDIES. Supervision in the social studies: Yearbook, Vol. III. 260p. 1933. Mc- Kinley Pub. Co. $2. A canvass of teachers and supervisors revealed that a study of this sort was urgently needed. Here, then, are assembled supervisory programs as developed in various school systems. Intelligent supervision di- rected towards educational leadership is urged. Teacher and supervisor are brought into closer con- tact and supervisory problems clearly illustrated. *NATIONAL SOCIETY FOR THE STUDY OF EDUCATION. The teaching of geography; ed. by G. M. Whipple. 615p. 1933. Public-School Publishing Co. $4.50, cloth; $3, paper. Covers the program in geography from the lower grades thru college. There is an interesting introduc- tory characterization of old geography texts followed by discussions on the place of geography in the cur- riculum, the science and technic of teaching, and an analysis of eighty-two surveys and studies on this subject. Gives some illustrative units for elementary grades and high school. Reflects the best of current =— and practise among prominent persons in the field. PIERCE, B. L. Citizen’s organizations and the civic training of youth [Amer. Historical Assn. Commission on the social studies. Re- port, Pt. III]. 428p. 1933. Scribner. $2. A painstaking, comprehensive study of the activi- ties of more than two hundred non-school organiza- tions which are trying to train youth in civic virtues. Policies of labor, military, peace, fraternal, religious, social, and prohibition groups are investigated and explained without bias. Not social science teachers alone, but curriculum makers and administrators will welcome this reference book appropriate for the ‘‘new social order.” SWINDLER, R. E. Social studies instruc- tion in the secondary schools; with particular reference to the curriculum, the library, the objectives, and the unit system. 348p. 1933. Prentice-Hall. $2.50. Does not attempt to discuss all aspects of social studies but emphasizes some of the more recent meth- ods and classroom practises. Teachers will find much that can be put to use in their daily activities, e.g., a clearer understanding of the unit system, an improved basis for selecting reading material and the motivation of its use. Two carefully selected booklists on Amer- ican history are included. The book is practical rather than theoretical. Art, Music, and Drama KLAR, W. H., WINSLOW, L. L., and KIRBY, C. V. Art education in principle and practice. 512p. 1933. Milton Bradley Co. $2.50. Deals with the social and historical background of art education, the art supervisor and his department, the selection of objectives and organization of subject matter, provisions for talented pupils, and adminis- trative problems which include uptodate information on publicity. Written for grade teachers, student teach- ers, art teachers and supervisors, principals, and su- perintendents of schools. TODD, JESSIE, and GALE, A. VanN. Enjoyment and use of art in the elementary school. 134p. 1933. Univ. of Chicago Press. $1.50. Stimulating art instruction for the alert elementary teacher. It incorporates two important aims; namely, enjoyment—to satisfy the children’s “‘just for fun’’ aspects, and use—to encourage the development of a more enlightened ‘‘art-minded’’ youth. Filled with original suggestions and illustrations. Teachers will appreciate the discussions of clay-modeling, design, color, figure-work, and history of art. V ocational, Business, and Industrial Education EASTERN COMMERCIAL TEACH- ERS’ ASSOCIATION. Sixth yearbook; teaching devices and classroom equipment. 422p. 1933. The Association. $2.50. Teachers thruout the country have contributed their ideas and experiences to the compilation of this prac- tical yearbook. The subject is commercial classroom equipment for schools with both large and small budgets. There is a valuable section on teaching de- vices for bookkeeping, commercial arithmetic, law, shorthand, and the like. Private business schools fig- ure in the discussions, *NICHOLS, F. G. Commercial education in the high school [Century vocational series]. 514p. 1933. Appleton-Century. $3. A valuable and comprehensive treatment of the whole range of business education. Evaluates com- mercial education, diagnoses the failure of the present scheme and sets forth many problems that have arisen in recent years. ‘““The keynote of the author's phi- losophy is that business education should be essen- tially and distinctively vocational in its objective.”’ Guidance and Personnel Service ALLEN, R. D. Common problems in group guidance. 186p. 1933. Inor Pub. Co. $1.95. ALLEN, R. D. Case-conference problems in group guidance. 151p. 1933. Inor Pub. Co. $1.55. Real contributions to the literature on guidance in secondary schools. The first analyzes sixty problems in terms of pupil objectives, giving helpful bibliog- raphies and an appendix of sample units from a group- guidance curriculum. The second volume describes typical life situations intended for instruction thru group discussions. Urges the necessity of teachers as- suming the role of conference leaders. BENNETT, M. E. College and life. 456p. 1933. McGraw-Hill. $2.75. Altho this has been prepared as a coliege text in orientation courses, it will be useful for secondary teachers and those engaged in educational guidance work. Problems covering life-planning, self-develop- ment, social development, and mental hygiene are ade- quately analyzed. The author presents a comprehen- sive system of group guidance, combining it at the same time with effective individual counseling. Health and Physical Education ANDERSON, J. E. ed. Century childhood library. 1933. Appleton-Century. Happy child- hood: the development and guidance of chil- dren and youth. 321p. $2.50. FOSTER, J. C. Busy childhood: guidance through play and activity. 303p. $2.50. STUART, H. C. Healthy 123 childhood: guidance for physical care. 393p. $2.50. A series of books on child study making much of the White House Conference material available in compact and readable form. Healthy Childhood treats the principles of nutrition, rest, and activity giving practical problems arising in the physical care of the child. Happy Childhood discusses the child's control over himself and his environment. Busy Childhood emphasizes the importance of occupation and play in developing personality and character. In non-technical terms, this series shows how to apply effectively the most important present scientific knowledge to im- prove the health and welfare of American children. *NATIONAL RECREATION ASSO- CIATION. The new leisure challenges the schools; shall recreation enrich or impover- ish life? Based on a study made by E. T. Lies. 326p. 1933. The Association. $1.50, paper; $2, cloth. A challenging account of what is being done in our schools to encourage a wiser use of leisure time. Gives the bad as well as the good examples of the direction of physical education, dramatics, after-school activi- ties. Filled with practical material for those concerned with the cultural and recreational future of the U. S. Rural Education LANDIS, B. Y., and WILLARD, J. D. Rural adult education. 229p. 1933. Macmil- lan. $1.75. An account of the contribution of many social and governmental agencies to our rural adult educational program. Not merely a report, but a survey with a purpose, putting forward a program of future develop- ment. Gives an interpretation of rural America, sur- veys the entire field of rural adult education, and sug- gests possibilities for improvement; namely, that co- operative and purposeful activities be set up around, the school as a unit rather than to treat rural adult education as a separate enterprise. Higher Education CONFERENCE OF UNIVERSITIES, NEW YORK, 1932. Obligation of universi- ties to the social order, prepared under the editorial supervision of H. P. Fairchild. 503p. 1933. N. Y. Univ. Press. $2. In keeping with these disorganized times, this cen- tennial conference of the most eminent university administrators and students of this country and Great Britain, takes as its theme the responsibility of uni- versities in preparing the minds of students for this changing world. The university is discussed in terms of its aims, spiritual value, economic and governmental changes. GRAY, W. S., ed. Needed readjustments in higher education (Proceedings of Institute for Administrative Officers of Higher Institu- tions, 1933, Vol. V). 283p. 1933. Univ. of Chi- cago Press. $2. A series of challenging problems facing institutions of higher education due to changing social needs of today. An illuminating picture of the present emer- gency, readjustments affecting organization, instruc- tion, and student life, as well as sources of revenue and financial readjustments, are discussed. JONES, E. S. Comprehensive examina- tions in American colleges. 436p. 1933. Mac- millan. $2.50. Primarily concerned with the origin and philosophy of comprehensive examinations and with systems of honor courses and tutorial schemes that serve as de- vices to develop more scholarly attitudes in students. Presents a vast amount of authoritative information for college teachers and should prove helpful to all who are seeking suggestions for the construction of better questions for all types of examinations. REEVES, F. W., director, with ten asso- ciates. University of Chicago survey. 12 vols. Univ. of Chicago Press. 1933. $30 a set, or sold separately. Report of a three-year selfsurvey financed mainly by the General Education Board, which shows the inner workings and evolution of this great institution. The twelve volumes range in size from 126 to 455 pages and cover university growth, organization and administration, faculty, instructional problems, admis- sion and retention of students, college alumni, li- 124 braries, extension service, plant, student problems, class size and costs, and the Oriental institute. Altho facts and findings relate to a unique university situa- tion, the study has value and interest for anyone concerned with higher education. Outstanding titles of general interest are: Vol. I1—The organization and administration of the university. Vol. IV—Instruc- tional problems in the university. Vol. XI—Class size and university costs. Ways This List Is Used eee teachers use it to discover the professional books of the year which they should examine, read, or buy. [2] Instructors in teachers colleges refer their students to these annual lists to encourage free reading. [3] Persons in charge of profes- sional libraries for teachers use it as a checklist in making up purchase orders. [4] Librarians in public libraries use it as a buying list for their teachers room. [5] Librarians in teachers colleges check their last year’s purchases with it. [6] Librarians in foreign countries and instructors of foreign students in America use it to keep in contact with educational writings in this country. [7] Directors of extension courses for teachers study these lists to dis- cover new material for reading courses. [8] Editors use it to seek new ideas for their magazines. Adult Education BITTNER, W. S., and MALLORY, H. F. University teaching by mail; a survey of cor- respondence instruction conducted by Ameri- can universities. [Studies in adult educ.] 355p. 1933. Macmillan. $2.50. A comprehensive survey of the problems, history, methods, and results of correspondence instruction in American universities. Gives a sociological interpreta- tion of the influences of adult education programs and agencies which carry on rural education activities. KOTINSKY, RUTH. Adult education and the social scene; with a foreword by W. H. Kilpatrick. 208p. 1933. Appleton-Century. $2. A well-balanced treatment of the American move- ment for adult education. Attention is given to the vast and difficult task of making the ordinary daily environment more educative, and the “eternal’’ dif- ferences between youth and adult life. Suggests some wise general principles for redirecting present trends in the light of our changing social order. Visual and Radio Education DEVEREUX, F. L. The educational talk- ing picture. 222p. 1933. Univ. of Chicago Press. $2. Half of this volume is devoted to the following topics: methods of producing talking pictures, avail- able research as to their educational value, uses at various school levels, and the equipment necessary. Remainder treats practical problems involved in utiliz- ing the film effectively for educational purposes. Re- flects the author’s experience and clearly presents the possibilities of this new instrument. *FORMAN, H. J. Our movie-made chil- dren. 288p. 1933. Macmillan. $2.50. One of the most widely discussed books of the year. Summarizes, in popular style, results of thirteen studies made for the Motion Picture Research Coun- cil which show effects—good and bad—of movies on children’s health, conduct, and morals. Helpful as an introduction to the series of technical books result; from the investigation that has been published ; 1933 under the title—Motion Pictures and Youth. *MAC LATCHY, J. H., ed. Education the air: fourth yearbook of the Institute fo Education by Radio. 380p. 1933. Ohio Stat Univ., Bur. of Educ. Research. $3. Part I.—Proceedings of the Institute include; 1. National aspects, 2. Broadcasting technics, 3, School broadcasting, 4. Research and measuremen, 5. Educational stations and programs. Part I1.—Re search in radio education covers trends in researd and reports of the studies of the cooperative group, Nationally known leaders participated in the discus. sions reported here. TYSON, LEVERING, ed. Radio and edy. cation: proceedings of the 1933 annual as. sembly of the National Advisory Council op Radio in Education. 203p. 1933. Univ. of Chi. cago Press. $2.50. General topic of the assembly was ‘‘The Future oj Educational Broadcasting in the United States.” Papers, reports, and discussions, which are given ip full, summarize what has been accomplished by the council during 1933 and present plans and aims for the future. Effect of present conditions on educational broadcasting fully treated. Addresses of Publishers Mentioned in this List McGraw-Hill Book Co., Inc., 330 W. 42d St., New York City Columbia University Press, 2960 Broadway, New York City Houghton Mifflin Co., 2 Park St., Boston, Mass. D. Appleton-Century Co., Inc., 35 W. 32d St. New York City University of Chicago Press, 5750 Ellis Ave., Chicago, III. National Education “Association, 1201 16th Street, N. W., Washington, D. C. The Macmillan Co., 60 5th Ave., New York City Viking Press Inc., 18 E. 48th St., New York City Prentice-Hall, Inc., 70 5th Ave., New York City Harper & Bros., 49 E. 33d St., New York City World Book Co., 333 Park Hill Ave., Yon- kers-on-Hudson, New York Longmans, Green & Co., 55 5th Ave., New York City American Book Co., 88 Lexington Ave., New York City John C. Winston Co., 1006-1016 Arch St., Philadelphia, Pa. John Day Co., Inc., 386 4th Ave., New York City The Ann Arbor Press, Ann Arbor, Mich. University of Chicago, Department of Edu- cation, Chicago, III. Teachers College, Columbia University, 525 W. 120th St., New York City McKinley Publishing Co., 1021 Filbert St., Philadelphia, Pa. Public School Publishing Co., 509 N. East Street, Bloomington, III. Charles Scribner’s Sons, 597 5th Ave., New York City Milton Bradley Co., 74 Park St., Springfield, Mass. Eastern Commercial Teachers Association, 1200 Walnut Street, Philadelphia, Pa. Inor Publishing Co., Inc., 30 Irving Place, New York City New York University Press, 32 Waverly St., New York City Ohio State University, University Press, Co- lumbus, Ohio National Recreation Association, 315 4th Ave., New York City. The Journal of the National Education Association the hd This emph spons or we ness | right the c’ store cialt: the I and whic ecor the fare “Le ing] the bus nes bec the tio — Law oe i ane ae resultj ished j; uth, ION oy ute for » Stat cludes: ics, 3. rement T.—Re eseard Sroup, discus. 1 edy. al as. cil op E Chi. ture of tates.” ven in by the ms for ational 1 St, way, ston, | \ve., 16th ork ork ork tity on- The Opportunities of Business Education Pau. S. Lomax Professor of Education, New York University last October 22 explained that in the national program of recovery we are constructing “a temple dedicated to and maintained for a greater social justice, a greater welfare for America— the habitation of a sound economic life.” This national objective has served to emphasize the social character and re- sponsibility of business. A business man or woman has a right to conduct a busi- ness establishment only as long as that right is exercised in the best interests of the customers. The food sold at a grocery store, the clothing at a drygoods or spe- cialty store, the medicine at a drug store, the household goods at a furniture store, and so on thru the long list of things which people need—should represent economic goods and services to promote the health, happiness, and general wel- fare of every man, woman, and child. “Let the seller beware” must increas- ingly replace “Let the buyer beware” as the twentieth-century social standard of business. To accomplish this result, busi- ness men and women in general must become more and more intelligent about the social-economic nature and obliga- tions of business, and must be thoroly imbued with those ideals of business con- duct that will make for the common good. The recovery program as an edu- cational program—lIt is obvious to all thinking citizens that the vast recovery program of the federal government must be essentially a farreaching educational program if wise and permanent recon- struction is to ensue. To serve the repub- lic in the fulfilment of such an educa- tional program, we have the most ex- tensive and significant public-school sys- tem in all history, and one dedicated to the democratic ideals of promoting the civic intelligence and vocational com- petency of each and every citizen, re- gardless of race, creed, or social status. In constructing “the habitation of a sound economic life,” business education should occupy a key position in the American school system, consistent with the functions, opportunities, and obliga- tions of business itself as a basic social institution closely and intricately tied up with our whole modern life. “It may well be,” suggests Dean W. B. Donham of the Pris? ox ROOSEVELT in a radio talk Volume 23, Number 4; April 1934 Harvard Graduate School of Business Administration, “that upon the wisdom of future American business policies will rest the responsibility for the contin- uance of Western civilization. The social-economic nature of business should be stressed—Busi- ness education, so viewed, planned, and administered, must become comprehen- sively articulated with the entire range of business-economic affairs as typified in problems of production, marketing, finance, management, and consumption. Such a business education represents vastly more than the relatively minor technics of bookkeeping, shorthand, and typewriting, in which subjects the great majority of secondary-school commer- cial pupils are enroled. The center of emphasis should be a study of the func- tional life of business itself so that every youth as he prepares for, and partici- pates in, the rights and responsibilities of democratic citizenship may gain at least a rudimentary understanding and a proper appreciation of the vital tasks of business management in providing people with want-gratifying goods and services. It is always a fascinating story to trace the journey of a commodity like cotton from the world centers where it is grown, thru factories of many lands where it is converted into useful articles, thru numerous agencies of distribution or marketing, until at last millions of ultimate consumers buy the articles at retailing establishments and thus satisfy many of their needs. As with cotton, so with other leading commercial commodi- ties of our vast and varied economic existence. Thus each school child learns how a dynamic, living business,system, foundeds on the science of economics, basically conditions the whole social wellbeing and advancement of American civilization. The business system, as organized and operated in this country, is mostly based on the profit-making motive. Those who work within the business system as owners, executives, office clerks, sales- people, secretaries, accountants, or what not, should be men and women pos- sessed of those higher qualities of think- ing and conduct which will tend to make profit-making function on a plane con- ducive to human welfare. One way to help insure this desirable type of busi- ness practise is to educate the masses of ultimate buyers of business goods and services in the nature and obligations of business as a primary social institution in a democracy. Make bank depositors more intelligent about the services which banks should render their depositors, and the bankers themselves will tend to rise to a new level of social perform- ance. As with banking, so with all other phases of the business system. Thus business education, in the learning and life experiences of its pupils, will become essentially a process of growth in the realization of a better business life to aid in the achievement of material wel- fare, intellectual power, and spiritual values. Possible units of business teach- ing materials—What are possible sub- jects or large units of instruction by which there may be achieved this demo- cratic ideal of enlightened business in- telligence and conduct on the part of every man, woman, and child as buyers and consumers of business goods and services, and on the part of those men and women who are workers within the business system? Such possibilities are suggested in the chart on the following page. Some of the principal considerations upon which such a program of instruc- tion is based are the following: [1] Business transactions, as the buy- ing of bread at the bakery, the purchase of shoes at the shoe shop, and so on, are made a living experience upon which the educational plan is built. A business transaction is a functional unit of struc- ture of the business system even as a cell is a functional unit of structure of living matter. [2] From the viewpoint of every citi- zen who deals with business as a con- sumer, as well as that of every person who works at a vocation within busi- ness, it is an obligation of a democratic school system to insist that every pupil acquire an intelligent understanding of the basic functions of production, mar- keting, finance, management, and con- sumption in the planning, construction, and upbuilding of the business-economic life of the nation. To fulfill this obliga- 125 tion is the purpose of the general in- troductory course of Group A units of teaching material for grades nine and ten. [See chart.] For later grades this introductory course should be further specialized into differentiated phases of business functions and relationships, which specialization is designed espe- cially for those who select vocational careers within the business system. [3] A democratic school system should give every pupil an intelligent understanding and skilful possession of the most important business technics and procedures involved in the wise handling of business transactions, as those of retailing, banking, transporta- tion, insurance, investments, and the like, which are more or less a part of the business life of every family of this country. To fulfill this obligation is the purpose of the general introductory course of Group B units of teaching ma- terial for grades nine and ten. For later grades this elementary course is also specialized into differentiated phases for the development of occupational expert- ness on the part of those who select vo- cational careers within the business sys- tem. In the future it appears most likely that such vocational specialization will be increasingly extended into the semi- professional and professional levels of Business system composed of socially- minded business men and women en- gaged in management, marketing, and financing of business goods and services Group A Units Business-Economic Sciences General introductory course on business- economic-social relationships Economic geography Markets and marketing Business finance Business organization and management Business policies Personnel problems Government vs. business Business law Principles of economics, etc. collegiate education for business. Along- side such work in the fulltime public and private schools, of course parttime day and evening schools also have important contributions to make. [4] It should be emphasized that Groups A and B are functionally one, since technics and procedures become the instruments of control in wise man- agement of business activities on the part both of buyers who deal with busi- ness and of vocationalists who work within business. This is indicated in the chart by the horizontal broken lines. By stressing the unitary nature of business relationships and technics, as indeed that of all subjects of the curriculum, the tendency should be definitely toward integration of units of instruction into fewer formal subjects. [5] The reader should understand that the chart presents numerous spe- cialized phases of business sciences and arts to illustrate possibilities and not with the expectation that on the high- school level all these phases would be so many different subjects. It is entirely possible and desirable to combine the elementary treatment of these phases in a few subjects consistent with curricu- lum limitations. Only on the collegiate level—junior college, senior college, and graduate school—will such phases be Media of business transactions thru which buying public contacts with business system NINTH AND TENTH GRADE LEVEL OF UNIVERSAL BUSI- NESS-ECONOMIC EDUCA- TION FOR ALL CITIZENS AS CONSUMERS OR BUYERS ELEVENTH AND TWELFTH GRADE LEVEL, EXTENDING INTO COLLEGIATE LEVEL, OF SPECIALIZED PHASES OF BUSINESS SCIENCES AND ARTS CHIEFLY FOR PREPA- RATION OF WORKERS WITHIN BUSINESS SYSTEM carried into highly specialized semi. professional and professional degrees of expertness. [6] Along with the emphasis on busi- ness-economic-social relationships and on business technics and procedures, there should be inculcated in the sty- dents’ learning, high standards of busj- ness conduct. Probably nowhere in life are sterling character qualities put to a more acid test than in the business lives of people, either as buyers or as sellers. Ordinarily the most severe test of honesty is the business test of honesty, [7] Universal education in this de- mocracy for the rank and file of the people, as a way of lifting them to living at a higher level of cultural values, can be well built only upon the enduring rock of security in the material needs of human existence. “Our economic sys- tem,” in the words of former President Hoover, “is but an instrument of the social advancement of the American people. It is an instrument by which we add to the security of the richness of life of every individual. It by no means comprises the whole purpose of life, but it is the foundation upon which can be built the finer things of the spirit.” Here we have the supreme opportunity and obligation of business and of business education in a democracy. Buying public composed of busi- ness-minded citizens or con- sumers of business goods and services Group B Units Business Arts General introductory course on business technics and procedures General educational technics applied to business, as those of English, arithmetic, etc. Advanced typewriting Shorthand and secretarial Bookkeeping and accounting Office general clerkships Selling, advertising, etc. A program of possible units of instruction in business-economic education based on a conception of a democracy com- posed of business-minded consumers or buyers and of socially-minded business owners, managers, and employees. The Journal of the National Education Association ni- of Si- nd ES, u- Si- ife to SS as A MODERN SCIENCE PROGRAM 5 | For the grades SS CRAIG PATHWAYS IN SCIENCE Six attractive books, with accompanying teachers’ manuals, Yj provide a skillfully organized and integrated program that meets N fully the requirements of modern courses of study in elementary science. Already, this new series is revolutionizing science-teach- ing in the grades everywhere. Circular #695 For junior high school POWERS-NEUNER-BRUNER vee | A SURVEY OF SCIENCE SS A new three-book series makes the science course in the junior = == high school an integral part of the modern elementary-secondary science program, thus meeting the specific recommendations of - the Thirty-First Yearbook. The first book, «The World Around Sa Us’’, is now available. The second book, «Our Changing World”, will follow shortly. The third book, «Man’s Control of His a Environment’, is in preparation. Circular *666 GINN AND COMPANY Boston New York Chicago Atlanta Dallas Columbus San Francisco , ’ . Mention THe JourRNAL I 23 ° Mer - A- Volume 23, Number 4; April 1934 when writing our advertisers a | | SIGNIFICANT FACTS ABOUT THE 1933 MEMBERSHIP OF THE NATIONAL EDUCATION ASSOCIATION The total membership for the year was 189,173. This was 22 times that of 1917 and nearly 38 times that of 1907, but ap- proximately 9 percent below the 1932 total, 207,418, and 14 percent below the 1931 total, 220,149. Pennsylvania again won first place for largest total [27,770]. Ohio stood second [18,446]; Califor- nia, third [18,361]; New York, fourth [12,756]; Illinois, fifth [11,045]; New Jersey, sixth [9744]; Michigan, sev- enth [6889]. Eight states made increases ranging from 13 to 1818. Two states made increases of more than a thousand each—Wisconsin [1818] and Illinois [1203]. Wisconsin and Illinois also made the largest percent of increase over 1932. States having more than 40 percent of their teachers enroled were: Hawaii [88 percent]; Delaware [65 percent]; Alaska [57 percent]; Nevada [57 per- cent]; Arizona [55 percent]; Utah [46 percent]; California [45 percent]; Ohio [43 percent]; Pennsylvania [43 percent]; District of Columbia [41 percent]. Cities having more than 2000 mem- bers were: Philadelphia [5119]; Los Angeles [4511]; Chicago [3174]; St. Louis [2687]; Milwaukee [2650]; Cleveland [2588] ; Minneapolis [2210]; New York [2184]; Detroit [2084]; Pittsburgh [2022]. States having 100 percent counties were: Pennsylvania [3]; Ohio [2]; Utah [2]; Maryland [2]; Delaware [1]; Tennessee [1]. Builders of Our Profession New Life Enlistments 6 es NUMBER of life members enroled in the National Education Association on March 1 was 5185. The teaching force of Colorado Springs, Colorado, recently pre- sented its superintendent, Hobart Munson Corning, with a life membership in the NEA, as an expression of its appreciation of his service. CALIFORNIA CoLorabo LOUISIANA M. Ruth Dickey. Hobart Munson Corning. Marguerite C. Fehrenbach. MINNesoTaA—-Bess June Knox. Missour!—Pauline A. Humphreys. New York—Marion P. Dana, Alden T. Stuart. _ Texas—Edith Johnston, Edward Tyler Robbins, Vir- ginia Simmons. Vircinia—Mrs. Mary W. Jewell. Completed Enrolments Sins FOLLOWING SCHOOLS have completed their 100 percent enrolment in the Na- tional Education Association since the list was published in the March JourRNAL. Many of these schools are also working on the problems of the profession thru regular faculty meetings for vitalized group study. The list includes schools which have reported Sixteen Years CALirorNia—Stockton, Lafayette. Missouri—St. Joseph, St. Joseph Public Schools, Bartlett High, Benton Junior-Senior High, Blair, Bliss Junior High, Central High, Douglass, Thomas A. Edison, Everett, Eugene Field, Floyd, Hall, Hosea, Humboldt, Hyde, Junior College, Lafayette Junior-Senior High, Lincoln, Charles A. Lindbergh, Longfellow, McKinley, Musser, Neely, Noyes, J. J. Pershing, Roosevelt Junior High, Sherwood, South Park, Special Teachers and Supervisors, Washing- ton, Webster. Fourteen Years Missourt—St. Louis, Simmons. PENNSYLVANIA—Pittsburgh, Knoxville Junior High. TExAS—Beaumont, Junker. Twelve Years CALIFORNIA—Glendale, Magnolia. lowa—Burlington, Prospect Hill. Missourt—Kansas City, Scarritt. New JeRsEY—Kearny, Nathan Hale. Eleven Years CALIFORNIA—Stockton, Monroe Primary. INDIANA—Huntington, Huntington Public Schools, Central, High, Lincoln, Horace Mann, Riley, State Street, John Tipton. OreEGoN—Hood River, Junior High, Park Street. Ten Years FLorwa—Palm Beach County, Northboro. MICcHIGAN—Grand Rapids, Coit. New Jersev—Trenton, Girard. New Mexico—Albuquerque, Fourth Ward. Ouio—Findlay, Washington; Niles, Lincoln. THE HOME FLOWER OOLMASTER T THE general session of the Pennsylvania State Education Association convention, the Schoolmen’s Club of Philadelphia dedi- cated this bronze tablet to mark the site of the home of Enoch Flower, the first school- master officially appointed in Pennsylvania. The dedication was a fitting climax to the first episode of a pageant entitled “Dramatic Episodes in the Development of Free Public Schools in Pennsylvania,’ which was pre- sented by Philadelphia junior highschool pupils. TENNESSEE—Shelby County, Shelby County Public Schools, Arlington, Bartlett Elementary, Bartlett Senior High, Bolton Elementary, Bolton Senior High, Brunswick, Capleville, Cheerfield, Coleman, Collierville Elementary, Collierville High, Cordova, Ellendale, Forest Hill, Frayser, Gragg, Industrial, George R. James, E. E. Jeter, Kerrville, Levi, Lucy, Millington Elementary, Millington High, Oakville, Rosemark, Whitehaven Elementary, Whitehaven Senior High, White Station, M. C. Williams Ele- mentary, M. C. Williams High. Uran—Jordan District, Jordan District Public Schools, Bingham Central, Bingham High, Bluff- dale, Butler, Copperton, Crescent, Draper Junior High and Elementary, Granite, Herriman, Highland Boy, Jordan High, Lark, Midvale Junior High and Elementary, Riverton Junior High and Elementary, Sandy Junior High and Elementary, South Jordan, Union Junior High and Elementary, Upper Bing- ham, West Jordan Junior High and Elementary. WYoMING—Midwest, Grade. Nine Years CALirorNiA—Glendale, Cerritos, Franklin, Horace Mann, Marshall, John Muir, Verdugo Woodlands. CoLorapo—Fort Lupton, Fort Lupton Public Schools, Grade, High. [Continued on page A-39) Y SCHOOL” —It was the first day of school. A small five-year-old boy was tugging determinedly at the hand of a half-amused, half- bewildered man, quite evidently his father, whom he was leading toward a point of vantage from which a good view of the schoolhouse was to be had. Having reached the point, the small boy released his father’s hand, and squaring himself, he pointed with no concealment of pride or satisfaction, and almost shouted: “Look, Dad! MY school!” { Father and son stood for some moments in silent contemplation before that schoolhouse—generations old—that this same father had passed times without number without a thought or a glance. Involuntarily, I turned, too. Before the father or I realized it we had removed our hats, and were standing silently— almost reverently—beside a five-year-old boy who, at the end of his first day of school, could neither rest nor be content until he had taken his father and showed him “MY school!” { More than thirty years ago, I stood with a pride almost equal to that of the small boy before a little frame box on a windswept prairie, ready to teach my first term of school. Ten or twelve boys and girls from scattered farms, and representing all grades, soon appeared; all thoughts of the unattractive building were instantly forgotten. These few boys and girls, eager to learn, friendly, lovable, and loyal to the core—“MY school!” In an hour we were hard at work. {| Parents came with their baskets of food for the picnic dinner—we recited and sang and played. The “head men” talked about “Our school,” and warmed the hearts of all of us by praise and compliments of our poor accomplishments. {/ Somehow this morning as I face grave problems and baffling perplexities, I am heartened and encouraged by the smile on the face of that youngster of long ago who dragged his puzzled father down a dusty street; and, standing before a somewhat sorry structure, glorified it in the eyes of all of us, with his childish but significant, “Look, Dad! MY school!”—J. A. Sexson, superintendent of schools, Pasadena, California. The Journal of the National Education Asseciation _ DISTINCTIVE! tory to the fall of Rome. Preparation. tr as basal texts. NEW YORK THE STORY OF LONG AGO. This book intro- duces pupils to the study of history. It begins with the myths of the Greeks and the Norsemen, then presents the story of early man and Old World his- The style is charming. Pupils will enjoy this book. Just Published. THE STORY OF THE COLONIES. Opening with a complete survey of the period of exploration, this book presents the story of each of the thirteen original colonies and the Inter-colonial Wars. In Are you using the IROQUOIS GEOGRAPHY SERIES? | you already have them, you will want to consider these unusual texts in selecting geographies for your classes. | Are you using the IROQUOIS ARITHMETICS? They, too, have set a new standard. They have proved | satisfactory wherever used. They require no teachers’ manuals or additional work books, but include per- | manent work books bound in the texts themselves. Your arithmetic problem is solved by using these books NEW |! BEAUTIFULLY ILLUSTRATED! THE IROQUOIS HISTORY SERIES By Gertrude Van Duyn Southworth and John Van Duyn Southworth IROQUOIS PUBLISHING COMPANY, HOME OFFICE: SYRACUSE, NEW YORK CHICAGO THE STORY OF THE MIDDLE AGES. From the fall of Rome, this book carries our Old World background through the Middle Ages to the end of the period of exploration. The simple, appealing style and a wealth of anecdote make the characters of this period live in the pupils’ minds. In Press. AMERICAN HISTORY, COMPLETE EDITION. This is a most complete textbook in elementary American history for the upper grammar grades, beginning with the period of exploration and con- tinuing down to the present day. Recently Published. These books have set a new standard. Unless ATLANTA SIMPLY WRITTEN! Inc. DALLAS FLoripa—Daytona Beach, Seabreeze High; Palm Beach County, Palm Beach Grade. ILLINoIs—Cicero, Sherlock; East St. Louis, Long- fellow; Sherrard, Community High. Maine—Dover-Foxcroft, Grammar. Missourt—Kansas City, Central Junior High. NevapaA—W hite Pine County, East Ely Public Schools. New Jersey—Maywood, Maywood Public Schools. sir’ ~einsconcs ienaee County, Bechtelsville Town- ship. , Utan—Salt Lake City, Uintah. WASHINGTON—Seattle, John B. Allen. Eight Years Hawau—Oahu, Washington Intermediate. ILLINOIsS—Cicero, Burnham. lowa—Sioux City, Hobson. MassacuuseTts—Lynn, Euclid Avenue. MICHIGAN—Dearborn, Garrison, Southwestern; De- troit, Peter Vetal; Pontiac, Crofoot. MINNESOTA—Minneapolis, Willard. Seven Years ALABAMA—Birmingham, Barker. fi CaLirorNia—Glendale, Jefferson. FLorwa—Palm Beach County, Palm Beach County Volume 23, Number 4; April 1934 Public Schools, Belle Glade, Boca Raton, Boynton, Canal Point, Conniston, Delray, Green Acres, Jupi- ter, Kelsey City, Lake Worth Junior-Senior High, Lake Worth North Grade, Lake Worth South Grade, Lake Worth West Grade, Lantana, Northboro, Pa- hokee, Palm Beach Grade, Palm Beach High, Palmetto, Riviera, South Bay, South Palm Beach, West Gate, West Palm Beach Central Elementary, West Palm Beach Central Junior High. MASSACHUSETTS—Pittsfield, Briggs. MICHIGAN—Dearborn, Senior High, Whitmore-Bolles. MINNESOTA—Minneapolis, Audubon. Missourt—Kansas City, McCoy, Teachers College of Kansas City. New JerseY—Vineland and Landis Township, Mag- nolia Road. Ou1o—Cincinnati, Kennedy-Silverton. PENNSYLVANIA—Montgomery County, Borough. North Wales Six Years ALABAMA—Birmingham, Martin. ILtiNois—Cicero, Roosevelt; East St. Louis, Hard- ing; Gurnee, Warren Township High. Kansas—Wichita, Washington. MaineE—W aterville, Grove Street. Mention THE JouRNAL when writing our advertisers MICHIGAN—Dearborn, Dearborn Public Schools, Gar- rison, Lindbergh, Oxford, Senior High, Southwest- ern, Whitmore-Bolles. New Jersey—Montclair, George Inness Junior High; Pitman, Grant Avenue, Washington Avenue. Uran—Box Elder County, Thatcher. Five Years ILtinois—Harvey, Harvey Public Schools, Bryant, Holmes, Lowell-Longfellow, Whittier; Springfield, Dubois. MICHIGAN—Saginaw, Continuation. MINNESOTA—Minneapolis, McKinley. Ou1o—Columbus, Open Air. Four Years CALIrFoRNIA—Fresno, Jane Adams, Morris E. Dailey, Emerson, John C. Fremont, Rowell, Snyder Con- tinuation High; Glendale, Balboa; National City, National City Public Schools, Central, Highland Avenue, Lincoln Acres, Sixth Avenue, Sixteenth Street; Stockton, Jackson. FLorwa—St. Petersburg, Childs Park. ILLINois—Cicero, Cicero, Drexel, Goodwin, Grant, Jones; Evanston, Evanston Township High; Kenil- worth, Joseph Sears. [Continued on page A-41)| A-39 SUMMER WORK that gets off the beaten path IF WE were offering just the conventional Summer selling work, we wouldn’t expect you to be interested. The glamour of a delightful summer, seeing new places and new faces, loses much appeal if the position doesn’t pay real money. Candidly, we offer you this: A chance not only to sell THE WORLD BOOK ENCYCLOPEDIA, but a possible opportunity to take over county rights for its sale during the Summer. Hundreds of teachers, principals, and superintendents who are now with us permanently dis- covered after one or two summers’ experience that they were fitted for a bigger field of service and income. THE WORLD BOOK ENCYCLOPEDIA fills an educational need, comparable with text books. Through our national and radio adver- tising we have created a demand for our encyclopedia in every com- munity. It is readily acclaimed—recognized everywhere as an indis- pensable educational tool by teacher and parent alike. It is accepted everywhere for what it is—the finest home and school encyclopedia that money can buy. Naturally, the positions we have available will not go begging. If you have a pleasing personality, enjoy meeting people, and are be- tween 25 and 40 years of age, and have had 5 years’ or more teaching experience, then we suggest you write us immediately, giving complete particulars about yourself. Positions will be assigned without undue delay. W. F. QUARRIE & COMPANY, Publishers THE WORLD BOOK ENCYCLOPEDIA Dept. N.E. 154 East Erie Street, Chicago A-40 Help Education Recover— Manifest Your Support THE ART INSTITUTE OF CHICAGO SUMMER COURSES FOR) + TEACHERS a include Drawing, Painting, Illustration, Sculpture, Land. scape Painting, Teaching Methods, Crafts, Weaving, jp. terior Decoration, Advertising and Industrial Design. SIX WEEKS, JUNE 25—AUGUST 3 Again in 1934 The Art Institute of Chicago is designate as the Fine Arts Department of A Century of Progress &. position and will present a superb exhibition of master. pieces selected from famous European and American eo}. lections. An intensive History of Art course based 9 this wealth of material will be offered. For catalog, address Associate Dean THE ART INSTITUTE OF CHICAGO School of Fine and Industrial Art 117 So. Michigan Avenue Chicago Perry Kindergarten Normal School Founded 1898 by Annie Moseley Perry 3-year course for high school graduates desiring to be- come nursery school, kindergarten, primary and play- ground teachers. Limited enrollment insures personal attention. Supervised practice teaching. University credits. Send for booklet ‘‘Training Children.’’ HARRIOT HAMBLEN JONES, Principal, 25 Huntington Ave., Room 316, Boston, Mass, BLISS ELECTRICAL One year course in engineering theory and practice. For high school boys not going to college. Supervised study, homelike surroundings. Graduates enter every branch of electrical work. Approved by educators, endorsed by industry. 42d year. Dormitories, dining hall, shops. % Cc H Oo Oo L. Catalog. 141 Takoma Avenue, Washington, D. C, ATIONAL COLLEGE 48th Year Of EDUCATION Spend a profitable 6 weeks’ summer session on the shores of Lake Michigan. New inspiration, fresh impetus, likely advance. Preliminary and advanced classes for teachers in Kindergarten and Elementary grades. Also cultural subjects, including History, Literature and Art —socialized activities. Unusual observation opportunities— demonstration school. College Dormitory. June 25-August 3. Two weeks’ special courses June 11-22. Write for catalog. Edna Dean Baker, President, Dept. 16-D. Evanston. Ill. 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 can make amends for some of the thoughtless mistakes and see that the child is not 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 gave 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. Crasrree, Secretary, National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. Dear Mr. Crabtree: I wish to do my part by becoming a life member, making my first payment May 1, 1934. ‘WE DO OUR PART 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. Mention THE JouRNAL when writing our advertisers The Journal of the National Education Association 30 DR | Lang. + In. Nateq $ Ex. ASter. cago INDIANA—/ ndianapolis, Charity Dye Number 27. Kansas—Wichita, Fairmount. MINNESOTA—Minneapolis, Greeley, Tuttle. MissourI—Kansas City, W. W. Yates. NevapA—White Pine County, White Pine County High Number 2, McGill Public Schools, Ruth. New JerseEY—Millville, T. D. Sensor. f OQu1o—Sandusky County, Green Springs Village, Townsend Township. ’ ; PENNSYLVANIA—Bucks County, Morrisville Public Schools, High; Philadelphia, Pennypacker. TExas—Texarkana, Central. VERMONT—Ludlow, Black River Academy. Three Years CALIFORNIA—Fresno, Franklin; Ventura County, Del Mar, Mound. q Cotorapo—Mount Harris, Mount Harris Public Schools. ; ILLiNois—Cicero, Abraham Lincoln; Highland, High- land Public Schools, Grade. lowa—Burlington, Horace Mann Junior High. Maine—Belfast, Peirce. MASSACHUSETTS—East Saugus, Mansfield. MICHIGAN—Dearborn, Edison. MINNESOTA—Minneapolis, Calhoun, Nathan Hale, Lyndale, Riley. ‘ MissourRI—Independence, Girls’ Parental; Kansas City, Franklin, Jane Hayes Gates Institute, Jack- son Opportunity, Jefferson, D. M. Pinkerton, E. F. Swinney, Whittier, Woodland. New YorK—Poughkeepsie, Warring; Solvay, Boyd, Prospect. PENNSYLVANIA—Ford City, Ford City Public Schools. VirGINIA—Richmond, Bellevue, John B. Cary, Chim- borazo, Ruffner. WiscONSIN—Milwaukee, Thirty-eighth Street. Two Years CaLirorNiA—Bakersfield, Indian; Fresno, Einstein, John Muir. ILLtiNois—Freeport, East Side. INDIANA—I ndianapolis, Public Number 38. KeNTUCKY—Louisville, Alex G. Barret Junior High. MARYLAND—Baltimore, Public Number 124. Massacnusetts—Holden, Jefferson. MINNESOTA— Minneapolis, Monroe. Missourt—Kansas City, Faxon, Hamilton, Man- chester, Martin, Norman. Nevapa—Clark County, Boulder City Public Schools. New HAmMpPsHIRE—Hampton Falls, East. PENNSYLVANIA—Montgomery County, Green Lane Borough and Marlborough Township, Hatboro Borough, Lower Pottsgrove Township, New Han- over Township, Salford Township, Skippack Town- ship, Trappe Borough, Upper Hanover Township, Upper Pottsgrove Township, Upper Providence Township, Upper Salford Township, West Potts- grove Township, Whitemarsh Township. TENNESSEE—Hamilton County, Red Bank Junior High; Shelby County, Istand Forty Elementary, Oakville Sanitorium. Texas—Amarillo, San Jacinto. West ViIRGINIA—W idemouth, Piedmont Grade. WISCONSIN—Milwaukee, Cass Street Rotary, Green Bay Avenue, Greenfield, Hartford Avenue, Mary Hill, Thomas Jefferson, Lapham Park, Maryland Avenue, William McKinley, Mound Street. Current Year ALABAMA—AlIpine, Winterboro Junior High. ArIZONA—Rillito, Langhorn Number 7. CaLirorNiA—Auberry, Big Sandy; Broderick, Wash- ington; Fresno, John Burroughs, Lafayette, Web- ster; Glendale, Field, Lincoln; Los Angeles, Loma Vista Avenue; Trinity County, Trinity County High; Turlock, Hawthorne, Lowell. CoLoraDo—Grover, Public District Number 89; Hereford, Public District Number 89; Sterling, Franklin, Lincoln. ConNEcTICUT — Central Village, Central Village um Stamford, Cloonan; Waterbury, Bunker ill. DELAWARE—Kenton, Kenton. District oF CoLUMBIA—W ashington, John F. Cock. FLoripA—Coral Gables, Coral Gables Elementary; Dade County, Alapattah, Andrew Jackson Junior High, Robert E. Lee, Orange Glade, Perrine, South- side; Miami, Miramar, Shenandoah. Grorcia—Veazey, Veazey. ILLINois—Aurora, Oak Park; Cicero, Woodbine; Danville, Collett; East St. Louis, Bluff View, Edge- mont, Eighty-first Street; Galesburg, Galesburg Public Schools, Central Junior High, Senior High; Mount Morris, Elementary; Peoria, Garfield. INDIANA—Indianapolis, Public Number 60. KENTUCKY—Maysville, Maysville Public Schools, Center, First District, Forest Avenue, Junior High, Senior High, Sixth Ward; Paris, Paris Public Schools, Elementary, Junior High, Senior High. Louistana—Lecompte, Lecompte. MAINE—Augusta, Smith; Monson, Monson Public Schools. MassacHusetTts—Fall River, Coughlin; Melrose, Calvin Coolidge; South Natick, Eliot. MICHIGAN-—Detroit, Supervisory Group of Board of Education; Owosso, Central, Roosevelt. Missour1—Joplin, Longfellow; Kansas City, Dunbar, Fairmont, Madison. Montana—Lavinia, High; Savage, Savage. Nevapa—W hite Pine County, Consolidated Number 4, Consolidated Number 1, White Pine County High [Continued on page A-42] Volume 23, Number 4; April 1934 acatio ~without a care! With all the accidents that spoil vacation time for so many Teachers every summer, you can understand with what a feeling of relief the Teacher with T. C. U. Protection leaves for vacation. Why not play safe? Let the long arm of the T. C. U. follow you this year— everywhere—on the road—in the wilderness—in camps, hotels or on trains—even abroad—and Protect Against Accident—Also Sickness Careful as one may be, there can be no assurance of safety. The very best one can do is to exercise the greatest caution—and be prepared for the accident or distressing illness away from home. That’s what the T. C. U. will do for you. This Organization of Teachers for Teachers stands ready to share the risk of financial loss of time due to Sick- ness, Accident or Quarantine. Learn the T. C. U. Plan by Sending the Coupon Just send your name and address for complete information as to how we protect you. Your inquiry will place you under no obligation. Teachers Casualty Underwriters 641 T. C. U. Bidg. Lincoln, Nebr. FREE “oe This Identification Teg FREE INFORMATION COUPON for Your Traveling Bag To the T. C. U. 641 T. C. U. Bidg., + T Has space for name and address, with Lincoln, Nebraska transparent cover. We have only a limited number, but they are free to I am a teacher in School, teachers : : as long I am interested in knowing about your Protective as they Benefits. Send me the whole story and booklet of last. testimonials. SEND My Name is THE COUPON My Address is (This coupon places the sender under no obligation). Just Published! T he Storylelling HOUR Edited for the New York Story League By Carolyn S. Bailey A complete guide, with examples, to all types of stories, their uses and how to tell them. Meets the need of every story-teller, from pre-school to adult groups. 18 stories included. 700 tested EUROPE INCLUDING OBERAMMERGAU $387 RUSSIAN SEMINAR 345 OLD MEXICO 295 ORIENT fam, gist" 765 Send For Booklets BUREAU OF UNIVERSITY TRAVEL 56 Boyd St. Newton, Mass. references. 252 pages $2.00 DODD MEAD & COMPANY 449 Fourth Avenue New York Mention THe JourNnaL A-41 when writing our advertisers SO DIFFERENT! SO THRILLING! SO INEXPENSIVE! FOREIGN LANDS—AND ALL AMERICA! See them this summer on these round trips to CALIFORNIA SPD three weeks...or three months ...seeing fascinating foreign ports, visiting the wonderlands of the West, on this round trip to California—one way overland, one way via Havana and the Panama Canal. TheS. S. Pennsylvania,S.S.California, S.S. Virginia, largest in coast-to-coast service, offer acres of breeze-swept decks; two open-air pools; air-con- ditioned dining salons and modern cabin ventilation. See picturesque Havana; the Panama Canal; the tropic cities of Panama and Balboa. Visit Hollywood, Yosem- ite, the Big Trees—all the famous playgrounds of San Diego, Los An- geles and San Francisco. Amazingly Low Fares You'll be agreeably surprised at the extremely reasonable fares covering the one way water, one way rail round trips for both First Class and Tourist Class accommodations on the steamer. And the fares include meals and all necessary expenses aboard ship and rail fares overland. Liberal stop-over privileges to see Grand Canyon, Yellowstone and all National Parks. A reduction of 25% for round trips by sea makes the fare even more pleas- ing to your purse. See your local agent. His services are free PANAMA PACIFIC LINE INTERNATIONAL MERCANTILE MARINE COMPANY Main Office: No. 1 Broadway, New York City I am interested in coast-to-coast round trip. Please send me details. One way water, one way rail ° e Round trip by sea Number 3, Kimberly Public Schools, Lund Public Schools, Manhattan Public Schools, Preston, Round Mountain. New Jersey—Long Branch, West End; Pitman, Pit- man Public Schools, Special Teachers and Super- visors, Summit Avenue. New Mexico—Chico, Wheatland. New York—West Danby, West Danby. Ou1o—Akron, Crosby, Howe, Mason, Seiberling; Youngstown, Haselton. OKLAHOMA—Chaney, Chaney. OrEGON—Hood River, Central Vale. PENNSYLVANIA—Bucks County, Hilltown High, Rich- boro High; Montgomery County, Lower Providence Township, West Telford Borough; Wilkinsburg, Allison, Kelly, McNair, Semple, Tuener. TENNESSEE—Calderwood, Calderwood; Knoxville, Gifin; Shelby County, Crippled Children’s Hos- pital Elementary School. Texas—Beaumont, Pennsylvania. ViRGINIA—Lynchburg, Robert E. Lee Junior High. WISCONSIN—Milwaukee, Humboldt Park, Lee, Thirty- first Street, Thirty-sixth Street. | NOTES and ANNOUNCEMENTS | Federal aid—The following persons spoke in behalf of federal emergency aid for the schools, at the hearings before the Committee on Education of the House of Representatives. [See page 105.] James H. Richmond, state superintendent of public instruction, Kentucky; A. F. Harman, state superintendent of public instruction, Ala- bama; Mrs. James Fitts Hill, president, Ala- bama Congress of Parents and Teachers; J. E. Bryan, president, Alabama Education Associa- tion; D. D. Glover, U. S. Representative from 6th district, Arkansas; John H. Hoeppel, U.S. Representative from 12th district, California; Theodora Carroll, teacher, Springfield, Massa- chusetts; Howard A. Dawson, director of re- search, state department of education, Arkan- sas; Paul R. Mort, director, school of educa- tion, Teachers College, Columbia University, New York; Jed Johnson, U. S. Representative from 6th district, Oklahoma; Fletcher B. Swank, U. S. Representative from 5th district, Oklahoma; George A. Dondero, U. S. Repre- sentative from 17th district, Michigan; Charles R. Mann, director, American Council on Edu- cation; James N. Rule, state superintendent of public instruction, Pennsylvania; M. D. Col- lins, state superintendent of schools, Georgia; W. F. Bond, state superintendent of educa- tion, Mississippi; A. T. Allen, state superintend- ent of public instruction, North Carolina; L. V. Cavins, in charge of educational research, state department of education, West Virginia; Robert L. Bynum, supervisor of civilian re- habilitation, state department of education, Tennessee; H. F. Alves, director of research and accounting, state department of education, Texas; Miles C. Allgood, U. S. Representative from 5th district, Alabama; Selma Borchardt, representing American Federation of Teachers and American Federation of Labor; Mrs. Wil- liam T. Bannerman, legislative chairman, Na- tional Congress of Parents and Teachers; Helen Atwater, editor, “Journal of Home Economics,” representing American Home Economics As- sociation; Elizabeth Eastman, representing Na- tional Board of the Young Women’s Christian Associations; Mrs. Alexander Wolfe, represent- ing National Council of Jewish Women; Mrs. Dorothy J. Dunn, representing National Fed- eration of Business and Professional Women’s Clubs; Mrs. Mildred Gordon, representing Na- tional Women’s Trade Union League; Robert C. Keenan, representing Chicago division of the Illinois State Teachers Association; Floyd I. McMurray, state superintendent of public in- struction, Indiana. Mention THE JouRNAL chen aden au: civdilion The Journal of the National Education Association never a better year for of anta fe | of | outhwest \ -: Living cost is still ." low in all that won- ( derfully varied vaca- we tion land - from the Pit high cool mountains E- of | COLORADO : NEW MEXICO ti ARIZONA : to the broad beaches of th m Ormia |: Transportation cost — major cl item in any travel budget — p is the lowest in a generation. 0 Santa Fe has cut basic fares tl west of Chicago 16%3% to h 44% %; some summer fares will . be lower still. t Santa Fe has cut sleeping car : charges 33% %; and lowered : dining car prices. Santa Fe has cut the cost of shipping private motors, to en- joy at destination, by 50%. HELPFUL SAVINGS — ( These deep Santa Fe cuts mean | much in financing a western | vacation. They will fully cover an Indian-detour in northern New Mexico; or a Grand Can- yon stopover— frequently both together. They will pay for extra days in the Colorado mountains; at a dude ranch; or in California. s NEW COMFORT= this summer, too, the Santa Fe will air- condition certain cars On every one of its limited trains. G Mail this . 5 W. J. BLACK, P. T.M., Santa Fe System Lines 1241 Railway Exchange, Chicago, Illinois Send Picture Folders and new low Santa Fe Fares. Name Address The Officers of the Department of Superintendence for 1934-35 are: President, E. E. Oberholtzer, superintendent of schools, Houston Texas First vicepresident, Paul C. Stetson, superin- tendent of schools, Indianapolis, Indiana Second vicepresident, A. J. Staddard, super- | intendent of schools, Providence, Rhode Island Executive committee: George C. Bush, superintendent of schools, South Pasadena, California Ben G. Graham, superintendent of schools, Pittsburgh, Pennsylvania Carroll R. Reed, superintendent of schools, Minneapolis, Minnesota Charles S. Meek, superintendent of schools, Toledo, Ohio. Suggestions for the 1934 gradua- tion program—A Special Commence- ment Packet prepared by the Division of Publications of the National Educa- tion Association is proving to be an ex- cellent if not a “best” seller. It is dis- tributed at the cost price of 50¢. The de- mand indicates that thousands of schools intend to make the graduation season count in interpreting the schools to the people. The packet contains summaries of twenty-five of the best 1933 programs, the actual text of one outstanding junior highschool program and one excellent senior highschool program, as well as timely articles,references, and other valu- able materials. Order yours today from the Division of Publications, NEA, 1201 16th St., N. W., Washington, D. C. Cash must accompany all orders for $1 or less. They will appreciate it—Take the address by Rabbi Silver [pages 97-99] to your local editor, pastor, or some other citizen who will make public use of it. Use it in the school paper. Have it read in civics classes and assemblies. Put it on school bulletin boards. You can make a valuable scrapbook civics reader from these carefully selected articles in THE JouRNAL. They will continue. The official report covering the Cleveland convention, which the Depart- ment of Superintendence has sent to its members, is unusually rich in food for thought. If you are not a member of the Department, order a copy for $1 from S. D. Shankland, 1201 16th St., N. W., Washington, D. C. The seventeenth annual meeting of the School Masters’ Rotary luncheon under the presidency of Superintendent Ben G. Graham of Pittsburgh was an outstanding event at the Cleveland meet- ing of the Department of Superintend- ence. It was held jointly with the Cleve- land Rotary Club. Dr. Charles H. Judd made a stirring address on “Education and Prosperity.” [Cont. on page A-45| Volume 23, Number 4; April 1934 HE Triangle Tour crams the high spots of the Canadian Rockies into one short memorable vacation. A never-nding succession of thrills. Huge peaks. Jewelled lakes. Dark canyons and pine forests. The Skeena, the Bulkley, the Thompson and Fraser Rivers. Kitwanga, with its Indian totems. Mt. Robson, highest of Canada’s Rockies. Jasper Park with its sports, motor drives and delightful accommodations .. . And 2 days of sea air as you cruise through the Inside Passage of the North Pacific with smooth water and mountain scenery all the way. This 4% day Triangle Tour plus a stop- over at Jasper Park Lodge is the perfect Canadian Rockies’ vacation. From the East it costs no extra rail fare if you follow the cool Jasper Route across the continent. Stop in or write for details. Ask, too, about Alaska and vacations in Eastern Canada. 1400 miles by rail through ruggedly beautiful British Columbia and 2 ciose- ups of Mt. Robson. A vacation stop-over at beautiful Jasper National Park in the heart of the mighty Canadian Rockies. 3 ‘A 600-mile cruise of two days through the mountain-guard- ed Inside Passage of GIVES ALL THREE SIDES OF.... Canapran NatrionaL 4 Everywhere wn Canada BOSTON DETROIT MINNEAPOLIS PORTLAND, ME. SEATTLE 186 Tremont St. 1523 Washington Blvd, 634 Marquette Ave. Grand Trunk Ry.Sta. 1329 Fourth Ave. BUFFALO DULUTH NEW YORK ST. LOUIS WASHINGTON, D.C. 420 Main St. 428 W. Superior St. 673 Fifth Avenue 314 No. Broadway 922 15th St. N.w. CHICAGO KANSAS CITY PHILADELPHIA ST. PAUL LONDON, ENG. 4 So. Michigan Blvd. 705 Walnut St. 1422 Chestnut St. 83 East Fifth St. 17-19 Cockspur St. CINCINNATI LOS ANGELES PITTSBURGH SAN FRANCISCO PARIS, FRANCE 49 E. Fourth St. 607 So. Grand Ave. 355 Fifth Ave. 648 Marker Sc. 1 rue Scribe Mention THe JouRNAL when writing our advertisers A-43 COME TO FRANCE THIS SUMMER Dae att :8 Se Se Tuink of what it would mean to your future to hold a certificate froma French University. .. . Think of what it would mean to you now to enjoy a grand vaca- tion abroad! That’s the beauty of a summer course in France. You learn, yes. But you also live ... as fully and freely and actively as you like. Several of the famous French Universities have their summer schools at the seashore or mountains. There are sports, recreation, tours to places of interest. Your schooldays are holidays! Living expenses, moreover, are low. As little as $75 a month, at current rates of exchange, covers everything .. . in- cluding tuition. You may take practical and cultural French courses (as short as two weeks, or as long as four and a half months) from July to the end of October. For those who are planning to study in France next winter, these sum- mer courses are the ideal preparation. — wehbe - Cité Universitaire of the University of Besancon Your best introduction to France, of course, is to board a French Line ship in New York. Here you'll find the famous food and wines .. . the pleasant com- panionship . . . the comfortable sur- roundings ... the staunch Breton sea- manship of France-Afloat. What’s more, you can brush up your French en route. (And fall back on your English any time, for the officers and stewards speak both languages.) Tourist Class cabins on the S. S. Paris are newly enlarged and redecorated. ... Rates are moderate, and expenses aboard adjusted to the value of the dollar. Your travel agent will be glad to help you plan a French Line trip, without charge. - « « For further information about courses of study, send for the free book- let, “Summer Courses in France.” . . . Address the Educational Department, French Line, Maison Francaise, Rocke- feller Centre, New York City; or 19 State Street, New York City, French fine PARIS (Enlarged. Redecorated Tourist Accom- modations), April 7 and 28, May 19, June 9 and 26 °« A-44 CHAMPLAIN, April 21, May 12,June2 °* ° ILE DE FRANCE, April 14, May 5 LAFAYETTE, May 16, June 13 Mention THe JourNAL when writing our advertisers The pbhip is yours AT TOURIST CLASS FARES TO EUROPE OW pleased your pocketbook will be when you sail in the finest accommodations on these large Red Star liners ... and pay no more than the Tourist Class fare. Tourist Class is top class; the best of everything on the ship is yours. To Southampton, Havre and Antwerp. Minimum fares— Tourist Class $117.50 One Way, $212 Round Trip; Third Class $82 One Way, $144.50 Round Trip. S. S. MINNEWASKA S. S. MINNETONKA S. S. PENNLAND S. S. WESTERNLAND See your local agent. His services are free RED STAR LINE International Mercantile Marine Company No. 1 Broadway, New York Agents Everywhere UTMOST OCEAN SERVICE through your local ‘agent, an Your Trip eet, the deepen. on their own. Details on Application THE OPEN ROAD 56 West 45th Street, New York (Soviet Travel Dept.) Chicago Representative: S. JESMER, 203 South Dearborn Street Cooperating with Intourist The Journal of the National Education Association SOVIET |. UNION || The Soviet Union grows in inter- est as the contrasts with our society Travel comforts have in- creased amazingly. Travel services purchased in America before sailing cost no more than before the dollar went off gold. This is a good year to visit Soviet Russia. The Open Road offers special facilities in the Soviet Union based on years of experience, resident representation and friendly relations with key individuals and institutions. Service to groups and those traveling [Continued from page A-43] White Pine County, Nevada, with an area of more than 12,000 square miles, a territory larger than the states of Connecticut and Rhode Island com- bined, with a total of ninety-one teachers some of whom teach in lonely ranchschools as much as fifty miles from the nearest neighbor, has enroled 100 percent in membership in state and national educa- tion associations. This has been accom- plished in spite of the fact that many of the rural teachers are receiving extremely low salaries and every teacher in the county has received one or more salary reductions during the past two years. This unusual record has been achieved under the direction of C. L. Galbraith, county director. Overworked textbooks — Recent reports from 728 cities of all sizes show that school systems in these cities are spending 33.6 percent less for school- books and 30.3 percent less for supplies in 1933-34 than they did in 1930-31. Expenditures for books and supplies in these 728 cities have fallen off $3,900,000 in a period when 150,000 pupils have been added to their schools. These trends in expenditures for school books and sup- plies are presented in the Educational Research Service Circular of the Depart- ment of Superintendence and Research Division of the National Education As- sociation dated February 1934 [price 50¢]. This means that thousands of pupils are using books which are no longer fit to be used. The use of unfit books is becoming acute from the viewpoint of children as indicated by a conference on “over- worked” textbooks called by the United States Office of Education January 10, 1934. The report of this conference in- ee x . ~aF : | / lop Une Leake: POCKETBOOK BANFF SPRINGS HOTEL—CHATEAU LAKE LOUISE —EMERALD LAKE CHALET— IN THE HEART OF THE CANADIAN ROCKIES Bho yourself to a brand new sensation on the roof garden of the world—at Banff the Magnificent, Lake Louise the Lovely, wes a Emerald Lake the Beautiful!... With motoring — Resmstomr trantwort-Siphigecine: 2 days each Banff Springs Hotel, Cha- teau Lake Louise. Emerald Lake Cha- that gives a whole new meaning to the word staf mie: metorine. inctuding gen- eral drive Banff: to Moraine in Valley of the Ten Peaks;and Trans- —scenery in jade and diamond—hotels like ‘7: Byes? = "* $70, dream castles—mile-high golf, swimming in warm sulphur and fresh water pools—trout fishing in a rainbow river—Indians, cowboys, “Mounties”—ponies to ride and peaks to climb... Regal living—marvelous menus— ne with rates as wonderful... Your opportunity — 5 Giorious Days—rotels, Meats, Rooms, Motor Tyenapert- -Sightseeing. never so good as this year! NOR hig gy EEF Chalet. 126 miles motoring including eneral drive Banff, and to Moraine ake; and Transfers. Reverse trip ORR SET ae tbound. : ALL-EXPENSE « cludes the following statement: ~ One unhappy result of reduced expenditures es for educational purposes is that thousands of ws children are using textbooks which have become 4 Colortul Days—tiotels,, Meals, = not only unsightly but also unsanitary... . ry day” each jan Springs Hotel, 4 mera e alet. a L atleau rar The useful life of an elementary school text- Lake “Louise. 126 miles, motoring, in- book, it was pointed out, is approximately ae Eenboude ween > 4 ‘al three years. Due to lack of funds, this usage is ye? n . , as ane ace wate ae Field ed | being extended considerably. Often these over- Add Rail Fare from starting poiat. All cours originate at Se — * os Purchasers of any of these All-Expense Tours may extend Stop-Overs on payment of nt worked books have pages missing and not a following for Room, Meals per day—Banff Springs Hotel—$9.00; Chateau Lake ns few are out of date. .. . The conference urged Louise—$8.00; Emerald Lake eg ag = — bs to ¢.coendugt i .s, that the relatively small outlay for textbooks Low Summer Round Trip Rail Fares to Banff, North Pacific Coast, ornia, Alaska. ng and other materials handled by children should +4 He not be reduced and that facilities for cleanliness a Na ld n A C| | C O e S of i school children should be made ample. See Local Travel Agents—or Canadian Pacific Offices in all Large Cities including — ° . adison Av 8 : . ¥. Ave. N.W. ' SS Ave. ’ Life membership presented — NEW YORK” * ton > = FFALO™ PHILADELPAIA WV ASRINGTON, B:%. PITTSBURGH Westchester C CaS Nei Mas leuSatr iss EER RM: “Redness ies Be estchester County, New York, teach- | wsseoem Age. 1005, WicminAre. ghd fre. Se, Mle ay | Pog AGiar 88 W.0. Ble ° 1 ury wi 1212 Kirby Bldg. 621 So. Grand Ave. 152 Geary St 626 S. W. Broadway 1320 Fourth Ave. 1118 Pacific Ave. ers presented W. Howard Pillsb th lif : . . DALLAS LOS ANGELES SAN FRANCISCO PORTLAND, Ore. SEATTLE TACOMA a litle gre in the National Edu- Reservations, rates, information also, from Manager, Banff Springs Hotel, BANFF, Alberta. cation Association at the end of his two I dai Sg I AR REP TR Re eS Te ET * - nm your way to No. Pacific Coast, California, Alaska years’ presidency [Cont. on page A-46] Include an All-Expense Tour on y di : Peaeser ane al Volume 23, Number 4; April 1934 a a A-45 when writing our advertisers lall¢ AGO | | | | | / MILWAUKEE] ST PAUL ela /4 Northwest YELLOWSTONE fropular Prices! HIS is the year you've waited for. Rail fares, berth rates and park tour costs are down—way down! Enter through historic new Gallatin Gateway—170 extra mountain miles of motoring without additional cost. From Yellowstone you may continue on to Mt. Rainier, the Olympic Peninsula, Mt. Baker, and the many other attractions of the Puget Sound country. Return via Colorado, Cali- fornia or the Canadian Rockies. Steamship sailings from Seattle for Alaska. Lowest fares apply via the roller bear- ing OLYMPIAN to Gallatin Gate- way and the Pacific Northwest over America’s Longest Electrified Rail- road. Travel independently or with escorted all-expense tours. For Yellowstone folder and information, write Passenger Traffic Department The Milwaukee Road Room 401, Union Station, Chicago, Ill. 2101-2 OLymPIAN Electrified Over the Rockies to the Sea A-46 [Continued from page A-45] | of the New York State Teachers Asso- ciation, November 1933. “Applying the Good Neighbor Policy” has been selected as the theme | for World Goodwill Day, which will be observed by the schools of this and other nations on Friday, May 18. This cele- bration commemorates the opening of the first Peace Conference at the Hague which took place on May 18, 1899. To assist the schools with the celebra- tion this year, the National Education Association with the collaboration of the World Federation of Education Associa- tions has prepared a special packet of materials now available at the cost price of 50¢. Included in this packet are such items as dramas, special messages, sug- gested programs, timely articles, and posters. Orders for this packet may be forwarded to the Division of Publica- tions, NEA, 1201 16th St., N. W., Wash- ington, D. C. Cash must accompany all orders for $1 or less. Teaching the school to the pupils —A series of articles is being planned to appear in THE JoURNAL of the Na- tional Education Association for next year on this topic. If the pupils gain an appreciation of the significance of free public schools while they are in school, there will be less misunderstanding of the schools on their part when they be- come adult citizens and taxpayers. Will you not send to the editor of THE Jour- NAL any units or courses which you have developed along this line for possible use | in planning this series of articles? Our attention has been called to the | fact that Man and Metals by T. A. Rick- ard, published by the McGraw-Hill Book Company, was incorrectly listed in the November 1933 JouRNAL as costing $3. The price of this book is $10. Dorothy Canfield Fisher on “En- richment of Adult Life”—With the in- clusion in its activities of drawing, paint- ing, sculpture, music, and handicraft of all kinds, the movement began to divine that its name should not be ‘adult edu- cation,’ because that last word is tied to the narrow notion of ‘acquiring informa- tion in your youth’; but should rather be something like the fine title chosen . by the National Education Associa- tion—‘The Commission for the Enrich- ment of Adult Life.’ If you haven’t come across any of their excellent publica- tions, you are missing something worth your while.”—New York Times, March 4, 1934. Why not try this in your school? —R.S.Hicks [superintendent of schools, Mention THE JourRNAL when writing our advertisers Sumne Cruiser TO THE WEST INDIES and the CARIBBEAN Rn Lois GS G FLEET HIS summer cruise as a guest among friends . . . on a fleet built for tropical waters and led by six new snowy liners! Shore trips. Intelligent shore staffs. Outdoor swimming pools—all rooms outside—a cuisine for the most exact- ing—brilliant ship entertainment. from NEW YORK—Cruises of 10 to 20 days (some “all expense’’)—variously to HAVANA, JAMAICA, PANAMA CANAL ZONE, COLOMBIA, COSTA RICA, GUATEMALA, HONDURAS. From $95 to $200 minimum. Sail- ings Thursdays and Saturdays. from NEW ORLEANS—Cruises of 8, 9 or 16 days—variously to HAVANA, GUATEMALA, HONDURAS, PANAMA. From $75, $90 and $115 minimum. Sailings Wednesdays and Saturdays. Similar “Guest Cruises” from Los Angeles and San Francisco. No passports required Optional shore excursions at all ports TO AND room CALIFORNIA FIRST CLASS—between New York and California $180 up; between New Orleans and California $180 up. For information, literature or res- ervations, apply any Authorized Travel Agency, or United Fruit Company, Pier 3, North River, or 832 Fifth Avenue, New York. The Journal of the National Education Association [Continued from page A-46] Casper] asked his teachers to cut out the most worthwhile articles from THE Jour- naLs and paste on heavy construction paper; then send them home for the par- ents to read. I did this and now the chil- dren ask for the articles for their parents. We have the parents sign each article after they read it. We call it our “cir- culating library.”—-Maurine M. Tilley, teacher, Casper, Wyoming. The next issue of THE JouRNAL— As noted on the contents page, the next number of THE JOURNAL will be the final issue of the year. It will appear the middle of May. Members may take pride in the fact that the Association has kept its budget in balance and has been able | to maintain a much higher level of serv- ice than most organizations during the last few years. Important—Postal rules make it es- | sential that your address on our records be complete and correct. Members are requested to report promptly change of address, giving old address as well as new address, to the National Education As- sociation, 1201 16th St., N. W., Wash- ington, D. C. Let no young citizen grow up with the idea that his duty begins and ends with voting. Election day is harvest day and the nominations, wire pullings, and deals that have preceded it must be watched and followed up by an alert public and, if necessary, an independent ticket put in the field. A farmer who had neither planted nor hoed all summer could get up mighty little interest if he asked the boys to help harvest a crop of Canada thistles and ragweed.—Richard Welling in Civics as it Should be Taught. Dates to be remembered— April 13—Pan-American Day. Helpful ma- terial for planning the programs may be ob- tained by writing to the Division of Publica- tions of the National Education Association. May 1—Child Health Day. June 25-28—Fifteenth Annual Meeting of the American Federation of Organizations for the Hard of Hearing will be held in Washing- ton, D. C. at the Mayflower Hotel. June 20-July 6—Convention of the National Education Association, Washington, D. C. Many teachers will wish to interest themselves in the old age pension legis- lation which is now before Congress. Write to your representatives in Con- gress urging that they support the old age pension cause. _— BENNETT’S EGGERS, RANCH COLORADO AN IDEAL PLACE FOR TEACHERS Moderate rates in Comanche Lodge or furnished Cabins. Fishing and Saddle Horses. Write for Booklet T. P. BENNETT & SON, Eggers, Colorado | Volume 23, Number 4; April 1934 ERE’S the perfect cruise vaca- tion. All the rest and relaxa- tion of an ocean voyage. 9 days of scenic wonders and smooth water, too—for your Alaska-bound steamer follows the sheltered Inside Passage of the North Pacific into a world of contrasts. Here snow-crowned mountains dip down to the water’s edge. Glaciers sparkle and crackle in the dazzling Arctic sunlight and flowers grow to double their normal size. Here, too, are colorful ports of call. Indian villages whose history is told in fascinating totem poles. Juneau with its famous mines and the nearby Mendenhall Glacier. Skagway where the romance of CANADIAN PACIFIC MONTREAL-—+ Windsor Station NEW YORK— Madison Ave. at 44th Street PHILADELPHIA—1500 Locust Street BOSTON—405 Boylston Street CHICAGO—71 East Jackson Boulevard SAN FRANCISCO—152 Geary Street LOS ANGELES—621 South Grand Ave, ~“~= FROM VANCOUVER VICTORIA OR SEATTLE LOW *raic’ FARES MEALS AND BERTH ON BOAT INCLUDED (except ot SKAGWAY) Gold Rush days still lingers and the “Trail of ’98” leads on into the heart of Alaska itself. (Even if re- turning by the same boat you can arrange to take the trip over the mountains, across Dead Horse Gulch and the White Pass to Lake Ben- nett!) Two sailings each week from Van- couver. Write for booklets. Find out, too, how easy it is to combine a trip through the Canadian Rockies with this thrilling Alaska cruise. CANADIAN NATIONAL MONTREAL— 360 McGill Street NEW YORK—673 Fifth Avenue PHILADELPHIA— 1422 Chestnut Street BOSTON — 186 Tremont Street CHICAGO—4 South Michigan Blvd. SAN FRANCISCO—648 Market Street LOS ANGELES—607 South Grand Ave. And Offices and Agencies throughout the United States Mention THe JourRNAL when writing our advertisers New York: 535 Fifth Avenue 230 No. Michigan Avenue - San Francisco: 215 Market Street - Los Angeles: 730 South Broadway + Seattle: 814 Second Avenue Portland: "ail - . . f my ad new hod of SAUMMET 9 ) Ly Di | — a al 44 DAYS over 12,000 miles! from $400 Entertainment and shore excursions included! ° from San Francisco June 27..... Returns August 10 from Los Angeles June 28..... Returns August 9 e No text-bookishness about this vacation vol- ume. Brilliant chapters of romance with color illustrations of high adventure. Thrilling pages salty with the tang of the sea, or languor- ously fragrant with tropical scents borne by cool trade winds. The great liner, "City of Los Angeles”, hatches battened on ballast of youth and gaiety, sails with a merry crew of nomads to the sea-rover's Eldorado, off the well-worn trails of travel. Intimacy with the South Seas charting the course, experience in Cruise Conducting piloting the adventure at amaz- ingly low cost. Plan to sail with her into a new kind of summer vacation. But plan now, for the time is near at hand. See your travel agent for information and brochure, or write MATSON LINE Agents for LASSCO LINE * Chicago: 327 Southwest Pine Street ay NUKAHIVA * TAHITI * RAROTONGA vacaliou OUTH SEAS « VIOIVNANN * Wid¥V » VANS «+ VIWNON OOVd OOVWd = 0 “a O° Zz Oo c c Demands Thet You Be PREPARED Only those who have kept step with educational advancement can expect to move forward to better positions. Education holds a New Deal for you who are prepared. The University of Minnesota Summer Session leads in the presentation of a well-rounded program ... a faculty of 250 selected educators from the regular University staff and from other Universities . . . over 600 courses leading to baccalaureate or advanced degrees . . . a cosmopolitan student body in a metropolitan environment, ideal for summer study, yet near America’s great vacation land. Special lectures, recitals, plays and ex- cursions. Moderate fees and living expenses. Courses in the Graduate School and the Colleges of Science, Literature and the Arts, Engineering and Architecture, Agriculture, Forestry and Home Economics, Medicine, Dentistry, Chemistry, Library Training, Busi- ness Administration, Physical Education and Child Welfare. First Term: June 18 to July 28. Second Term: July 28 to September 1. WRITE FOR COMPLETE BULLETIN MINNEAPOLIS, MINNESOTA UNIVERSITY OF MINNESOTA Kconomies— 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” Jupp & DETWEILER INCORPORATED ECKINGTON PLACE AND FLORIDA AVENUE WASHINGTON, D. C. Mention THe JourRNAL when writing our advertisers The Journal of the National Education Association f | | UNIVERSITY | ot MARYLAND SUMMER SESSION, 1934 June 27 to August 7 Eight miles from Washington. Suburban district. Graduate courses, Undergraduate courses, Courses for grades, Expenses for tuition and living are low. Teachers of all For Bulletin, Address the Director of the Summer Session University of Maryland, College Park, Maryland. OLD LOVES REVIVED | Bring to life again the book-friends you have loved . . . from King Arthur to the Forsytes. Tour literary England and Scot- land under the direction of five educational leaders. Fifty days, including a week at the Malvern Dramatic Festival . . . only $660. Write for booklet ““F’’ of Univer- sity Tours. C 0 0 K 7 THOS. COOK & SON WAGONS-LITS INC. 587 FIFTH AVENUE, NEW YORK and branches —_ ee ei = DIRECT to the EDUCATIONAL CONFERENCE in SOUTH AFRICA, Capetown, July 2-13, Johannesburg, July 15-27. M. S. “CITY OF NEW YORK” sails May 1st; Cabin ship S.S.““WEST ISLETA” sails May 31st. A RARE OPPORTUNITY! Special rates to educators and students at- tending the Conference. 22-day Fair Weather Voyage — every comfort and convenience —Fascinating trips arranged at minimum expense— prompt reservations suggested. OP PAALBBAEBABABDD OOOO as Department J Please send me full details about the Conference, together with description of trips and rates. ONIN cnietpepsnamnaictieacunaptiininencmmunaiintbianitcin Address City State ia a a 6 a a 6 bb eb a AMERICAN SOUTH AFRICAN LINE, Inc. 26 Beaver Street New York Under the American flag, carrying U.S. Mails, Freight and Passengers - Volume 23, Number 4; April 1934 Anchor Line starts youright...in mod- ern liners generous with space, luxury, good times... with service that has 82 rears of tradition behind it! You get eight days of this... First Class for only $147, Cabin $139, Tourist $107! Even then the economy of this Europe route has only begun. For you land in the British Isles . . . where living and travel are cheap...where the exchange rate stands almost at par! It’s Europe with no premium to pay, with no foreign language to hinder you. What’s more, you land in northern Ireland or at Glasgow on the beauti- ful Firth of Clyde... all the wonders of Britain lie before you on a one-way, money-saving route that leads directly to London and the Continent. Smart, smiling, deft . . . this bell-boy typifies Anchor Line service. 13-DAY SUMMER CRUISES Canadian North Capes and Bermuda Sailing direct from New York and Boston every Saturday - in the Anchor visiting Gut of Canso, Gulf of St. Lawrence, Saguenay River, Capes Trinity and Eternity, St. Lawrence River, Quebec, Murray é . plus a 2-day visit in Bermuda! First Class Rate $110 up. Under auspices of THE NATIONAL TOURS, 561 Fifth Ave., New York LTA RRS LL I A Se SAT BIN NAR ANCHOR) and Sunday throughout the summer . . Liners Transylvania and California . . . Bay, Gaspe Coast . . Literature and information from your Local Agent or Anchor Line, 25 Broadway, New York. FIRST CLASS + CABIN Mention THe Journat when writing our advertisers TOURIST Masculine, old-English comfort, sea air and sunshine, make this typical smoke room a haunt of happy hours. FIRST CLASS $147 UP - CABIN $139 UP TOURIST $107 UP First Class: New York to London- derry, Glasgow: Caledonia, Apr. 21, May 19}; Transylvania, June 16*. To Belfast, Glasgow: Caledonia, June 97, July 77*. Cabin: New York to Belfast, Glas- gow: Cameronia, Apr. 7; California, Apr. 28, May 26; Tuscania, May 12, June 23*. To Londonderry, Glasgow: Cameronia, May 57, June 27, June307*. Tourist Class on all sailings. *Summer rates: First Class $155 up, Cabin $146 up, Tourist $112.50 up. TCalls at Boston, ' Silks, flowers, rich and spacious com- fort...these are thoroughly modern staterooms . . . made to be lived in. LINE A-49 Kis 9 rience tional managers, secretaries, and nurses hools. Address 1200 Steger Bldg., 2 with s« ALBERT TEACHERS AGENCY 25 E Jackson Bivd., Chicago 535-Sth Ave. New York 415 Hyde Bidg. Spokane 48th Year—lIn favored communities financial resources for schools are much improved. From these schools we receive many vacancies. Salaries higher. TEACHERS OUR SERVICE IS NATIONWIDE HICAGO d p »lacement advisers offer you dependable service. Every type of school in every state is carefully analyzed. cutive seeking teachers with excellent qualifications. in fact, we have outstanding registrants for every type of position connected 8 E. Jackson Blvd., Chicago, Ill. We also maintain departments for librarians, institu- Write today for Bulletin &Alitend Summer School me (Olorado Rockies CONTINENTAL DIVIDE - Seen on Student Tours HE UNIVERSITY OF COLORADO, in the j foothills of the Rockies, offers you unsurpassed opportunities for com- bining summer study with recreation. Organized hikes and week-end outings; visits to glaciers; automobile excursions to Rocky Mountain National Park; moun- tain climbing; mountain camp maintained for summer students. Altitude of one mile, within sight of perpetual snow, gives unex- celled climate & stimulating atmosphere. First Term, June 18 to July 20 Second Term, July 23 to Aug. 24 Courses in Arts and Sciences, Medicine, Law,Education,Business Administration, Journalism, Art,and Music. Field courses in Geology and Biology.MaisonFrancaise, Casa Espaiiola. University Theater with special instruction in Dramatic Produc- tion. Many special courses for teachers, supervisors and administrators. Special opportunities for graduate work in all departments. Excellent library; labora- tories.Organ recitals and public lectures. Vacation Railroad Rates Boulder Common Point from Eastern States Og ln fa fff nn nt OOOO ON OOD COO OO Sees University of Colorado Boulder, Colorado e ee ee ee ee ee ee eee ee ee oe SEND TODAY for Complete Information | Dean of the SUMMER QUARTER (DEPT. S) University of Colorado, Boulder, Colo. . Please send me the bulletins checked below: Summer Quarter Catalogue Summer Recreation Bulletin Field Courses in Geology and Biology | Graduate Schoo! Bulletin Na Street and No. | City and State ® SS A-50 NGTON NIVERSITY SAINT LOUIS SUMMER SESSION, 1934 June 18 to Fuly 28 Graduate Courses Undergraduate Courses Special Courses for Teachers Also Courses in Business, Fournalism, Social Work, Engineering, Art, Music, Law, Medicine, Nursing For Bulletin of the Summer Session, ad- dress Isipor Logs, Director of Summer Session, Room 204, Duncker Hall, Wash- ington University, St. Louis. Summer SeSS10N July 5 to August 15 UNIVERSITY OF VERMONT Burlington-on-Lake-Champlain Courses affording superior opportunities for self-improvement, , > teachers desiring certifica- tion credit, graduate students and undergradu- ates. City conveniences and unsurpassed recre- ational advantages. Lake Champlain and Green Mountain and Adirondack excursions, trips to Montreal and Quebec, under University direc- tion. Enrollment limited to 1,000. Write for Illustrated Catalog Bennett C. Dovc.ass, Director Burlington, Vermont RE RARAMEBONE AMER EES ES EE Mention THE JourRNAL when writing our advertisers Aids to Meet the Emergency The National Education Associa- tion through the Joint Commission on the Emergency in Education has published several important and useful pamphlets as aids in solving the problems arising in the emer- gency. Report of National Conference on the Financing of Education $.25 each Ways and means of financing edu- cation in this emergency. 78 pages | Evaluating the Public School 48 pages ‘ $.15 A manual for use by conference groups discussing problems of pub- lic education. This up-to-date and useful report is invaluable in our drive to save the schools. Essentials of Taxation By Harley L. Lutz and William G. Car 16 pages $.15 each A series of articles reprinted from the Journal of the National Educa- tion Association. They are so com- prehensive and simply written that they may be considered a primer on taxation. Emergency Federal Aid for Education Imperative 8 pages A plea for aid for education in the crisis. $.15 each ORDER NOW All orders amounting to less than $1.00 should be accompanied by funds. Discount on quantities of same book. National Education Association 1201 Sixteenth Street Washington, D. C. The Journal of the National Education Association